000			02055nam a2200181Ia 4500
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110			_aUNICEF
245	1	4	_aTHE ROLE OF EDUCATION IN PEACEBUILDING A synthesis report of findings from Lebanon, Nepal and
260			_aNew York _bUNICEF _c2011
300			_a37 pages
500			_aالنوع : report
520	3		_aRecently, 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.
650		4	_aEducation à la paix
650		4	_aPeace Education
650		4	_aالتربية على السلام
856			_uhttp://www.educationandtransition.org/wp-content/uploads/2012/01/EEPCT_PeacebuildingSynthesisReport.pdf
942			_cLAESDATA
999			_c20298 _d20298