Learning for Peace Collection
From 2012-2016, UNICEF and the Government of the Netherlands undertook a multi-year partnership entitled Peacebuilding, Education and Advocacy Programme (PBEA), also known as “Learning for Peace”. The objective of this program was to test how education can be leveraged to contribute to the mitigation of drivers of conflict in fragile and post-conflict countries. Unlike other UNICEF education in emergency programs, peacebuilding was seen as the primary objective of Learning for Peace, with the goal of strengthening – through the education system and the provision of social services – resilience, social cohesion, and human security in conflict-affected contexts. Find out more about this program, and this topic in general, on the Education for Peacebuilding thematic webpage.
During the project period, Learning for Peace produced dozens of briefs, reports, case studies, guides, and research products, and compiled many other relevant resources related to the link between education and peacebuilding. In cooperation with UNICEF, the full collection of these resources is available below, organized in thematic categories.
Access the Learning for Peace Collection...
*******************************************************************************************
Adolescents and Youth
 |
Cradled by Conflict: Implications for Programming This Technical Note aims to help guide programming intended to prevent and address the recruitment and use of children by armed groups in today’s conflicts. This resource is available in English. |
 |
Peacebuilding Knowledge, Attitudes, and Skills: Desk Review and Recommendations This report seeks to answer the following question: what knowledge, skills and attitudes do children and adolescents need to cope with conflict, resolve conflict, promote peace, and contribute to peace processes? A secondary question considered in this report is: how can we effectively teach peace knowledge, skills and attitudes in conflict-affected situations? |
 |
Engaging Adolescents in Conflict Analysis: Guidance Note This Guidance Note offers tools and methods which UNICEF Country Offices can use to ensure the safe and meaningful participation of adolescents when doing a conflict analysis. However, the methods and tools contained within are relevant to later stages of the PBEA, as well as to UNICEF’s peacebuilding interventions more generally. |
 |
Beyond Ideology and Greed: Trajectories of Young People Towards New Forms of Violence in Côte d’Ivoire and Mali This study describes how societies and dynamics surrounding young people in Mali and Cote d’Ivoire structure the trajectories of some towards violence. The study finds that ideology is not a decisive motivation for young people’s engagement in violent groups, but rather a legitimation discourse a posteriori. Likewise, unemployment and greed, although they remain of importance, are not pivotal. What plays a bigger role is youth’s need to find their place in society, to be This resource is available in French, with a summary in English. |
 |
PBEA Case study of volunteers during the Ebola response in Liberia This study evaluates the effects of the volunteers’ interventions as part of the Ebola response from the perspective of the volunteers themselves and other key stakeholders. It focuses on five key areas: relevance, efficiency, results and effectiveness, partnership, and sustainability. Download this resource, and a summary. |
 |
Peace Clubs in Schools in Côte d’Ivoire: Participatory Video and Annual Evaluation During January 2015 a team of 10 young people were trained by Insightshare to carry out an evaluation using Participatory Video combined with Most Significant Change (PV MSC) for UNICEF WCARO and UNICEF Côte d’Ivoire. The aim of the activity was to carry out an end of year participatory evaluation led by students and young people who participate in the PBEA programme that UNICEF and partners lead in Côte d’Ivoire. The evaluation was designed to contribute to the peacebuilding activities of the organisation, to create dialogue, share lessons, raise awareness and build youth capacity. Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uVIlVGJ-m4U0AqnzUN8qi06 |
|
Learning for Peace, Côte d'Ivoire: Peace Messenger Clubs Côte d’Ivoire experienced a decade of civil war and political crisis between 2002 and 2011. Harmful political influence has infiltrated secondary schools through politicalized and violent students and teachers syndicates and gangs, making them increasingly dangerous environments for students and staff. To address this issue, the Ministry of Education introduced The Peace Clubs, at the end of the crisis in 2011 to promote peace in schools. They are a students led mechanism for conflict prevention and resolution. Watch the video here: https://youtu.be/o6fzQnl49KM (5:11) |
|
 |
Case Study: Peace Messengers & Peace Guardians in Cote d’Ivoire This evaluation aims to give insights into what value the joint peacebuilding intervention in Daloa has yielde, and to assist in sharing and carrying the learning forwards. The partners are concerned by the regular disturbances caused by the gangs or syndicates (students and teacher strikes) leading the schools to shut down for days. They recognise this as a major risk for Cote D’Ivoire’s education system and as such they wish to better understand the profiles of the young people involved; their motivations, hopes and concerns. This evaluation and the associated videos hope therefore to address this and to look more closely at this programme that works with youth, who were socialized in violence, to help them play a positive role in society and become promoters of peace. Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uWrnY-9SZseiLLDA9X5NaFH |
|
Learning for Peace, Côte d'Ivoire: Transitional Justice Radio UNICEF has worked with young people across Côte d’Ivore to set up the “Action Justice and Peace” Network to engage in national reconciliation processes and train youth leaders to document young people’s experiences of the recent conflict. The network represents approximately 5000 members across the country, and young people have been trained in radio programming to share these stories and messages of peace with a mass audience, and encourage non-violence. Watch the video here: https://youtu.be/Vyrskgu0Yh0 (5:00) |
|
 |
Participatory Video for Peacebuilding in the Southern Philippines, Trainer’s Report Between April and September 2016, a participatory video project in Mindanao, the Philippines brought together young representatives from four different religious/cultural backgrounds to explore and document how conflict related issues affect youth in the region and to articulate their visions for a more peaceful future. Watch all related videos here: https://www.youtube.com/playlist?list=PLUtvIa4Yp5ym9kvHy9kL4BvxkVVlq06Ht |
 |
Child Friendly Schools in Sierra Leone: Participatory Video and Evaluation It is not always easy to gauge and communicate the impact and outcomes of a programme or activity. This case study however did not just aim to capture if and to what degree the CFS project influenced significant changes in the lives of the children at the school in Sawula and the surrounding communities. It also aimed to provide insights into how those changes have taken place and if there were any significant links between peace, conflict and children’s education. Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uVxq5GFcA41ah8ig9sTPsk6 |
 |
PBEA Uganda: Participatory Video and Evaluation From December 2015 to March 2016 a team of 14 young people from Karamoja district were trained by Insightshare to carry out an evaluation using Participatory Video combined with Most Significant Change (PV MSC) for UNICEF C4D Headquarters and UNICEF C4D Uganda. The aim of the activity was to carry out a qualitative end-of-programme participatory evaluation led by youth who participated in the PBEA programme at the same time as building capacity in the trainees and delivery agencies. The evaluation followed a case study approach by focusing on the work of the Straight Talk Foundation (STF) in the North Eastern district of Karamoja. Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uWluUwzIdom4N-_kanGNice |
 |
On the Road to Peace: Participatory Video and Most Significant Change final evaluation in Makamba and Rumonge Burundi has experienced violent intergenerational crisis' since 1972. These continue to effect youth today. This project aimed to reinforce skills, consolidate peace among the youth and create solidarity between residents and returnees through trainings in conflict mediation, dialogue, participatory theatre and radio. This was part of an InsightShare participatory video evaluation carried out for UNICEF in collaboration with Ubuntu Centre, PEAB and ASB. Watch the video here: https://youtu.be/h28R83y8jlQ (9:57)
