THE ROLE OF EDUCATION IN PEACEBUILDING A synthesis report of findings from Lebanon, Nepal and
THE ROLE OF EDUCATION IN PEACEBUILDING A synthesis report of findings from Lebanon, Nepal and
- New York UNICEF 2011
- 37 pages
النوع : report
Recently, the interest in education in conflict-affected countries has been of great interest for peacebuilding. This research therefore sought to understand the role of education in peacebuilding in postconflict states. The study consisted of two phases: Firstly, a literature review of education’s role in peacebuilding. Secondly, the completion of three country case studies (Lebanon, Nepal and Sierra Leone). During the fieldwork, interviews and consultation meetings were held with a wide range of national and international stakeholders in each country. The research concluded mainly that there is a need to build key partnerships at the global level; work with national governments; identify partners that share transformation goals; make education programming more relevant to post-conflict transformations; take a gender-sensitive approach to peacebuilding programming; ensure a peacebuilding/conflict analysis lens informs all policy; and move from generic ‘global’ solutions to localized adaptations. There is a need for a comprehensive capacity-building strategy for peacebuilding across all agencies from headquarters level to field offices. There are important distinctions between humanitarian response programming, providing conflict-sensitive education, and programmes aimed at peacebuilding. Thus, it is important to develop monitoring and evaluation indicators that are particular to peacebuilding outcomes.
Education à la paix
Peace Education
التربية على السلام
النوع : report
Recently, the interest in education in conflict-affected countries has been of great interest for peacebuilding. This research therefore sought to understand the role of education in peacebuilding in postconflict states. The study consisted of two phases: Firstly, a literature review of education’s role in peacebuilding. Secondly, the completion of three country case studies (Lebanon, Nepal and Sierra Leone). During the fieldwork, interviews and consultation meetings were held with a wide range of national and international stakeholders in each country. The research concluded mainly that there is a need to build key partnerships at the global level; work with national governments; identify partners that share transformation goals; make education programming more relevant to post-conflict transformations; take a gender-sensitive approach to peacebuilding programming; ensure a peacebuilding/conflict analysis lens informs all policy; and move from generic ‘global’ solutions to localized adaptations. There is a need for a comprehensive capacity-building strategy for peacebuilding across all agencies from headquarters level to field offices. There are important distinctions between humanitarian response programming, providing conflict-sensitive education, and programmes aimed at peacebuilding. Thus, it is important to develop monitoring and evaluation indicators that are particular to peacebuilding outcomes.
Education à la paix
Peace Education
التربية على السلام