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EDUCATION SECTOR POLICYON PEACE EDUCATION
Ministry of EducationScience and Technology
Ministry of Education Science and Technology
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Published by the Ministry of Education Science and Technology
With support from the United Nations Children’s Fund (UNICEF) and United Nations Educational, Scientific and Cultural Organization(UNESCO).
January 2014
Education
Email: [email protected]
Website: www.education.go.ke
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FOREWORD
Value education is an integral part of quality education. The Kenya vision 2030 underscores the importance of security, peace building and conflict management for social, economic and political development. In the face of
challenges such as climate change, environmental degradation and inequitable access to limited life-sustaining resources, there is potential to either exacerbate existing socio-economic tensions or create new ones leading to conflict and violence. The education sector therefore has the duty to equip young people with requisite knowledge, skills and attitudes for building peace as well as values for constructive intrapersonal, interpersonal and intergroup relations at the national and international levels.
The Government of Kenya is committed to promoting peace and harmonious coexistence among Kenyan. This is reflected in the Kenya Vision 2030 whose social pillar emphasizes promotion of a just and cohesive society, enjoying equitable social development in a clean and secure environment. In line with this, the Ministry of Education Science and Technology (MoEST) initiated the Peace Education Programme in 2008 with a view to enhancing knowledge, skills and values for peace.
The Education Sector Policy on Peace Education provides a framework for promoting peace through education. The policy provides broad guidelines for the coordination and implementation of peace education initiatives within the country. Effective implementation of this policy will help create synergy among players and stakeholders and facilitate implementation of the peace education related initiatives at all levels of education and training. It is envisaged that this will ultimately contribute towards nurturing a culture of peace among learners and the society.
I appeal to all stakeholders and partners in the education sector to use the policy guidelines in the implementation of peace related initiatives. I also urge our partners to continue supporting the education sector in the implementation of strategies in this policy to promote harmonious coexistence in our beloved country.
Prof. Jacob T. Kaimenyi, PhD, FICD, EBSCABINET SECRETARY
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ACKNOWLEDGEMENTS
The Education Sector Policy on Peace Education is a product of extensive consultation and collaboration among individuals and institutions. The process of developing this policy began in 2010 when the Ministry constituted a technical
team comprising officers from MoEST, the Teachers Service Commission (TSC), the Kenya Education Management Institute (KEMI), the Kenya Institute for Curriculum Development (KICD), Moi University, UNICEF and UNESCO staff. The team held two workshops to develop the initial framework and the first draft policy document. In August 2011, the framework was shared with senior managers from the Ministries of Education Science and Technology, Ministry of Youth and Sports and the Nairobi Peace Initiative (NPI) in Mombasa. Based on the their inputs, the first draft of the policy was developed in a retreat held in Nakuru attended by policy makers from MoEST and representatives from; the Ministry of Justice and National Cohesion, the Ministry of State for Internal Security, the University for Peace in Africa Programme, UNESCO and UNICEF. The draft policy was then subjected to stakeholders review in February 2012 at the Kenya Institute for Curriculum Development. In May 2013, a workshop to finalize the Policy was held in Nakuru. The workshop brought together stakeholders from the MoEST, Department of Youth Affairs and Sports, Department of Higher Education, Directorate of Adult and Continuing Education, Kenya Bureau of Statistics, National Steering Committee on Peace Building (NSCPB), KICD, Department of Social Cohesion, Kenya National Commission for UNESCO (KNATCOM), UNESCO, UNICEF, the Association of the Development of Education in Africa (ADEA) and World Vision Kenya.
The Ministry of Education Science and Technology appreciates the contribution and commitment of the representatives of the organisations who participated in all the above activities. Special thanks go to the technical team that coordinated the policy development process. I wish also appreciate all stakeholders for their inputs during the national stakeholders forum. Special gratitude goes to UNICEF (Kenya Country Office) and UNESCO (KCO) for financial and technical support in the development of this policy.
