Relevant bibliographies by topics / Education in post-conflict societies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education in post-conflict societies'

Author: Grafiati
Published: 5 June 2025
Last updated: 25 June 2025

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Journal articles on the topic "Education in post-conflict societies"

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Lin, Jing. "Peace education in conflict and post-conflict societies: comparative perspectives." Journal of Peace Education 9, no. 2 (2012): 201–3. http://dx.doi.org/10.1080/17400201.2012.697684.

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Barrios-Tao, Hernando, José María Siciliani-Barraza, and Bibiana Bonilla-Barrios. "Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa." Revista Electrónica Educare 21, no. 1 (2016): 1. http://dx.doi.org/10.15359/ree.21-1.11.

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Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.
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Miles, James. "Educating citizens in waiting in post-conflict societies." Theory & Research in Social Education 47, no. 1 (2018): 148–52. http://dx.doi.org/10.1080/00933104.2018.1480827.

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Widaningtyas, Adoniati Meyria, and Natri Sutanti. "Multicultural counseling: The strategy of social fasilitator of post-conflict education and psychosocial guidance in multicultural society." ProGCouns: Journal of Professionals in Guidance and Counseling 3, no. 1 (2022): 40–49. http://dx.doi.org/10.21831/progcouns.v3i1.49182.

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Unfortunately, multicultural problems manifested in patterns of thought, attitude, and behavior of intolerance are still seen in many societies over the past decade. It started to become common that certain groups attacked other ethnic and racial groups thereby causing conflict. This might be due to the handling of cases that are not ideal and appropriate, situations of intolerance, and social conflicts that have a wide impact, including causing psychological problems such as anxiety, hatred, violence, or depression. This study aimed to critically examine psychological coping strategies carried out in various countries to assist post-conflict victims with trauma, especially in multicultural societies. This study used an integrative review approach to analyze nine selected articles about psychological strategy and social education for post-conflict settings from 2010 to 2021 by reputable journals or publications. The results showed that the post-conflict victim handling strategy in various countries is carried out using psychosocial approaches and counseling/narrative therapy which are considered the most effective to help victims with trauma. Multicultural skills are an important part of post-conflict psychological handling, and hence is recommended multicultural counseling as a post-conflict psychological treatment and social education model is widely applied by societies with a high level of diversity.
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du Preez, Petro. "Reconciliation through dialogical nostalgia in post-conflict societies: a curriculum to intersect." Compare: A Journal of Comparative and International Education 44, no. 1 (2014): 117–35. http://dx.doi.org/10.1080/03057925.2013.859875.

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Petrakov, M. O. "Challenges and prospects of history education in divided and post-conflict societies." Politicus, no. 1 (2024): 82–90. http://dx.doi.org/10.24195/2414-9616.2024-1.13.

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Metro, Rosalie. "The third face of education: moving beyond the good/bad binary in conflict and post-conflict societies." Compare: A Journal of Comparative and International Education 50, no. 2 (2019): 294–96. http://dx.doi.org/10.1080/03057925.2019.1657317.

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Ariyanto Azis, Aswin. "The Contribution of Post-Conflict Education to Social Transformation and Sustainable Development." Global South Review 2, no. 1 (2017): 63. http://dx.doi.org/10.22146/globalsouth.28853.

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The role of education in post conflict reconstruction has become increasingly important and gained much greater acknowledgment in development studies in recent years. Education is increasingly accepted as an integral part of humanitarian response in emergencies. It can help conflict-affected community and individual to return to normalcy, safeguard the most vulnerable, provide psychosocial care, promote tolerance, unify divided communities, and begin the process of reconstruction and peace building. However, research also suggests that education can encourage intolerance, create or generate inequality, and intensify social tensions that can lead to civil conflict and violence. Education is a key determinant of income, influence, and power. Inequalities in educational access can lead to other inequalities–in income, employment, nutrition and health as well as political position, which can be an important source of conflict. Hence, education has potential to either aggravate the conditions that lead to conflict or to heal them. Nonetheless, the unavoidable conclusions must be that ignoring education, or postponing it, is not an option. This essay attempts to answer question on how post-conflict education be able to contribute to social transformation and sustainable development. It argues that education in general has a key role in both preventing conflict and rebuilding fractured post-conflict societies. Hence it puts forward education as a human development activity and must be undertaken with a development perspective if it is to contribute reversing the damage and to building resilience to prevent further violence conflict.
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Wanjiru, Jenestar. "School leadership and post-conflict education: How can their roles in developing inclusive practices in post-conflict schooling be understood and conceptualized?" Educational Management Administration & Leadership 49, no. 1 (2019): 145–63. http://dx.doi.org/10.1177/1741143219884693.

