The Issue of Education in Post-Conflict Reconstruction through the Transitional Justice Process: The Case of Côte D’Ivoire

The inclusion of education in post-conflict reconstruction in a transitional justice process goes far beyond physical construction and educational facilities to become part of national educational planning and policy. The issue of education in post-conflict periods is at the level of the national education system in general and of educational policies and strategies in particular. In Côte d’Ivoire, as in other countries emerging from violent conflict, even if the issue of education can be identified in the structural and direct causes of the occurrence of conflicts, it must be recognized that the impact of these conflicts on education remains considerable at different levels. Thus, taking account of its consequences in post-conflict reconstruction in the context of transitional justice is of great interest both for its contribution to economic growth and for the promotion of fundamental human rights and social cohesion. A full involvement of education in the transitional justice process is a real potential for mutual reinforcement in the reconstruction process. Practical synergies between education and transitional justice call for closer collaboration between education and transitional justice actors.


Introduction
UNESCO considers that education is a human right for all, throughout life, and that access to education goes hand in hand with quality. Education is the action of developing a body of knowledge and moral, physical, intellectual, scientific and other values considered essential to achieve the desired level of culture. Education enables the transmission from one generation to the next of the culture necessary for the development of the personality and the social integration of the individual. Education is also very

Data Collection Techniques
-Group and individual interviews: Exchanges during which the interlocutors expressed their perceptions, their experiences of conflict and their appreciation of the inclusion of children in the transitional justice process. This took place in regions or localities (3) severely affected by the conflicts. Exchanges with stakeholders also took place during seminars with NGOs working on the issue of education and children and 300 children raised in cities heavily affected by the conflicts.
The exchanges were structured around two (2) essential points that highlight the issue of education in the causes and consequences of conflicts as well as their consideration in post-conflict reconstruction.
-Documentary research: We referred to media sources (press, video, radio listening ...). The research took into account the reports of UNOCI, Truth commission, UNESCO and agencies in charge of integration of ex-combatants and others intervening in the maintenance of peace in Côte d'Ivoire. This documentary research made it possible to cross-check the information in order to reach more objective conclusions.
-Observation: it allowed us to see for ourselves information from observed situations, behaviors or events related to the causes and consequences of conflicts on education and children.

Legal framework of the study
Our study was based on the legal instruments relating to children's rights. namely: The four fundamental principles of the Convention on the Rights of the Child (Note 1) are: non-discrimination, the priority given to the best interests of the child, the right to live, survive and develop, and respect for the views of the child; -Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in Armed Conflict; Jakarta Declaration adopted at the International Conference on the Right to Basic Education as a Fundamental Human Right and the Legal Framework for its Financing Indonesia 2-4 December 2000.

Results
We will show both the structural and direct causes and consequences of conflict on education. Finally, we will see how education is taken into account in post-conflict reconstruction through transitional justice in Côte d'Ivoire.

The Questioning of Education in Conflicts
This point will emphasis on the role of education in the emergence of conflict. It should be noted that although the actions carried out in this framework do not directly relate to the problem of education, their consequences may fall within the typology of causes at the origin of the erosion of the education system and its direct or indirect contribution to the outbreak of conflicts. We shall present them at two levels, namely structural causes and immediate causes.

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Published by SCHOLINK INC. www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 3.1.1 Structural or Indirect Causes There is regional disparity and discrimination in the field of education.

Uneducated Populations and Regional Disparities in Education
A mixed perception of school by the populations of northern Côte d'Ivoire. The dissemination of schools is disturbed by the persistence of traditional conservatism and by the standard of living of the population. It concerns parents who reject school, parents who are in favor of excluding young girls from school (surveys, 2014). This typology is based on beliefs that mix traditions and Islam. It is "an Islamo-animist syncretism, the result of multiple compromises between scriptural Islam and pre-Islamic traditions that do not provoke profound mutations as the similarities between the two models are so great on the formal level" Fadiga K, (1998). The rejection of school is the doing by a minority whose ambition is the perpetuation of agro-pastoral beliefs and practices. Children are used as family. Rejection of schooling can be a palliative to reduce the shortage of agricultural labor. Across the country as a whole, nearly 43% of Ivorian youth do not attend normal schooling, with marked geographical disparities. In the north and northwest regions, for example, between 43 and 55% of them do not attend school. The rate drops to 28% in the central-eastern zone. These inequalities are also found in gender: from an early age, girls are the most excluded, i.e., 52.6% of girls are excluded from the school system compared to 47.4% of boys. This entire illiterate population is the victim of manipulation and manipulation by politicians.  percentages of young people in school 72% chosen in exercises,...) value men more and infer women more. Between myth and reality, we can see that the sexual division of labor and hierarchization is perpetuated in the field of work under the cover of so-called "natural" skills or impossibilities. "School textbooks are a privileged relay for learning about prejudices. They act as contemporary equivalents of ancient fables, thus shaping minds and nourishing social thought". These words of Fischer, enable us to understand that schooling is a form of developing prejudices and maintaining them. After the structural or indirect causes, it is appropriate to look at the direct or immediate causes.