Dr. Belio R. KipsangPRINCIPAL SECRETARY
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TABLE OF CONTENTS
FOREWORD 2
ACKNOWLEDGMENTS 3
ABBREVIATIONS 6
DEFINITION OF TERMS 8
SECTION 1: INTRODUCTION 9
1.1 Background 9
1.2 Rationale 10
1.3 Linkages with existing legal and policy documents 11
1.4 Scope 13
1.5 Policy Goal 13
1.6 Policy Objectives 14
1.7 Outcomes of this Policy 14
SECTION 2: GUIDING PRINCIPLES 15
2.1 Proactive and preventive 15
2.2 Appreciation for diversity 15
2.3 Cohesion and integration 15
2.4 Respect for human rights 15
2.5 Environmental Sustainability 16
2.6 Inclusiveness and Participation 16
2.7 Integrity 16
2.8 Coordination, partnerships and collaboration 16
2.9 Conflict sensitivity 17
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SECTION 3: POLICY STATEMENTS AND STRATEGIES 19
3.1 Integrate conflict sensitive approaches in education and training to foster a culture of peace 19
3.2 Integrate Peace Education into the education and training curricula 19
3.3 Emergency preparedness and response 20
3.4 Institutional framework for peace education 21
3.5 Coordination, Collaboration and Partnerships 21
3.6 Information management and Communication 22
SECTION 4: INSTITUTIONAL FRAMEWORK 23
4.1 Institutional Framework 23
4.2 Minimum Requirements for the implementation of the Education Sector Policy on Peace Education 25
4.3 Knowledge generation through research 25
4.4 Communication 26
4.5 Monitoring and Evaluation 26
4.6 Policy Review 26
SECTION 5: ANNEXES 27
Annex 1: List of other policy and legal documents this policy makes references to 27
Annex 2: IMPLEMENTATION FRAMEWORK 28
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ABRREVIATIONS
ACE Adult and Continuing Education
ADEA Association for the Development of Education in Africa
BCCP Behaviour Change Communication Programme
CDE County Director of Education
CBOs Community Based Organizations
CSOs Civil Society Organizations
DBE Directorate of Basic Education
DPs Development Partners
DPP&EACA Directorate of Policy, Partnership and East African Community Affairs
DQAS Directorate of Quality Assurance and Standards
DS&TE Directorate of Secondary and Tertiary Education
ECDE Early Childhood Development Education
EFA Education for All
ESD Education for Sustainable Development
FBOs Faith Based Organizations
ICQN Inter-Country Quality Node
IEC Information Education Communication
INSET In-Servicing of Teachers
KESSP Kenya Education Sector Support Program
KICD Kenya Institute of Curriculum Development
MDGs Millennium Development Goals
MoEST Ministry of Education Science and Technology
NDOC National Disaster Operation Centre
NGOs Non-Governmental Organizations
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NSCPBCM National Steering Committee for Peace and Conflict Management
PE Peace Education
PEP Peace Education Programme
TSC Teachers Service Commission
SAGA(s) Semi-Autonomous Government Agencies
UDHR Universal Declaration of Human Rights
UN United Nations
UNESCO United Nations Educational, Scientific and Cultural Organization
UNHCR United Nations High Commission for Refugees
UNICEF KCO United Nations Children Fund-Kenya Country office
UPE Universal Primary Education
WPHRE World Programme for Human Rights Education
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DEFINITION OF TERMS
Peace Peace is a state of tranquility and harmony at the personal
and interpersonal level that entails a set of skills, values
and attitudes that if internalized leads to constructive,
non-violent resolution of conflicts. It is supported by social
institutions that prevent occurrence of violence.
Conflict Real or perceived state of being incompatible, in opposition,
or in disagreement.
Psycho-social interventions Psychological and social interventions that promote
individual well being
Peace Education The process of imparting, knowledge, values, skills and
attitudes necessary for enhancing peace. It also entails a
conflict sensitive approach to the development of education
plans, policies, structures and systems
Diversity People’s differences based on cultures, personality, gender,
abilities and disabilities among others.
Inclusivity Representation and participation of all.
Social Equity Fairness and equal access to opportunities for all in the
society, based on the principle of natural justice
Culture of peace Values, attitudes and forms of behavior that reflect respect
for life, human dignity and human rights; commitments to
principles of freedom, justice, solidarity and understanding
among people.
Violence The intentional use of force or power against oneself or
another person, group or community, that either results
in injury, death, psychological harm, mal-development, or
deprivation
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SECTION 1: INTRODUCTION
1.1 BackgroundThroughout the history of humankind, individuals, communities and nations have experienced strained relationships leading to conflicts. Conflict management is therefore critical in ensuring a stable society.
Conflicts impede the realization of national goals and commitments aimed at achieving Education for All (EFA), the Millennium Development Goals (MDGs), Kenya Vision 2030, national agenda and other international commitments. They have a major impact on the systems and institutions that sustain human well-being and the provision of social services.
Education and training alone may not offer immediate remedies to the local and global challenges that face human kind but it can contribute to addressing challenges over time. It has a crucial socialization function through the shaping of personal and collective identities, the formation of responsible citizenship and the promotion of critical social participation, based on principles of respect for life, human dignity and cultural diversity. Conflict-sensitive education and training policies contribute to the development of skills, values and knowledge for peace building1.
In its role as the lever for peace and development, education and training should be seen as a comprehensive framework resting on four pillars: learning to know, learning to do, learning to be and learning to live together. Education and training should also be accessible to all, be of high quality and facilitate the achievement of a just, peaceful and sustainable future.