|
 |
Reducing Fragility and Supporting Peacebuilding Through Youth Facilitation of the National Education Curriculum Framework in Somalia This case study provides an overview of the PBEA programme in Somalia, focusing on a key activity, the youth facilitations of community consultations to develop a draft national curriculum framework, and to what extent desired outcomes for engaging youth, preventing marginalization, and supporting bottom-up peacebuilding are being achieved through education sector mechanisms. Download this resource in English. |
Conflict Analysis
 |
Guide to Conflict Analysis This Guide is a tool to understand, situate and operationalize conflict analysis into programme planning and implementation. In the UNICEF context, conflict analysis is understood as the systematic study of the profile, causes, actors and dynamics of conflict. In essence, a conflict analysis seeks to understand who is involved in a conflict and what they want to achieve and why – including the historic and current events and developments that influence them. Each tool and concept should be contextualized and adapted to the realities, dynamics and needs of the context in which it is used. |
 |
Conflict Analysis Summaries - 14 PBEA countries These reports summarize findings from a conflict analysis that was undertaken as part of the UNICEF Peacebuilding, Education and Advocacy Programme (PBEA) funded by the Government of the Netherlands. The purpose of these reports is to understand the conflict dynamics in the following countries and to develop entry points for engagement. Click on the titles to access the reports. Conflict analysis summary: Burundi (UNICEF, 2015) |
|
Lessons Learned for Peace: How conflict analyses informed UNICEF’s peacebuilding and education programme Lessons Learned for Peace documents a wealth of information towards building the evidence base in support of multidimensional peacebuilding that occurs at all levels of society, from the community to the national government, and involving civil society, the United Nations system, and an array of international and national partners. By sharing practical experience, this report highlights factors that policymakers and practitioners in education and other sectors can apply to informing social services for peacebuilding programmes. This resource is forthcoming. |
|
 |
UNICEF Technical Note on Conflict Sensitivity and Peacebuilding This Technical Note aims to support a more systematic approach in UNICEF to conflict sensitivity and peacebuilding. While conflict sensitivity applies to all programmes, including humanitarian, peacebuilding applies only UNICEF’s development programmes. The note explains key concepts, offers tools and approaches, identifies entry points in UNICEF strategies, frameworks and programmes, and provides examples of UNICEF programmatic contributions in this area. |
 |
Programming Guide: Conflict Sensitivity and Peacebuilding This Programming Guide can be used as a stand-alone resource, or as a reference for UNICEF staff that have completed a workshop through the HATIS Capacity Development Project (CO, RO or online). Each tool and concept introduced should be contextualized and adapted to the realities, dynamics and needs of the context in which it is used. It is, therefore, not an exhaustive guide but provides a framework that can then be further elaborated through existing CO knowledge. In each chapter, a few sector-specific examples are shared to further shed light on how a given concept can be applied across sectoral pillars. |
 |
INEE Conflict Sensitive Education Pack INEE developed a Conflict Sensitive Education Pack to support the integration of conflict sensitivity in education policies and programs. Available in English, French, Arabic, and Spanish, the pack includes:
|
Early Childhood Development
 |
Contributions of Early Childhood Development Services to Preventing Violent Conflict The purpose of this brief is to: (1) demonstrate the societal risks that result when early childhood development (ECD) services are lacking and (2) show how ECD services contribute to sustaining peace through increasing social cohesion, equality and economic productivity. This resource is available in English, Arabic, French, Spanish, and Turkish. |
 |
Contributions of Early Childhood Development Programming to Sustainable Peace and Development The purpose of this background paper is to merge insights from both micro and macro-level perspectives to demonstrate how ECD services can be leveraged to sustainable peace and development. While peacebuilding experts have traditionally focused on macro-level strategies such as government reform or economic rehabilitation interventions, ECD practitioners have focused primarily on micro-level interventions of individual children and families without much exploration of how ECD services can be leveraged to mitigate risks of conflict and transform relationships across communities and regions. Download this resource in English. |
 |
Early Childhood Development and Peacebuilding Brief This brief highlights a number of specific ways early childhood development programming can contribute to peacebuilding: 1. Providing safe, caring and loving environments for young children; 2. Promoting positive attitudes and skills in children; 3. Improving caregiver and children well-being; 4. Reducing con ict and violence; 5. Diminishing inequities and contributing to social justice; and 6. Serving as platforms for community cohesion. This resource is available in English, French, Spanish, and Turkish. |
 |
Early Childhood Education and Peacebuilding in Postconflict Northern and Eastern Uganda This case study examines the role being played by Early Childhood Development (ECD), or pre-primary education, in building peaceful and resilient communities in the post-conflict contexts of Northern and Northeastern Uganda. This document is intended to be used by UNICEF staff, implementing partner organizations and other interested practitioners in the education and peacebuilding field. Download this resource. |
 |
Early Childhood Education and Peacebuilding in Areas of ongoing Conflict and in Refugee Settlements in Western Uganda This case study seeks evidence on the ground for ECD and other developmental pathways— particularly those that lead through social structures and culture—to see what is being accomplished in terms of peacebuilding in the actual ‘here and now’ at community level. The accomplishments made by ECD, and the challenges facing centres in Western Uganda are discussed, and recommendations are offered for improving the peacebuilding and child protection potential of ECD services in situations of protracted displacement and emergency/conflict. |
 |
A Systematic Policy Review of Early Childhood Development and Peacebuilding in fourteen Conflict-affected and Post-conflict countries Conflict and fragile conditions that arise as a result of adversities such as civil wars, deprivation and emergency situations invariably compromise the lives of children. This research investigated policies in conflict-affected and post-conflict countries for possible links between early childhood development and peacebuilding. |
|
Learning for Peace, Côte d'Ivoire: Women's Group and ECD In the wake of conflict and violence, women in Côte d'Ivoire set up an early childhood development (ECD) center that became a platform for social interaction, dialogue, learning, and community activities that promote understanding, skills building, and peace in the community. Watch the video here: https://youtu.be/RUSg7q-oeXc (4:23) |
Education Governance
 |
Exploring the Linkages between Education Sector Governance, Inequity, Conflict, and Peacebuilding in South Sudan This research draws on a conceptual framework that captures the economic, cultural, political, and social dimensions of education governance and inequality and their relation to conflict and peace. The framework combines dimensions of redistribution (equality and inclusion in education access, resources, and outcomes), recognition (affirmation of diversity in education structures, processes, and content), representation (participation in decision-making related to resource allocation and use), and reconciliation (dealing with the past and relations of horizontal and vertical trust). |
 |
