La presente nota de orientación busca ayudar al personal educativo de UNICEF de cualquier nivel a analizar el riesgo y adaptar las políticas y programas de educación para que tengan en cuenta los riesgos, con el objeto de que los sistemas y las poblaciones educativas sean más resilientes, y todos los niños y jóvenes estén escolarizados y aprendan.

This Guide is a summary based on the UNICEF Guidance for Risk-Informed Programming (GRIP), with some updates, and is for use by UNICEF staff in support of partners.

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.

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

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.

This Technical Note aims to help guide programming intended to prevent and address the recruitment and use of children by armed groups in today’s conflicts.

In this article, we consider an example of policy transfer for another purpose: to promote social cohesion through schools, specifically in societies that have experienced ethnic division and conflict. Focusing on the model of shared education, we explore a process of policy transfer between Northern Ireland and the former Yugoslav Republic of Macedonia.

In Transitional Justice and Education: Learning Peace, editors Clara Ramírez-Barat and Roger Duthie explore what it means to address transitional justice and legacies of the past from an education perspective and how this relates to a broader peacebuilding agenda.

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.

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.