This paper aims to serve as background and analytical guidance for a conflict assessment of the Education for All programme in Nepal. In doing so it:
− Provides an outline of the latest thinking on sectoral approaches and conflict.
− Provides an overview of the relationship between conflict and education as outlined in recent literature.
− Considers the possible interactions between education and conflict in Nepal.
− Proposes an analytical framework for applying a conflict lens to the design and planning, method of implementation and systems for monitoring and evaluation of the Education for All programme.