The Links between Equity, Governance, Education and Peacebuilding in Kenya This study’s quantitative analysis draws on secondary statistical datasets to examine the dimensions of inequality (in terms of educational access, resources and outcomes). Qualitative analysis draws on a combination of policy documents, academic literature and stakeholder interviews to better understand the processes by which education can either contribute to conflict and tensions in Kenyan society or promote social cohesion and sustainable peacebuilding. |
_cover.png) |
Child-Friendly Schooling for Peacebuilding This report reviews the fields of child-friendly education (CFS), and reviews the CFS approach through a peacebuilding lens, identifying elements in CFS theory and practice that are ‘peacebuilding resonant’ (already making a contribution to peacebuilding), ‘peacebuilding latent’ (having unrealized peacebuilding potential), and ‘peacebuilding gaps’ in CFS thinking and provision that need to be filled. The report also identifies and reviews noteworthy low-cost practices in education for peacebuilding developed within but also independent of the CFS framework. |
 |
Literature Review: The Role of Teachers in Peacebuilding and Social Cohesion Recognizing that teachers underpin the success of any education system, exactly what role teachers play and how they play it, varies across the different bodies of literature. Teachers can be both perpetrators and victims of violence. The recognition of the teacher themselves as agents who both experience and affect conflict highlights the need for understanding the dual role of teachers in post-conflict contexts. |
 |
The Role of Teachers in Peacebuilding and Social Cohesion: A Synthesis Report on Findings from Myanmar, Pakistan, South Africa and Uganda The purpose of this synthesis report is twofold. First, it explores the role of teachers in peacebuilding and social cohesion in four distinct conflict affected environments (Myanmar, Pakistan, South Africa and Uganda). Second, it compares, summarises and critically reflects on key issues, policies and governance aspects that relate to how teachers might contribute to peacebuilding and social cohesion processes. In doing so, we pay close attention to aspects of redistribution, representation, recognition and reconciliation. |
 |
Literature Review: The Integration of Education and Peacebuilding The review identified three main rationales for the role of education in peacebuilding: education as a ‘peace dividend’; as a means of strengthening governance; and as an entry point for transformation and change. From a peacebuilding perspective, four priority areas for education policymakers can be identified from the literature: protection of children and safe learning spaces, addressing inequalities, promoting social cohesion, and supporting reconciliation. |
 |
Synthesis Report: The Integration of Education and Peacebuilding The purpose of this synthesis report is twofold. First, it examines how education is included in peacebuilding and development frameworks in four distinct conflict-affected environments (Myanmar, Pakistan, South Africa and Uganda). Second, it compares, summarises and critically reflects how education policies and governance contribute to the peacebuilding process. |
 |
Literature Review: Youth Agency, Peacebuilding and Education This Literature Review on Youth Agency, Peacebuilding and Education aims to provide insights into youth agency and the dynamics of conflict and peace in conflict‐affected contexts. In particular it focuses on how educational interventions may contribute to enhancing the agency of youth as peacebuilders. The review draws on the theoretical framework developed for the consortium, which locates youth within peacebuilding processes of reconciliation, redistribution, recognition and representation (four R’s). Download this resource. |
 |
Youth Agency and Peacebuilding: An Analysis of the Role of Formal and Non-Formal Education Recognising education’s potential to enhance or undermine processes of sustainable peacebuilding and social cohesion, this report brings together a focus on the role of formal and non-formal education initiatives that are available to (some) youth in four conflict-affected countries: Myanmar, Pakistan, South Africa and Uganda. This Synthesis Report aims to understand the ways in which the agency of youth – or their ‘space for manoeuvre’ – is impacted (or not) through a range of formal and non- formal education interventions, and how this enables or restricts young peoples ability to contribute to processes of peacebuilding and social cohesion, either in political, socio-cultural or economic ways. It combines a focus on youth agency, peace building and education – an intersection that is often not addressed simultaneously. |
|
|
The Role of Education in Peacebulding Country Report: Uganda Education in Uganda was initially seen as a means to economic and social development. More recently, policies have started to address peacebuilding education. The current national curriculum incorporates aspects of peacebuilding to some extent. Peacebuilding is approached as a pedagogical tool for conflict prevention, but not as a means of coming to terms with a conflict-shattered past. |
 |
The role of education in Peacebuilding Country Report: Myanmar At present, there is a stark divide between the national peace process and education reform. New opportunities exist to make inclusion, conflict sensitivity and peacebuilding central pillars for further reform. Stronger reform is needed of existing language of instruction policies. The inability for children to use their mother tongues in schooling has been a grievance of various ethnic groups. |
 |
The Effect of the Ebola Crisis on the Education System’s Contribution to Post-Conflict Sustainable Peacebuilding in Liberia Liberia needs to take a stronger ownership of the education of its population. Among the policies the Government of Liberia needs to invest on is the provision of long term training for teachers and the establishment of a recruitment process that enables the entrance of staff that show motivation and quality work. |
 |
The Role of Education in Peacebuilding (collection of resources) The resources were commissioned by UNICEF to study the role of education in peacebuilding in post-conflict contexts. The study comprises two phases: i) a review of research and programme literature to assess existing knowledge about education’s role in peacebuilding, identify critical gaps and analyse initiatives by UNICEF and its partners in post-conflict contexts; and ii) completion of a number of country case studies and a final report that summarizes the findings. Included in this collection:
|
Education Under Attack
 |
Education Under Attack 2014 This is the most comprehensive compilation of data regarding targeted attacks on schools, universities, their students and staff produced to date and covers the period 2009-2013. Drawing on media, UN and NGO reports, as well as interviews with experts in the field, it found attacks occurring in 70 countries with a significant pattern of attacks taking place in 30 –more than ever reported previously. It is unknown if the high incidence of attacks documented was due to better reporting, improved research techniques, or an actual increase in attacks. |
 |
The Role of Communities in Protecting Education from Attack: Lessons Learned This report examines how organizations supporting education programs have engaged communities to protect schools, students, and teachers in countries experiencing attacks on education. GCPEA has documented a pattern of attacks in 30 countries in the last five years. The study synthesizes lessons learned in community-based efforts to protect education and presents 12 steps that organizations can take to collaborate with communities in designing protection programs. These include: coordinating with local education actors; mapping community resources; assessing risks; developing a jointly agreed plan that reflects community concerns; and working with community members, including children, in monitoring and evaluating programs. |
 |
Protecting Education Personnel from Targeted Attack in Conflict-Affected Countries The paper addresses the scope and nature of attacks on education personnel and the range of measures put in place to protect them. The paper’s priority recommendations include that Governments: adopt legislation and policies to protect teachers, including from election violence; implement the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict; not employ security forces to protect teachers unless there is a no alternative; enable teachers to return to posts after attacks when it is safe to do so; ensure that education delivery and content is conflict-sensitive; and provide accountability for attacks on education personnel. |