The Immediate or Direct Causes: Physical Violence and Attacks on Freedom of Expression
Here, we want to shed light on violence against students and teachers, politicization of the schools and universities, and finally the high unemployment rate and problems with birth certificates for school-age children.

Violence Against Students in Schools and Universities
Firstly, it should be noted that from 1990 to 2000, the violence was essentially maintained by the political authorities against the groups, socio-professional groups (unions in the education, health and transport sectors) and student movements (FESCI), which also responded with violence. This violence subsequently took place among the students themselves. Indeed, students allegedly belonging to FESCI (the student and school federation of Côte d'Ivoire) clubbed and murdered other students suspected of being indicators of the government on campus Vanga A. F, (2009    In the light of the above, we can say that education has a responsibility in the logic of the emergence of conflicts through exclusion and discriminatory methods but also through the violence of all kinds maintained in schools and universities. We must now look at the consequences of crises on the field of education.

REGISTERED PERCENTAGES
non-registered birth rates 50% birth registration rate within the deadline 50%

The Impact of Conflicts on Education
The evaluation missions carried out by UNESCO and our research in Côte d'Ivoire revealed a number of rather negative socio-educational indicators linked to the war and its capacity for destruction and institutional and social disruption. In this section, we will look at the consequences of the conflicts on the whole field of education; among others: on the educational infrastructure and materials, on the education system and on the pupils or learners.

Impact of Conflicts on Infrastructure and Educational Material
The war in Côte d'Ivoire had many consequences on infrastructure and educational material, namely: the destruction and deterioration of domestic property, infrastructure, equipment and school and university facilities; looting and sale of school archives and computer and teaching equipment; the closure of teaching and research institutions, the relocation of international institutions and the suspension of their support programs for the development of education/training, and finally the erection of school buildings into military camps.

The Impact of the War on the Educational System and Mechanism
The curricula, pedagogical and didactic devices (teaching methods, students' experience of war, availability of teaching materials, etc.) are all elements that have suffered the consequences of the war.
The use of double shifts, which is a disruptive factor in terms of conventional management of school time, is a real demotivating factor in terms of classroom learning. The partition of the national territory has also led to two types of separate education systems. In Côte d'Ivoire, the objective of education for all supported by UNESCO, Unicef and many NGOs has been strongly thwarted by the conflicts and their consequences. With regard to the traditional objectives of school education, i.e., scientific, professional and social training, the effectiveness of emergency measures is weak. Indeed, due to the non-existence of the administration in rebel-controlled areas and the feeling of insecurity, teachers left these areas en masse to go to government-controlled areas. This has resulted in the closure of rebel-controlled schools despite efforts to keep children in school.

Impact of War on Students
We will see at this level the displacement of pupils and parents, the drop in their school performance and the rise in the phenomenon of child soldiers.

Displacement of Students and Parents
This conflict situation has led to hundreds of displaced people to continue their schooling or to do so for their children. These choices are not always made without difficulty, as very often the schools in the host localities, where they exist, are overcrowded. This calls into question the quality of education provided both in occupied areas and in relay schools in open areas. It should also be noted that the functioning of education and training institutions, and therefore programs, has broken down in some occupied areas. In other situations, it is rather the lack of material resources, disease or war-related There is also the trauma linked to the torments of war and the feeling of insecurity.

