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.

« Learning for Peace » (Apprendre pour la paix) – Le programme sur quatre ans pour la consolidation de la paix, l'éducation et le plaidoyer - est un partenariat entre l'UNICEF, le Gouvernement des Pays-Bas, les gouvernements nationaux de 14 pays participants et d'autres partenaires clés.

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 document discusses how, given the potential increase in conflicts and tensions as a result of climate change and rapidly declining resources, there is a growing sense of urgency among the international community to engage in strategies that mitigate conflict and promote peace.

This essay provides a brief summary of three ways in which we can think about the role of education in conflict-affected societies. In broad terms they represent areas that have gained greater attention over the past decade in international development discourses, although their roots go back to at least the Second World War.

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.

The tool on page 133 provides suggested policy guidelines for an integrated approach to skills and values development by including the goals of peace and conflict resolution, tolerance and respect for diversity, human rights and humanitarian norms, active citizenship, environmental sustainability, non-pressured personal relationships and preventive health.

The present report focuses on the challenges that post-conflict countries and the international community face in the immediate aftermath of conflict, defined as the first two years after the main conflict in a country has ended.

This paper explores community-based approaches (CBA) to peacebuilding in conflict-affected and fragile contexts. How can CBA foster resilience, providing survival and coping mechanisms for violence, insecurity, and fragility?

Education has been on the minds of peacemakers since the end of the Cold War, contrary to expectations. An examination of how education is addressed in full and partial post-Cold War peace agreements shows that education is mentioned in a large number of the agreements.