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. In doing so, we pay close attention to aspects of redistribution, representation, recognition and reconciliation (see: Novelli et al. 2015). Throughout the report we deliberately distinguish between explicit and implicit forms of peacebuilding through education. The former refers to activities such as peace education, peacebuilding training for teachers, programmes and initiatives purposely put in place for a conflictaffected society to come to terms with the legacies of a conflict. The latter, refers to policies, activities and programmes that may not be intentionally designed to build peace but indirectly impact processes of social transformation and change, necessary for sustainable peace and development.
|Number of pages||112|
|Publication status||Published (in print/issue) - 31 Mar 2016|
- social cohesion