Engaging Teachers in Peacebuilding In Post-Conflict Context: Evaluating Education Interventions in Rwanda. Rwanda Country Report

This study focuses on teachers as agents of peace building and social cohesion in the context of a post-conflict country

From:
Department for International Development
Published
1 October 2017
Country:
Rwanda
Document Type:
Country Report
Theme:
Education and Governance and Conflict
Authors:
Ndabaga, E.

Abstract

This study is part of a broader study focusing on teachers as agents of peace building and social cohesion in the context of Rwanda as a post-conflict country. The study was funded by the Economic and Social Research Council (ESRC)/ UK Department for International Development Joint Fund for Poverty Alleviation and links with a wider five-country research consortium on education and peace building, which, in addition to Rwanda and South Africa, looks at Myanmar, Uganda and Pakistan in the areas of teachers and educational policy.

A country report, executive summary and policy brief are available.

Citation

  • Ndabaga, E. et al (2017): Engaging Teachers in Peacebuilding In Post-Conflict Context: Evaluating Education Interventions in Rwanda. Rwanda Country Report, ESRC/DFID Research Report, University of Sussex, UK

  • Ndabaga, E. et al (2017): Engaging Teachers in Peacebuilding In Post-Conflict Context: Evaluating Education Interventions in Rwanda. Rwanda Executive Summary, ESRC/DFID Research Report, University of Sussex, UK

  • Ndabaga, E. et al (2017) Policy Brief No.1: Engaging Teachers in Peacebuilding - Rwanda

Engaging Teachers in Peacebuilding In Post-Conflict Context: Evaluating Education Interventions in Rwanda. Country Report

Engaging Teachers in Peacebuilding In Post-Conflict Context: Evaluating Education Interventions in Rwanda. Executive Summary

Engaging Teachers in Peacebuilding - Rwanda: Policy Brief No.1

Updates to this page

Published 1 October 2017
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