WHY 1: Aims To examine the role education broadly construed plays in fostering the functioning of effective states that are post-colonial and/or post-conflict? To promote regional stability and cooperation To examine the role of education policy and pedagogy in consolidating and maintaining pathways to peace? To create regional and global partnerships for information sharing and experience transfer. To examine the ways that Formal and Non-Formal processes of education provide the resources for the recovery of post-colonial post-conflict settings To examine the short and longer terms impacts of Children and Youth affected by conflict. To examine the ways children and youth can be supported to be leaders in recovery and sustainability of peace. 2: Questions How can education operate as conflict mediating tool? How should education reform be tackled? What is the role of educational reform in postconflict development? Which reforms are important and what can be learnt from past experiences? 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. 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? WHERE 3: Project Structure 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 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 WHO 4:Partners 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 America Salem State Peace Institute Greg Carroll Avi Chomsky Japan United Nations University Edward Newman New Zealand University of Waikato Roger Barnard Jenny Field James McLellan Timor-Leste UNTL Miguel Maia do Santos Agostinho da Conceicao Anunu Dili Institute of Technology Joao Cancio Freitas Annie Keogh Bouganville Ministry of Education South Africa University of Qwazulu Natal Geoff Harris Astrid Von Kotze Mozambique University of Eduardo Mondlane Centre for Research in Non-formal Education Debrora Nandja Agneta Lind Dominguez Buque Columbia Contacts through Avi Chomsky Labor Movement Anti-Mining Coalition Afro-Columbian Community Indigenous Community HOW 5: Approaches 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 Faculty exchanges Student exchanges 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 WHAT 6: Outcomes Conference Published Proceedings Book Country Case Studies Post-Colonial / Post-Conflict Word-web How To.. Manual Programming for Peace through Education Lessons learned Linkage between and across countries/ministries and educational sectors HOW MUCH 7:Budget Program linkage Travel Accommodation Web-Site Design Communication 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 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