1. WHY
1.1 1: Aims
1.1.1 To examine the role education broadly construed plays in fostering the functioning of effective states that are post-colonial and/or post-conflict?
1.1.2 To promote regional stability and cooperation
1.1.3 To examine the role of education policy and pedagogy in consolidating and maintaining pathways to peace?
1.1.4 To create regional and global partnerships for information sharing and experience transfer.
1.1.5 To examine the ways that Formal and Non-Formal processes of education provide the resources for the recovery of post-colonial post-conflict settings
1.1.6 To examine the short and longer terms impacts of Children and Youth affected by conflict.
1.1.7 To examine the ways children and youth can be supported to be leaders in recovery and sustainability of peace.
1.2 2: Questions
1.2.1 How can education operate as conflict mediating tool?
1.2.2 How should education reform be tackled?
1.2.3 What is the role of educational reform in postconflict development?
1.2.4 Which reforms are important and what can be learnt from past experiences?
1.2.5 What are the country specific and general parameters of colonialism and conflict, and how can this be used to inform policies and practices of donor and aid countries.
1.2.6 What are the links between, and parameters of formal and non-formal education that need to be developed/maintained to support children and youth for the immediate and longer term stability of countries?
2. WHERE
2.1 3: Project Structure
2.1.1 Northern
Policy and Lit review
PhD student scholarships
Virtual space
Mind Map/Word Webs
Wiki
Policy & Document Review
Pedagogical approaches
Curriculum Examples
Stakeholder transcripts (NVIVO)
Country Case Studies
Conference
Australia Conference 2008
Challenges and Opportunities
Lessons learned
Policy Recommendations
Practical Manual
2.1.2 Southern
Country Case Studies
Identifying aspects of formal and non-formal education experiences
MDGs and EFA data collection / target evaluations
Lessons Learned
Masters & PhD student Scholarships
Lessons learned
Back to the North
Between the South
Conferences/workshops
Riocacha, Columbia, 2007
Mozambique, mid 2007
Timor-Leste, early 2008
3. WHO
3.1 4:Partners
3.1.1 Australia
The University of New England
Rebecca Spence
Glenda Kupczyk-Romanczuk
Deborah Durnan
Bob Boughton
University of Technology Sydney
Roslyn Appleby
Centre for Popular Education
Rick Flowers
Central Queensland University
Nullo Yumbah
Jonathon Makuwira
Linga Longa
3.1.2 America
Salem State Peace Institute
Greg Carroll
Avi Chomsky
3.1.3 Japan
United Nations University
Edward Newman
3.1.4 New Zealand
University of Waikato
Roger Barnard
Jenny Field
James McLellan
3.1.5 Timor-Leste
UNTL
Miguel Maia do Santos
Agostinho da Conceicao Anunu
Dili Institute of Technology
Joao Cancio Freitas
Annie Keogh
3.1.6 Bouganville Ministry of Education
3.1.7 South Africa
University of Qwazulu Natal
Geoff Harris
Astrid Von Kotze
3.1.8 Mozambique
University of Eduardo Mondlane
Centre for Research in Non-formal Education
Debrora Nandja
Agneta Lind
Dominguez Buque
3.1.9 Columbia
Contacts through Avi Chomsky
Labor Movement
Anti-Mining Coalition
Afro-Columbian Community
Indigenous Community
4. HOW
4.1 5: Approaches
4.1.1 Case Studies in different countries
All Country Case Studies have the following components
Historical review of Colonialism and Conflict
Policy and Literature review
Lessons Learned
Policy Recommendations
Country Specific
General
Programming for Children as survivors of conflict / Children as Leaders of Peace
In depth interviews with key-stakeholders.
Ministries of Education
Multi donor agencies
Recipients of Aid
Life prospects for the most marginalized.
What responsibilities does independence bring?
Truth and Reconciliation commissions and lessons learned
How can we use CAVR like reports to inform and educate.
Field Sites
Timor-Leste
Bouganville
Solomon Islands
Philippines
Aceh
South Africa
Mozambique
Australia
Columbia
America
Part of project not part of AusAid Funding
Bosnia
Cambodia
Liberia
Afghanistan
Nicaragua
4.1.2 Faculty exchanges
4.1.3 Student exchanges
4.1.4 Foci
1. Pedagogy
Site where formal and non formal meet
How peace is built or dismantled?
Content
Types of and where produced and by whom?
Modes of delivery
Non-Formal
Literacy
Popular Education
Civic Education
Education for Democracy
Education for Sustainability
Formal
Compulsory
Primary
Pre-Secondary
Non-Compulsory
Secondary
Tertiary
Certification
Bachelors Degree
Teacher Education
Pre-Service
UNTL
Baucau Teachers College
In-Service
Institute for Continuing Education
UNICEF
Portugal
Brazil
Accountability
Teacher Promotion and Salary
Reading
Maths
2. Policy
Structure of educational sector
Internally
How it fits in the broader governmental structure of the country
What are the linkages and lines of responsibility between formal and non-formal education?
Funding
How and where funding originates
Who has financial responsibility and where they sit in governmental structure?
Intersection between compulsory, non-compulsory and non-formal education
3. Sustainable Peace building
How can Pedagogy and Policy build or inhibit the necessary requirements for peace?
What are the traditional modes of bringing peace?
What ways can we deliver peace building?
What factors appear to be country specific and what can be generalized?
What role/s can/should children and youth play in sustaining peace?
International Aid Programs and their impacts on policy and pedagogy
Millennium Development Goals
Education for All
Fast Track Initiative
5. WHAT
5.1 6: Outcomes
5.1.1 Conference
Published Proceedings
5.1.2 Book
Country Case Studies
5.1.3 Post-Colonial / Post-Conflict Word-web
How To.. Manual
Programming for Peace through Education
Lessons learned
5.1.4 Linkage between and across countries/ministries and educational sectors
6. HOW MUCH
6.1 7:Budget
6.1.1 Program linkage
Travel
Accommodation
Web-Site Design
Communication
6.1.2 Policy Document Analysis
World Bank
IMF
UN Agencies
UNICEF
UNESCO
UNDP
UNDP
UNHCR
European Union
In Country Ministries of Education
Academic texts
Education Reform efforts
6.1.3 Research
Field Sites
Timor-Leste
UNTL
Dili Institute of Technology
Bouganville
Solomon Islands
Philippines
Aceh
South Africa
University of Quazulu Natal
Mozambique
University of Eduardo Mondlane
Australia
Central Queensland University
Nullo Yumbajh
America
Educational approaches to minorities and immigrants
Columbia
Contexts of indigenous peoples and multinational corporations.
Part of project not part of AusAid Funding
Bosnia
Cambodia
Liberia
Afghanistan
Nicaragua
About
Title
Formal and Non-Formal Educational Approaches to Nation Building in Fragile States
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Version
47
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