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Education

Education. Driver of conflict or catalyst for peace?. The Role of Education in Peacebuilding. Peacebuilding theory has not had a strong influence on education programming. Education for peacebuilding goes beyond ‘do no harm’.

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Education

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  1. Education • Driver of conflict • or • catalyst for peace?

  2. The Role of Education in Peacebuilding • Peacebuilding theory has not had a strong influence on education programming. • Education for peacebuilding goes beyond ‘do no harm’. • Most education programming is not planned from a peacebuilding perspective. • The sequencing of education programming is important.

  3. 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.

  4. Big Picture:Linkages of education to other spheres

  5. RELEVANCE OF EDUCATION TO POST-CONFLICT TRANSFORMATIONS • SOCIAL

  6. RELEVANCE OF EDUCATION TO POST-CONFLICT TRANSFORMATIONS • ECONOMIC

  7. RELEVANCE OF EDUCATION TO POST-CONFLICT TRANSFORMATIONS • POLITICAL/GOVERNANCE

  8. RELEVANCE OF EDUCATION TO POST-CONFLICT TRANSFORMATIONS • SECURITY

  9. “Categories” within Education • Access • Learning • Governance/Institutional Capacity •  Draft diagnostic tools for assessing conflict sensitivity of Education Programs (USAID, INEE WGEF, UNICEF)

  10. 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

  11. 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

  12. 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)

  13. 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

  14. 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

  15. 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)

  16. 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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