This paper examines fragility, capacity development and education and the links between these by analysing relevant research and policy literature. It proposes ways forward for action and reflection at national, regional and international levels. An important element of capacity development in education systems is the establishment of education standards and indicators. This entails the development of countrywide and local indicators of both fragility and recovery, as well as indicators of success. Although the provision of services is likely to be a higher priority in these situations, it is important to collect data and establish indicators as early as possible. Building capacity locally to collect, analyse and report on key indicators is also an important step. Reporting and monitoring should not be used to assign blame, but should be seen as a learning activity that allows innovation and experimentation with new ideas. Regional cooperation can play a significant role in peer learning and stakeholder exchange to improve knowledge management and exchange good practice. For example, in labour migration and refugee situations the accreditation of learning across borders can become an issue for capacity development. Capacity development for local staff might also be needed to enable them to deal more effectively with multiple international and donor organisations. Appended are: (1) Categories of "fragile state"; (2) Main components of the fragile states agenda; and (3) Alignment. A bibliography is included. (Contains 3 tables and 13 footnotes.)