This literature review is the first output of a one-year DFID-funded research programme exploring the links between service delivery in education, health, sanitation and water, and wider processes of state-building and peace-building in fragile and conflict-affected states.

Afin d’informer les décideurs à un moment crucial après la réélection en janvier 2011 du Président François Bozizé à la tête de la République centrafricaine (RCA), les ONG Watchlist on Children and Armed Conflict (Watchlist) et IDMC (Observatoire des situations de déplacement interne) ont mutualisé leurs forces pour effectuer une mission de terrain de quatre semaines en RCA afin de faire des recherches et de rédiger un rapport sur la situation des enfants touchés par le conflit armé.

This brief report presents key points resulting from a half-day Workshop on Cross-sectoral Approaches to Mitigating Conflict and Fragility Using the Case of South Sudan, that was held in conjunction with the Working Group on Education and Fragility biannual meeting in Washington, DC on 21 March 2011.

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 massive earthquake on January 2010 devastated almost every aspect of Haitian society, but it also presented an excellent opportunity to address the problems of the largely dysfunctional education sector.

This report, requested by the United States Institute of Peace (USIP) as part of its response to the focus on education and training provided for in the legislation that created it, examines the match between graduate academic programs in international peace and conflict, and the needs of organizations and agencies that hire individuals for conflict focused work in the field.

This paper aims to review the most recent literature on education's complex interfaces with conflict and fragility, and to provide recommendations.

This chapter focuses on ensuring that programmes provide information and knowledge that is reflected in safe behaviours with regard to landmines and unexploded ordnance (UXO), and securing community involvement in such programmes.