The Government of Kenya acknowledges the role of peace in enhancing socio-economic development. The national anthem lays emphasis on peaceful coexistence as a prerequisite for nation building while the national goals of education strive to promote sustainable development, peace, social justice and responsibility, respect for diversity, international consciousness, national unity and moral and religious values. The Kenya Vision 2030, which is the blue print for social, economic and political development underscores the need to diffuse a culture of peace and respect for the sanctity of human life through social institutions, in particular through education and training.1 Collier et al 2003: Breaking the Conflict Trap. Washington DC: World Bank in Conflict-
sensitive education policy- A Preliminary Review Education Above All (2012)
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Issues affecting the youth are increasingly getting limelight in the peace education discourse in the country. The 2009 Kenya National Population census revealed a “youth bulge” in the country’s population demographics. With 43 % of the population under14 years and 35% aged between 15 and 34 years, the population is predominantly youthful. This scenario has potential to cause significant social disruption if the needs of the youth are not addressed. Conversely, MoEST is also alive to the enormous potential for peace building represented by this youth bulge. The provision of relevant education and training to youth, inculcation of peace values, and education for skills and competencies are all avenues Government is using in transforming youth into a powerful force for peace in Kenya.
Literacy is another important enabler of peace. Current data reveals that 7.8 million Kenyans aged 15 years and above are illiterate2. The Global Monitoring Report 2006 indicated that Adult and Continuing Education (ACE) programme graduates in Kenya participated more in election and local associations relative to people with low levels of literacy. For literacy to become an enabler of democracy it cannot be confined to basic skills, hence the need for functional literacy. Arguably, the integration of peace education into ACE will contribute to the production of graduates who are well informed of their civic duties and are able to contribute to the democratic development of the country.
The Peace education was introduced to strengthen peace initiatives implemented through the existing systems and structures in the education and training sector. Though Life Skills Education (LSE), religious studies and social studies, peace education has been integrated into the basic education curriculum as one of the core values to promote peace at the personal, community, national and global levels. Peace education aims to employ participatory, interactive, experiential and transformative teaching approaches that enhance the learner’s ability to internalize knowledge, values, skills and attitudes for peace. Encouraging self-expression through co-curricular activities such as art, music or drama presents important opportunities for transmitting messages of peace, non-violence and respect. Peace clubs also provide a platform where the skills that promote harmonious coexistence can be learned and practiced.
1.2 Rationale Kenya is a signatory to international treaties and conventions that advocate peaceful and harmonious co-existence among people of all nations. The Universal Declaration of
2 Kenya National Literacy Survey Report (2007)
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Human Rights (1948) Article 26(2) states that education should promote understanding, tolerance and friendship among all nations. This policy contributes to the actualization of the commitments in Kenya.
African Ministers of Education have committed their Governments to the promotion of peace building through education and training. This is reflected in the Mombasa and Naivasha communiqués signed in 2008 and 2012 respectively. The communiques were outcomes of two international meetings on Peace Education held in Kenya under the auspices of the ADEA3 Inter- Country Quality Node (ICQN) on Peace Education. This policy reflects the spirit of these Communiqués and provides a framework for the implementation of these commitments and recommendations in Kenya.
The implementation of the Peace Education Programme involves various actors. This necessitates proper coordination, collaboration and partnership mechanisms that minimize overlaps and promote targeted resourcing as well as creating synergy in the implementation. The policy provides a framework for effective coordination of various players involved in peace building through the education and training sector.
1.3 Linkages with existing legal and policy documentsThis Policy takes cognizance of the provisions in existing legal, policy instruments, relevant international treaties, and conventions. It is consistent with the following legal and policy documents:
1.3.1 The Constitution of Kenya, 2010 Chapter Four on the Bill of Rights provides for recognition and protection of human rights and fundamental freedoms to preserve the dignity of individuals and communities and promotion of social justice and the realization of the potential of all human beings. Article 10 of the constitution spells out the national values and principles of governance in Kenya.
1.3.2 The Basic Education Act 2013Section 4 of the Act on Guiding Principles provides for:
• Promotion of peace, integration, cohesion, tolerance and inclusion as an objective in the provision of basic education.
3 The Association for the Development of Education in Africa
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• Elimination of hate speech and tribalism through instruction that promotes the proper appreciation of ethnic diversity and culture in society.
1.3.3 Sessional paper No 14 on reforming Education and Training Sectors in Kenya (2012)
The inculcation of peace through education is covered in several areas of the policy framework. The philosophy (2.2), mandate (2.6) and guiding principles (2.7a and b)sections, refer to learner awareness of national values and aspirations as well as instilling, affirming and enhancing values such as patriotism, national unity, mutual social responsibility, honesty, humility, mutual respect, high moral standards and the ethical and moral foundation of the Kenyan society.
1.3.4 The Kenya Vision 2030The Social, Economic and Political Pillars on Security, Peace building and Conflict Management provide for the promotion of peace building and reconciliation through learning institutions to ensure sustained peace within the country and the inculcation of a culture of peace as a means of preventing and resolving conflicts.
1.3.5 Kenya Education for Sustainable Development (ESD) Implementation Strategy
The Education for Sustainable Development (ESD) Implementation Strategy provides a mechanism for adopting a holistic approach to sustainable development by engaging all sectors and stakeholders. The ESD Strategy for Kenya is a response to the proclamation of the period from 2005-2014 as the United Nations Decade of Education for Sustainable Development (DESD). The Strategy provides an opportunity for educating the Kenyan people on the importance of sustainable development. Given that the Kenyan economy is driven by agriculture and natural resources, the sustainable use of resources is therefore very important to ensure economic growth and development that is sensitive to the environment (also see 2.5 and 3.2).