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The concepts of ‘leadership’ and ‘inclusion’ continue to attract much attention in educational discourses; however, not many studies have explored their connection in schools serving conflict-affected communities where displacement and fragmentation of families risks the access, participation and achievement of many young people in education. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community primary school in Kenya, following the 2007/8 post-election violence. Overall, the aim was to understand the connection between school leadership and inclusive education practices, with interest in the schooling experiences of conflict-affected children. Following an integration of reviewed literature and findings emerging from the entire study, this paper specifically examines how roles for school leadership can be understood in relation to developing inclusive practices for conflict-affected pupils in post-conflict schooling. Three core thematic issues emerged, suggesting that these roles involved: mediating ‘post-conflict conflicts’; fostering ‘socio-moral connectedness’, and engendering aspects of ‘indigenous leadership practice’ in school. These roles were fundamental in reversing community disintegration and repairing moral distortion. Besides contributing to knowledge in the developing field of education and conflict, this study highlights the joint social, moral and professional investment made by headteachers and teachers in repairing violence-torn societies.
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Awad, Yomna R. "Voluntary non-formal teacher professional learning for democratic peacebuilding citizenship education: A participatory approach." Citizenship Teaching & Learning 17, no. 1 (2022): 85–107. http://dx.doi.org/10.1386/ctl_00083_1.

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This article presents a six-session course the author developed as an integral part of a doctoral research to explore two small groups of teachers’ initial understandings of democratic peacebuilding citizenship through eliciting their narratives of practice and their emerging understandings after voluntarily participating in this non-formal professional learning initiative. Another aim of the study was to explore how their involvement in the course facilitated their own professional learning. Teacher participants were from different private schools in two relatively contrasting contexts, one in the Greater Cairo Area in Egypt and one in the Greater Toronto Area in Canada. This course sets an exemplary participatory approach to inform future research in teacher professional learning for democratic peacebuilding citizenship education in post-conflict zones, societies transitioning out of violent conflict and relatively democratic societies.
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Dissertations / Theses on the topic "Education in post-conflict societies"

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Jarvis, Lukas. "Classroom Reintegration : Education as a tool for Social Reintegration Post-Conflict Societies." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-373123.

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Slade, Steven. "Peace Education for Children in Post-Conflict Societies as Part of a Conflict Transformative Approach: Theory in Practice?" Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23100.

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The aim of this study is to develop an understanding of how peace education for children can work as part of a broader conflict transformation process in intractable and post-conflict societies. The study sets out to establish if and how theoretically researched knowledge combines with the actual practical work of peace educators and to note the contribution of peace education in the transformative approach.To assist in achieving my aims, I am applying a comparative evaluation method that allows for a comparison to be made between theory and practice. I have devised two case illustrations concerning specific organisations which can be evaluated with regard to their work with peace education. I have also conducted a thorough literature analysis which has enabled the study to incorporate appropriately selected theoretical approaches to be examined against the work of the practitioners.The research concludes with a discussion centred on my findings and the normative standpoint that I take: that peace education certainly plays a significant role in the overall conflict transformative process and that theoretical knowledge can and should be the basis of its practical work.Keywords: Peace education, conflict transformation, children, post-conflict, theory and practice
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Devlin, Sean Edward. "Education, Literacy and Ink Pots: Contested Identities in Post-Emancipation Barbados." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539626552.

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Edwards, Madeleine. "Houses of the People: Rural Education and Post-Revolutionary Constructions of Citizenship in Mexico 1917-1940." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1207.

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This thesis argues that the curricula distributed among the newly founded, rural socialist schools in Mexico after the Revolution of 1910 created a new narrative about one of the most explosive moments in Latin American history. It describes the ways that women's work was increased by charging mothers with additional burdens of raising revolutionary citizens and developing the ideals of the revolution at home. The thesis gives a close read of one major children's novel of the time as well as articles from a teachers' magazine to discuss the ways that the post-revolutionary state government promoted indigenous ethnocide in the wake of the 1910 revolution and consolidated political power to the hands of the official state party which has dominated Mexican politics ever since.
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Sejdija, Adela. "Children and reconciliation in post conflict societies." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35940.

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On a daily basis we hear or read about new atrocious and violent conflicts that are emerging in countless countries around the world. At the same time, some of the previous conflicts are winding down and leading to negotiations and peaceful resolutions. In either of the cases, peacebuilding initiatives are put into place to establish relationships between the divided population which is and/or was at war. There are countless reconciliation methods which are used to reconcile the adult population which is and/or was in conflict with each other. Nonetheless, how and which reconciliation approaches are used when it comes to reconciling the children that have been directly or indirectly affected by the conflict in their country is not discussed to the same extend.  Thus the objective of this study is to analyse the available literature in order to gain a greater understanding of the methods which children partake in in order to foster reconciliation in a post-conflict environment. In total, 18 cases which pertain to children and reconciliation were analysed in order to find patterns, gaps and commonalities in the texts through the textual content analysis method. Furthermore, the findings were analysed in accordance to Galtung´s 12 reconciliation approaches.     Based on the analysis, it became clear how limited and scarce the literature is on reporting on the ways in which children reconcile. Furthermore, all of the texts present children as innocent victims who are not to blame for what had occurred. Despite the fact that children were victims as well as perpetrators in the conflict. Additionally, there is a clear distinction in the methods which are used to reconcile child soldiers versus children that were not directly involved in the conflict. In other words, many of the findings can aid in branching out the research to explore further the differences between child soldiers and non-child soldiers, as well as the general perception of children as victims. In addition, the concept of childhood and when one is considered a child should be explored, especially in non-western cultures, where an individual is considered a child under the age of 18, yet in other cultures “children” under 18 are married, have their own children, are responsible for their parents and very much live “adult” lives.
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Kaye, Matthew D. "A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/17.

