Author: UNICEF Learning For Peace
Year: 2015
Agency: UNICEF
Full Citation: UNICEF Learning For Peace. (2015). Peacebuilding, education and advocacy in conflict-affected contexts programme: UNICEF 2014 annual consolidated report. New York: UNICEF
Overview: UNICEF’s Peacebuilding, Education and Advocacy (PBEA) programme - Learning for Peace - launched in 2012 with support from the Government of the Netherlands, presents a unique set of programmes designed to understand and address root causes of violent conflict through education and related social services, in 14 countries. The programme builds on the theory of change that when delivered equitably and effectively, education can strengthen the resilience of children and communities, reduce risk of recruitment and indoctrination by armed actors, and limit the loss of human capital, while sustaining longer-term opportunities for children and youth for civic engagement and entering the labour market. The programme focuses on five outcome areas of
  1. policy integration,
  2. institution building,
  3. individual and community capacity development,
  4. access to conflict-sensitive education, and
  5. evidence generation and advocacy. (p. 4-5)
Methodology: Methodologies varied across countries which included: highlighted the distinctive, localized dynamics of violent conflict at district and community levels and to develop differentiated programming responses; participatory approaches, directly engaging a wide variety of stakeholders in a consultative process to identify conflict factors and the implications for education, involving consultations with parents, teachers, school management committees, education officials, religious and traditional leaders, security personnel and, in some cases, primary school-age children in the conflict analysis process; identified and reviewed existing conflict analyses to synthesize the findings and update where gaps existed. Consolidated findings were validated and/or shared with multi-stakeholder groups upon completion of the process. Each report provides recommendations for programming and policy solutions that will enable education to strengthen and support peacebuilding in each context. (p. 14)
Findings: Programme activities have been designed to address conflict factors and work on transformation milestones towards social cohesion and resilience against violent conflict. Since its inception, the Learning for Peace programme has:
  1. influenced 97 national and sub-national policies to integrate conflict sensitivity and/or peacebuilding into education policies, and vice versa;
  2. strengthened the capacity of 38,091 schools, partner organizations, community associations, government bodies and UNICEF offices through skills development training, technical assistance, and improved human resources and tools to manage and deliver conflict-sensitive, equitable social services;
  3. improved the capacity of 2,005,772 individuals to manage and cope with conflict and promote peace in their homes, schools and communities;
  4. expanded access to relevant, conflict-sensitive and equitable education for 710,834 marginalized children, adolescents and youth through formal and non-formal education; developed 340 materials; and constructed or rehabilitated 135 facilities; and
  5. produced 92 knowledge products that have generated an evidence base on the linkages between peacebuilding and education, utilized for advocacy and improved programming.
The programme’s reach extends beyond the immediate 14 participant countries; through the network of UNICEF headquarters and regional offices, the Learning for Peace programme has contributed to strengthening UNICEF and its partners’ capacity to deliver conflict-sensitive education in 46 country and regional offices. (p. 5)

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