Considering the ongoing need for post-genocide reconciliation and the lack of information available on the current status of peace education in Rwanda, this dissertation aims to identify the main peace education frameworks currently existing in Rwandan primary schools, to analyze their effectiveness, and to assess teachers’ attitudes towards them.

Sport for Development and Peace refers to the intentional use of sport, physical activity and play to attain specific development and peace objectives, including, most notably, the Millennium Development Goals (MDGs). Successful Sport for Development and Peace programs work to realize the rights of all members of society to participate in sport and leisure activities.

This document is a resource for school administrators and teachers to serve as a basis for policy development. An accompanying Activity Guide serves as a resource for classroom activities and awareness-raising for students and communities.

In order to overcome ethnic divisions and set the basis for a common curriculum framework for Bosnia and Herzegovina, different programmes supported by UNESCO, UNESCO IBE, European Commission, OSCE and other partner agencies were carried out to develop the personal and institutional capacities required for such a process.

This Guidance Note sets out how effective government programmes can be designed and implemented with a view to providing well planned, good value primary school infrastructure that meets the needs of users and contributes to better teaching and learning facilities.

These materials are provided for informational purposes only, with the aim of assisting organizations in developing emergency preparedness plans. Permission is granted to adapt or reproduce these materials to assist you in this process.

Between 2007 and 2009 Relief International provided informal education for Iraqi refugees in community centers. The centers were also used by local Jordanian and Palestinian students for remedial classes. The teachers were volunteers who received a stipend and were mainly Iraqi refugees who not allowed to work in Jordan.

Emergency and conflict in countries such as Sri Lanka, Pakistan, Haiti and Afghanistan have made us more aware of the long-term serial disruption and psychosocial damage faced by people caught up in emergency and conflict areas. Open, distance and flexible learning (ODFL) has sometimes been employed in these regions to maintain a degree of continuity in education.

The program addresses “Teaching and Learning Standard 2: Training” by providing recognized, progressive, and participatory in-service training to current primary school and ECD teachers, with adaptations to meet challenges of the Southern Sudan context.

Teachers, students, school volunteers, administrators, and parents in Poland and Turkey were surveyed about their views on intercultural education as part of a large study of states receiving considerable development funds. Though much information was eventually gathered across groups, there was remarkable difficulty in getting parents to acknowledge or comment on such types of learning.