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The research question of the study asked "In the post 2010 earthquake, what are the conditions faced by Haitian immigrants in accessing primary public education in the Dominican Republic"? Within the context of primary education, the study takes place in the town of Comendador, the capital of the Elías Piña province in the Dominican Republic. Using a mixed methods approach, incorporating ethnographic methods and database analysis, the study documents the voices of Haitian and Dominican parents, Dominican school personnel, non-governmental organization (NGO) officials and community stakeholders. Within the construct of access, there are six areas of focus: educational policy, curriculum and instruction, professional development and resources, parent involvement, intercultural communications, and praxis. Data collection tools included field notes, participant observation, semi-structured interviews, analysis of the Latin American Opinion Project (LAPOP), and analysis of a household composition database. The findings of the study indicate six themes: (1) educational policy, Dominican law provides Haitian children with school registration, yet school officials are allowed the flexibility of adherence; (2) curriculum and instruction, using a national curriculum, teachers are not providing a comprehensible education to Haitian students; (3) professional development and resources, teachers recognized the need to make instruction meaningful for Haitian students; (4) parent involvement, undocumented Haitian parents did not feel safe at school sites; (5) intercultural communications (ICC), educators' behaviors towards Haitian immigrant children and parents demonstrated empathy, yet lacked more advanced levels of ICC and, (6) praxis, there was an absence of advocates for Haitian. In the case of stakeholders and educators in Elías Piña the study suggests that, for the most part, few had the experience and background to understand the complexity of Haitian immigrant students and families who expressed living in fear of the authorities, suspicion of who to trust, and despair with regards to living day to day. While education for their children was seen as a positive need for survival in the Dominican Republic, Haitians' lack of understanding of the Dominican educational system leads to the perception that Haitian immigrant parents were not engaged in the education of their children.
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Figone, Kelsey E. "The Hegemony of English in South African Education." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/43.

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The South African Constitution recognizes 11 official languages and protects an individual’s right to use their mother-tongue freely. Despite this recognition, the majority of South African schools use English as the language of learning and teaching (LOLT). Learning in English is a struggle for many students who speak indigenous African languages, rather than English, as a mother-tongue, and the educational system is failing its students. This perpetuates inequality between different South African communities in a way that has roots in the divisions of South Africa’s past. An examination of the power of language and South Africa’s experience with colonialism and apartheid provides a context for these events, and helps clarify why inequality and division persist in the new “rainbow nation.” Mending these divisions and protecting human dignity will require a reevaluation of the purpose of education and the capabilities of South African citizens.
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McKay, Terrence Penn. "Minding the gap : filling the public security gap in post-war societies." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/7264.

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Mani, Rama. "Building a just peace : the quest for justice in post-conflict societies." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246546.

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Akiyode-Afolabi, Abiola. "Gender justice in post-conflict societies : an assessmentof Sierra Leone and Liberia." Thesis, SOAS, University of London, 2013. http://eprints.soas.ac.uk/16643/.

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Books on the topic "Education in post-conflict societies"

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McGlynn, Claire, Michalinos Zembylas, Zvi Bekerman, and Tony Gallagher, eds. Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421.

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Claire, McGlynn, ed. Peace education in conflict and post-conflict societies: Comparative perspectives. Palgrave Macmillan, 2009.

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Fontana, Giuditta. Education Policy and Power-Sharing in Post-Conflict Societies. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31426-6.

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Naudé, Pete. Managerial and educational perceptionsof the future in changing societies: The Commonwealth of Independent States. Manchester Business School, 1997.

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Ognjenović, Gorana, and Jasna Jozelić, eds. Education in Post-Conflict Transition. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-56605-4.

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Milton, Sansom. Higher Education and Post-Conflict Recovery. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65349-5.

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Summa, Renata. Everyday Boundaries, Borders and Post Conflict Societies. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55817-8.

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Lanahan, Brian. Post-Conflict Education for Democracy and Reform. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-57612-5.

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Fijalkowski, Agata, and Raluca Grosescu. Transitional criminal justice in post-dictatorial and post-conflict societies. Intersentia, 2015.

