Peacebuilding, education and advocacy in conflict-affected contexts programme: 2012 consolidated annual report

Author: UNICEF Learning for Peace
Year: 2013
Agency: UNICEF
Full Citation: UNICEF Learning for Peace. (2013). Peacebuilding, education and advocacy in conflict-affected contexts programme: 2012 consolidated annual report. New York: Author
Resource Type:
  • Project Evaluation
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
  • Understand and Strive for Equity
Location(s):
  • Africa
    • Burundi
    • Chad
    • Cote D'Ivoire
    • DRC
    • Ethiopia
    • Liberia
    • Sierra Leone
    • Somalia
    • South Sudan
    • Uganda
  • Asia
    • Myanmar
    • Pakistan
  • Middle East
    • Palestine
    • Yemen
Target Population(s): Children (6 to 12), Youth (13 to 24)
Overview: The Peacebuilding, Education and Advocacy in Conflict-Affected Contexts (PBEA) initiative is an innovative, cross-sectoral programme designed to be a partnership between UNICEF, the Government of the Netherlands, the national governments of participating countries and other key partners. The overarching goal is to strengthen resilience, social cohesion and human security in conflict-affected contexts, including countries at risk of, experiencing or recovering from conflict. (p. 2)  
Methodology: The methodology for conflict analysis under the PBEA programme is comprehensive, crosssectoral and multi stakeholder, and incorporates the social dimensions and root causes of conflict. Four countries supported under the PBEA programme completed a conflict analysis in 2012: the Democratic Republic of the Congo, Liberia, Sierra Leone and Uganda. The remaining 10 countries will complete their analyses in 2013. Conflict analyses involve a literature review and mapping of prior country-level research, along with consultations with a variety of stakeholders in targeted vulnerable and conflict-affected regions. Findings from the review and consultations were consolidated, and three countries – the Democratic Republic of the Congo, Liberia and Uganda -– validated their conflict analysis findings through a national-level process. (p. viii)
Findings: Conflict analyses are contributing to a better understanding of the dynamics in PBEA countries, particularly in relation to education; Sub-national variations in the factors that drive conflict were also discovered in the conflict analyses, suggesting that localized responses to education issues may be essential; The ways in which various groups identify the impact of conflict also differ; Conflict analyses have served as an important entry point for cross-sectoral dialogue on the role of education in peacebuilding; Through participatory consultation and validation processes, conflict analyses have contributed to fostering dialogue and strengthening social cohesion among opposing groups. (p. 10-12)

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