Outputs Research Consortium

RESEARCH OUTPUTS

All outputs are also part of the “Learning for Peace” collection hosted by Inter-Agency Network for Education in Emergencies (INEE)

Research Consortium Dissemination Seminar in Amsterdam, 20-22 April 2016

Watch here the 8-minute video of the Research Consortium Dissemination Event in Amsterdam

Research Findings Dissemination Seminar Report: ‘The Role of Education in Peacebuilding – Foundations, Findings and Futures’

Literature reviews

The integration of Education and Peacebuilding: a review of the literature, Ulster University

Read the full literature review here
A short Executive Summary can also be accessed here

This literature review provides a succinct overview of key literature on the contributions that education (as part of social service delivery) can make to peacebuilding. It summarises findings from three existing reviews and then synthesises the findings from a literature search of 171 documents, resulting in 79 publications for closer review. It concludes with a number of key messages for policymakers in terms of the integration of education and peacebuilding.

Literature review: The Role of Teachers in Peacebuilding, University of Sussex

Read the full Literature Review here
A short Executive Summary can also be accessed here

In the context of debates relating to teachers’ role in educational outcomes, accountability and management, this literature review explores their potential to be active agents of peacebuilding. Specifically, the review aims to explore their role in promoting peace, reconciliation, social cohesion and violence mitigation, recognising that literature specifically relating to teachers and peacebuilding was limited. The review is based on a framework (Naylor and Sayed, 2014) which conceives teachers as active agents located in particular global,
national and local policy contexts and structures.

Literature Review: Youth Agency, Peacebuilding and Education, University of Amsterdam
Read the full Literature Review here
A short Executive Summary can also be accessed here
‘At a glance’: 3 minute overview of the Literature Review can be accessed here

This Literature Review aims to provide insights into youth agency and the dynamics of conflict and peace in conflict-affected contexts. In particular it focuses on how educational interventions may contribute to enhancing the agency of youth as peacebuilders. The review draws on the theoretical framework developed for the consortium, which locates youth within peacebuilding processes of Reconciliation, Redistribution, Recognition and Representation (four R’s). The review aims to communicate its findings to a broad audience including academic researchers, professional practitioners, policy makers and interested
young people.

Country Reports

The Role of Education in Peacebuilding Country Report: Uganda, Ulster University

Education and Social Cohesion Country Report: South Africa,

Centre for International Teacher Education (CITE) and Cape Peninsula University of Technology (CPUT)

The Role of Education in Peacebuilding, executive summary of
the Myanmar Country Report, University of Amsterdam.
A more elaborate report with a selection of the findings of the
University of Amsterdam is available on request, via
Country Lead researcher Mieke Lopes Cardozo
[t.a.lopescardozo@uva.nl]
Burmese version of the Role of Education in peacebuilding, executive summary of the Myanmar Country report, University of Amsterdam

Education and Social Cohesion Summary Report: Pakistan, University of Sussex and Aga Khan University

The Effect of the Ebola Crisis on the Education System’s Contribution to Post-Conflict Sustainable Peacebuilding in Liberia, University of Sussex

Theoretical Framework

Theoretical Framework for Analysing the Contribution of Education to Sustainable Peacebuilding: 4Rs in Conflict‐Affected Contexts, University of Amsterdam
Read a summary of the Theoretical Framework here

Synthesis reports

The integration of Education and Peacebuilding. Synthesis report on findings from Myanmar, Pakistan, South Africa and Uganda, Ulster University.

Read the full Synthesis report here.
A short Executive Summary can also be accessed here.

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 role of teachers in peacebuilding and social cohesion. Synthesis report on findings from Myanmar, Pakistan, South Africa and Uganda, University of Sussex.

Read the full synthesis report here.
A short Executive Summary can also be accessed here.

This synthesis report explores the role of teachers in peacebuilding and social cohesion in four distinct conflict affected environments (Myanmar, Pakistan, South Africa and Uganda). It compares, summarises and critically reflects on key issues, policies and governance aspects that relate to how teachers might contribute to peacebuilding and social cohesion processes. In doing so, we pay close attention to aspects of redistribution, representation, recognition and reconciliation (see: Novelli et al. 2015).

Youth Agency and Peacebuilding: An Analysis of the Role of Formal and Non-Formal Education. Synthesis report on findings from Myanmar, Pakistan, South Africa and Uganda, University of Amsterdam.

Read the full synthesis report here.
A short Executive Summary can also be accessed here.

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. It brings together analyses from n four distinct conflict-affected environments (Myanmar, Pakistan, South Africa and Uganda) and combines a focus on youth agency, peacebuilding and education – an intersection that is often not addressed simultaneously.

Briefings

Briefing 6: The Role of Education in Peacebuilding, February 2016
Briefing 5: The role of Education and Peacebuilding in Uganda, December, 2015
Briefing 4: Literature Review “The role of teachers in Peacebuilding” at a glance, October 2015
Briefing 3: Literature Review “Youth Agency, Peacebuilding and Education” at a glance, January 2015
Briefing 2: Theoretical and Analytical Framework, November 2014
Briefing 1: Introducing the research, September 2014

PBEA relevant Research Reports

UNICEF (2016) Final Programme Report 2012-2016 on Peacebuilding, Education and Advocacy in Conflict-Affected Contexts
The Peacebuilding, Education and Advocacy in Conflict-Affected Contexts (PBEA) Programme Report summarizes processes, results and learning that occurred during the entire course of the PBEA programme – Learning for Peace – from 1 December 2011 through 30 June 2016

UNICEF (2013) Annual Consolidated Report on Peacebuilding,
Education and Advocacy in Conflict Affected Contexts
The Peacebuilding, Education and Advocacy in Conflict Affected Contexts (PBEA) programme is a four-year (2011–2015) innovative, cross-sectoral programme focusing on education and peacebuilding in 14 conflict-affected countries and territories. The programme included Burundi, Chad, Côte d’Ivoire, the Democratic Republic of Congo, Ethiopia, Liberia, Myanmar, Pakistan, Sierra Leone, Somalia, South Sudan, State of Palestine, Uganda and Yemen.