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dc.contributor.authorSayed, Yusuf
dc.contributor.authorTofaris, Elizabeth
dc.contributor.authorShephard, Kelly
dc.coverage.spatialRwandaen
dc.coverage.spatialSouth Africaen
dc.date.accessioned2018-09-27T14:35:45Z
dc.date.available2018-09-27T14:35:45Z
dc.date.issued2018-09
dc.identifier.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.en
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14070
dc.description.abstractIn 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.en
dc.description.sponsorshipESRC-DFIDen
dc.language.isoenen
dc.publisherREAL Centre, University of Cambridge and The Impact Initiativeen
dc.relation.ispartofseriesESRC-DFID Research Impact;
dc.rights.urihttps://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/en
dc.subjectChildren and Youthen
dc.subjectEducationen
dc.titleThe Role of Teachers in Peace-Building in Rwanda and South Africaen
dc.typeSeries paper (non-IDS)en
dc.rights.holderThe Impact Initiative 2018en
dc.identifier.externalurihttps://doi.org/10.35648/20.500.12413/11781/ii320
dc.identifier.doi10.35648/20.500.12413/11781/ii320
rioxxterms.funderDefault funderen
rioxxterms.identifier.projectDefault projecten
rioxxterms.versionNAen
rioxxterms.funder.projectd218e59e-c0fb-4cb3-8a07-92a57da72cd1en


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