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Harber, Clive. Schooling for Peaceful Development in Post-Conflict Societies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17689-1.

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Book chapters on the topic "Education in post-conflict societies"

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McGlynn, Claire. "Negotiating Cultural Difference in Divided Societies." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_2.

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Torsti, Pilvi, and Sirkka Ahonen. "Deliberative History Classes for a Post-conflict Society." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_14.

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McGlynn, Claire. "Introduction." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_1.

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Niens, Ulrike. "Toward the Development of a Theoretical Framework for Peace Education Using the Contact Hypothesis and Multiculturalism." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_10.

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Kosic, Ankica, and Jessica Senehi. "Promoting Reconciliation through Community Relations Work." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_11.

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Zembylas, Michalinos. "Inventing Spaces for Critical Emotional Praxis." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_12.

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Zelniker, Tamar, Rachel Hertz-Lazarowitz, Hilla Peretz, Faisal Azaiza, and Ruth Sharabany. "Arab and Jewish Students’ Participatory Action Research at the University of Haifa." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_13.

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Bekerman, Zvi. "“Yeah, It Is Important to Know Arabic—I Just Don’t Like Learning It”." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_15.

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Carter, Candice C., and Saloshna Vandeyar. "Teacher Preparation for Peace Education in South Africa and the United States." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_16.

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Ndura-Ouedraogo, Elavie. "Grassroots Voices of Hope." In Peace Education in Conflict and Post-Conflict Societies. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_3.

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Conference papers on the topic "Education in post-conflict societies"

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Cubukcu Cerasi, Ceren, and Yavuz Selim Balcioglu. "Understanding Society 5.0 Jobs for Improving Education 4.0 – an Analysis in Python." In Challenges in Economics and Business in the Post-COVID Times. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.epf.5.2022.17.

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Developments in science and industry have a direct impact on human life by contributing to development of societies throughout human history. Developments in information, internet technologies and Industry 4.0 accelerated the digital transformation of the industry. As a result, factories have been equipped with ‘smart’ technologies and new skills are needed to use these smart technologies. These skills have changed job descriptions and new graduates now start to work in jobs that never existed in the past. After the transformation from an industrial society to an information society with Industry 4.0, the aim is to reach Society 5.0 as a new level of social development. Therefore, graduates will need to have new skills to adjust to Society 5.0. In this study, International Standard Classification of Education 2020 data were analysed according to gender, age and educational level using machine learning in Python. The types of jobs that are most in demand were identified. Consequently, the sector and job preferences of new graduates were determined according to their educational levels. This study fills a gap in existing literature by analysing the trendiest positions in the industry so universities can prepare their students for these positions within the Education 4.0 framework.
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Isaxanli, Hamlet. "Education Facing Globalization in Post-communist Country: Azerbaijan." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8384.

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Contemporary education, especially, the development of higher education is tightly bound with globalization and is also one of those indications characterizing the globalization. The impact of globalization on higher education is very wide and complex in post-communist countries. This research paper looks at the main characteristics of globalization as a whole, its influences on post-Soviet societies: the refusal and acceptance of the trends brought by globalization in post-communist countries, its impacts on education systems of less developed and developing countries, import of features of long-established education systems from abroad. The weaker education systems’ vulnerability before those powerful, well-established and long-standing education systems and the hard competition conditions encountered by them have been touched upon in this article. Subsequently, Azerbaijan, the pathways of its education history beginning from Russian Empire and Soviet Union, the language and alphabet changes, and aftermath the modern education system of Azerbaijan, newly established universities such as Khazar University, their local and international achievements and challenges and the overall situation of higher education in the country have been discussed as the case study.
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Su, Wu-xun, and Teng-xiong Wei. "Where the Human Societies Have To Go - To the Consciousness Development of Post-Modern Society." In 2016 2nd International Conference on Social Science and Higher Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.48.

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Popescu, Alba. "E-LEARNING IN THE POST-PANDEMIC FUTURE." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-005.

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In 2020, education has been hardly hit by the COVID-19 pandemic. Thousands of schools and universities around the world have been forced to close their doors, millions of pupils and students have faced the risk of interrupting their educational path and millions of other teachers have faced the risk of academic freeze. However, the current pandemic, similar to other great plagues that preceded it, through the medical crisis it triggered, has forced states and societies to adapt, to find solutions, to innovate, to progress. A solution to such educational crisis has been the development and large-scale implementation of the e-learning. Considered, until the beginning of the pandemic, an alternative system for traditional education, e-learning has turned into an "essential-learning", becoming the saving solution that has taken the academic year out of the impasse. The change in the status of digital education has led to the development of a new industry, known as ed-tech, and has highlighted the advantages and disadvantages of such an education system. On the one hand stand the advantages of unlimited access to information, the qualitative increase of the teaching performance, the diversity of means of graphic expression and mass media, the development of computer management skills and of graphic editing of teaching materials, advantages shared both by the teaching staff and students. On the other hand, poverty, underdevelopment and technical problems, inherent in the process of data transmission, risk to deepen the gap between the poor and the rich of this world. Therefore, to what extent will e-learning be able to maintain its "essential-learning" status even after the end of the pandemic? What are the strengths and weaknesses of digital education?
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Lukić, Vesna, Nena Vasojević, and Jelena Predojević-Despić. "International student population in Serbia across time and space." In Population in Post-Yugoslav Countries: (Dis)Similarities and Perspectives. Institute of Social Sciences, 2024. http://dx.doi.org/10.59954/ppycdsp2024.17.

