Work Session A Handout Education for Social Cohesion and CRR

1
Group
Work
Session
A
Handout:
Recommendations
for
Education
Policies
and
Programmes
for
Social
Cohesion
and
Conflict
Risk
Reduction
Summary
of
Recommendations
from
Desk
Review
of
Education,
Peacebuilding
and
Social
Cohesion
(UNICEF
EAPRO
2013)
Access
to
education
• Expanding
access
to
education
in
post
conflict
contexts
through
the
development
of
inclusive
education
systems
is
an
essential
part
of
the
peace
divided.
Including
education
in
peace
agreements
with
a
commitment
to
universal
access
to
education
sends
a
signal
to
the
population
that
the
state
is
committed
to
addressing
the
roots
of
armed
conflict
through
broadening
education
opportunity.
Expanding
access
to
secondary
education
is
especially
important.
• Conflict
analysis
and
geographic
mapping
can
reveal
patterns
of
access
to
education
and
assist
in
reducing
the
gaps.
Safety
and
protection
• Schools
as
zones
of
peace.
The
approach
taken
by
the
schools
as
zones
of
peace
(SZOP)
programs
has
had
some
success
in
making
school
environments
safer.
Consider
adapting
the
approach
to
other
conflict
affected
countries,
not
only
to
protect
education
but
also
to
contribute
to
peacebuilding
processes
in
local
communities.
• Use
community
support
structures
including
child
clubs,
PTAs
and
child
protection
committees
Reducing
violence
within
schools
• School
violence.
Interventions
aimed
at
reducing
violence
in
schools
should
encompass
violence
perpetrated
by
students
as
well
as
adults.
• Corporal
punishment.
Enact
policies
that
prohibit
corporal
punishment
along
with
training
on
child
rights
was
not
sufficient
to
change
the
practice
of
corporal
punishment.
• Codes
of
conduct.
Participatory
development
of
school
codes
of
conduct,
including
anti-‐
violence
clauses
agreed
on
by
the
whole
school
community.
Language
of
instruction
• National
commission.
A
commission
of
education
reform
can
be
created
to
promote
dialogue,
address
grievances
and
establish
policies
for
multilingual
and
intercultural
education.
• Multilingual
education.
Develop
policies
and
instruction
in
multi-‐lingual
in
programmes
in
which
children
first
learn
to
read
and
write
in
their
own
language
and
the
second
language
is
introduced
gradually.
Ensure
access
to
heritage
languages
and
cultures
and
to
languages
of
power/opportunity.
Curriculum
and
textbook
reform
• Teaching
of
history.
Governments
in
post
conflict
contexts
should
take
advantage
of
opportunities
and
address
the
teaching
of
history
with
a
concrete
plan
of
action
and
timeframe,
since
avoidance
of
curriculum
reform
may
refuel
tensions
and
result
in
further
polarization.
• Participatory
approaches
to
text
book
development
have
been
suggested
involving
religious
minorities
and
other
excluded
groups.