1.3.6 The Children Act No. 8 of 2001Provides for non-discrimination of children and underscores children’s rights as paramount. This policy is grounded on the principles of non-discrimination and human rights.
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1.3.7 International treaties and conventionsKenya is a signatory to several international treaties and conventions, which support the creation of sustainable peace. The peace education policy is linked to provisions in
• the UN Charter (1945)
• the Universal Declaration of Human Rights (UDHR) (1948)
• the Convention Eliminating all Forms of Discrimination Against Women (CEDAW)
• the African Charter on Human and Political Rights.
• The Convention on the Rights of the Child
• The International Covenant on Civil and Political Rights, the International Covenant on Economic, Social and Cultural Rights
• Geneva Conventions
• World Programme for Human Rights Education (2005-ongoing)
• UNESCO Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974)
1.3.8 Other policy and legal documentsThis policy makes reference to other policy and legal documents. These are contained in the Annex I of this Policy.
1.4 ScopeThis policy provides an institutional framework for coordination, management, implementation, monitoring and evaluation of peace education in the sector. It is applicable in Basic Education, Alternative Provision of Basic Education and Training and tertiary levels of education. It also provides guidelines for inter-sectoral collaboration and partnership building with other stakeholders to promote peace and harmonious coexistence in the society through learning institutions.
1.5 Policy Goal The goal of this Policy is to promote and nurture a culture of peace and appreciation for diversity in the Kenyan society through education and training.
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1.6 Policy ObjectivesThis policy:
• provides a framework for effective implementation of peace education in the education sector.
• provides guidelines for mainstreaming peace education into curricula at all levels of education; in teaching and learning processes and materials; in education and professional development of education personnel; and in the learning environment.
• proposes strategies for enhancing pro-active measures for conflict prevention and mitigation.
• provides a framework for coordination, collaboration, partnerships and networking among players in peace building through education.
• facilitates regular research and promote evidence-based monitoring and evaluation of peace education initiatives in the sector.
1.7 Outcomes of this PolicyBuilding on best practices, the policy will therefore ensure that peace education in Kenya is:
• embedded in the education and training policy and planning,• reinforced in each year of schooling,• supported by pre-service and continuing in-service training of teachers, • developed and sustained in collaboration with stakeholders, including counties
and the local communities,• informed by feedback from monitoring and evaluation processes,
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SECTION 2: GUIDING PRINCIPLESThe following section presents the principles that will guide peace building initiatives in the education and training sector.
2.1 Proactive and preventive The education sector has a fundamental role in building and nurturing a culture of peace. The sector shall put in place mechanisms for equipping education officials, members of learning institutions and the community at large with knowledge, skills, attitudes and values for preventing violent conflicts and for promoting peace. This will enhance their capacity to discern early warning signs of violent conflicts and take proactive prevention measures. Peace education will employ participatory, interactive, experiential and transformative teaching approaches that enhance the learner’s ability to internalize knowledge, values, skills and attitudes for proactive peace action.
2.2 Appreciation for diversityThe education and training sector recognizes that the diversity of the Kenyan population is a resource for socio-economic development and a part of the country’s heritage. In this regard, education managers, administrators, teachers, parents, learners and other stakeholders shall endeavor to foster peaceful co-existence and unity through respect for diversity.
2.3 Cohesion and integrationThe national values and principles of governance as stipulated in the Constitution of Kenya 2010, the National Cohesion and Integration Act 2008, the National Cohesion and Integration (Amendment) Bill 2012 and other relevant policy and legal instruments form the basis for developing a cohesive and integrated Kenyan society. These values and principles include patriotism, democracy and participation of the people, human dignity, equity, social justice, inclusiveness, equality, human rights, non-discrimination, good governance, integrity, transparency, accountability and sustainable development. Peace education will reinforce the acquisition and development of these principles and values.
2.4 Respect for human rightsIn recognition of both values and principles of human rights and fundamental freedoms as enshrined in the Bill of Rights in the Constitution of Kenya 2010, the education and
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training sector shall foster respect for human dignity, sanctity of human life and care for one another. Education and training systems and settings should be organized in a way that not only provides knowledge about human rights and the mechanisms to protect them, but also creates a human rights friendly environment that nurtures the skills needed to promote, defend and apply human rights in daily life so that the citizenry can achieve its full potential.
2.5 Environmental Sustainability Human beings play a central role in environmental conservation as well as degradation of ecosystems. The education sector promotes appreciation and care for the environment and for sustainable development. The Peace Education Programme shall integrate activities that foster environmental conservation awareness and encourage actions for wise use and conservation of life-sustaining natural resources. This shall be done through creating synergies between Peace Education and Education for Sustainable Development (ESD), reversing the loss of environmental resources.
2.6 Inclusiveness and ParticipationThis principle acknowledges the role of participation of all stakeholders and consultation in promoting healthy interactions and cohesiveness within the learning institutions as well as the community at large. Members of the school community will embrace the principle of participation and consultation in all undertakings. In addition, all stakeholders will constantly be engaged in decision making regarding the implementation of the Peace Education. The Ministry will also strive to reduce the “gender gap” in educational and training opportunities, and achievement, for boys and girls, women and men.