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The international mobility of students in tertiary education has increased significantly over the last few decades globally. A highly educated workforce with international educational experience is an important element of societal progress. Students are specific migrant group that are migrating in order to improve their human capital at certain stage of the life course. General patterns of social transformation linked with international education call up for more research and a better understanding of the internationalisation of education. Until the 1990s, Serbia had a long tradition of educating scholarship holders abroad, as well as international students at domestic universities that renewed in the 2000s. However, despite the growing importance of international students for societies of origin and destination and the aforementioned tradition, this is an underexplored topic in Serbia. This article uses additionally processed 2011 and 2022 Census data in Serbia on international students studying in our country, who according to the definition of the censuses are included in the total population. Students from the former Yugoslav republics who are studying in Serbia were analysed independently. Descriptive statistical analysis was used for data processing in order to present and highlight selected characteristics of international students in Serbia from a time-space perspective. The new 2022 Census international student population data show how this migrant population subgroup has changed over the last decade. Besides the ambition that our findings shed light on new insights regarding this migrant population, the intention is to contribute to this under-researched topic within the demographic and sociological literature in Serbia. Quantitative empirical research aimed at mapping this population in Serbia is conducted as starting part of the scientific project IS-MIGaIN, where mixed method research will be applied aiming to broaden the scientific understanding of international student migration and identity nexus in the context of traditionally emigration countries, such as Serbia.
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Rašević, Mirjana. "Reflections on the Past and Future of the ICPD Programme of Action in the UNECE Region." In Population in Post-Yugoslav Countries: (Dis)Similarities and Perspectives. Institute of Social Sciences, 2024. http://dx.doi.org/10.59954/ppycdsp2024.7.

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In 1994, the International Conference on Population and Development (ICPD) in Cairo In 1994, the International Conference on Population and Development (ICPD) in Cairo produced the groundbreaking Programme of Action, adopted by 179 nations. This pivotal document highlighted the interconnectedness of population, development, and individual well-being. Emphasizing environmental sustainability, women's empowerment, and gender equality, it expanded the scope of family planning to encompass sexual and reproductive health and rights. Additionally, the Programme of Action went beyond a limited economic understanding of development, extending its scope to include the well-being and quality of life for both current and future generations. The United Nations subsequently incorporated many Programme of Action goals into the 2030 Agenda for Sustainable Development. The United Nations Commission on Population and Development is now reviewing the five-year implementation of the Programme of Action, with a new assessment slated for its thirtieth anniversary next year. The recent UNECE Regional Conference in Geneva, titled Population and Development: Ensuring Rights and Choices, played a crucial role in this process, providing insights into the Programme of Action's implementation in the broader European region. While overall improvements were noted, challenges persist, particularly in education, health, and the protection of vulnerable groups. Progress is still uneven across and within countries, adding complexity to the implementation landscape. Concerningly, multiple forms of inequality and discrimination continue to hinder individuals from realizing their full potential. The Regional Conference Report not only identifies these challenges but also offers proactive recommendations. Addressing declining fertility rates, an aging population, and demographic shifts in Eastern and South-Eastern Europe, the report stresses the need for innovative approaches to bolster societies’ demographic resilience. Investing in human capital, dismantling barriers to unleash individual potential, and fostering inclusive societies are key strategies. The report emphasizes the importance of listening to people's needs and desires, presenting various good practices as examples. These recommendations hold significant relevance for policymakers in post-Yugoslav countries and beyond.
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Friedman, Batya, Lisa P. Nathan, Milli Lake, et al. "Multi-lifespan information system design in post-conflict societies." In the 28th of the international conference extended abstracts. ACM Press, 2010. http://dx.doi.org/10.1145/1753846.1753870.

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Lee, Dr Joori. "Collecting Voices: Literary and Political Engagement in Svetlana Alexievich." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-046.

