Peacebuilding and Education

Report
Education
Driver of conflict
or
catalyst for peace?
The Role of Education in
Peacebuilding
1. Peacebuilding theory has not had a strong
influence on education programming.
2. Education for peacebuilding goes beyond ‘do no
harm’.
3. Most education programming is not planned from a
peacebuilding perspective.
4. The sequencing of education programming is
important.
The Role of Education in
Peacebuilding
5. The transition from humanitarian to development
funding is an important concern.
6. Peacebuilding requires more attention to education
sector reform.
7. Education needs to engage with the UN
peacebuilding architecture.
8. UNICEF needs to review the implications of a more
explicit commitment to peacebuilding.
Big Picture:
Linkages of education to other spheres
Governance
Social
Security
EDUCATION
Economic
Environmental
RELEVANCE OF EDUCATION TO POSTCONFLICT TRANSFORMATIONS
SOCIAL
Focus Area
Types of Program
Social capital
Child friendly spaces
Social cohesion
Psychosocial support
Resolving inter-group conflict
Peace Education
Education about
social/cultural rights
Shifting social identities
Dealing with the past, truth
and reconciliation
Social networks
Education about coexistence
and tolerance
RELEVANCE OF EDUCATION TO POSTCONFLICT TRANSFORMATIONS
ECONOMIC
Focus Area
Types of Program
Transforming the conflict
economy; redirecting
resources to development
Programs to support
development of relevant
skills for economic
regeneration
Addressing unemployment
Technical and vocational
education and training
programmes
Developing new skills for
economic regeneration
Addressing economic
inequalities
RELEVANCE OF EDUCATION TO POSTCONFLICT TRANSFORMATIONS
POLITICAL/GOVERNANCE
Focus area
Types of Programs
Constitutional Reform
Education programs about
political rights
Political Institutions
Education programs on child
rights
Representation
Civic and citizenship education
Elections
Participation programs
RELEVANCE OF EDUCATION TO POSTCONFLICT TRANSFORMATIONS
SECURITY
Focus Area
Types of Programme
Reintegration
Back to school, restoring
normality
Education for refugees,
IDPs
Disarmament
Demobilization
Reintegration
Accelerated Learning for
former combatants and
children who have missed
out on learning
Community safety
Schools as safe places,
mine risk education,
schools as zones of peace
Fundamental Freedoms –
speech, movement
Human rights education
“Categories” within Education
• Access
• Learning
• Governance/Institutional Capacity
 Draft diagnostic tools for assessing conflict
sensitivity of Education Programs (USAID, INEE
WGEF, UNICEF)
Learning: Conflict Sensitive
Curriculum and teacher training programs and
materials:
• Are free of bias, slander, prejudice,
misrepresentation of minority or other groups
involved in the conflict, recognize the history,
accomplishments, customs, values, and traditions of
all social groups
• Promote co-existence, dual narratives of history,
gender equity, problem-solving and dispute
resolution skills
• Provide teachers with skills in creation of classroom
rules and positive discipline
Learning: Creating an Enabling
Environment
• Specific skills promote student well-being
(establishing classroom routines, questioning
techniques to ensure ALL students participate and
develop a sense of belonging)
• Group work promoting better peer relations
•
•
•
•
•
Language of instruction
Early Childhood Education
ALP and Non Formal Education (adolescents)
Leadership training with a gender approach
Youth learning linked to entrepreneurship and skills
training
Learning: Possible Issues
• Teachers use fair and transparent evaluation criteria
of students
• Learner achievement is recognized and course
completion documents are provided accordingly
(critical in contexts of return and reintegration of
IDPS and refugees)
• Is the curriculum relevant in a particular
context/school environment? (psychosocial support)
Governance: Education Sector
• Teacher management: recruitment, deployment:
discrimination, transparency, identity, profile,
qualifications
• Financial management, expenditure tracking
systems (e.g. for payment of teachers/instructors)
• Indicators and data collection systems established
to effectively measure objectives of equitable
access and quality education systems
• Accountability and transparency of data for EMIS
and HRMIS
Governance: Education Sector
• Support to policy dialogue and formulation for youth
• Accreditation systems (NF/NGO delivered training)
• Restructuring of management: fair representation of
marginalized and traditionally underrepresented
groups
• Government has financial plans (provision for likely
decline in international support in a protracted crisis)
• Extend use of INEE MS by inter-agency
coordination group
Stakeholders and Related Issues
Areas to consider: gender, ethnicity, clan, tribe, disabilities,
religion, geographic location, urban/rural, age group
disaggregation) - EQUITY
• Children and youth
• Teachers - AGENTS OF CHANGE- (deployment, payment,
accommodation and transportation)
• School community stakeholders (parents, grandparents, PTA
and SMC members)
• Education personnel (school monitors, MoE staff at all levels)
• Education planners & policy makers
• Financial allocations to the education sector
(centralized/decentralized, school grants) – sector reform
• Include peacebuilding community in consultations
• Emergency preparedness and DRR – vulnerability versus
resilience (complex emergencies)
The Global View
Ongoing work in education and peacebuilding:
- New indicators and approaches to monitoring
(measuring perceptions and attitudes) (PBSO,
UNDP/BCPR, UNICEF, USAID, INEE)
- SPAG
- Nepal: Schools as Zones of Peace (share what
works)
- Education in Emergencies and Post Crisis
Transition (evidence, lessons learned,
documentation)
- Global Monitoring Report
- Global Coalition to Protect Education from Attack

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