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Mainstreaming Conflict Sensitivity in Education Programming

Mainstreaming Conflict Sensitivity in Education Programming
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Author(s): Obi Ndifon Neji (Institute for Peace and Strategic Studies, University of Ibadan, Nigeria)
Copyright: 2021
Pages: 24
Source title: Research Anthology on Preparing School Administrators to Lead Quality Education Programs
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3438-0.ch057

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Abstract

Conflict sensitivity has successfully entered the mainstreaming agenda of development agencies with much institutionalization and conceptualization. In general terms however, a system for conflict sensitive education programming appears to be absent. This chapter provides a guide to mainstreaming conflict sensitivity in education programming. It argues that whereas education is central to the advancement of human society, yet if not sensitively conceived, planned and delivered could put a knife on the string that seems to hold the society together. The chapter further contends that analysis of the context of education programming, participation/community ownership, coordination, monitoring and evaluation of the design and delivery of the education programme is central to effective mainstreaming. At its core, mainstreaming conflict sensitivity in education programming is about recognizing that education can be a force for conflict or peace.

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