 |
What Ministries Can Do to Protect Education from Attack and Schools from Military Use The "Menu of Actions" in this guide is intended as a resource to empower personnel of ministries responsible for education to better prevent attacks on education or protect schools from military use, mitigate the impact of attacks when they do occur, and respond to attacks. The suggested actions for Ministries to protect education from attack consists of seven components:
|
 |
What Schools Can Do to Protect Education from Attack and Military Use This paper describes what is actually being done in the field at the school-level to protect education from attack, identifying the risks and challenges involved, and drawing out lessons learned from these measures as well as other literature on the topic. The following seven school-based measures are described: 1. Unarmed physical protection measures; 2. Armed physical protection measures; 3. Negotiations as a strategy to protect education; 4. Early warning/alert systems; 5.Alternative delivery of education; 6. Psychosocial support; and 7. Comprehensive school-based safety and security plans. |
Equity and Inequality
 |
Literature Review: Horizontal Inequality in Education and Violent Conflict This review examines existing literature on inequality and intrastate conflict, the role of educational inequality in conflict settings, and the linkages between theories of conflict and the role of schools in society, with a focus on inequalities between identity groups and subsequent intergroup violence. |
 |
Investment in Equity and Peacebuilding: Uganda Case Study Quantitative data shows that, since 1991, education inequalities have been decreasing in Uganda, as more groups have attained access to higher levels of education. Across the north (aside from Karamoja), however, inequalities have remained at about the same level. |
 |
Investment in Equity and Peacebuilding: South Africa Case Study This study explores the effects of post-apartheid education policies in addressing inequity and examines whether a link can be made from equity and social capital to social cohesion. Quantitative data from several global and national administrative sources and qualitative data from interviews and focus group discussions at the Department of |
 |
Literature Review: Violent Conflict and Educational Inequality This review takes stock of the quantitative literature surveying whether conflict exacerbates, or improves, educational inequality experienced prior to conflict. Literature, comprised mainly of a few descriptive studies and several case studies, strongly suggests the following:
|
 |
Does horizontal education inequality lead to violent conflict? The study explored the extent to which education inequality across ethnic and religious groups affects the likelihood of violent internal conflict onset. Education, wealth, and conflict data were collected from 200+ databases for 100+ countries for 50+ years of time (1960-2013). The study found that:
|
 |
The Effects of Armed Conflict on Educational Attainment and Inequality The study uses the variation in the timing of conflict between countries using a difference-indifferences matching strategy to identify the impacts of armed conflict on years of schooling and educational inequality. Education, wealth, and conflict data were collected from 200+ databases for nearly 100 countries and over a 50 year timespan (1960-2010). Results provide evidence that:
|
 |
Education Inequality and Violent Conflict: Evidence and Policy Considerations Key findings from Does horizontal education inequality lead to violent conflict? and The Effects of Armed Conflict on Educational Attainment and Inequality are summarized in this four-pager. This policy brief hightlights the evidence that rising inequalities in education can increase the risk of conflict, and consequently, experiencing conflict can exacerbate preexisting education inequality. Among other things, investment in equitable education opportunity may be key to a country’s risk of (re)lapsing into conflict. |
Gender
 |
Gender, Education, and Peacebuilding Brief This brief is intended to inform policy discussions among education and peacebuilding actors on relevant gender considerations across both fields. |
 |
The Transformative Potential of Positive Gender Socialization in Education for Peacebuilding: Uganda The Gender Socialization in Schools programme pilot in Karamoja, Uganda, has demonstrated the value of a gender-transformative approach to addressing prevailing gender norms that have contributed to conflict –and which have the potential to be harnessed for peace –in the Karamoja region. Qualitative findings indicate that stronger reinforcement strategies and links to the community as part of a longer-term approach would likely result in a transformation of teacher practices. Support from multiple community stakeholders is essential if shifts in gender roles, power relations and conflict dynamics are to be achieved at the macro level. |
 |
Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peacebuilding: Uganda UNICEF commissioned American Institutes for Research (AIR) to conduct an evaluation of the Karamoja, Uganda, pilot of the programme Gender Socialization in Schools: Enhancing the transformative power of education for peacebuilding. Supported by UNICEF and the Ugandan Ministry of Education, Science, Technology and Sports (MoESTS), the programme aimed to trial a practical, school-based intervention to demonstrate the peacebuilding potential of positive gender socialization in the conflict-affected Karamoja region of north-eastern Uganda. Download this resource. |
 |
Gender, Education and Peacebuilding: A review of selected Learning for Peace case studies This review analyses evidence from four selected Learning for Peace projects. The overarching question the review seeks to answer is: How can education interventions address gender inequalities in contexts of armed violent conflict and in the process contribute towards sustainable peace? The case studies cover a range of contexts, institutional settings, categories of learners, and educational activities in Uganda, the Democratic Republic of the Congo, Côte d’Ivoire, Somalia, and South Sudan. |
 |
A Rigorous Review of Global Research Evidence on School-Related Gender-Based Violence This review finds major evidence gaps exist in how to provide safe, inclusive and violence-free learning environments for girls and boys. Research has been skewed towards evaluations of short-term interventions, with little long-term follow-up. The most promising interventions with girls, boys and teachers help them to reflect critically on gender identities, norms and inequalities that shape the risk of gender-based violence; providing practical strategiesfor addressing SRGBV. |
 |
The Communities Care programme: changing social norms to end violence against women and girls in conflict-affected communities While significant progress has been made in recent years in responding to violence against women and girls in humanitarian contexts, timely and quality care and support to survivors still remains a challenge. Little is known about effective prevention. Few interventions have targeted underlying drivers of violence against women and girls (VAWG), which include social norms. In response, UNICEF has developed the Communities Care: Transforming Lives and Preventing Violence programme, piloted in internally displaced camps and communities in Somalia and South Sudan. |
|
Learning for Peace, Uganda: Gender equality in the classroom A video about teachers taking control of bringing gender equality to their classrooms in Uganda. Watch the video here: https://youtu.be/_haFoGFFmu4 (5:36) |
Measuring Social Cohesion
 |
Population-Based Survey on Peace and Education: Burundi The study was carried out in partnership with UNICEF’s Peacebuilding, Education and Advocacy Programme which seeks to reduce the intergenerational transmission of violence by addressing the underlying causes of structural and cultural violence that result in repeated cycles of conflict. The study provides baseline information that will help trace progress in peacebuilding goals over time and explores differences and similarities between generations to gain insight into change across generations and enable a life cycle perspective. Results detailed in this report highlight key challenges to building a lasting peace in Burundi. |
