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Learning for Peace: Narratives from the Field a Compendium of Programme Strategies 2012/2016

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Learning for Peace: Narratives from the Field a Compendium of Programme Strategies 2012/2016 1 Learning for Peace: Narratives from the Field A compendium of programme strategies 2012/2016 LEARNING FOR PEACE: NARRATIVES FROM THE FIELD • COMPENDIUM 2012/2016 ‘Learning for Peace’ is a global education and advocacy initiative to develop social cohesion, resilience, and security by strengthening educational practices and policies in conflict- affected contexts. This initiative is a partnership between UNICEF, the Government of the Netherlands, governments of 14 other countries and key supporters. 3 Contents Abbreviations 7 Key terms 8 1. Introduction 12 1.1 Purpose of this compendium 1.2 Key points on education and conflict 1.3 UNICEF’s mandate and commitments to support social services delivery for peacebuilding 1.4 Learning for Peace strategies and implications for future programming 2. Measuring peacebuilding results 32 2.1 Conducting conflict scans at the project level in Burundi 2.2 Monitoring conflict sensitivity and peacebuilding readiness in Rakhine State, Myanmar 2.3 Measuring the effectiveness of a social cohesion and resilience programme for children and youth in Pakistan 2.4 Developing a population-based survey method in Eastern and Southern Africa 3. Policy and institutional capacity building 60 3.1 School-based training for teachers in Sierra Leone 3.2 Language of instruction policy and peacebuilding in Myanmar 3.3 Youth empowerment and transformative education in Liberia 3.4 Conflict-sensitive and risk-informed education sector analysis and plans in West and Central Africa 4. Learning materials and curricula 84 4.1 Integration of social cohesion into education materials in Pakistan 4.2 Youth-facilitated curriculum consultations in Somalia 4.3 Life skills and peacebuilding education curriculum reform in South Sudan LEARNING FOR PEACE: NARRATIVES FROM THE FIELD • COMPENDIUM 2012/2016 4 5. Access to conflict-sensitive education and 110 non-formal schooling 5.1 School construction and peacebuilding in Chad 5.2 School construction and rehabilitation for pastoralists in Ethiopia 5.3 Calligraphy lessons and discussion forums in Pakistan 5.4 Youth education in Kenya’s Dadaab refugee camp 6. Security and non-violence in schools, learning 140 spaces and communities 6.1 School policy on non-violence in the State of Palestine 6.2 Peacebuilding through school-based child-to-child clubs in Somalia 6.3 Conflict-sensitive education in the crisis context of South Sudan 6.4 Landmine risk education survey in Myanmar 7. Community conflict resolution and communication 168 for peacebuilding 7.1 Peace clubs in Côte d’Ivoire 7.2 Social integration of Pygmies and Bantu in the Democratic Republic of the Congo 7.3 Peace education in Kenya’s Dadaab refugee camp 7.4 Puppet shows in Yemen 7.5 Participatory theatre in Burundi 8. Gender 200 8.1 Communities Care Initiative in South Sudan and Somalia 8.2 Gender socialization in schools in Uganda LEARNING FOR PEACE: NARRATIVES FROM THE FIELD • COMPENDIUM 2012/2016 5 9. Early childhood development 222 9.1 Early childhood education and peacebuilding in Uganda 9.2 Dialogue and collaboration process to deliver ECD services in cross- border communities of Tajikistan and Kyrgyzstan 9.3 Multi-ethnic mothers’ clubs in Côte d’Ivoire 10. Adolescents and youth 250 10.1 Conflict resolution during the Ebola crisis in Liberia 10.2 Adolescent skills development in the State of Palestine 10.3 Adolescent and youth peacebuilding competencies development in Uganda 10.4 Youth peacebuilding forums in Côte d’Ivoire Endnotes 278 Image credits 301 Acknowledgements 309 Imprint 310 LEARNING FOR PEACE: NARRATIVES FROM THE FIELD • COMPENDIUM 2012/2016 7 Abbreviations ABE Alternative Basic Education C4D Communication for Development ECD Early childhood development ECE Early childhood education EMIS Education Management Information Systems ERW Explosive remnants of war ESARO Eastern and Southern Africa Regional Office (UNICEF) HATIS Humanitarian Action and Transitions Section ICTJ International Center for Transitional Justice IIEP International Institute for Educational Planning KAP Knowledge, attitudes and practices LS+PBE Life skills and peacebuilding education LSaZOP Learning Spaces as Zones of Peace (South Sudan) MRE Mine risk education MTB-MLE Mother Tongue-Based Multilingual Education n.d. No date NGO Non-governmental organization NYSP National Youth Service Programme (Liberia) OECD Organisation for Economic Co-operation and Development PBEA Peacebuilding, Education and Advocacy Programme PEP Peace Education Programme (Kenya) SDP Sports for Development Programme (Kenya) SFCG Search for Common Ground SZOP Schools as zones of peace UK United