التعليم من أجل بناء السلام

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 part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the Government of the Netherlands.

This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the Government of the Netherlands.

In 2015/16 we trained young people and local staff in Côte d’Ivoire, Uganda, Sierra Leone and Burundi to use Participatory Video and Most Significant Change to evaluate the results of the PBEA programme in selected regions of their countries.

This study focuses on conflict prevention consistent with the activities outlined in the General Assembly and Security Council resolutions on Sustaining Peace, that is, as “activities aimed at preventing the outbreak, escalation, continuation and recurrence of conflict, addressing root causes, assisting parties to conflict to end hostilities, ensuring national reconciliation and moving towards recovery, reconstruction and development."

This multi-partner United Nations study seeks to determine whether the PBF should increase its support to administrative and social services, and if so, to what types of programming.

This report summarizes the lessons learned and promising practices shared at the PanAfrican Symposium on Education, Resilience and Social Cohesion, held on 1 – 3 June 2016 at the United Nations Conference Centre in Addis Ababa, Ethiopia.

This is an InsightShare participatory video for M & E.

This roadmap provides a first guide for those who are working on implementation. At its heart are three transformative strategies – the prevention of all forms of violence, an institutional renewal to underpin sustainable development, and action to increase social, economic and political inclusion.

This guide is designed to build the capacity of teachers so that they are informed and empowered in why and how to educate for peace-building.

This report summarizes processes, results and learning that occurred during the entire course of the PBEA programme –Learning for Peace.

The central message of the Report is that strengthening legitimate institutions and governance to provide citizen security, justice, and jobs is crucial to break cycles of violence.

Thematic Paper for the Youth, Peace and Security Progress Study. This paper outlines key debates and insights on the role of education in relation to UNSCR 2250 and the youth, peace, and security (YPS) agenda. UNSCR 2250 requires the UN Secretary-General to “carry out a Progress Study on youth’s positive contribution to the peace processes and conflict resolution” and to present the results to the UN Member States.

This study seeks to develop a clearer understanding of one particular dimension of contemporary ethnic conflict: the constructive and destructive impacts of education – the two faces of education.

The purpose of Lessons Learned for Peace is to share UNICEF’s experience in conducting conflict analyses as a prerequisite for social services programming in fragile and conflict-affected contexts

Learning for Peace Narratives from the Field touches upon all these objectives while it explores the nature of conflict as a barrier to development and the potential of education as a bridge to peace.

تهدف هذه المذكرة التوجيهية إلى مساعدة موظفي التعليم في اليونيسف على جميع المستويات - الذين يعملون في السياقات اإلنسانية، واالنتقالية، والتنموية - على تحليل المخاطر وتكييف سياسات وبرامج التعليم من أجل أخذ المخاطر في االعتبار، بحيث تكون مجموعات وأنظمة التعليم أكثرّ مرونة ويكون جميع األطفال والشباب ملتحقين بالمدرسة و محصلين للتعليم.