Gender, Education and Peacebuilding Anju Malhotra, Principal Adviser, Gender and Development, UNICEF PBEA Symposium, 7 April 2016, Washington D.C.

Gender inequality: A driver of conflict Likelihood of Conflict (predicted mean) Gender Parity in Years of Education (index) Source: FHI360, 2016

Gender-Transformative Peacebuilding Women, men, girls and boys experience conflict differently Gender-transformative peacebuilding must go beyond “just add women and stir” to recognize multiple gender roles and experiences of women and men in conflict PBEA made efforts to leverage gender identities for peacebuilding in families and communities. Approaches include: 1.Leveraging existing gender identities for peaceful means 2.Transforming gender identities, roles and power relations

Practical Examples from PBEA Mother and Early Childhood Clubs in Côte d’Ivoire Teacher training in schools in Uganda Communities Care GBViE programme in South Sudan and Somalia 4

Teacher Training Pilot in Karamoja, Uganda Map of Uganda Karamoja: Most disadvantaged region in Uganda Aim of pilot programme: Develop a practical, school-based intervention that demonstrates the peacebuilding potential of positive gender socialization in schools in a conflict-affected region Implemented in partnership with the Ministry of Education and Sport Training materials developed to teach teachers about gender roles, inequality and how to mainstream gender into classroom activities Rolled out to 1,000 teachers Three training sessions (3 days long) over 8 months Evaluated using an RCT Results show changes in knowledge and attitudes, but no significant change in practices Currently considering scaling up to other regions

Communities Care: Somalia and South Sudan Goal: To create safer communities for women and girls through transforming harmful social norms that contribute to sexual violence into social norms that uphold women and girls’ equality, safety and dignity. Progress to date  Community discussions ongoing  Community health workers, other health staff, social welfare, justice and education actors trained  Over 43,000 people engaged in community action and engagement events  Preliminary data is showing significant shifts in personal beliefs around sexual violence and gender equality William Madut, dialogue participant: “I didn’t think it was important for girls to go to school before I joined the community discussion. Now I know it is important for both girls and boys to go and complete school. My daughter goes primary school. Education will help her and she will be able to learn. I won’t accept the offer of marriage even if someone comes with a dowry of one hundred of cows.”

Conclusion Gender inequality – including in education – is a major driver of conflict Important to mitigate conflict drivers by focusing on gender inequality Approaches include:  Using social services to transform gender inequality (e.g. equitable and quality delivery of education services to boys and girls)  Using gender identities to transform conflict (as in provided examples)

THANK YOU

Education and Transitional Justice: Opportunities and Challenges for Peacebuilding Roger Duthie and Clara Ramírez-Barat The Role of Education in Building Social Cohesion and Sustainable Peace Washington, DC, April 7, 2016

Why is transitional justice important for social cohesion and peacebuilding? Promotes accountability and redress for massive, serious human rights violations Recognizes victims and fosters civic trust Increasingly recognized as an element of development and peacebuilding, contributing to: – Prevention of recurrence of violations – Reintegration of victims and citizens into communities/society

Why consider education as part of a societal response to past human rights violations? Human rights violations often linked to education Legacies of conflict/repression in educational systems Education as an instrument for remembering and addressing the past and promoting goals of TJ TJ framework can help to identify educational legacies of the past and inform reconstruction Reconciliation (includes TJ) one of the 4Rs in conflict- affected contexts

Addressing the past through education and transitional justice Truth commissions’ findings about the role of education in the past and recommendations for reform (Guatemala, Peru, Sierra Leone) Curriculum reform, textbooks, teacher training/support are measures of addressing the past Truth commissions and criminal trials produce educational material/tools and connect with schools through outreach (Sierra Leone, ICTY) Reparations programs provide educational assistance (Chile, Peru) Informal educational projects address the past (Cote D’Ivoire, Lebanon, Bangladesh)

What are the main challenges? Capacity and resource constraints: Damaged education systems; lack of resources; competing needs (Sierra Leone, Lebanon) Political factors: Actors/stakeholders need to be considered as both agents of change and obstacles to change; important for social cohesion – TJ processes – Civil society – Schools – Communities – Government

Recommendations for educators Advocate for education to be part of the response to past human rights violations, linked to TJ Search for entry points and innovative projects that can be leveraged for greater reform in the future Advocate for processes that involve consultation, collaboration, engagement with all relevant actors/stakeholders Manage expectations; part of broader reform and reconstruction

Recommendations for donors Support education reform from a TJ perspective from the beginning of peacebuilding processes; make long-term commitment Support transitional justice measures, school systems, and civil society to address the past through education; bring educators and the transitional justice community together Avoid imposing an agenda/model; build on the work of national/local authorities and stakeholders

The Role of Education in Building Social Cohesion and Sustainable Peace 6-7 April 2016 World Bank Preston Auditorium #learningforpeace © UNICEF/UNI145619/Asselin