This evaluation and the associated videos hope therefore to address this and to look more closely at this programme which works with youth, who were socialized in violence, to help them play a positive role in society and become promoters of peace. 

The aim of the activity was to carry out a qualitative end-of-programme participatory evaluation led by youth who participated in the PBEA programme at the same time as building capacity in the trainees and delivery agencies.

The purpose of this synthesis report is twofold. First, it examines how education is included in peacebuilding and development frameworks in four distinct conflict-affected environments (Myanmar, Pakistan, South Africa and Uganda). Second, it compares, summarises and critically reflects how education policies and governance contribute to the peacebuilding process

The purpose of this synthesis report is to explore the role of teachers in peacebuilding and social cohesion in four distinct conflict affected environments (Myanmar, Pakistan, South Africa and Uganda), and to compare, summarise and critically reflect on key issues, policies and governance aspects that relate to how teachers might contribute to peacebuilding and social cohesion processes.

This Synthesis Report aims to understand the ways in which the agency of youth – or their ‘space for manoeuvre’ – is impacted (or not) through a range of formal and non- formal education interventions, and how this enables or restricts young peoples ability to contribute to processes of peacebuilding and social cohesion, either in political, socio-cultural or economic ways

This two-year partnership with UNICEF (mid 2014 - mid 2016) seeks to build knowledge on the relationship between education and peacebuilding in conflict-affected contexts. Our data collection and analysis has focused on two specific geographical regions: the wider Yangon area and Mon state.

This research draws on a conceptual framework that captures the economic, cultural, political, and social dimensions of education governance and inequality and their relation to conflict and peace.

The study uses the variation in the timing of conflict between countries using a difference-indifferences matching strategy to identify the impacts of armed conflict on years of schooling and educational inequality.

This review takes stock of the quantitative literature surveying whether conflict exacerbates, or improves, educational inequality experienced prior to conflict

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.