 |
Population-Based Survey on Peace and Education: Côte d’Ivoire (Now the Kids Are Safe) This report presents the results of two surveys about peacebuilding and education conducted in Côte d’Ivoire: |
 |
Population-Based Survey on Peace and Education: Uganda This baseline study involved a survey of 2,079 randomly selected respondents in Uganda, a nationwide sample of 1,024, and four additional sub-samples of 1,055 individuals to assess factors affecting resilience, social cohesion and security as elements of peacebuilding in Uganda, and the interaction of education with those factors. |
 |
Population-Based Survey on Peace and Education: Democratic Republic of the Congo (Peace First) The study was carried out in partnership with UNICEF’s Peacebuilding, Education and Advocacy Programme which seeks to reduce the intergenerational transmission of violence by addressing the underlying causes of structural and cultural violence that result in repeated cycles of conflict. The study provides baseline information that will help trace progress in peacebuilding goals over time and explores differences and similarities between generations to gain insight into change across generations and enable a life cycle perspective. Results detailed in this report highlight key challenges to building a lasting peace in the Democratic Republic of the Congo. |
_cover.png) |
Indicators Framework for Peacebuilding, Education and Social Cohesion The guidance paper highlights a framework to think through the measurement and evaluation of education to peacebuilding. Building on the approach developed by Vinck and Pham on attitudes about peace, a proposed framework illustrates the manner in which education experience contributes to key peace factors, or even contribute to conflict where it manifests negatively – specific may inevitably differ significantly from one societal context or conflict system to another (and even from one community or family, etc. to another). |
 |
Compilation of Tools for Measuring Social Cohesion, Resilience, and Peacebuilding This document contains a compilation of sample survey questions that can be used as a reference when developing data collection tools to measure PBEA programme outcomes linked to social cohesion, resilience and peacebuilding. The pool of sample questions is drawn from validated studies that organizations, academic institutions and UN agencies have utilized in their attempt to assess these concepts along selected domains. Please see Annex 3: Survey Questions Source Citation for a full list of all original source tools included in this document. |
Programming
 |
Learning for Peace: Narratives from the Field – A Compendium of Programme Strategies, 2012–2016 Learning for Peace Narratives from the Field explores the nature of conflict as a barrier to development and the potential of education as a bridge to peace. Designed for the benefit of education and peacebuilding practitioners, as well as other social service providers, it discusses a wide range of emerging conflict-sensitive (‘do no harm’) and peacebuilding (‘do more good’) strategies. These strategies and the associated documentation are based on case studies developed through diverse partnerships in the 14 core countries: Burundi, Chad, Côte d’Ivoire, the Democratic Republic of the Congo, Ethiopia, Liberia, Myanmar, Pakistan, Sierra Leone, Somalia, South Sudan, the State of Palestine, Uganda and Yemen. Download this resource in English. |
 |
Emerging Practices in Design, Monitoring, and Evaluation for Education for Peacebuilding Programming This practical guide focuses on key elements of program DM&E for education interventions with peacebuilding aims in fragile environments. It presents critical information, practical tips, resources and tools for all stages in program cycles, and emerging practices and lessons learned from the field, including those arising from the UNICEF Learning for Peace programme. This document addresses the following key questions:
|
 |
Monitoring and Evaluation of Participatory Theatre for Change This publication outlines specific considerations for incorporating M&E from the beginning of the Participatory Theatre for Change process. Specifically:
|
 |
Civics and Ethical Education for Peacebuilding in Ethiopia: Results and Lessons Learned This document explores how education might advance peacebuilding, social cohesion and community resilience in vulnerable contexts prone to conflict through a set of UNICEF-supported in-school and extra-curricular programs. These include Training of Trainer (ToT) workshops devoted to education and peacebuilding for education personnel (e.g. administrators, teachers), Civics and Ethics Education (CEE) programming for children and youth as well as complementary after-school programming/club activities. It will also explore opportunities for UNICEF to develop and work with partners to implement the set of PBEA interventions even more effectively and the challenges facing programme efforts. Download this resource in English. |
 |
Pastoralist Education and Peacebuilding in Ethiopia This study contributes to discussion and planning to strengthen peacebuilding through education initiatives designed to increase access to quality education for remote and marginalized communities, particularly nomadic pastoralists and agro-pastoralists. It explores how education might advance peacebuilding and community resilience in vulnerable contexts prone to conflict through UNICEF supported Alternative Basic Education (ABE) centers for pastoralist and agro-pastoralist children and youth. Using an analysis based on the ABE programme theory of change (ToC), the report finds indicators of progress on outputs and intermediate outcomes as well as preliminary signs of final outcomes, increasing levels of social cohesion and resilience among conflict affected and vulnerable communities. The report finds, however, that the pathways of change may be different than those theorized by the ToC. Download this resource in English. |
 |
Humanitarian Action, Conflict Sensitivity and Peacebuilding through Education in South Sudan This case study examines the role education can play and is playing in the conflict-induced humanitarian emergency in South Sudan. The study examines adjustments made by the Peacebuilding Education and Advocacy (PBEA) programme in response to the humanitarian crisis following 15 December 2015, including the role of education for the internally displaced population (IDP) camps (or Protection of Civilian Sites – PoCs), contributions to peacebuilding, and how in a humanitarian context education can help to forge resilient communities. When possible, the study gives a voice to the individual actors involved, especially children and adolescents. Download this resource in English. |
 |
Curriculum, Life Skills & Peacebuilding Education – Promoting Equity & Peacebuilding in South Sudan This report examines the PBEA’s support o Life Skills and Peacebuilding Education, curriculum development, the extent to which the programme is promoting equity for traditionally marginalized pastoral communities and girls, as well as engaging youth in peacebuilding processes. The report identifies strong results being achieved across several programme Outcomes, and very encouraging signs of increasing levels of social cohesion and resilience among conflict affected and vulnerable communities. Download this resource in English. |
|
Risk-Informed Education Programming Crisis has a powerfully destructive impact on systems and populations. Policies and programs across the development to humanitarian continuum must be risk-informed in order to contribute to the resiliency of populations and social services to withstand. UNICEF is currently developing a Basic Package on Risk-Informed Programming which will include guidance and tools to support country offices to: identify hazards, assess risks, and apply risk-informed approaches to programming across all sectors. This resource is forthcoming. |
Resilience, Language, and Social Cohesion
 |
Education and Social Cohesion Country Report: South Africa In South Africa, the historical antecedents of colonialism punctuate the dynamics of peace, equity and social cohesion, to the extent that apartheid legacies remain manifested in the ways in which inequality persists within the new state. While post-apartheid reforms attempted to form a united education system, efforts to equalize education opportunity are not yet fully realized.