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Svetlana Alexievich, a Belarusian writer and political activist, spent most of her life in the Soviet Union and present-day Belarus, with prolonged periods of exile in the US and Germany. Opposing war and totalitarianism, Alexievich wrote about Soviet and post-Soviet individuals who suffered WWII, the Soviet-Afghan War, and the Chernobyl disaster in 1986.As a writer, she developed a prominent literary genre, “documentary literature,” which offers artistic renderings of real events. Cultivating this new form of literature, Alexievich recorded the recollections of real people and published polyphonic works presenting choruses of voices describing specific historical events. Engaging the voices of people, whose stories have no written records in official documents and are unknown to international societies, Alexievich sought to promote human rights and enable global readers to see the disastrous effects of war and totalitarianism reinforced from Stalin’s time. Recognizing that Alexievich’s polyphonic writings have advantages in advancing human rights, this study tries to solve questions regarding the issue of voice and representation. Why did Alexievich valorize voices exclusively rather than incorporate visual materials, such as photos, into her documentary narratives? How are the voices displayed in her testimonial writings, and what sources influenced her representation of these voices? Illuminating these questions, my presentation articulates the singular qualities of her polyphonic narratives, and unfolds multilayered implications surrounding her composition of the type of novels.
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Nagy, Attila. "THE NON-APPLICATION OF COMPETITION RULES IN POST-CONFLICT DEVELOPMENT." In International Jean Monnet Module Conference of EU and Comparative Competition Law Issues "Competition Law (in Pandemic Times): Challenges and Reforms. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18834.

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Competition has been claimed to be a very liberal economic tool where market players are meant to be free in arranging their technologies, production and sales on a particular market. In this paper we are developing a new hypothetical of the functioning of market economies which are in a global sense and considering new markets very different and specific. All the global powers, whose centre of influence might change in time, are trying to gain a bigger share regarding raw materials and potential markets. In post-conflicts societies and in particular in our case study of Kosovo and Serbia we can see the more clear market interests of all local, regional and global powers. The research of post-conflict societies is providing us with some answers regarding the possible future developments in certain societies and regions. The EU made Brussels Agreements in Kosovo has managed to establish new enterprises as a solution of a political compromise where energy, telecommunication and natural resources played a key role. The Washington Agreement has liberalized the infrastructure achievements but in some aspects limited the use of energy and telecommunication infrastructure from certain sources. In this sense we can observe the limited capacity of competition rules application in post-conflict societies and in particular Kosovo in this case. These agreements have therefore limited the influence of economic, strategic and energy related influence from main USA competitors which have not been named in the agreements, but are well known. In both agreements it is visible how economic activities and cooperation is encouraged with various non-economic incentives. Competition is accordingly more of a political will than an economic reality for some in post-conflict societies. The introduction of various companies into the Kosovo legal framework and their control by Serbia is an obvious tool how natural resources could be shared for a benefit of citizens where conflict is resolved using free market and competition rules.
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Iordache, Dragos daniel, and Alin Zamfiroiu. "USING MOODLE AS A TRAINING PLATFORM FOR CULTURAL MEDIATORS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-045.

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In the last years, the evolution of e-learning platforms offers complex opportunities for teaching and training in the most diverse contexts and sectors of activity. The main goal of the project "Cultural Mediators for the Postal Sector" (CULMED) is to facilitate the third country nationals' integration into the host societies, through the post professionals and to involve the post organizations in the integration process. This process needs for qualified personnel in the postal sector. Staff training can be done through traditional means, but e-learning platforms are a much more efficient way. Among the most commonly used e-learning platforms, MOODLE has proven its usefulness over time in various training contexts. The purpose of this study is to present the implementation of a training course, using the MOODLE (Modular Object-Oriented Dynamic Learning Environment) e-learning platform and the process to design a mobile application to be used with the MOODLE e-learning platform. At this time, trainees demand for personalized education is increasing due to competitiveness because the tests generate feedback, allowing to the trainees to see how they behave compared to their peers, stimulating the need for self-realization. In this paper we carry out an analysis of the existing Learning Management Systems - LMS to presents the advantage and disadvantages for each solution. Our e-learning platform and mobile application are developed based on the experience with these applications. For the E-Learning platform we are using MOODLE and for the mobile application we will develop a native Android application based on the specification from this analysis.
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Reports on the topic "Education in post-conflict societies"

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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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Cherney, Adrian, and Kylie Fisk. Rebuilding Government Legitimacy in Post-Conflict Societies: Case Studies of Nepal and Afghanistan. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada626814.

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Fisk, Kylie, Adrian Cherney, Matthew Hornsey, and Andrew Smith. Rebuilding Institutional Legitimacy in Post-Conflict Societies: An Asia-Pacific Case Study, Interphase 1-2. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada547532.

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Lopes da Silva, Diego, Nan Tian, and Alexandra Marksteiner. Pathways for Reducing Military Spending in Post-civil Conflict Settings. Stockholm International Peace Research Institute, 2022. http://dx.doi.org/10.55163/ywho8693.

