This compendium explores the nature of conflict as a barrier to development and the potential of education as a bridge to peace. Designed for the benefit of education and peacebuilding practitioners, as well as other social service providers, it discusses a wide range of emerging conflict-sensitive (‘do no harm’) and peacebuilding (‘do more good’) strategies.

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.

Since the crisis of 1993, Burundi has been going through a period of instability and conflict and is still living under ongoing strife. The author analyzes decade-long survival strategies in the education sector during a period of conflict and the attempts made to salvage and rebuild the school system.

This report considers the benefits and challenges of pursuing children's participation in humanitarian action, particularly as they relate to protection and peacebuilding. The findings and analysis are based on projects in Sri Lanka, the Occupied Palestinian Territories and Nepal.

These guidelines have been prepared to help countries successfully design a teacher code of conduct (or review an existing one) and put in place the appropriate mechanisms to ensure its proper dissemination, application, and monitoring at all levels of the system.

Plan and World Vision argue that children, who represent 50% of the world's population, can and do play invaluable roles in planning and implementing disaster risk reduction (DRR) and climate change adaptation activities. In spite of this evidence, children are, by and large, excluded from the activities that contribute to building the resilience of their local communities.

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 Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium is a global research and learning partnership that strives to transform education policy and practice in conflict and protracted crisis around the world, through building a global hub for rigorous, context-relevant and actionable evidence base. 

This research sought to understand the role of education in peacebuilding in post-conflict states.

The Gender Equality Study implemented in Gaza and West Bank to ensure that children with disability of both genders enjoy their right to education, it is of high interest to understand how gender and disability interplay to restrict or limit the right to inclusive and gender transformative education.