|
 |
Education and Social Cohesion in Pakistan Pakistan’s policy formulations and reforms in education are mostly driven by international development agendas. Explicit focus on the role of social cohesion in education policies would be more productive. Download this resource. |
 |
A Study of Education and Resilience in Kenya’s Arid and Semi-Arid Lands This study uses a resilience framework to ask how various education systems in the arid lands are helping or hindering young people and their societies to absorb shocks, adapt to and minimize stresses, and transform in positive ways when confronted with internal change and external pressures. The question is based on the concept of peacebuilding, in which it is assumed that people and societies are resilient when they accommodate adversity through complementary absorptive, adaptive and transformative capacities. |
_cover.png) |
Synthesis Report: Language Education & Social Cohesion (LESC) Initiative Malaysia, Myanmar, Thailand This LESC Synthesis Report was motivated by the need to find a response to the risks that children face in educational and non-educational settings associated with language and ethnicity issues. A key general finding of the LESC Initiative is that conventional analyses of conflict have underestimated the role of language and ethnicity differences in generating original conflicts and in sustaining conflicts once they have commenced. |
 |
Community engagement to strengthen social cohesion and child protection in Chad and Burundi This participatory research study from Burundi and Chad reports how youth, women and elders can contribute to strengthening both child protection and social cohesion. The guiding question was: How do groups at the community level protect children, youth and women/girls while promoting social cohesion, peacebuilding and general human security? The study finds that poor governance, corruption, politicization and polarization, and resulting ethnic-induced violence; as well as lack of social services and breakdown of positive values were thought to be key drivers of conflict. |
 |
INEE Background Paper on Psychosocial Support and Social & Emotional Learning for Children & Youth The purpose of this paper is to review and clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis-affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another. It serves as a background paper for a guidance note on psychosocial support and social and emotional learning for children and youth in emergency settings. Download this resource in English, French, Spanish, Portuguese, and Arabic. |
 |
INEE Guidance Note on Psychosocial Support: facilitating psychosocial wellbeing and social and emotional learning The purpose of the INEE Guidance Note on Psychosocial Support is to clarify the importance of supporting the psychosocial wellbeing of children and youth, and to offer specific strategies for how to incorporate psychosocial support (PSS) into education responses. This resource addresses a gap in the tools that are currently available to educators and professionals operating in emergency and crisis contexts, providing PSS guidance that is specifically oriented to the education sector. Download this reource in English. |
Transitional Justice
 |
Education and Transitional Justice: Opportunities and Challenges for Peacebuilding In the past two decades, the relationship between education and conflict has received increasing attention from researchers, policy makers, and practitioners working in the fields of education, child protection, and peacebuilding. This relationship has been considered in two directions, regarding: first, the impact |
 |
Transitional Justice and Education: Learning Peace This edited volume examines the relationship between transitional justice and education in peacebuilding contexts: how transitional justice can shape the reform of education systems by ensuring programs are sensitive to the legacies of the past; how it can facilitate the reintegration of children into society; and how education can engage younger generations in the work of transitional justice.
|
 |
Case Study on Transitional Justice, Cote d'Ivoire - Participatory Video and Evaluation During January 2015 a team of 10 young people were trained by Insightshare to carry out an evaluation using Participatory Video combined with Most Significant Change (PV MSC) for UNICEF WCARO and UNICEF Côte d’Ivoire. The aim of the activity was to carry out an end of year participatory evaluation led by students and young people who participate in the PBEA programme that UNICEF and its partners lead in Côte d’Ivoire. The evaluation used the PV MSC method to generate evidence and qualitative information from the perspective of the stakeholders in the projects. PV MSC was chosen because UNICEF wanted to capture some of the programme’s harder-to-reach results , using a participatory and youth-led approach to capture human stories with a rigorous tool. The evaluation was designed to contribute to the peacebuilding activities of the organisation, to create dialogue, share lessons, raise awareness and build youth capacity. Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uWkn2g8GDroRu_bZzmI2tcC |
|
Learning for Peace, Côte d'Ivoire: Transitional Justice Radio UNICEF has worked with young people across Côte d’Ivore to set up the “Action Justice and Peace” Network to engage in national reconciliation processes and train youth leaders to document young people’s experiences of the recent conflict. The network represents approximately 5000 members across the country, and young people have been trained in radio programming to share these stories and messages of peace with a mass audience, and encourage non-violence. Watch the video here: https://youtu.be/Vyrskgu0Yh0 (5:00) |
******************************************************************************
Advocacy and Issues Briefs
 |
Education for Peacebuilding Brief This brief makes the case that education is crucial to peacebuilding and to fostering more cohesive societies. Education is arguably the single most transformative institution that can touch every citizen, female and male, when it is equitably available, good quality, relevant and conflict-sensitive. It forms the bedrock of a country’s economy, good governance, gender equality, identity and culture. |
|
Gender, Education, and Peacebuilding Brief This brief is intended to inform policy discussions among education and peacebuilding actors on relevant gender considerations across both fields. |
|
Early Childhood Development and Peacebuilding Brief This brief highlights a number of specific ways early childhood development programming can contribute to peacebuilding: 1. Providing safe, caring and loving environments for young children; 2. Promoting positive attitudes and skills in children; 3. Improving caregiver and children well-being; 4. Reducing con ict and violence; 5. Diminishing inequities and contributing to social justice; and 6. Serving as platforms for community cohesion. This resource is available in English, French, Spanish, and Turkish. |
|
Contributions of Early Childhood Development Services to Preventing Violent Conflict The purpose of this brief is to: (1) demonstrate the societal risks that result when early childhood development (ECD) services are lacking and (2) show how ECD services contribute to sustaining peace through increasing social cohesion, equality and economic productivity. This resource is available in English, Arabic, French, Spanish, and Turkish. |
|
Education Inequality and Violent Conflict: Evidence and Policy Considerations Key findings from Does horizontal education inequality lead to violent conflict? and The Effects of Armed Conflict on Educational Attainment and Inequality are summarized in this four-pager. This policy brief hightlights the evidence that rising inequalities in education can increase the risk of conflict, and consequently, experiencing conflict can exacerbate preexisting education inequality. Among other things, investment in equitable education opportunity may be key to a country’s risk of (re)lapsing into conflict. |
Conflict Analysis Summaries
|
Conflict Analysis Summaries - 14 PBEA countries These reports summarize findings from a conflict analysis that was undertaken as part of the UNICEF Peacebuilding, Education and Advocacy Programme (PBEA) funded by the Government of the Netherlands. The purpose of these reports is to understand the conflict dynamics in the following countries and to develop entry points for engagement. Click on the titles to access the reports. Conflict analysis summary: Burundi (UNICEF, 2015) |
Guidance Materials
|
UNICEF Technical Note on Conflict Sensitivity and Peacebuilding This Technical Note aims to support a more systematic approach in UNICEF to conflict sensitivity and peacebuilding. While conflict sensitivity applies to all programmes, including humanitarian, peacebuilding applies only UNICEF’s development programmes. The note explains key concepts, offers tools and approaches, identifies entry points in UNICEF strategies, frameworks and programmes, and provides examples of UNICEF programmatic contributions in this area. |
|