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High military spending is a common and consequential legacy of civil conflict. Reducing military spending can yield valuable economic gains and further contribute to the recovery of post-civil conflict societies. However, little is known about the conditions that enable military spending reductions in a conflict’s aftermath. This SIPRI Insights on Peace and Security tackles this issue and provides a comparison of post-civil conflict conditions and military burden—military spending as a share of gross domestic product—outcomes. It builds on a comparative analysis of 19 post-civil conflict episodes between 1970 and 2020, as well as three detailed case studies, to identify common pathways to post-civil conflict military burden reductions. This research finds that reductions in military burden usually follow peace agreements that encompass trustworthy and legitimate verification mechanisms, the strengthening of institutional means to resolve grievances, and improvements in relations with neighbouring countries.
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Larmin, Augustine T., and Daniel L. Banini. Civil wars and stumbling of patriarchal societies: The reconstruction of gender relations in post-conflict Liberia. UNU-WIDER, 2022. http://dx.doi.org/10.35188/unu-wider/2022/278-2.

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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and support democratic and participatory governance”2. Such programs have been found “to help shape personal efficacy (i.e., an individual’s belief in their ability to effect change, political participation, and tolerance”3. Furthermore, “educational tools as such have proven to foster individuals' desistance from terrorist groups and ideologies by broadening the scope of their political values, ideals, and concepts (e.g., justice, honor, freedom) and by introducing alternative perspectives and worldviews”4. In D.rad’s WP10, the focus is on civic education programs that adopt a participatory approach. This means involving all participants in expressing their ideas and bringing about change. Specifically, these methods empower marginalized voices, promoting civic engagement, problem-solving, and networking. Using techniques like role-plays and interactive tools, these programs foster critical thinking, empathy, democratic literacy, active citizenship, resilience, and socio-emotional learning. Critical thinking involves making reliable judgments based on sound information. It includes steps like asking questions, gathering relevant data, and considering various perspectives. Research shows a positive link between critical thinking and personal efficacy. Empathy is vital in civic and peace education. It means understanding and resonating with others' emotions. Pedagogical approaches like group work and cooperative tasks nurture empathy, as well as exposure to diverse choices and scenarios. Democratic literacy involves recognizing, valuing, and respecting all individuals as legitimate members of society. Non-formal education, like theatre, is a powerful way to engage communities in raising awareness and fostering democratic literacy. Active citizenship means actively participating in one's local community with values like respect, inclusion, and assistance. Educational programs equip participants with skills and knowledge for resilient societies built on trust. Resilience is the ability to bounce back from challenges, a crucial skill in personal development against extremist ideologies. Research links resilience to pro-social behaviour and life satisfaction. Civic education fosters pro-social behaviour through empathy and voluntary actions that benefit others. Socio-emotional learning (SEL) includes five key components: self-awareness, self-management, responsible decision making, social awareness, and relationship skills. Through SEL, individuals understand and regulate emotions, set positive goals, show empathy, build healthy relationships, and make responsible choices. Effective SEL training leads to improved academic performance and positive attitudes. It reduces disruptive behaviours and disciplinary issues. Educators prioritize SEL through activities that encourage communication, cooperation, emotional regulation, empathy, and self-control. Against this background, the final goal of WP10 was to foster social cohesion, democratic literacy, active citizenship and a shared sense of belonging to counteract tendencies of grievance, alienation and polarisation through the development of a participatory role-play targeting community organizations, youth centres, social/educational workers and interested citizens. WP10 was carried out in three parallel and complementary phases:- project partners involved in the WP (EURAC – Bolzano/Bozen, AUP – Paris, FUB – Berlin, BILGI – Istanbul and PRONI – Brcko) analysed civic education programs implemented in their countries to combat radicalisation and violent extremism in order to highlight approaches, practices and challenges that needed to be taken into account in the development of WP10’s toolkit; EURAC complemented such analysis with an overall recognition of existing programmes at EU level and beyond; - WP partners also contacted experts (academics, practitioners, NGO-leaders, public officers at the Ministry of Justice, social workers) in the field of de-radicalisation, civic-education, cultural mediation and theatrical methods to provide both feedback on challenges faced in past projects and opinions on the role-play developed in the framework of WP10; - EURAC, assisted by project partners and external experts developed a role-play as a preventive tool for youth radicalisation; WP partners then tested the role-play in their respective countries to collect feedback on its implementation and effectiveness. The role-play thus developed, called “In Search of the Lost Past”, is a civic education game encourages participants to reflect on available choices, avoiding adverse and/or violent outcomes. It aims to enhance critical thinking skills in problem-solving and understanding diverse perspectives. Accordingly, it fosters open-mindedness and respect for diversities and alternative worldviews while expanding participants' understanding of values, ideals, and concepts like justice, honour, and freedom. Participants collectively reconstruct stories through backwards journeys, starting from possible endings and envisioning earlier events from assigned character viewpoints. Through embodying diverse profiles and exploring various choice pathways, this reverse storytelling method prompts contemplation on decisions and their nuanced repercussions. Although all stories share a common finale, participants shape unique, parallel narratives based on distinct character perspectives. This imaginative process elucidates how personal experiences shape worldviews and life trajectories. This imaginative process serves to illuminate how personal experiences contribute to the formation of worldviews and life trajectories. Post-activity discussions centre around the decisions made and their far-reaching implications, emphasizing alternative approaches to challenging issues. Stepping into different mindsets not only cultivates empathy but also fortifies critical analysis skills among participants. "In Search of the Lost Past" serves as a dynamic platform for exploring and understanding the complex interplay of choices, perspectives, and outcomes. Reconstructing the past helps us be open to new and diverse futures.
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Terzyan, Aram. Echoes of Defiance: Post-War Protests and Their Implications in Armenia. Eurasia Institutes, 2025. https://doi.org/10.47669/earp-1-2025.

