The Role of Education in Peacebulding Country Report: Uganda - 18054871

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The Role of Education in Peacebulding Country Report: Uganda

Datzberger, S.; Smith, A.; McCully , A.

Publication date

2015

Document Version

Final published version

Link to publication

Citation for published version (APA):

Datzberger, S., Smith, A., & McCully , A. (2015). The Role of Education in Peacebulding

Country Report: Uganda. Research Consortium Education and Peacebuilding.

https://educationanddevelopment.files.wordpress.com/2014/11/uganda-country-report.pdf

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Authors:

Simone Datzberger, Alan McCully, Alan Smith

Ulster University

November 2015

Research Consortium on

Education and Peacebuilding

Reference suggestion: Datzberger, S., McCully, A., Smith A. (2015): Education and

Peacebuilding in Uganda. Research Consortium on Education and Peacebuilding,

UNICEF PBEA Programme, Ulster University

Corresponding author: Simone Datzberger (s.datzberger@ulster.ac.uk)

The Role of Education in

Peacebulding

Country Report:

Uganda

Colophon

Authors

Simone Datzberger Alan McCully Alan Smith

Research partners and assistants in Uganda Senior research partners / assistants

x Tenywa Aloysius Malagala, Senior Lecturer at Gulu University x %HWW\2NRWDI¿OLDWHG6HQLRU5HVHDUFK)HOORZDW*XOX8QLYHUVLW\

5HVHDUFKDVVLVWDQWXQLYHUVLW\DI¿OLDWHG

x %ULDQ.LELUDQJR+85,3(&±+XPDQ5LJKWVDQG3HDFH&HQWUH6FKRRORI/DZ0DNHUHUH8QLYHUVLW\

/RFDOUHVHDUFKDVVLVWDQWVDWWKHGLVWULFWOHYHO x Lucy Akello, Gulu

x 5RQDOG0DULQGL$GMXPDQL x %HQMDPLQ$EXUD.DUDPRMD

x $UWKXU%DQWX.DUDPRMDDQG.DPSDOD

Design: James Dillon

The authors are responsible for the choice and presentation of views contained within this report and for opnions expressed therein, which are not necessarily those of UNICEF and do not commit the organisation.

©

All rights reserved.

Cover Photograph: Children from Gwengdiyi Primary School, Gulu District, during their morning break. © UNICEF/Nakibuuka.

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Contents

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Abbreviations 12

Introduction 15

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Section 1: Country Background

20

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Section 2:

The Integration of Peacebuilding into Education Policies and

Programmes 32

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Section 3:

The Role of Teachers in Peacebuilding

62

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Section 4:

The Role of Formal and Non Formal Youth Education Initiatives 91

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List of Tables and Figures

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Executive Summary

In assessing the role of education in Uganda’s peacebuilding process, this study elaborates

on three distinct yet interrelated research areas (RA). These are: the integration of education

into the country’s peacebuilding process (RA 1); the role of teachers in peacebuilding (RA

2); and the role of formal and non-formal education programmes focusing on youth (RA 3).

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Research Area-1 Policy:

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x The decentralisation process has had a positive impact with regards to representation of local GLVWULFWRI¿FLDOVLQWKHHGXFDWLRQVHFWRU<HWVHUYLFHGHOLYHU\DXWRQRP\DQGÀH[LELOLW\WRLPSOHPHQW FRQWH[WVSHFL¿FHGXFDWLRQDOVHUYLFHVUHPDLQZHDN

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x The way in which peacebuilding is currently approached in the curricula and schools, focuses PDLQO\RQFRQÀLFWSUHYHQWLRQDVRSSRVHGWRFRPLQJWRWHUPVZLWKSDVWFRQÀLFWV

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x Currently there is the potential to recognise diversity through the national recruitment policy for teacher education and there are attempts to recognise and celebrate this in teacher training LQVWLWXWLRQV±EXWWKLVFRXOGEHPRUHV\VWHPDWLFDOO\SXUVXHG

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x Representation (of class, gender and region) remains a challenge at all levels of education with 0R(676 DQG WKH LQWHUQDWLRQDO FRPPXQLW\ UHPDLQLQJ GRPLQDQW LQ GHFLVLRQPDNLQJ IRU WHDFKHU HGXFDWLRQDQGFXUULFXOXP

Research Area-3 Youth:

x Even though educational infrastructures for and of youth have improved over the past two decades, WKHVHHIIRUWVKDYHQRWLQFUHDVHGWKHHFRQRPLFDQGSROLWLFDODJHQF\RI\RXWKDWODUJH

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x <RXWKODFNSROLWLFDOUHSUHVHQWDWLRQLQWKHSODQQLQJDQGGHFLVLRQPDNLQJSURFHVVHVWDUJHWLQJHGXFDWLRQ programmes, skills training and livelihood initiatives

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Introduction

Over the past decades education has been generally treated as an area of development

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and reconciliation. This trend has been accompanied by priority setting among peacebuilding

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phase. In addition, the majority of education and peacebuilding interventions remain framed

in terms of service delivery and formal educational infrastructures. Only recently have

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affected environments in the attempt to foster social justice and build sustainable peace.

UNICEF’s Learning for Peace - or Peacebuilding Education and Advocacy - programme

has pioneered efforts to strengthen policies and practices in education for peacebuilding

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building related to the role of education and peacebuilding in various contexts and regions

around the world.

Introduction

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• RA 1 Policy: How is peacebuilding integrated into the education sector at

macro and micro policy levels?

• RA 2 Teachers: What is the role of teachers in the peacebuilding process?

• RA 3 Youth: How do formal and non-formal peacebuilding education

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