INEE Thematic Issue Brief: Conflict Mitigation
INEE - 2010 Guidance Notes for Educational Planners: Integrating Conflict and Disaster Risk Reduction into Education Sector Planning
This brief summarises the mainstreaming of conflict mitigation in the INEE Minimum Standards Handbook.
UNESCO IIEP & UNICEF WCARO - 2011
These Guidance Notes put forward strategies on how to mainstream conflict and disaster risk reduction measures in the education sector planning process. They are intended for Ministry of Education officials, especially in planning departments at central level, but are also useful for other education actors that support ministries in the planning process. French
The Evaluation of Conflict Resolution Interventions Part II: Emerging Practice and Theory
Intégrer la réduction des risques de conflits et de catastrophes dans la planification du secteur de l’éducation
UNESCO IIEP & UNICEF WCARO - 2011
Church, C. and Shouldice, J. - 2003 The Evaluation of Conflict Resolution Interventions Part I: Framing the State of Play
This paper seeks to summarise thinking on a number of the challenges that have been encountered by conflict resolution evaluators in the hopes of enhancing evaluation practice and therefore its potential contribution to this field.
Church, C. and Shouldice, J. - 2002 Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding
INCORE has undertaken a pilot project seeking to examine the current state and utilisation of evaluation in conflict resolution interventions. The first part of the project consisted of a literature review, calls for information and a series of field interviews. That research resulted in the publication of this document. The second phase involved convening an international working group to begin addressing the questions and challenges of conflict resolution evaluation.
FEWER, International Alert and Saferworld - 2003 Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.1 Introduction to Key Concepts
This Resource Pack seeks to document current practice, available frameworks and lessons learned of tools on programming and conflict. At its heart is the concept of "conflict sensitivity" – the notion of systematically taking into account both the positive and negative impact of interventions, in terms of conflict or peace dynamics, on the contexts in which they are undertaken, and, conversely, the impact of these contexts on the interventions.
FEWER, International Alert and Saferworld - 2003 Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.2 Conflict Analysis
This chapter defines conflict sensitivity and explains how to integrate conflict sensitivity into development, humanitarian assistance and peacebuilding.
FEWER, International Alert and Saferworld - 2003 Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.3 Applying Conflict Sensitivity at Project/Program Level
This chapter describes the central component of conflict sensitivity and explains how to undertake a conflict analysis.
FEWER, International Alert and Saferworld - 2003 Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.4 Integrating Conflict Sensitivity into Sectoral Approac
The three modules in this chapter explain how to integrate conflict sensitivity into projects and programmes into the three stages of the project cycle: planning, implementation and monitoring and evaluation.
FEWER, International Alert and Saferworld - 2003 Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.5 Institutional Capacity Building for Conflict Sensitiv
This chapter explains how to integrate conflict sensitivity into sectoral approaches; defines sector-wide approaches; and presents a framework for integrating conflict sensitivity into the programming cycle.
FEWER, International Alert and Saferworld - 2003 Protecting Education in Countries Affected by Conflict
This chapter recommends processes and strategies for mainstreaming conflict sensitivity in implementing organisations and their partners.
Global Education Cluster - 2013 Community-based Approaches to Peacebuilding in Conflict-affected and Fragile Contexts
The Protecting Education in Countries Affected by Conflict Initiative focuses on providing guidance and resources to field practitioners on critical protection-related issues such as protecting education from attack, education for peace-building, monitoring and reporting of violations and rights and accountabilities. The series of eight booklets and accompanying curriculum resource is designed to provide: (1) An overview of the problem of conflict-related threats to education.(2) A range of responses that can be undertaken by Education Clusters, Ministries, and non-governmental organisations (NGOs) dealing with education, security, protection, psychosocial support and legal accountability issues.(3) A tool to be used with an accompanying set of workshop materials for use in training people in aspects of protecting education in conflict-affected countries.
Haidar, H., Governance and Social Development Resource Centre - 2009 Education and Peacebuilding: An Operational Framework
This paper explores community-based approaches (CBA) to peacebuilding in conflict-affected and fragile contexts. How can CBA foster resilience, providing survival and coping mechanisms for violence, insecurity, and fragility? CBA seek to give communities direct control over investment decisions, project planning, execution, and monitoring, through a process that emphasises inclusive participation and management. The basic premise is that local communities are better placed to identify their shared needs and the actions necessary to meet them. Taking charge of these processes facilitates a sense of community ownership, which can contribute to the sustainability of interventions.
Isaac, A., CPR Network - 2001 The 'Education that Protects' project: The 'Education and Fragility Barometer': An early warning tool to aid conflict prevention
This report explores education and peacebuilding themes with the emphasis on education as a possible contributor to conflict. It presents an outline of a conflict analysis tool for more specific probing of the potential role and impact of the education system, broadly speaking, on sparking conflict.
Save the Children UK - 2007 Conflict transformation through educational and youth programmes
The Education and Fragility Barometer is an early warning tool to aid conflict prevention and present sample indicators to measure fragility.
Schell-Faucon, S. - 2001 Peace and Conflict Impact Assessment (PCIA) Handbook
This article seeks to stimulate debate about the opportunities for, and limits to, conflict transformation through youth and educational work. It explores issues such as the role of educational work within a multidimensional approach to conflict transformation, and the theoretical and conceptual approaches that inform the debate. In Berghof Handbook for Conflict Transformation, Online Version. Edited by Berghof Conflict Research, Berlin, Germany.
The Conflict Prevention and Post-Conflict Reconstruction (CPR) Network - 2005 Building Peaceful States and Societies. A DFID Practice Paper
The aim of this Handbook is to facilitate the design of conflict-sensitive approaches to potentially fragile communities. Through an assessment of a community profile, and impact profiles, development practitioners will be able to make strategic choices and define entry points for engagement which are sensitive to the rich tapestry or relationships and undercurrents which exist in every community.
UK Department for International Development (DFID) - 2010 Prevention of Conflict and Preparedness for Disaster
This 60-page paper outlines a new, integrated approach to achievement of the Millennium Development Goals (MDGs) and elimination of global poverty - one that puts state-building and peace-building at the centre of the United Kingdom (UK) Department for International Development (DFID)'s work in fragile and conflict-affected countries. The approach aims to increase the impact of international assistance, while recognising that state-building and peace-building are primarily internal processes.
UNESCO IIEP - 2010 Education and Fragility: An Assessment Tool
This chapter looks into prevention of conflict as well as preparedness for disaster and provides the reader with a background analysis, suggested strategies, guidance notes and tools and resources on the two subjects. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.
USAID - 2006 A Distinction with a Difference: Conflict Sensitivity and Peacebuilding
This assessment tool helps to identify the links between education and fragility in countries that are at risk of conflict and enables education interventions to help avert crises and build capacity toward peace and transformation. The interactions between education and fragility are organized along patterns of fragility (economic domain, governance domain, security domain, etc.) and areas of education (management, quality, access, equity and relevance).
Woodrow, P. and Chigas, D. - 2007
This article examines the damage done by conceptual confusion between conflict sensitivity and peacebuilding, and proposes some ways to distinguish the two that, evidence suggests, may lead to more effective peacebuilding and conflict sensitive practice.