Rise of the Phenomenon of Student Child Soldiers or Associated with Combatants
According to UNICEF, 250,000 to 300,000 child soldiers (boys and girls under age 18) are involved in more than 30 conflicts around the world. In Côte d'Ivoire, there are significant numbers of boys and girls in and out of school who are recruited by combatants. Some are forcibly recruited or abducted; others enlist to flee poverty, abuse and discrimination, or to seek revenge for acts of violence

Taking into Account Education in Reconstruction
In this part we will see the degree of integration of education in transitional justice in Côte d'Ivoire and the participation of children in the different stages of judicial and non-judicial mechanisms. TJ is a field that includes post-conflict reconstruction, and more specifically that attempts to understand ways to heal past trauma. It strives to understand what needs to be done to build, from a society in ruins, a new society, stable enough to ensure justice and stability. Under these conditions, transitional justice is seen as a series of approaches adopted by societies to address the consequences of serious and systematic human rights abuses. (International Center for Transitional Justice 2008). Our analysis will focus on the inclusion of education in these two mechanisms in a holistic approach to transitional justice for sustainable post-conflict reconstruction.

The Inclusion of Education in the Judicial Mechanisms of Transitional Justice
We will talk about national and international legal proceedings.

Investigations and Legal Proceedings at the National Level
Article 138.4 of the Ivorian penal code condemns the forced recruitment of children. In addition to the traditional courts, the Special Investigation and Investigation Unit (USEI) was created by Decree No.
2013-93 to investigate crimes committed during the crisis period. Indeed, the memory of justice was to contribute to peace so that "never again" would prevail in the fight against impunity. For the victims of the crisis who are waiting for justice to be done, this is an important message that maintains the hope that those responsible for the serious crimes committed during the crisis will be brought to justice. However,

The Issue of Education in the Truth Commission in the Post-Conflict Period
We will refer to Alex BORAINE who distinguishes three progressive levels of truth: factual truth, personal truth and social or dialogical truth. All of these forms of truth aim to "document and analyze 152 www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 both the actual violations of human rights and the structures that allowed or facilitated them" Lerner,Salomon,(Note 11). To these should be added reparative truth. These forms of truth are taken into account in the sub-commissions: heuristics, investigations and hearings, public hearings and memorials.

a-The heuristic commission:
The Summaries of all the proceedings were presented at a restitution workshop and were submitted to a National Colloquium. This form of truth called dialogical or social truth is a truth born of the debates and centered on the experience of the participants. This approach also makes it possible to create the conditions for peaceful social relations between the different strata of society, but also to promote democratic values and respect for human rights.

b-The hearings and inquiries committee
It aims to create a space of exchange sufficiently serene for people by gathering testimonies of individual or personal truths. This restitution of individual memory must then serve to build up a vast database which, when brought together, will serve to build a national collective memory. This sub-commission conducted field work to establish the typology of human rights violations, seek the truth about the harm suffered by victims and identify the perpetrators/perpetrators. Collecting more or less confidential data from a person who has suffered a violation and who is asked to tell his or her story in his or her own words allows that person to make a statement.  3, No. 4, 2020 worked to take into account child soldiers and the consequences of conflicts on girls and boys. The issue of education has not been specifically addressed. Of the 72,483 people interviewed, there were 757 children, with 55% boys and 45% girls.    3, No. 4, 2020 -Public hearings: this stage is the one that should contribute to the moral satisfaction of victims as a restorative truth through its therapeutic aspect. For truth and reconciliation commissions, the essence of restorative justice is to seek moral satisfaction for victims during the process. For the VRC, the public hearings were supposed to develop on a larger scale the modes of exchange inaugurated during the collection of testimony. The idea was to implement a dialogue that places the Commission between the alleged victims and perpetrators. The public hearings that follow the depositions give the victim the opportunity to publicly tell the story of the violence suffered in order to create catharsis among the populations that listen to it. It also allows the victim to dialogue with her torturer in order to ask for and obtain forgiveness after a sincere repentance following the acknowledgement of the facts committed.   www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 was charge of given the task of answering vital questions such as: «What does Côte d'Ivoire want to be»? And "what does it mean to be Ivorian?". For the ethics of reconciliation as desired by the truth commission had to break the cycle of revenge that is maintained by the refusal to forgive offenses and aggressions. Commemoration projects actively embody the public education role inherent in many justice initiatives. It should be an opportunity to commemorate and educate not only about the violent past itself, but also about transitional strategies for dealing with the educational consequences of conflict. In Côte d'Ivoire, a national day of purification of the blood-soaked soil of the victims took place in a context of African tradition. However, the museums, monuments and public art works to offer memory, mourning, dialogue, reconciliation and learning were not built. And yet, in addition to their public educational value, museums and memorials were to be the basis for special programs for schoolchildren, and to encourage visits by school groups who could make them part of their school activities.

