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engaging fragile states - Woodrow Wilson International Center for ...

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addressed. In addition, to the extent very high standards are set <strong>for</strong> humanitarian<br />

relief, the <strong>states</strong> may not be able to meet them when the time comes to actually try<br />

to take on those roles. As documented in a case study on the health sectors in the<br />

Southern Sudan and the DRC, a perverse incentive is created to want to keep the<br />

humanitarian organizations around as long as possible. After all, the people will<br />

benefit when the standards are high.<br />

When it comes to the development model, because it is motivated primarily by<br />

technical criteria, one of the challenges is that state-building is often very political.<br />

In the immediate aftermath of the Liberian conflict, the argument was made from<br />

a public health standpoint that the biggest bang-<strong>for</strong>-the-buck in terms of keeping<br />

people healthy would come from re-establishing inoculations. But this was not<br />

what the Liberians wanted. Instead, they were more concerned with reopening<br />

the clinics and access to competent services so that they could give birth to their<br />

children in a stable environment with expertise to help with the birthing process.<br />

A discontinuity existed between technical efficiency and the population’s<br />

perceived needs.<br />

On top of these models also lies an architecture of policy expectations such as<br />

the Paris Declaration, the Millennium Development Goals, and Education <strong>for</strong><br />

All. These have set standards <strong>for</strong> what is thought to be appropriate in all developing<br />

country settings. However, these may conflict with the needs in <strong>fragile</strong> <strong>states</strong>.<br />

Education <strong>for</strong> All emphasizes primary education, <strong>for</strong> example, yet the Fragile<br />

States Group found that one of the key groups that needed to get educated were<br />

older youth, particularly those who were demobilizing. They could not be sent<br />

back to first grade, and yet there were no resources going to this particular group<br />

because the emphasis was on primary education. In a similar way, the vertical<br />

Global Fund <strong>for</strong> AIDS, Tuberculosis and Malaria tends to focus on a specific aspect<br />

of development and measures output indicators on that dimension, without<br />

adequate attention to how to build sustainable delivery systems.<br />

Although the Fragile States Group’s findings and recommendations have been<br />

in circulation <strong>for</strong> over two years, these tensions essentially remain unresolved.<br />

For the sake of those living in <strong>fragile</strong> state environments, the tensions must be<br />

addressed through reigniting conversations between the policy communities involved<br />

in service-oriented state-building in <strong>fragile</strong> state environments.<br />

Responding to Fragile States: Lessons From Recent Experience | 73

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