2
• Teacher
training
may
be
as
important
as
curriculum
reform
to
assist
teachers
in
using
pedagogy
that
addresses
the
controversies
and
sensitivities
of
the
narratives
of
conflict
and
children’s
intellectual
and
emotional
development
(Cole
and
Barsalou,
2006).
• Risk
assessment.
All
post-‐conflict
policy
reform
needs
to
include
risk
assessments
to
weigh
the
impact
on
affected
groups.
Life
skills,
peace,
human
rights
and
civic
education
• Many
countries
have
chosen
to
develop
new
courses
in
the
areas
of
civics,
peace
education,
human
rights,
conflict
resolution,
life
skills
and
democracy
with
the
focus
on
helping
students
develop
new
skills
as
active
citizens.
• Incorporating
knowledge,
skills
and
values
that
promote
reconciliation
in
the
national
curriculum
can
contribute
to
new
behavior
patterns
and
attitudes
between
different
groups
and
a
shared
willingness
to
look
to
the
future
more
than
the
past.
• Advocates
of
critical
peace
education
argue
for
the
development
in
learners
of
a
sense
of
transformative
agency
to
enable
them
to
take
an
active
role
in
their
own
efficacy
and
address
the
underlying
causes
of
conflict.
“A
complex
matrix
of
education
initiatives
that
address
key
themes
and
values
could
have
a
preventative
effect
in
the
long
term.
It
is
unrealistic
to
expect
that
such
programmes
will
have
immediate
impacts
within
short
periods
of
time.”
(Zakaria)
• There
is
some
evidence
in
that
social/emotional
learning
(SEL),
which
falls
generally
under
the
rubric
of
life
skills,
can
have
a
positive
impact
on
children
who
have
experienced
trauma.
Teachers
and
teacher
training
• Teacher
training
in
pedagogy
that
supports
curriculum
reform
efforts
is
essential
in
post
conflict
contexts.
Teachers
may
need
training
in
teaching
methods
that
emphasize
critical
thinking,
dialogue
and
participatory,
active
learning
approaches
rather
than
rote
learning.
Approaches
that
emphasize
students’
critical
thinking
skills
and
expose
them
to
multiple
historical
narratives
can
reinforce
democratic
and
peaceful
tendencies
in
transitional
societies
emerging
from
violent
conflict.
• Policies
related
to
recruitment,
training,
remuneration,
and
incentives
to
work
in
remote
areas
should
be
developed.
Governments
need
to
ensure
that
teacher
training
and
accreditation
systems
are
established
quickly
in
post-‐conflict
contexts.
Education
governance
and
sector
reform
Sector-‐wide
approach
(SWAp)
could
provide
donors
and
government
with
an
opportunity
to
initiate
a
conflict
sensitive
planning
process
to
address
areas
such
as
policy
reforms,
new
legislation,
information
systems
to
monitor
equity,
educational
budgeting
and
financing
• Reform
of
education
governance,
including
greater
transparency
in
funding,
employment,
and
the
balance
between
centralized
and
local
authority,
is
of
critical
importance
during
the
post-‐conflict
period.
• Devolution
can
result
in
positive
outcomes
for
education
quality.
Successful
interventions
can
empower
the
school
community
to
take
ownership
and
control
of
the
school
improvement
process.
• Raising
the
level
of
participation
of
children,
teachers
and
the
community
in
school
improvement
is
critical
to
enhancing
other
aspects
of
quality
including
teaching,
learning,
safety
and
inclusion.
Building
up
trust
and
cooperation
(social
capital)
through
school-‐based
organizations
can
rectify
grievances
over
lack
of
participation
and
improve
relationships

3
between
individuals
and
groups.
Participatory
education
systems
can
raise
the
social
costs
of
and
constraints
against
engaging
in
armed
conflict.
Funding
• Increasing
government
investment
in
formal
education
systems
is
critical
for
building
peace
• Local
level.
At
the
local
level
in
funding
issues,
school
management
committees
should
ensure
transparency
and
avoid
discrimination
or
favoritism
regarding
access,
scholarships,
fee
waivers
and
employment.
• National
level.
At
the
national
level,
planning
should
involve
using
quantitative
criteria
to
allocate
resources
fairly
to
different
groups.
Disaggregated
statistics
are
needed
that
show
current
and
planned
resource
allocations
and
enrolment
ratios,
as
well
as
education
achievements
and
transition
rates
to
higher
education
levels,
according
to
geographic
locations
(districts,
sub-‐districts)
or
for
different
ethnic,
religious
or
other
groups.
A
working
model
of
‘peace-‐promoting
education’
for
Southeast
Asia
and
the
South
Pacific
From
Peace-‐promoting
Education
Reform
in
Southeast
Asia
and
the
South
Pacific
UNIVERSALIZATION
Basic
education
system
is
being
expanded
and
universalized,
with
a
minimum
level
of
quality
that
leads
to
measurable
basic
skills
outcomes
+
PEACE
PROMOTION:
Analysis
of
the
economic,
social,
environmental
and
governance/geopolitical
factors
that
might
drive
conflict
or
promote
peace,
and
Attention
to
education’s
role
in
peace-‐promoting
processes:
↓
↓
↓
Inclusion
• Mainstreaming
educational
equity
and
gender
equity
• Measures
to
serve
poor
and
vulnerable
groups
• Measures
to
ensure
equity
of
access,
duration
and
opportunity
across
ethnic,
religious
and
other
identity
groups
• Strategies
to
reach
out
of
school
children
Cohesion
• Critical
thinking,
accurate
information,
diverse
perspectives
and
narratives
• Access
to
heritage
languages
and
cultures
and
to
languages
of
power/
opportunity
• Respectful
inter-‐group
relationships,
shared
values
of
common
citizenship
• Promotion
and
practice
of
non-‐violence
Resilience
• Sector
and
school
level
DRR,
emergency
preparedness
and
response
systems
• Child
protection
and
appropriate
social/
emotional
support
• Relevant
environmental
and
livelihoods
education
and
skills
↑
↑
↑
Underpinned
by
GOOD
GOVERNANCE:
• Education
services
delivered
efficiently,
transparently
and
fairly
• Effective
mechanisms
for
broad
participation
in
education
• Education
sector
linked
with
wider
poverty
reduction,
social
development
and
rights
frameworks
• Education
part
of
national
frameworks
for
disaster
risk
reduction
and
management
and
climate
change

Work Session A Handout Education for Social Cohesion and CRR

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Work Session A Handout Education for Social Cohesion and CRR