Kingdom UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Children’s Fund WCARO West and Central Africa Regional Office (UNICEF) YEP Youth Education Pack LEARNING FOR PEACE: NARRATIVES FROM THE FIELD • COMPENDIUM 2012/2016 8 1 (See endnotes on page 278) Key terms Conflict-sensitive education is education programming that responds to an analysis of the context in which the programme is implemented, taking into account the two-way interaction between the programming and the context, such that its activities minimize negative impacts (‘do no harm’) and maximize positive impacts of education policies and programming on conflict. Conflict sensitivity is the extent to which a system – including its institutions and how these are managed – reflect and respond to its operating context and the interaction between its interventions and the context, and act upon this to avoid negative impacts and maximize positive impacts on conflict factors. Key elements of conflict sensitivity for an organization include: • Understand the context in which it operates; • Understand the interaction between the organization’s interventions and the context; • Act upon the understanding of this interaction, to avoid negative impacts (‘do no harm’) and maximize positive impacts; and • Constantly reflect on the implications of its interventions. Education for peacebuilding2 is an integrated systems-based approach. It works towards addressing the underlying causes and dynamics or ‘factors’ of violent conflict that can be addressed by the larger education system. As such, it is essential for education for peacebuilding to be informed by conflict analysis and based on input from stakeholders and partners on the ground. It looks at how the beneficiaries of the entire education system interact at the macro (national/system), meso (community/project) and micro (individual) levels, including: • Upstream interventions through education policies, sector plans, curriculum frameworks, teacher recruitment policies, governance and distribution of education resources, and peacebuilding policies; • Systems strengthening through capacity development of ministries, education agencies, religious leaders, community members and education personnel; and • Individual development through refined teaching methods, extra-curricular activities, facilitated community discussions, and interaction with ‘others’ through cultural and social events. LEARNING FOR PEACE: NARRATIVES FROM THE FIELD • COMPENDIUM 2012/2016 9 Education for peacebuilding utilizes quality education and peacebuilding programming (formal, non-formal and/or extra-curricular) as a channel to engage children, youth, ministry officials, school administrators, teachers and parents in activities that build social cohesion. It also supports the development of the knowledge, attitudes and skills, and enabling environment needed for children and youth to become peacebuilders in their society. Gender-responsive approaches are informed by an awareness of the effects of gender norms, roles and relations, and take measures to actively reduce those effects that pose barriers to gender equality. Gender-sensitive approaches acknowledge and highlight existing gender differences, issues and inequalities, and incorporate these into strategies and actions. Gender-transformative approaches focus on understanding and transforming the entrenched norms and practices that produce unequal gender relations within a given context. Such approaches adopt strategies to promote shared power, control of resources and decision making as a key programme outcome.3 Human security is a concept that emerged during the early 1990s as a paradigm for framing how security is conceptualized, shifting the focus from the sovereign State to the individual and emphasizing security as more than just the absence of violent conflict in light of widespread global poverty and new threats such as interstate wars, genocide, climate change and criminality. United Nations resolution A/RES/66/290 frames human security as “an approach to assist Member States in identifying and addressing widespread and cross-cutting challenges to the survival, livelihood and dignity of their people” and acknowledges that “all individuals … are entitled to freedom from fear and freedom from want, with an equal opportunity to enjoy all their rights and fully develop their human potential.”4 Peace dividends are visible, tangible results of peace, delivered ideally by the State, but also by international partners, and also accessible beyond the political elite to communities throughout the State and in an equitable manner. Peace dividends may not necessarily address the underlying causes of conflict, but are nonetheless vital actions that address the consequences of conflict. They help create incentives for non-violent behaviour, LEARNING FOR PEACE:
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