![]() ![]() Fragile states – where two-thirds of the worlds poor will be residing by 2030 (44% of them being youth below 20 years of age) – will be particularly affected (Office of Economic Cooperation and Development, 2015, pp. In the second decade of the twenty-first century, a combination of several global challenges – including climate change, conflict, chronic poverty and disease, inequality and unfairness, economic shocks, and weak institutions – is creating new risks or exacerbating existing ones, including the erosion of social cohesion and peace, the reversal of development gains, and the creation of new humanitarian needs (World Economic Forum, 2018). ![]() A theoretical framework for understanding education’s contributions to conflict and peace as well as a monitoring and evaluation framework for assessing its contributions toward social cohesion, will be introduced. ![]() This chapter summarizes lessons learned from the implementation of “Learning for Peace” across 14 fragile and post-conflict countries. UNICEF’s “Learning for Peace” programme – implemented from 2012 to 2016 – presents a recent example of how social development services can be leveraged not only to meet children’s developmental, protection, and cultural needs and rights, but also to contribute to the mitigation of conflict factors. ![]() Whereas mediation, diplomacy, security, reconstruction, and government and economic reforms, continue to play an essential role in building and sustaining peace, recent discussions have also focused on the importance of addressing inequity, as well as the exclusion from basic social services (education, water, health and nutrition, social protection, early childhood development) (United Nations & World Bank Group, 2018). Conflict and insecurity have been described as the “primary development challenge of our time” (World Bank Group, 2011, p. ![]()
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