The Integration of Education and Peacebuilding: Synthesis Report on Myanmar, Pakistan, South Africa and Uganda.

Alan Smith, Simone Datzberger, Alan McCully

Research output: Book/ReportCommissioned report

Abstract

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.
LanguageEnglish
Number of pages112
Publication statusPublished - Mar 2016

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Myanmar
Uganda
Pakistan
peace
peace education
education
redistribution
reconciliation
governance
teacher

Keywords

  • Education conflict peacebuilding social cohesion reconciliation policy

Cite this

@book{4118b8447b4c40f8a40b6485de48f38b,
title = "The Integration of Education and Peacebuilding: Synthesis Report on Myanmar, Pakistan, South Africa and Uganda.",
abstract = "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.",
keywords = "Education conflict peacebuilding social cohesion reconciliation policy",
author = "Alan Smith and Simone Datzberger and Alan McCully",
note = "Reference text: ACCS, 2013. Northern Uganda Conflict Analysis, Advisory Consortium on Conflict Sensitivity, Kampala. Available at: http://reliefweb.int/sites/reliefweb.int/files/resources/ACCS_Northern_Uganda_Conflict_Analysis_Report.pdf [Accessed October 31, 2014]. Alcott, B. & Rose, P., 2015. Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning? PROSPECTS, 45(3), pp.345–363. Alif Ailaan, 2014. 25 Million Broken Promises. The crisis of Pakistan’s out of school children., Islamabad. Available at: https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/540/attachments/original/1434016427/Alif_Ailaan_report_25_million_broken_promises_English.pdf?1434016427 [Accessed January 25, 2016]. Altinyelken, H.K., 2010. Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum. International Journal of Educational Development, 30(2), pp.151–161. Available at: http://www.sciencedirect.com/science/article/pii/S0738059309000352 [Accessed October 14, 2014]. Amnesty International, 2015. Pakistan Annual Report, Available at: https://www.amnesty.org/en/countries/asiaand-the-pacific/pakistan/report-pakistan/ [Accessed January 25, 2016]. Aragon, J. & Vegas, M., 2009. Governance Evidence in Peru: Production and Use in the Education Sector, Oslo. Available at: http://www.gaportal.org/resources/detail/governance-evidence-in-peru-production-and-use-inthe-education-sector [Accessed January 25, 2016]. Barrows, W.L., 1976. Ethnic Diversity and Political Instability in Black Africa. Comparative Political Studies, 9(2), pp.139–170. Berger-Schmitt, R., 2002. Considering Social Cohesion in Quality of Life Assessments: Concept and Measurement. Social Indicators Research, 58(1), pp.403–428. Bhatti, M.A. et al., 2011. Problems in the Implementation of National Education Policies (NEPs) at Elementary Level. AEPAM Research Study No. 237, Islamabad. 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The Integration of Education and Peacebuilding: Synthesis Report on Myanmar, Pakistan, South Africa and Uganda. / Smith, Alan; Datzberger, Simone; McCully, Alan.

2016. 112 p.

Research output: Book/ReportCommissioned report

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T1 - The Integration of Education and Peacebuilding: Synthesis Report on Myanmar, Pakistan, South Africa and Uganda.

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AU - McCully, Alan

N1 - Reference text: ACCS, 2013. Northern Uganda Conflict Analysis, Advisory Consortium on Conflict Sensitivity, Kampala. Available at: http://reliefweb.int/sites/reliefweb.int/files/resources/ACCS_Northern_Uganda_Conflict_Analysis_Report.pdf [Accessed October 31, 2014]. Alcott, B. & Rose, P., 2015. Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning? PROSPECTS, 45(3), pp.345–363. Alif Ailaan, 2014. 25 Million Broken Promises. The crisis of Pakistan’s out of school children., Islamabad. Available at: https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/540/attachments/original/1434016427/Alif_Ailaan_report_25_million_broken_promises_English.pdf?1434016427 [Accessed January 25, 2016]. Altinyelken, H.K., 2010. Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum. International Journal of Educational Development, 30(2), pp.151–161. Available at: http://www.sciencedirect.com/science/article/pii/S0738059309000352 [Accessed October 14, 2014]. Amnesty International, 2015. Pakistan Annual Report, Available at: https://www.amnesty.org/en/countries/asiaand-the-pacific/pakistan/report-pakistan/ [Accessed January 25, 2016]. Aragon, J. & Vegas, M., 2009. Governance Evidence in Peru: Production and Use in the Education Sector, Oslo. Available at: http://www.gaportal.org/resources/detail/governance-evidence-in-peru-production-and-use-inthe-education-sector [Accessed January 25, 2016]. Barrows, W.L., 1976. Ethnic Diversity and Political Instability in Black Africa. Comparative Political Studies, 9(2), pp.139–170. Berger-Schmitt, R., 2002. Considering Social Cohesion in Quality of Life Assessments: Concept and Measurement. Social Indicators Research, 58(1), pp.403–428. Bhatti, M.A. et al., 2011. Problems in the Implementation of National Education Policies (NEPs) at Elementary Level. AEPAM Research Study No. 237, Islamabad. 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PY - 2016/3

Y1 - 2016/3

N2 - 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.

AB - 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.

KW - Education conflict peacebuilding social cohesion reconciliation policy

M3 - Commissioned report

BT - The Integration of Education and Peacebuilding: Synthesis Report on Myanmar, Pakistan, South Africa and Uganda.

ER -