2.7 IntegrityOne of the national goals of education in Kenya is to promote sound moral and religious values such as truthfulness, honesty, responsibility and accountability, among others. It is expected that peace education will reinforce the acquisition and application of these core values.
2.8 Coordination, partnerships and collaborationThe education and training sector recognizes the significant role played by other actors in peace building. MoEST will coordinate, and seek to forge new partnerships and
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collaboration with, the various actors in peace building through education and training. This will create synergies and minimize duplication in the implementation of the Peace Education Programme.
2.9 Conflict sensitivityConflict analysis provides the foundation for conflict sensitive programming by understanding the interaction between an intervention and the context, and acting in a manner that avoids negative impacts and maximizes positive impacts. Education and training may be perceived as a tool for ideological development, for economic development and societal mobility, and a means by which social and cultural values are transmitted and which may convey negative stereotypes or encourage attitudes that explicitly or implicitly condone violence or generate conflict.
MoEST will therefore develop or review policies as well as plan, implement, monitor and evaluate education and training interventions in a conflict-sensitive and participatory manner, guided by the principles of transparency, accountability, timeliness, inclusiveness, impartiality, complementarity and coherence, and through partnership and co-ordination.
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SECTION 3: POLICY STATEMENTS AND STRATEGIES
This section spells out the policy statements that will guide peace education and peace building initiatives in the education and training sector. It further identifies the strate-gies and activities that will be put in place to operationalize the policy.
3.1 Integrate conflict sensitive approaches in education and train-ing to foster a culture of peace
The education and training sector shall foster a culture of peace that promotes national values including human dignity, social justice, equity, equality, non-discrimination, participation, integrity and inclusivity. This will be done through the development of systems, structures and policies for the sector that enhance peace, national cohesion and integration. This will ensure that the education system promotes peace and does not exacerbate conflict
StrategiesStrategy 1: Situate educational and training policy priorities, plans and programmes on comprehensive conflict analysis and assessmentActivities1.1 Conduct a comprehensive conflict analysis and assessment of the education sector
1.2 Document and disseminate findings
1.3 Integrate findings from the conflict analysis into the education sector policy and plans
3.2 Integrate Peace Education into the Education and Training curricula
The education sector shall make deliberate efforts to develop and integrate peace educa-tion initiatives in the education and training curricula at all levels.
Strategy 1: Integrate peace education initiatives in pre-primary, primary, second-ary, TVET, higher education and adult education curricula, as well as in the teacher training curriculum.
Activities1.1 Review and harmonize the existing content on peace education
1.2 Develop content for peace education
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1.3 Integrate and infuse peace education content in all teaching subjects or where applicable.
1.4 Incorporate peace education in teacher training curriculum.
1.5 Integrate peace education in co-curricular activities such as drama, art, music, games, sports and clubs and societies.
Strategy 2: Strengthen Teaching and Learning of Peace Education
Activities2.1. Sensitize all stakeholders through advocacy, information sharing, and capacity
building workshops and training
2.2 Conduct in service training for practicing teachers on Peace Education.
2.3 Develop and Disseminate Peace Education (IEC) materials
3.3 Education and training sector emergency preparedness and response initiatives
Emergencies that involve violent conflicts could lead to damage of the physical infra-structure in learning institutions and disrupt the provision of educational services. Education sector needs to ensure that continuous learning takes place during times of emergency as it is acknowledged that this promotes progression to normalcy. Both national and local emergencies require flexible and timely response mechanisms. The Education Sector shall, put in place both relevant emergency preparedness and response plans to ensure effective mitigation and management of emergencies.
In order to implement this policy, the Ministry will adopt the following strategies:
Strategy 1: Put in place emergency preparedness plans for the education and train-ing sector
Activities 1.1 Review guidelines on emergency preparedness
1.2 Preposition supplies in times of crisis and emergency
1.3 Put in place mechanisms to ensure protection of schools and safety of learners
Strategy 2: Timely, Coordinated Emergency Response PlanActivities2.1. Strengthen coordination framework for actors in emergency response
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Strategy 3: Psychosocial Response and CarePsychosocial care and support during and after emergencies promotes the well-being of learners and all education stakeholders and compliments peace building initiatives in the education sector. Psychosocial care and support plan shall therefore be developed and integrated in Peace education.
Activities3.1 Develop post conflict psychosocial support plan 3.2 Build capacity of teachers, learners, education officials and other education stake-
holders on psychosocial response and care.
3.4 Develop sound institutional framework for peace education.To facilitate effective implementation of this policy, an institutional framework will be developed.
