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PART II — THeMATIC eSSAYSFor institutional donors• Increase the flexibility of funding streams(including the time horizon for implementation)in order to be able to better tailor programmesto the context of specific communities andtypes of attacks on education, and to facilitatecommunity engagement and ownership.• Apply more nuanced conditionality to fundingstreams. Conditions that restrict contactbetween grant recipients and particular actorsthat may perpetrate attacks on education caninhibit certain protective measures, such asundertaking or facilitating negotiations witharmed groups or military forces.For UN agencies and NGOs• With engagement from communities, conduct acontext and conflict analysis to informresponse design, including:— assessment of the nature of attacks oneducation in relation to the history of theconflict;— consideration of whether external assistancecan increase the risk that educationmay be attacked;— analysis of community power structures,knowledge, attitudes and practices thatmay exacerbate threats to education oraffect programme implementation; and— mapping community actions to protecteducation.• Carefully consider the role of the nationalgovernment in community protection projectswith attention to conflict dynamics, since, insome situations, government involvement canheighten the risk of attack or governmentsthemselves may be perpetrators. Where appropriate,elicit government participation inproject development, planning and implementation.• Based on the initial mapping, determine theappropriate level of community engagement inall phases of project development, implementation,monitoring and evaluation. Use variedmethods to engage all community members,including those from marginalized groups, soas not to exacerbate any existing tensions.• Ensure that staff have the relevant culturalknowledge and background and are acceptedas neutral parties.• Consider long-term sustainability to ensure thatrisk to education does not return once theprogramme ends. Long-term programming,with due consideration for sustainability, isvital when seeking community engagement inactivities. For interventions like communityschools, this may include lobbying the relevantline ministries to support the training of paraprofessionals,integrate them into the formalsystem, endorse the curricula and strengthenfacilities.92