Develop, adopt and promote ‘conflict-sensitive’ approaches to education in international humanitarian and development programs, and at a national level where relevant
Education policies and programs that increase social cohesion can contribute to building peace, reducing the likelihood of attacks on education and military use of schools in the future. Unequal access to education can cause tension between groups, and between citizens and the state. Conflict-sensitive education programs and policies take note of problems related to language of instruction, bias in access, staff recruitment and deployment, and curriculum content. They include curriculum materials and approaches that promote safety, resilience, and social cohesion, thus promoting equal access to relevant, quality education for all identity groups.
Below is a non-exhaustive list of recommended actions to be undertaken by governments, in particular the Ministry of Education, and civil society and international organizations, to implement the commitments on conflict-sensitive education.
Civil Society and International Organizations
EXAMPLES OF GOOD PRACTICE
African Union: The African Union Commission has developed a comprehensive ten-year Continental Education Strategy for Africa (CESA 16-25) with twelve strategic objectives. Specific Objective 10 relates to conflict-sensitive education, and specifically seeks to promote peace education and conflict prevention and resolution at all levels of education and for all age groups. This includes the formulate of national policies for peace education grounded in African values and mechanisms of conflict prevention and resolution; training teachers, social workers, security forces, and others as peace actors and mediators; developing and disseminating teaching and learning materials on peace education and organizing training sessions; and capitalizing on ongoing innovative peace building experiences in various African countries and networks, and disseminating lessons learned.
South Sudan: In 2014, the Ministry of Education Science and Technology (MoEST) and the Ministry of Culture, Youth and Sports, supported by the Government of the Netherlands and UNICEF, hosted a national conference on the theme of learning spaces as zones of peace for 150 stakeholders from all over South Sudan. A result of the conference was agreed upon minimum standards for learning spaces and the signing of the Learning Spaces as Zones of Peace Communiqué. By signing the Communiqué, the MoEST committed to addressing the root causes of violence, protecting learners, and promoting peaceful conflict resolution. Life skills and peacebuilding subjects have been piloted in 48 centers and will be integrated into the national curriculum.