The Issue of Education in Reparation and Rehabilitation in the Post-conflict Period
It was the responsibility of the reparations commission to estimate and evaluate the damages suffered with a view to making reparations, based on the investigations carried out by the "hearings and investigations" commission. Reparations can be grouped into two groups: individual reparations and collective reparations. The challenge is to resort to equitable dialogue on the part of the perpetrators of violations and to propose reparations for the benefit of the victims in order to achieve national reconciliation. To achieve this reparation, there are various structures or programs. In particular, the National Program for Social Cohesion (PNCS) was established to carry out this mission.
-Education and Individual repairs: The systematic loss of educational opportunities is a violation of children's rights. In cases where children have been systematically denied education, states have an obligation not only to provide it but also to consider reparations for girls and boys affected by the interruption of schooling due to war. Service-based reparations, such as education, may be more appropriate for children because they are more likely to reach their intended beneficiaries. Mazurana and Carlson (2009.) It is directed at -individuals whose schooling was interrupted due to violence, -the children of victims, -those forcibly recruited by self-defense committees, or law enforcement. These measures include: adult education and literacy programs; access to primary education; access to vocational training; exemption from tuition and examination fees; student housing and meal allowances for recognized victims; implementation of a comprehensive scholarship program, covering tuition, books, transportation, and food for university and technical studies, taking into consideration the specificity of cases and regional quotas. Special support should be given to students from the most affected areas. Not all of these proposals have been formalized and made in agreement with the Ministry of Education. Their execution depends on the political will of the State.
-Education and collective repairs: the reconstruction and rehabilitation of schools has been proposed.
Some proposals have been carried out and others are being implemented as part of national development projects. However, human rights education and peaceful conflict management programs 156 www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 were not developed and proposed by the commission as part of the reparations package as a program to be submitted to the Ministry of Education to be part of the post-conflict education policy. Yet it is a component of collective reparations. For Mazurana and Carlson, "post-conflict education should include educational reparations programs beyond what the state is already obligated to provide". It should be directed not only toward eliminating educational gaps in the areas most affected by rights violations but, above all, toward a culture of human rights and conflict prevention.

Institutional Reforms
The issue of education in auditing or vitting in post-conflict is important. The aim is to promote institutional reform by examining corrupt or incompetent members of the education system in public institutions. This constitutes a transitional justice mechanism that allows for the removal from the system of the agents that were at the root of the conflicts. In Côte d'Ivoire, however, no audits of the education sector (or of the civil service in general) have been undertaken despite the recognition of the involvement of certain actors in the education system in the outbreak of conflicts. However, methods that could bring renewed legitimacy to the education sector tainted by their role or complicity in human rights violations should be considered. Alternatively, the commission should provide for the in-service training of the teachers concerned in conflict prevention pedagogy.

