The Role of Teachers in Peace-Building in Rwanda and South Africa
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In 1994, both Rwanda and South Africa emerged from a long and protracted history of colonisation, conflict, genocide, and apartheid which left lasting scars on their education systems. Both countries have undertaken educational reforms to try to strengthen social cohesion. Research led by the University of Sussex in collaboration with the University of Rwanda and the Cape Peninsula University of Technology, Cape Town examined how education policy interventions have helped teachers to become active agents of peace-building. It found that more professional development, policy direction, and support are needed.
CitationSayed, Y., Tofaris, E., and Shephard, K. (2018), The Role of Teachers in Peace-building in Rwanda and South Africa, ESRC-DFID Research Impact, Brighton: REAL Centre, University of Cambridge and The Impact Initiative.
Is part of seriesESRC-DFID Research Impact;
Rights holderThe Impact Initiative 2018
- Impact Initiative