StrategiesStrategy 1: Establish Peace Education Coordination Structures and the national and county levels
Activities1.1 Build the capacity of Peace education County Focal Persons and Teachers to coor-
dinate Peace Education at the County and school levels respectively
3.5 Effective coordination and strong collaboration and partner-ships
MoEST shall coordinate, and forge strong collaborations and partnerships with, all stakeholders for effective implementation of the Peace Education Programme. Kenya coordinates the Inter-Country Quality Node (ICQN) on Peace Education under the Association for Development of Education in Africa. The Ministry will use this plat-form to promote peace initiatives through education in Africa
StrategiesStrategy 1: Strengthen the existing structure to make it more functional in coordi-nating peace education and partnership buildingActivities1.1 Conduct a mapping of stakeholders promoting peace through education1.2 Review the roles of different partners/players in peace education1.3 Strengthen the capacity of the ministry to effectively coordinate peace activities at
the national and County levels.
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Strategy 2: Establish and enhance networks within Government and other stake-holders undertaking peace building initiatives through education and trainingActivities2.1 Hold stakeholder forums to facilitate networking
Strategy 3: Facilitate resource mobilization to support the Peace Education Programme. Activities3.1 Develop resource mobilization mechanisms based on the activities framework
Strategy 4: Involve counties and the local communities in peace education initia-tivesActivities4.1 Integrate peace in all education days in learning institutions as well as public forums 4.2 Advocate for peace building among communities by engaging communities
through peace education forums4.3 Develop collaboration and partnerships to address radicalization of, and extrem-
ism among young people
3.6 Information management and CommunicationStrategy 1: Enhance the effectiveness of communication and information manage-ment on peace educationActivities:1.1 Develop communication and information management strategy to enhance peace-
ful coexistence
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SECTION 4: INSTITUTIONAL FRAMEWORK4.1 Institutional Framework
Peace education initiatives in the education sector shall be implemented through the following structure.
Cabinet Secretary
Director General of Education
Directorate of Policy, Partnership
& EACA
Sub-county Education Officer
School Managers, Teachers, Parents
and Learners
DPs, CBOs, NGOs, CSOs and FBOs
Other Government Ministries and autonomous
agencies and SAGAS
Principal Secretary
National Steering Committee on peace
education
Peace Education coordination
committee at the county
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4.1.1 Roles and ResponsibilitiesThe following are the roles and responsibilities of the various players in the implemen-tation of Peace Education as outlined in the framework:
i) Cabinet SecretaryThe cabinet secretary shall ensure that the legal and regulatory frame work for peace education is in place.
ii) Principal Secretary
The Principal Secretary shall facilitate the implementation and the review of this policy in liaison with other state and non-state actors.
iii) Director General
The Director General shall oversee the implementation of this policy.
iv) Director Policy, Partnerships and EAC Affairs
The Director Policy, Partnerships and EAC Affairs shall coordinate peace educa-tion initiatives in liaison with other Directorates, SAGAs and Stakeholders.
v) National steering Committee on peace education
The National Steering Committee on peace education shall be coordinated by the MoEST and shall comprise other Ministries, Development Partners and Members of the Civil Society derived national stakeholders’ forum. Specific responsibilities for the committee shall be to:
• Facilitate sharing lessons learnt and best practices in the implementation of peace education initiatives.
• Facilitate mapping of actors in peace education
• Mobilize resources for the peace education programmes.
• Community mobilization and advocacy for peace education.
• Co-ordinate activities related to the commemoration of International Day of Peace.
• Constitute technical committees/ working groups for specific tasks.
vi) County Director of EducationThe County Director of Education will establish peace education Coordination Committee at the County Level. The committee will comprise MoEST, other Minis-tries, Development Partners and Civil Society. The County Director of Education will also oversee the implementation of peace education initiatives at the county level.
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School Level The school administration will appoint a teacher in charge of peace education in the school. The teacher will work in liaison with those in charge of life skills and Guidance and Counseling in the schools.
vii) Sub-County Education OfficerThe Sub-county Education Officer will coordinate partnerships and the imple-mentation of peace education initiatives at the Sub-county level in liaison with the County Director of Education.
4.2 Minimum Requirements for the implementation of the Education Sector Policy on Peace Education
The following are the minimum requirements for the effective implementation of this policy:
• Peace education will be mainstreamed in the MoESTs’ policies and sector plans.
• Peace education will be mainstreamed into the curricula at all levels
• Co-ordination structures on peace education will be established at the National and County levels.
• Officer(s) with the requisite capacity in peace education will be designated to oversee the roll out of initiatives at all levels.
• MoEST will mobilize adequate resources for the roll out of the Education Sector Policy on Peace Education implementation plan.
• Capacity building programmes on peace education for policy makers, school managers, administrators and teachers shall be organized.
• Establish collaborations and partnerships for implementation of the policy.
• A monitoring and evaluation framework for the peace education shall be established and integrated into the national framework
• Guidelines to facilitate the implementation of this policy shall be developed.