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The post-war protests in Armenia from 2020 to 2024 serve as a vivid case study of political unrest, collective trauma, and societal mobilization following the Nagorno-Karabakh war. These movements, driven by Armenia’s territorial losses and the profound national identity crisis that ensued, reflected widespread dissatisfaction with governance, structural weaknesses, and political leadership. Despite their emotional resonance and the symbolic power of movements like the "Holy Struggle," the protests faced significant challenges in achieving systemic change. This article examines the anatomy of these protests, highlighting their historical roots, organizational dynamics, leadership strategies, and the structural conditions that shaped their trajectory. By analyzing Armenia’s post-war protests, this study contributes to broader debates about the resilience of post-conflict societies and the limitations of protest-driven reform in addressing deep-seated governance crises.
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Avdimetaj, Teuta. Interacting with Trauma: Considerations and Reflections from Research in Kosovo. RESOLVE Network, 2022. http://dx.doi.org/10.37805/rve2022.2.

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This chapter explores the role of trauma in violent extremism research, offering insights on its effects on the research process, providing insights on the radicalization process of individual cases, and informing reintegration prospects of returning foreign fighters and their family members. The chapter focuses on war-related trauma as a widespread experience in post-conflict societies, which may persist years after the war ends, scarring societies in numerous ways for generations and potentially creating an ongoing cycle of violence. The chapter begins with a brief overview of the available literature on the link between trauma and radicalization while bringing attention to existing gaps within this field. It then continues with insights from field research in Kosovo on how trauma was expressed among the family members of foreign fighters, including women returnees from the conflict zones in Syria and Iraq, and provides insight into how the author approached the subject in her own research.
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Idris, Iffat. Conditions for Elections to Succeed in Reducing Conflict and Instability. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.124.

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Post-conflict elections can pave the way for democratisation and peacebuilding, but can also lead to renewed conflict. Minimum conditions for ensuring that elections promote the former and reduce conflict and instability include: peace and demilitarisation; international involvement; not holding post-conflict elections too early; holding national and local elections separately – ideally, local before national; election systems (notably proportional representation) that distribute rather than concentrate power; independent, permanent and well-resourced election management bodies; and media that promote voter education, messaging by parties and candidates, and election transparency. However, it is important to stress that specific criteria needed for successful post-conflict elections will be context-dependent.Post-conflict elections have the potential to establish legitimate government and can pave the way for democratisation and sustained peace. However, because they determine the distribution of power, they can also trigger renewed conflict. The risk of this is exacerbated by the difficult circumstances in which post-conflict elections are typically held (e.g. damaged infrastructure, weak institutions). The challenge is how to achieve the potential benefits while avoiding the risks. What are the conditions or criteria needed to ensure that post-conflict elections do not lead to conflict and instability?This review looks at the conditions needed to ensure that post-conflict election reduce conflict and instability. It draws on a mixture of academic and grey literature. While there was substantial literature on the various criteria, notably international involvement and election administration, it was largely gender-blind, as well as disability-blind.
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Röders, Jonathan, and Evelyn Pauls. Research Brief: Creative and Embodied Peacebuilding. Trust After Betrayal, 2023. http://dx.doi.org/10.59498/96180.

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This research brief delves into the transformative potential of creative and embodied peacebuilding methods in (post-)conflict contexts. It highlights the importance of addressing the affective dimension of conflict often overlooked in conventional, dispassionate approaches and showcases how different art forms and sports enable individuals to cope with trauma and manage their emotions while fostering trust and empathy. By embracing these methods, societies can rebuild their social fabric by promoting a shared sense of humanity and challenging divisive legacies. Furthermore, these methods are a way to help decolonise peacebuilding research and practice by incorporating local forms of artistic expression, unveil particularised experiences and embrace community-defined success criteria. The brief offers key points for practitioners to integrate these methods effectively and participatorily, emphasising their potential for healing and growth at both individual and community levels.
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