Between April and September 2016, a participatory video project in Mindanao, the Philippines brought together young representatives from four different religious/cultural backgrounds to explore and document how conflict related issues affect youth in the region and to articulate their visions for a more peaceful future.

This study describes how societies and dynamics surrounding young people in Mali and Cote d’Ivoire structure the trajectories of some towards violence.

Cette étude décrit comment les sociétés et les dynamiques qui entourent les jeunes au Mali et en Côte d’Ivoire structurent les trajectoires de certains vers la violence.

We Believe in Youth details the most pressing challenges refugee youth face and their recommendations on how best to address these challenges. The report is a road map for action for all those engaged in humanitarian response—States, international organizations, international and national civil society organizations, donors, and youth groups.

The average length of time a refugee spends in exile is about 20 years. Twenty years is more than an entire childhood, and represents a significant portion of a person’s productive working years. Given this sobering picture, it is critical that we think beyond a refugee’s basic survival. Refugees have skills, ideas, hopes and dreams.

This study aims to identify strategies and/or models which have shown to be effective in providing psychosocial support for children in emergency contexts at the micro-, meso- and macro-levels of social systems. Moreover, lessons will be identified to provide a basis to promote worldwide resilient systems.

This case study critically examines the peacebuilding impact of a UNICEF-BRAC adolescent/youth development intervention in Karamoja implemented in 2015 under the Peacebuilding Education and Advocacy (PBEA) Program.

Although not all education projects have the word “inclusive” in the title or goals, every education project can and should be made more inclusive, and we encourage this resource to be used by all education staff, not only those working on targeted inclusive education projects.

This evaluation and the associated videos hope therefore to address this and to look more closely at this programme which works with youth, who were socialized in violence, to help them play a positive role in society and become promoters of peace. 

The aim of the activity was to carry out a qualitative end-of-programme participatory evaluation led by youth who participated in the PBEA programme at the same time as building capacity in the trainees and delivery agencies.