4.3 Knowledge generation through researchMoEST will promote and support research on peace education to generate knowledge that will inform the implementation of this policy
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4.4 Communication In order to reach out to key actors as well as track the implementation of the peace education initiatives, MoEST will develop a communication strategy specific to this initiative. The strategy will also help the Ministry to:
• Promote awareness and effective use of this policy• Disseminate the policy to all levels of the MoEST, including training and
learning institutions, counties and local communities.• Develop and disseminate materials that document traditional dispute resolu-
tion mechanisms used by the local community structures,• Develop BCCP materials during commemorations of national and interna-
tional days on peace • Contextualize peace at school levels by having activities leading to the national
and international peace days• Work with the local and international media & faith based organizations in
creating awareness about the role of the sector in promoting peace through education and training.
• Reach out to the community members with peace messages
4.5 Monitoring and EvaluationMoEST will undertake regular monitoring of peace initiatives through education and training. This policy advocates for the adaptation of existing Monitoring and Evalua-tions systems to include formats and indicators for monitoring peace education
4.6 Implementation Framework (See Annex 2)The implementation framework contained in this policy includes benchmark indicators that will monitor progress in the policy’s implementation, in terms of expected outputs or achievements within agreed time frames. A mid-term review will be conducted to evaluate the level of implementation of the policy. This will provide an opportunity to review the challenges and key issues faced during the initial period and make any appropriate adjustments. In addition, periodical evaluation reports should be produced to keep the MoEST abreast with the progress made in implementing the peace educa-tion.
4.6 Policy Review This policy will be reviewed from time to time to ensure that it remains relevant.
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SECTION 5: ANNEXES
Annex 1: List of other policy and legal documents this policy makes references to
a) Gender Policy in Education (July 2007)b) National Cohesion and Integration Act (2008) c) Persons with Disability Act (2003)d) Teachers Service Commission Act 2012e) TSC Code of Regulations for Teachers (Revised 2005)f) Truth, Justice and Reconciliation Commission Act (2008)g) National Youth Policy; h) Basic Education Act 2013; i) Strategic Plan on Arms Control and Management; j) National Food Security and Nutrition Policy; k) National Gender and Development Policy; l) African Union on Post-Conflict Reconstruction and development;m) IGAD-CEWARN Protocol;n) East Africa Community Regional Peace and Security Strategy;o) Policy on National Cohesion and Integration 2011;p) National Policy on Peace building and Conflict Management 2013;q) Policy on National Values and Principles of Governancer) University Education Act 2013s) Technical, Vocational, education and Training Actt) Basic Education Act 2013u) Kenya Institute of Curriculum Development Act 2013v) Kenya National Commission for UNESCO Act 2013w) National Cohesion and Integration Act 2008x) Kenya National Examination Council Act 2012y) Truth, Justice and Reconciliation Act 2008
2828
2929
AN
NEX
2:
IMPL
EMEN
TATI
ON
FR
AM
EWO
RK
Polic
y St
atem
ent:
Inte
grat
ion
of co
nflic
t sen
sitiv
e ap
proa
ches
in e
duca
tion
and
trai
ning
to fo
ster
a c
ultu
re o
f pea
ce
Stra
tegy
1: S
ituat
e ed
ucat
ion
and
trai
ning
pol
icy
prio
ritie
s, pl
ans a
nd p
rogr
amm
es o
n a
com
preh
ensiv
e co
nflic
t ana
lysis
and
ass
essm
ent
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks /
Ass
umpt
ions
12
34
51.
1 C
ondu
ct a
co
mpr
ehen
sive
confl
ict a
naly
sis
and
asse
ssm
ent
of th
e ed
ucat
ion
sect
or (d
evel
op
Con
cept
Not
e, fo
rm T
echn
ical
Te
am, d
evel
op
met
hodo
logi
cal
fram
ewor
k, c
arry
ou
t ass
essm
ent,
final
ize
and
valid
ate
repo
rt)
Con
flict
fact
ors
asse
ssed
, ana
lyze
d,
and
docu
men
ted
and
findi
ng
used
to in
form
ne
xt p
hase
of
Educ
atio
n Se
ctor
pl
anni
ng
Educ
atio
n an
d tr
aini
ng se
ctor
, na
tiona
l se
curit
y ag
enci
es,
NSC
PBC
M,
Min
istry
of
Inte
rior a
nd
Coo
rdin
atio
n of
Nat
iona
l G
over
nmen
t, N
atio
nal
mus
eum
s of
Keny
a, o
ther
st
akeh
olde
rs
invo
lved
in
pea
ce
build
ing)
Repo
rt d
evel
oped
an
d va
lidat
ed b
y ye
ar 3
Educ
atio
n Se
ctor
, St
akeh
olde
rs,
Benc
hmar
king
w
ith o
ther
co
untr
ies,
Com
mun
ities
, Su
rvey
s rep
orts
an
d fo
rmat
s
MoE
ST
head
quar
ters
MoE
ST•
Polit
ical
go
odw
ill fr
om
man
agem
ent
•Fi
nanc
ial
Supp
ort f
rom
St
akeh
olde
rs a
nd
part
ners
•Ti
mel
y pe
rmiss
ions
an
d ac
cess
to
info
rmat
ion
gran
ted
1.2.
Doc
umen
t an
d di
ssem
inat
e fin
ding
s.
