L'objectif de ce document est d'offrir des conseils pratiques aux ministères de l'éducation et à leurs agences partenaires afin de soutenir l'application d'EGRA en français. Néanmoins, à titre d'illustration, il est occasionnellement fait référence au développement d'EGRA dans d'autres langues.

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 purpose of this synthesis report is to explore the role of teachers in peacebuilding and social cohesion in four distinct conflict affected environments (Myanmar, Pakistan, South Africa and Uganda), and to compare, summarise and critically reflect on key issues, policies and governance aspects that relate to how teachers might contribute to peacebuilding and social cohesion processes.

The aim of this landscape review is to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.

This report summarizes what, according to Workshop participants, are promising practices in protecting education from attack and highlights emergent considerations and challenges in implementing different protective measures.

This report is a result of a collaboration between BMZ, GIZ, better place lab and Kiron, institutions which share the view that the current phenomenon of “ICT for refugees” is novel and has great potential that should be investigated.

This Synthesis Report aims to understand the ways in which the agency of youth – or their ‘space for manoeuvre’ – is impacted (or not) through a range of formal and non- formal education interventions, and how this enables or restricts young peoples ability to contribute to processes of peacebuilding and social cohesion, either in political, socio-cultural or economic ways

This two-year partnership with UNICEF (mid 2014 - mid 2016) seeks to build knowledge on the relationship between education and peacebuilding in conflict-affected contexts. Our data collection and analysis has focused on two specific geographical regions: the wider Yangon area and Mon state.

This research draws on a conceptual framework that captures the economic, cultural, political, and social dimensions of education governance and inequality and their relation to conflict and peace.