Guide to Conflict Analysis This Guide is a tool to understand, situate and operationalize conflict analysis into programme planning and implementation. In the UNICEF context, conflict analysis is understood as the systematic study of the profile, causes, actors and dynamics of conflict. In essence, a conflict analysis seeks to understand who is involved in a conflict and what they want to achieve and why – including the historic and current events and developments that influence them. Each tool and concept should be contextualized and adapted to the realities, dynamics and needs of the context in which it is used. |
|
Lessons Learned for Peace: How conflict analyses informed UNICEF’s peacebuilding and education programme Lessons Learned for Peace documents a wealth of information towards building the evidence base in support of multidimensional peacebuilding that occurs at all levels of society, from the community to the national government, and involving civil society, the United Nations system, and an array of international and national partners. By sharing practical experience, this report highlights factors that policymakers and practitioners in education and other sectors can apply to informing social services for peacebuilding programmes. This resource is forthcoming. |
|
|
Programming Guide: Conflict Sensitivity and Peacebuilding This Programming Guide can be used as a stand-alone resource, or as a reference for UNICEF staff that have completed a workshop through the HATIS Capacity Development Project (CO, RO or online). Each tool and concept introduced should be contextualized and adapted to the realities, dynamics and needs of the context in which it is used. It is, therefore, not an exhaustive guide but provides a framework that can then be further elaborated through existing CO knowledge. In each chapter, a few sector-specific examples are shared to further shed light on how a given concept can be applied across sectoral pillars. |
|
INEE Conflict Sensitive Education Pack INEE developed a Conflict Sensitive Education Pack to support the integration of conflict sensitivity in education policies and programs. Available in English, French, Arabic, and Spanish, the pack includes:
|
|
Learning for Peace: Narratives from the Field – A Compendium of Programme Strategies, 2012–2016 Learning for Peace Narratives from the Field explores the nature of conflict as a barrier to development and the potential of education as a bridge to peace. Designed for the benefit of education and peacebuilding practitioners, as well as other social service providers, it discusses a wide range of emerging conflict-sensitive (‘do no harm’) and peacebuilding (‘do more good’) strategies. These strategies and the associated documentation are based on case studies developed through diverse partnerships in the 14 core countries: Burundi, Chad, Côte d’Ivoire, the Democratic Republic of the Congo, Ethiopia, Liberia, Myanmar, Pakistan, Sierra Leone, Somalia, South Sudan, the State of Palestine, Uganda and Yemen. Download this resource in English. |
|
Child-Friendly Schooling for Peacebuilding This report reviews the fields of child-friendly education (CFS), and reviews the CFS approach through a peacebuilding lens, identifying elements in CFS theory and practice that are ‘peacebuilding resonant’ (already making a contribution to peacebuilding), ‘peacebuilding latent’ (having unrealized peacebuilding potential), and ‘peacebuilding gaps’ in CFS thinking and provision that need to be filled. The report also identifies and reviews noteworthy low-cost practices in education for peacebuilding developed within but also independent of the CFS framework. |
|
INEE Background Paper on Psychosocial Support and Social & Emotional Learning for Children & Youth The purpose of this paper is to review and clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis-affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another. It serves as a background paper for a guidance note on psychosocial support and social and emotional learning for children and youth in emergency settings. Download this resource in English, French, Spanish, Portuguese, and Arabic. |
|
INEE Guidance Note on Psychosocial Support: facilitating psychosocial wellbeing and social and emotional learning The purpose of the INEE Guidance Note on Psychosocial Support is to clarify the importance of supporting the psychosocial wellbeing of children and youth, and to offer specific strategies for how to incorporate psychosocial support (PSS) into education responses. This resource addresses a gap in the tools that are currently available to educators and professionals operating in emergency and crisis contexts, providing PSS guidance that is specifically oriented to the education sector. Download this reource in English. |
|
The Role of Communities in Protecting Education from Attack: Lessons Learned This report examines how organizations supporting education programs have engaged communities to protect schools, students, and teachers in countries experiencing attacks on education. GCPEA has documented a pattern of attacks in 30 countries in the last five years. The study synthesizes lessons learned in community-based efforts to protect education and presents 12 steps that organizations can take to collaborate with communities in designing protection programs. These include: coordinating with local education actors; mapping community resources; assessing risks; developing a jointly agreed plan that reflects community concerns; and working with community members, including children, in monitoring and evaluating programs. |
|
Protecting Education Personnel from Targeted Attack in Conflict-Affected Countries The paper addresses the scope and nature of attacks on education personnel and the range of measures put in place to protect them. The paper’s priority recommendations include that Governments: adopt legislation and policies to protect teachers, including from election violence; implement the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict; not employ security forces to protect teachers unless there is a no alternative; enable teachers to return to posts after attacks when it is safe to do so; ensure that education delivery and content is conflict-sensitive; and provide accountability for attacks on education personnel. |
|
What Ministries Can Do to Protect Education from Attack and Schools from Military Use The "Menu of Actions" in this guide is intended as a resource to empower personnel of ministries responsible for education to better prevent attacks on education or protect schools from military use, mitigate the impact of attacks when they do occur, and respond to attacks. The suggested actions for Ministries to protect education from attack consists of seven components:
|
|
What Schools Can Do to Protect Education from Attack and Military Use This paper describes what is actually being done in the field at the school-level to protect education from attack, identifying the risks and challenges involved, and drawing out lessons learned from these measures as well as other literature on the topic. The following seven school-based measures are described: 1. Unarmed physical protection measures; 2. Armed physical protection measures; 3. Negotiations as a strategy to protect education; 4. Early warning/alert systems; 5.Alternative delivery of education; 6. Psychosocial support; and 7. Comprehensive school-based safety and security plans. |
|
Risk-Informed Education Programming Crisis has a powerfully destructive impact on systems and populations. Policies and programs across the development to humanitarian continuum must be risk-informed in order to contribute to the resiliency of populations and social services to withstand. UNICEF is currently developing a Basic Package on Risk-Informed Programming which will include guidance and tools to support country offices to: identify hazards, assess risks, and apply risk-informed approaches to programming across all sectors. This resource is forthcoming. |
|
|
Handbook on Child Recruitment, Prevention, Release and Reintegration This handbook focuses on programmatic implementation of the Paris Principles, particularly in rapid on-set emergencies. It provides comprehensive background information and technical guidance on a range of activities related to the prevention of child recruitment and child release and reintegration processes. This resource is forthcoming. |
|
|
Emerging Practices in Design, Monitoring, and Evaluation for Education for Peacebuilding Programming This practical guide focuses on key elements of program DM&E for education interventions with peacebuilding aims in fragile environments. It presents critical information, practical tips, resources and tools for all stages in program cycles, and emerging practices and lessons learned from the field, including those arising from the UNICEF Learning for Peace programme. This document addresses the following key questions:
|
|
Monitoring and Evaluation of Participatory Theatre for Change This publication outlines specific considerations for incorporating M&E from the beginning of the Participatory Theatre for Change process. Specifically:
|
|
Indicators Framework for Peacebuilding, Education and Social Cohesion The guidance paper highlights a framework to think through the measurement and evaluation of education to peacebuilding. Building on the approach developed by Vinck and Pham on attitudes about peace, a proposed framework illustrates the manner in which education experience contributes to key peace factors, or even contribute to conflict where it manifests negatively – specific may inevitably differ significantly from one societal context or conflict system to another (and even from one community or family, etc. to another). |
