Programming

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 practical guide focuses on key elements of program DM&E for education interventions with peacebuilding aims in fragile environments. It presents critical information, practical tips, resources and tools for all stages in program cycles, and emerging practices and lessons learned from the field, including those arising from the UNICEF Learning for Peace programme.

The UNICEF Guidance for Risk-informed Programming (GRIP) is a package of general and sector-specific modules that propose a methodology for conducting child-centred risk analysis and leading a collaborative process with multiple child rights stakeholders (including children, adolescents and youth) to design or adapt programmes to further risk reduction, resilience and peace.

This publication outlines specific considerations for incorporating M&E from the beginning of the Participatory Theatre for Change process.

This document explores how education might advance peacebuilding, social cohesion and community resilience in vulnerable contexts prone to conflict through a set of UNICEF-supported in-school and extra-curricular programs.

This study contributes to discussion and planning to strengthen peacebuilding through education initiatives designed to increase access to quality education for remote and marginalized communities, particularly nomadic pastoralists and agro-pastoralists.

This case study examines the role education can play and is playing in the conflict-induced humanitarian emergency in South Sudan.

This report examines the PBEA’s support o Life Skills and Peacebuilding Education, curriculum development, the extent to which the programme is promoting equity for traditionally marginalized pastoral communities and girls, as well as engaging youth in peacebuilding processes.