Resources

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.

This guide is an essential resource for all those wanting to understand how the humanitarian system works, who to influence and what issues to campaign on in order to ensure respect for the rights of women, men, girls and boys at risk or affected by conflicts and disasters.

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.

Background Documents, Case Studies, Presentations, and Final Report of the INEE Round Table on “The Role of Education and Youth in Preventing Urban Violence and Countering Violent Extremism," held on 21st October 2015 in Geneva, Switzerland.

This research is concerned with a major issue; that of early childhood development and peacebuilding at a policy level in conflict-affected and post-conflict countries.

This article reviews research on history education that addresses recent or ongoing conflict since 1990. History education is recognized as a key site for constructing identity, transmitting collective memory, and shaping “imagined communities,” which makes its revision or reform a complex and important part of education in emergencies work.

This study presents results from the first experimental evaluation to test the impact of a universal school-based program on (1) the quality of school interactions (i.e., students’ perceptions of the level of support/care and predictability/ cooperation in their school and classrooms), and (2) students’ subjective well-being (i.e., peer victimization and mental health problems).

This article examines the quality of education available to refugees in Kenya, with a particular focus on instruction. By providing empirical data about instruction in a refugee education context, the article supports anecdotal accounts and strengthens agency-led evaluations.

Using the USAID-funded South Sudan Teacher Education Project (SSTEP) as a case study, this field note examines the emerging guidance on the conflict-sensitive design and implementation of teacher education policy and programming in conflict-affected environments.

Elisabeth King’s book is an excellent in-depth case study of the “two faces of education” conundrum: education, whether through content, classroom practice, structure, equity of access, or a host of other messages students can receive about the society they live in, is not an unalloyed good. It can contribute to either conflict or peace.

The Journal on Education in Emergencies (JEiE) aims to stimulate research and debate about education in emergencies; promote learning informed by evidence; define knowledge gaps and key trends for future research; and publish rigorous scholarly and practitioner work that will set standards for evidence in the field.

The Journal on Education in Emergencies (JEiE) is honored to publish its first issue.

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 review identified three main rationales for the role of education in peacebuilding: education as a ‘peace dividend’; as a means of strengthening governance; and as an entry point for transformation and change.

This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.

This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom.

In the context of debates around teachers’ role in educational outcomes, accountability and management, this literature review explores their potential to be active agents of peacebuilding. This review specifically aims to explore their role in promoting peace, reconciliation, social cohesion and violence mitigation.

Testimonies from Syria and attacks on education in the region. In order to protect children and teachers who agreed to be interviewed by Save the Children, names in this report have been changed and exact locations omitted.

This study will review the development and evolution of the education and fragility agenda, situating it within the evolution of the fragile states agenda.

A systematic review of existing evidence was carried out for the project. It revealed that relatively few studies of CFS had been completed and that these were generally not designed in a robust enough manner to infer impact. Included is a Research Report and Summary Findings, and Tools and Guidance, which provides practical guidance to child protection and MHPSS practitioners for monitoring and evaluating child friendly spaces.