|
Compilation of Tools for Measuring Social Cohesion, Resilience, and Peacebuilding This document contains a compilation of sample survey questions that can be used as a reference when developing data collection tools to measure PBEA programme outcomes linked to social cohesion, resilience and peacebuilding. The pool of sample questions is drawn from validated studies that organizations, academic institutions and UN agencies have utilized in their attempt to assess these concepts along selected domains. Please see Annex 3: Survey Questions Source Citation for a full list of all original source tools included in this document. |
 |
Participatory Video and the Most Signicant Change: a guide for facilitators This toolkit is designed to support you in planning and carrying out evaluation using Participatory Video (PV) with the Most Significant Change (MSC) technique, or PVMSC for short. This is a participatory approach to monitoring, evaluation and learning that amplifies the voices of participants and helps organisations to better understand and improve their programmes. |
Reports and Outcome Evaluations
 |
UNICEF Programme Report 2012-2016: Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme (PBEA) The Peacebuilding, Education and Advocacy in Conflict-Affected Contexts (PBEA) Programme Report summarizes processes, results, and learning that occurred during the entire course of the PBEA programme – Learning for Peace. It draws extensively on reports produced by the 14 participating UNICEF country offices, five regional offices, a total of nine headquarters sections, units or divisions, and partners engaged in the programme. These documents were systematically coded and analyzed for this report. This evidence was supplemented by a review of an extensive body of research produced within and outside the auspices of the programme, as well as Members of the Learning for Peace Programme Management Team. The report illustrates how the programme operated on the rationale that, when delivered equitably and effectively, education and other social services can strengthen capacities to manage conflict shocks and stresses, from the national to individual levels, and promote peace, while sustaining long-term development opportunities for children, young people and their supportive communities. |
|
|
Evaluation of UNICEF’s Peacebuilding, Education and Advocacy Programme (PBEA) The extent to which social services (i.e. education) can be used for peacebuilding is an under-defined area of work that has not previously been tested at scale in UNICEF. Evidence was gathered from a review of documentation, two site visits, and interviews with selected staff members and partners. The evaluation employed an established methodology of ‘outcome harvesting’, which combines extensive document review with an in-person, participatory verification process. The main findings of the evaluation were: (1) using a social service such as education for delivering peacebuilding results demonstrated that social service providers can address the causes of conflict in fragile and post-conflict countries; and that (2) UNICEF was well-positioned to engage in peacebuilding work based on its mandate and institutional strengths. The evaluation also noted that while UNICEF engagement in peacebuilding had strengthened, further work was required to incorporate peacebuilding solutions within education and other social service programmes. Click to download the full report and the summary report. |
 |
Pan-African Symposium on Education, Resilience and Social Cohesion This report summarizes the lessons learned and promising practices shared at the Pan-African Symposium on Education, Resilience and Social Cohesion, held on 1 –3 June 2016 at the United Nations Conference Centre in Addis Ababa, Ethiopia. The symposium was organized jointly by UNICEF (WCARO and ESARO) and the Association for the Development of Education in Africa (ADEA), with its Inter-Country Quality Node (ICQN) on Peace Education. It was attended by Ministers of Education and Heads of Delegation from 14 African countries, including conflict-torn states. This report synthesizes the major themes and lessons learned at the symposium and outlines key recommendations. It aims to establish the empirical base for the commitments agreed upon by the Ministers and Delegations of the 14 countries represented. |
 |
PBEA and the Ethiopia Education Sector Development Plan Three years of implementation into the UNICEF Peacebuilding Education and Advocacy Programme (PBEA) in Ethiopia, the influence of the interventions are evident from the new Ministry of Education’s: Education Sector Development Plan V: 2015/16- 2019/20. This summary provides an overview of the contribution of PBEA to the ESDP V, giving specific examples of quotations, approaches and strategies. However, credit cannot be given solely to PBEA interventions for the direction the MoE are taking towards and a more equitable, resilient and socially cohesive educational system and society. |
 |
Integrating PBEA and EiE: Networking Cards in Ethiopia In an effort to facilitate the continuation of education among Ethiopia's pastoral populations, UNICEF’s Peacebuilding Education and Advocacy Programme (PBEA) expanded the networking cards system. Originally developed by Save the Children, these cards contain the history of the child’s education so that they may easily continue education in another ABE centre located along the migratory route. The approach was introduced in the 2014/2015 school year, during which, 6,000 networking cards were printed and distributed to children in 80 emergency prone ABE centres. To further support the initiative, 150 (20% female) School Cluster Supervisors, ABE Facilitators, and Woreda (District) Education Experts were trained on the use of the networking cards, and as a result communities have been encouraged to continue their children’s education during these migratory periods. |
Videos
Burundi
|
|
On the Road to Peace: Participatory Video and Most Significant Change final evaluation in Makamba and Rumonge
Watch the video here: https://youtu.be/h28R83y8jlQ (9:57) |
Côte d'Ivoire
|
|
Learning for Peace, Côte d'Ivoire - Women's Group and ECD In the wake of conflict and violence, women in Côte d'Ivoire set up an early childhood development (ECD) center that became a platform for social interaction, dialogue, learning, and community activities that promote understanding, skills building, and peace in the community. Watch the video here: https://youtu.be/RUSg7q-oeXc (4:23)
|
|
Peace Clubs in Schools in Côte d’Ivoire: Participatory Video and Annual Evaluation
Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uVIlVGJ-m4U0AqnzUN8qi06 |
|
Learning for Peace, Côte d'Ivoire - Peace Messenger Clubs Côte d’Ivoire experienced a decade of civil war and political crisis between 2002 and 2011. Harmful political influence has infiltrated secondary schools through politicalized and violent students and teachers syndicates and gangs, making them increasingly dangerous environments for students and staff. To address this issue, the Ministry of Education introduced The Peace Clubs, at the end of the crisis in 2011 to promote peace in schools. They are a students led mechanism for conflict prevention and resolution. Watch the video here: https://youtu.be/o6fzQnl49KM (5:11)
|
|
Case Study: Peace Messengers & Peace Guardians in Cote d’Ivoire
Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uWrnY-9SZseiLLDA9X5NaFH |
|
Learning for Peace, Côte d'Ivoire - Transitional Justice Radio UNICEF has worked with young people across Côte d’Ivore to set up the “Action Justice and Peace” Network to engage in national reconciliation processes and train youth leaders to document young people’s experiences of the recent conflict. The network represents approximately 5000 members across the country, and young people have been trained in radio programming to share these stories and messages of peace with a mass audience, and encourage non-violence. Watch the video here: https://youtu.be/Vyrskgu0Yh0 (5:00)
|
|
Case Study on Transitional Justice, Cote d'Ivoire - Participatory Video and Evaluation
Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uWkn2g8GDroRu_bZzmI2tcC |
Philippines
|
|
Participatory Video for Peacebuilding in the Southern Philippines, Trainer’s Report
Watch all related videos here: https://www.youtube.com/playlist?list=PLUtvIa4Yp5ym9kvHy9kL4BvxkVVlq06Ht |
Sierra Leone
|
|
Child Friendly Schools in Sierra Leone: Participatory Video and Evaluation
Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uVxq5GFcA41ah8ig9sTPsk6 |
South Sudan
|
|
Learning for Peace, South Sudan - Youth and Peacebuilding
|
|
Learning for Peace, South Sudan - Mari Malek
|
|
Learning for Peace, South Sudan - A Year of Plenty
|
|
Learning for Peace, South Sudan - Oh, Peace, Where do you live?
|
|
Learning for Peace, South Sudan - Literacy in cattle camps
|
|
Learning for Peace, South Sudan - The Power of One
|
Uganda
|
|
Learning for Peace, Uganda - Gender equality in the classroom A video about teachers taking control of bringing gender equality to their classrooms in Uganda. Watch the video here: https://youtu.be/_haFoGFFmu4 (5:36) |
|
PBEA Uganda: Participatory Video and Evaluation
Watch all related videos here: https://www.youtube.com/playlist?list=PLr4Zjc7sz5uWluUwzIdom4N-_kanGNice |