SUMMARY G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 6 political and social grievances. In Rwanda, a review of education policies and programmes over 1962–1994 found that the content contributed to categorizing and stigmatizing Hutu and Tutsi into exclusive groups. Language in education can also be a source of wider grievances. Data from 100 countries over 50 years found that those with wider education gaps were more likely to be in conflict Armed conflict is one of the greatest obstacles to progress in education. In conflictaffected countries, 21.5 million children of primary school age (35% of the total) and almost 15 million adolescents of lower secondary age (25%) are out of school. In the Syrian Arab Republic, over half a million children were out of primary school in 2013. Schools are often used for military purposes. Teachers are at risk: In F I GURE 4 : Colombia, 140 teachers were killed between 2009 Education conditions for refugee children vary widely and 2013. Widespread forced recruitment of children Primary and secondary enrolment rates, selected refugee sites in into armed groups persists. selected countries, 2014 Refugees present a huge challenge for education systems. Refugee children and adolescents are five times likelier to be out of school than their non-refugee peers. In some refugee settings, pupil/teacher ratios are as high as 70:1 and many teachers are unqualified. 100 90 Enrolment rates (%) 80 70 60 50 40 30 Primary 20 Secondary Source: GEM Report team analysis (2016) based on 2014 UNHCR data. Egypt Yemen Iran, Isl. Rep South Sudan Rwanda Ethiopia Uganda Sudan Chad Malaysia Bangladesh Kenya 0 Pakistan 10 Education can help address differences between ethnic and religious groups. But where schools maintain the status quo through curricula or school segregation, they can ingrain discriminatory attitudes. In Bosnia and Herzegovina, schools have been segregated along ethnic and linguistic lines since the end of the war in 1996. Curricular content can help or harm intergroup relations after conflict. The success of any curricular reform depends on the availability of motivated, engaged and trained teachers. Well-designed formal and non-formal peace education can reduce student aggression, bullying and participation in violent conflict. Education needs to be integrated in international peacebuilding agendas, but security issues tend to be prioritized instead. Of the 37 publicly available full peace agreements signed between 1989 and 2005, 11 do not mention education at all. EDUCATION CAN BE CRUCIAL IN BUILDING A FUNCTIONING JUSTICE SYSTEM A functioning justice system is critical for sustaining peaceful societies. However, many citizens lack the skills to gain access to complex justice systems. In 2011, according to court user survey results in the Former Yugoslav Republic of Macedonia, only 32% of individuals with primary education were well or partially informed about the judicial system and its reforms, compared with 77% of those with higher education. Community-based education programmes can help increase understanding of legal rights, particularly for the marginalized. Building the capacity of judicial and law enforcement officers is critical. Insufficient training and capacity-building can hold back justice and result in delays, flawed or insufficient evidence-gathering, lack of enforcement, and abuse. In Haiti, the national police went from being the least to the most trusted public institution over five years through a seven-month UN recruit training programme. 24