Discussion
The results of the study show that trust, recognition and participation remain the principles and the best route to successful post-conflict reconstruction in a transitional justice setting. As part of De Greiff's (Note 12) holistic approach, we also believe that transitional justice should emphasize the recognition of the suffering of all victims and the violations that have affected the whole society as a whole in order to rebuild the social fabric through the restoration of trust. This kind of participation is the basis of democracy and reconciliation itself. It is about seeing victims as rights holders. The educational objective is also part of the promotion of rights within a framework that seeks to recognize, challenge and overcome inequalities. Policy development and practice that opens avenues for fuller participation.
For victimized children, the recognition offered by their participation can strengthen the transitional justice process through their specific involvement, taking into account their experiences. Kofi Annan said this: "Education is a human right with immense transformative power". On its foundations lie the cornerstones of freedom, democracy and sustainable human development. Kofi Annan (1999). Its effective inclusion in transitional justice processes will need to be seen in this light and integrate all aspects of the post-conflict reconstruction process.
In Côte d'Ivoire, examination of the consideration of the issue of education in the transitional justice process reveals many aspects of discrimination, particularly with regard to access to education, the politicization of schools and certain forms of school violence. The discrimination observed is the result of an often negative evaluation that operates outside of any experience with the reality in question.
These are often negative attitudes and unfavorable judgements of the persons or groups concerned. In general, inequality of opportunity for pupils and the failure to take gender into account in certain areas such as education are not only forms of discrimination, but also the causes of the social divide and, above all, of the erosion of the unity of our society.
Indeed, they concern a form of violence induced by the norms or habits of our structures (political, judicial, family, social, school, religious, and military, professional...). They harm physically and/or psychologically and the individuals in general and in particular to girls and the pupils, including through constraints, threats, sanctions or limitations that hinder their actions and development. These Education is linked to macroeconomic growth (Gary S. Becker, 1993). Furthermore, research shows that education can contribute to social cohesion. Indeed, more educated people participate more in 158 www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 social, community and political life Zuki Karpinska, and Julia Paulson (2008). The obligation of states to provide basic education to their citizens is clearly stated in international human rights declarations (Article 26 of the Universal Declaration of Human Rights UDHR.) Indeed, education is supposed to be linked to the ability of individuals and societies to meet other fundamental rights. Since illiteracy is one of the major causes of household poverty, education can play a role in contributing to poverty reduction (World Bank, "Education and Development" 2005). Education, especially for girls and women, is linked to positive health outcomes and thus to the ability to claim the right to health; education has been shown to reduce child mortality, positively affect reproductive health, improve child well-being, improve nutritional outcomes, and encourage immunization. Indeed, gender-sensitive education that sincerely addresses the needs of girls and women is considered crucial for the elimination of discrimination against women and gender inequality.
Côte d'Ivoire has adopted a judicial and a non-judicial approach to post-conflict reconstruction. The issue of education was mentioned in the commission's objectives, however, it has not been effectively and fully taken into account in these activities. The judicial mechanisms, even if they have been put in place, have not specifically addressed the issue of crimes relating to the destruction of educational infrastructure and child soldiers recruited by combatants. With regard to non-judicial mechanisms, the inclusion of education in the search for the root causes of conflict has been an innovation in the field of transitional justice in Côte d'Ivoire. However, the issue of education does not seem to have been really integrated into the commission's subsequent activities. This was reflected in the commission's recommendations. At the level of the memorial, it is noted that there has been no "commemoration of schools" that have been badly affected by the conflicts. Yet renaming schools could be of considerable importance for children, adolescents and the community at large as an important tool for building memory and as a symbol of moral reparation for students. This type of commemoration in schools can also be an interesting potential at the micro level reconciliation of community members. Indeed, according to Facing History and Ourselves, educational initiatives that use the memory of genocide in transitional justice to promote the values of citizenship have been successful around the world. At the curriculum level, in Côte d'Ivoire, it should be noted that the commission's report has not been systematically published. However, in some countries that have experienced transitional justice, such as Sierra Leone, the United Nations Children's Fund (UNICEF) has supported the production of a version of the commission's report for distribution to primary schools in the country. The report was to be a resource for human rights education as part of the national curriculum. In Guatemala, local and international NGOs have produced resources that use the Commission's final report to teach a "culture of peace". From the above reflections, we can see that the practical synergies between education and transitional justice call for closer collaboration between education and transitional justice actors. A process that includes the objectives of updating the most significant links between education and human development and between education and conflict. When the recommendations of a truth commission are intended to influence policy development and practice in a sector such as education, it 159 www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 is essential that these recommendations are well grounded in the commission's conclusion and in the realities and opportunities for sector reform. The recommendations of the truth commission in Côte d'Ivoire, unlike in other countries, have not been legislated and therefore are not binding. A series of simple practical recommendations for a better consideration of education in the transitional justice process can be made to the commission but also to the state.

