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Preventing Violent Extremism

Youth and the Field of Countering Violent Extremism

Marc Sommers, Promundo-US   |   PDF

Most youth are peaceful. Even if the field known as “countering violent extremism” (CVE) did not exist, most young people still would not join a violent extremist organization (VEO). At

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Workshop Report: Cross-sectoral Approaches to Mitigating Conflict Using the Case of South Sudan

INEE, INEE   |   PDF

This brief report presents key points resulting from a half-day Workshop on Cross-sectoral Approaches to Mitigating Conflict and Fragility Using the Case of South Sudan, that was held in conjunction

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Assessing the Compatibility of SALW Awareness and Mine Risk Education 2005

SEESAC, SEESAC   |   PDF

South Eastern Europe Clearinghouse for the Control of Small Arms and Light Weapons, October 2005 One of SEESAC’s target activities is SALW Awareness, which constitutes a fundamental component of the

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Bulletin: Response & Resilience #2, April 2018

UNESCO Desk for Education in Emergencies , UNESCO   |   PDF

The second edition of “Response & Resilience” issued by the UNESCO Desk for Education which focuses on the UNESCO’s response to the Syria crisis. It provides an outline of

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INEE Thematic Paper - Preventing Violent Extremism

INEE, INEE   |   PDF

An introduction to education and preventing violent extremism. There remains limited consensus on how to define violent extremism. This paper highlights some of the more commonly used concepts and working

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Contributions of Early Childhood Development Services to Preventing Violent Conflict

ECPC, ECPC   |   PDF

The purpose of this brief is to: (1) demonstrate the societal risks that result when early childhood development (ECD) services are lacking and (2) show how ECD services contribute to sustaining peace

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Education Under Attack 2014

Steven Haines, Mario Novelli, Ervjola Selenica, Hannah Thompson, GCPEA   |   PDF

This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the

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Education Inequality and Violent Conflict: Evidence and Policy Considerations

FHI360 Education Policy and Data Center, UNICEF   |   PDF

This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the

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Literature Review: Horizontal Inequality in Education and Violent Conflict

Carina Omoeva and Rachel Hatch, FHI 360 Education, FHI360, UNICEF   |   PDF

This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the

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