Conflict-sensitive teacher education: viewing EDC's experience with the South Sudan Teacher Education Project through a conflict‐sensitive lens

Auteurs

Janke, Cornelia

Reisman, Lainie

Organisations

Education Development Center, EDC

Année

2014

Pages

32

Using the USAID-funded South Sudan Teacher Education Project (SSTEP) that began in 2011 as a case study, this paper examines the emerging guidance regarding the conflict-sensitive design, implementation, and financing of teacher education policy and programming. In particular, the authors refer to the guidance and conceptual frameworks provided by the Inter-Agency Network for Education in Emergencies (INEE) in its INEE Guidance Note on Conflict Sensitive Education, published in 2013. This paper is intended primarily for policymakers, practitioners, program designers, and researchers working to improve education in fragile and conflict-affected environments.

Thèmes

Enseignants et personnels de l'éducation en situation de crise

Education en situation de conflit

Education civique et à la paix pour la cohésion sociale

Pays

Afrique

South Sudan

Type de ressource

Outils et guides pratiques

Matériels d'enseignement et d'apprentissage

Langues

Anglais

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