Recommendation to Truth and Reconciliation Commission
-Transitional justice mechanisms that identify children as priority actors should also identify education as a priority and reflect on how it can be addressed.
-Truth commissions should consider establishing formal and concrete collaboration with the Ministry of Education before and during their work.
-At the beginning of its activities, the commission should discuss with Ministry of Education officials how the issue of education could be included in the post-conflict reconstruction process. It should make recommendations and design reparation programs in collaboration with the Ministry of Education.
The commission was to plan "training of trainers workshops" with students and teachers, support the establishment of human rights and peace clubs in schools, organize radio programs on its role and child-facilitated debates, visit schools and organize quizzes and debates for young people.
The signing of a "cooperation agreement" with the Ministry of Education would have ensured that the different aspects of education were well integrated into each stage of the commission's activities.

Recommendations to the State
At this level, the public authorities should be urged to continue to work tirelessly to push back the frontiers of ignorance in order to enable better schooling. The public authorities must proceed to: Take into account the place of the girl child in the conception of education in the post-conflict period.
To strengthen the institutional capacity of the education sector to effectively address the main challenges of the sector. These challenges are as follows: -the psychological and moral security of education staff and students; the reconstitution of school and university archives; -the capacity to develop infrastructure, making it possible to estimate and meet the needs for classrooms and the necessary equipment, for the pedagogical comfort of pupils and teachers.
-Capacities for the qualitative development of the educational service, in order to compensate for the deterioration of the quality of education and to raise it to the level of international norms and standards.
Anticipation and action-research capacities to study the impact of the war on education, on the social demands for education, on the costs of education, and the impact of the war on the structures and content of the new curricula.
-Human development capacities to effectively combat poverty in schools, particularly in terms of food, health and school fees. 160 www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 -Capacities to care for victims of school deregulation, which can be divided into three categories: psycho-affective maladjusted children, victims of the loss of the school year and child soldiers.
-Negotiation capacities with bilateral and multilateral, national and international partners for the resumption and intensification of programs (technical and financial) in the field of education.
-Dissemination of images favorable to gender equality. Apart from the media, training seminars/workshops for young people, women, journalists, opinion leaders, investigators, community leaders, (...) should take gender into account.
-Introduce in school textbooks examples of exercises that take into account gender or that value women.
-Sensitization and information of communities on gender should be done through the media (Television, Radio, Internet, posters, etc.). The use of local and traditional communication structures at the grassroots level on the need for gender equality and on gender issues.
-The opening of access to EMPT (military preparatory and technical school) to young girls.
-Effectively integrate gender issues into curricula, pre-service and in-service teacher training.
-Strengthen and extend the reception structures offering a second chance of schooling to out-of-school or out-of-school girls (listening centers and alert brigade).
-Reinforce girls' schooling through specific measures such as social mobility between school and family, as the child receives habits, a system of values, beliefs and models of action from his or her family.

Conclusion
The notion of "post-conflict", defined by the United Nations, refers to an ideal model of transition after a war, involving international institutions, states and civil, private and associative actors to overcome tensions together and rebuild a lasting peace. (Freeman & Djukić, 2008). The criteria surrounding the war offer a wide scope for interpretation, the extent of which only becomes apparent once the conflict is over. It is clear that war does not end with the announcement of the end of the conflict or with the cessation of hostilities, it still remains to be rebuilt. Given the enormous importance of education for conflict-affected populations, its reconstruction must be done in a way that enhances its potential to contribute to human development. Our study on education in transitional justice in Côte d'Ivoire examines education as a factor in human development in terms of the process towards: guaranteeing human rights, achieving human security and promoting capacity. In sum the research looks at the links between education and development in the post-conflict context in a holistic approach to Transitional Justice. The recommendations aim to capture the needs of public education in the post-conflict period in Côte d'Ivoire. The Ivorian commission has not failed to raise the issue of education in its activities.
However, the study reveals that education is insufficiently and partially taken into account in the reconstruction process. Indeed, the best way to take education into account in the post-crisis reconstruction process is to involve education staff in the commission on a permanent and integral basis 161 www.scholink.org/ojs/index.php/fet Frontiers in Education Technology Vol. 3, No. 4, 2020 in order to undertake a constructive working relationship with the Ministry of Education. Such close collaboration with the Ministry of Education from the beginning to the end of the activities is extremely important not only for its integration into the recommendations and the facilitation of their implementation in educational programs. It is a matter of full cooperation that is both practical and conceptual. This has still not been the case for most of the commissions.