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Assessment Framework for Peacebuilding and Education

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Between 2014 and 2016, research on peacebuilding and education in four countries - Burundi, Cote d’Ivoire, the Democratic Republic of Congo, and Uganda - offered important analytical and operational lessons learned. As research were being implemented and subsequent reflected upon, a framework began to emerge for the assessment of the complex dimensions and dynamics linking peacebuilding and education.

Acknowledging the contextual nature of the education experience and the various research interest and dimensions of peace examined in each of the four studies, it was nevertheless possible to position and articulate the places, forms and manifestations of education and peacebuilding within a framework in relation to six  dimensions of peacebuilding: (1) social cohesion, (2) leadership, good governance and inclusive politics, (3) access to resources and opportunities, (4) the legacies of past conflict, (5) societal information and communication networks, and (6) Justice and safety. Critically, the educational and learning experience were found to be both influenced and influencing these dimensions of peace, within a multi-level ecological model that includes household, community, institutions, state and society-level interactions.

The Assessment Framework for Peacebuilding and Education contains both analytical and operational reflections and guidance rooted in locally-owned and driven processes and engaging communities, societies, and institutional structures.  It is hoped that the assessment framework will be absorbed in future research, evaluation and assessment works.


Vinck P, Pham PN, Assessment Framework for Peacebuilding and Education. UNICEF, Harvard Humanitarian Initiative.