Impact of Armed Ethnic Conflicts on Education: A Small Sample Study of Learning Disruptions among Displaced Learners

Tapan Kumar Chakrabarty, North Eastern Hill University

Background: The armed communal and ethnic violence in India’s north-eastern state of Manipur that broke out on May 3, 2023, resulted the imposition of frequent curfews amid strikes, clashes between communities and armed militia, and complete closures of educational institutions severely disrupted the school life of young learners in Manipur and created a unique case of educational emergencies. Objectives: Drawing on insights from a small sample of young displaced learners, this study explores the extent of reported learning disruptionsand challenges in accessing safe learning spaces and resources. Data and Methods: The study has proposed and adopted a measurement framework of learning disruptions. Each of these dimensions is then measured by several indicators, and is based on the responses obtained from the displaced young learners from Manipur. Results: The study reveals that 70% of learners come from rural areas, with 82% identifying as Christian and 81% as Tribal. Key statistically significant factors contributing to learning disruptions include conflict-driven displacement, psychosocial and emotional trauma, among others. Approximately 60% of respondents are estimated to have been displaced due to conflict, with 74% suffering from psychosocial and emotional trauma. This research provides evidence-based insights, offering policymakers and educators valuable guidance in developing strategies.

Keywords: Population, Shocks and Pandemics, Human Capital, Education, and Work, Qualitative data/methods/approaches, Structural equation modelling

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