Child-Friendly Schooling for Peacebuilding

This study critically examines child-friendly school theory and practice from a peacebuilding perspective. It begins by exploring the child rights substructure of child-friendly education before going on to examine the key principles and primary features of the child-friendly school – childcentredness, inclusiveness, democratic participation and protection – and what they mean in terms of child-friendly […]

75m children in desperate need of education support
Edu Uni - Final

From BBC News: Some 75 million school-age children in crisis areas around the world are in desperate need of educational support, according to a new report by Unicef. One in four children aged 3-18 – 462 million – live in countries affected by humanitarian crises, the report says. In Syria, five years of civil war have […]

Early Childhood Education and Peacebuilding in Areas of ongoing Conflict and in Refugee Settlements in Western Uganda
ECEP

The PBEA in Uganda programme is based on an overarching theory of change of how desired peacebuilding and other programming outcomes can be achieved, whether in postconflict settings, areas of ongoing conflict, or in the emergency context of a refugee settlement. The Uganda Country Office (UCO) PBEA Outcome 4, which aims to increase the number […]

Early Childhood Education and Peacebuilding in Postconflict Northern and Eastern Uganda
ECE, PB NE Uganda

This case study examines the role being played by Early Childhood Development (ECD), or pre-primary education, in building peaceful and resilient communities in the post-conflict contexts of Northern and Northeastern Uganda. With UNICEF support, ECD has been a key element of Government of Uganda (GoU) education policy since 2007, recognized in the Education Act of 2008, and its implementation and development has rapidly spread throughout […]

Social and Emotional Learning in Education for Peacebuilding?
BMS_classrooms

During DME for Peace’s latest Thursday Talk, Rebecca Herrington presented the newly released guide on “Emerging Practices in Design, Monitoring, and Evaluation of Education for Peacebuilding Programming”. After her presentation on the guide’s content and uses she mentioned the educational process called social and emotional learning, or ESL, and its untapped potential in education for […]

Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools, Second Edition

Summary This compendium provides researchers and prevention specialists with a set of tools to assess violence-related beliefs, behaviors, and influences, as well as to evaluate programs to prevent youth violence. Most of the measures in this compendium are intended for use with youths between the ages of 11 and 24 years, to assess such factors as serious violent and delinquent behavior, conflict […]

Methodologies to Evaluate Early Childhood Development Programs

Three recently published papers in a prominent 2007 series in Lancet summarize what is known about early childhood development in developing countries. Estimates are that over 200 million children in developing countries under five years of age fail to reach their developmental potential because of risk factors associated with poverty (Grantham-McGregor et al. 2007). These […]

Designing Effective Education Programs for Early Childhood Development
June 4, 2014
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Summary Early childhood development (ECD) is an area in which increased evidence of impact and increased interest at the policy level have not yet been matched by increased funding for and implementation of high-quality programming. This First Principles: Designing Effective Education Program for Early Childhood Development Compendium responds to USAID’s request for a strategy that […]