Diss
emin
atio
n re
port
sEd
ucat
ion
Sect
or,
Stak
ehol
ders
,
Repo
rt
diss
emin
ated
to
70%
of t
he ta
rget
gr
oup
by th
e 2nd
ye
ar
No.
of r
ecip
ient
s of
repo
rt
MoE
ST
head
quar
ters
•Au
dit r
epor
t will
be
in p
lace
on
time
•C
oope
ratio
n fr
om
Stak
ehol
ders
•Av
aila
bilit
y of
fu
nds
1.3
Inte
grat
e fin
ding
s fro
m th
e co
nflic
t ana
lysis
in
to th
e ed
ucat
ion
sect
or p
olic
y an
d pl
ans
Find
ings
in
tegr
ated
into
po
licie
s and
sect
or
plan
MoE
ST p
olic
y m
aker
s, TS
C,
Dev
elop
men
t Pa
rtne
rs,
Cou
nty
and
Sub
Cou
nty
educ
atio
n offi
cial
s,
Num
ber o
f re
com
men
datio
ns
inco
rpor
ated
Polic
ies a
nd
Sect
or P
lans
, C
onfli
ct
Ana
lysis
Rep
ort
MoE
STM
oEST
&
Part
ners
•Fi
ndin
gs w
ill
acce
pted
and
in
corp
orat
ed•
Fund
s will
av
aila
ble
3030
Mai
nstr
eam
Pea
ce E
duca
tion
into
the
Cur
ricu
lum
Polic
y St
atem
ent:
Inte
grat
e Pe
ace
Educ
atio
n in
the
educ
atio
n an
d tr
aini
ng c
urric
ula
Stra
tegy
1: I
nteg
rate
pea
ce e
duca
tion
in p
re-p
rimar
y, pr
imar
y, se
cond
ary,
TVET
, hig
her e
duca
tion
and
adul
t edu
catio
n cu
rric
ula,
as w
ell a
s in
the
teac
her t
rain
ing
curr
icul
um.
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks /
Ass
umpt
ions
12
34
5
1.1
Revi
ew
and
harm
oniz
e th
e ex
istin
g co
nten
t on
peac
e ed
ucat
ion
Inst
ruct
iona
l m
ater
ials
for
teac
hing
Pea
ce
Educ
atio
n de
velo
ped.
ECD
, Prim
ary,
Seco
ndar
y, A
CE,
Ter
tiary
Wor
king
team
s; w
orks
hop;
dra
ft in
stru
ctio
nal
guid
elin
es;
Min
istry
ap
prov
al
mem
os;
Min
utes
of
Tech
nica
l Tea
m;
wor
ksho
p re
port
s; pa
rtic
ipan
t lis
ts.
KIC
D, M
oEST
th
roug
h Ed
ucat
ion
Qua
lity
Ass
uran
ce
and
Stan
dard
s C
omm
issio
n,
Dire
ctor
Pol
icy
and
Part
ners
hip;
Pea
ce
Educ
atio
n Te
chni
cal
Team
incl
udin
g,
Uni
vers
ities
, Ter
tiary
Risk
: Fun
ding
gap
s A
ssum
ptio
n:
Sust
aine
d pa
rtne
rshi
p.
1.2
Dev
elop
co
nten
t for
PED
Peac
e Ed
ucat
ion
Act
ivity
Boo
ks.
Supp
lem
enta
ry
mat
eria
ls fo
r le
arne
rs.
ECD
, AC
E,
Tert
iary
and
U
nive
rsiti
es
Dra
ft PE
D
Act
ivity
boo
ks b
y ye
ar1;
val
idat
ed
PED
Act
ivity
Bo
ok b
y ye
ar 3
; w
orks
hops
;
Min
istry
ap
prov
al
mem
os;
Min
utes
of
Tech
nica
l Tea
m;
wor
ksho
p re
port
s; pa
rtic
ipan
t list
.
Dire
ctor
Pol
icy
and
Part
ners
hip;
Pea
ce
Educ
atio
n Te
chni
cal
Team
incl
udin
g K
ICD
Risk
: Fun
ding
gap
s A
ssum
ptio
n:
Sust
aine
d pa
rtne
rshi
p.
1.3
Inte
grat
e an
d in
fuse
Pea
ce
Educ
atio
n in
al
l tea
chin
g su
bjec
ts o
r whe
re
appl
icab
le.
Peac
e Ed
ucat
ion
cont
ent i
n sc
hem
e of
wor
k, le
sson
pl
ans,
lear
ners
w
ritte
n w
ork,
te
achi
ng-le
arni
ng
aids
ECD
, Prim
ary,
Seco
ndar
y, A
CE,
Te
rtia
ry a
nd
Uni
vers
ities
Sche
me
of
wor
k, le
sson
s pl
ans,
lear
ners
w
ritte
n w
ork,
se
nsiti
zatio
n w
orks
hops
Wor
ksho
p re
port
s, pa
rtic
ipan
t lis
t, re
cord
s of
wor
k co
vere
d,
lear
ners
writ
ten
wor
k
KIC
D, M
oEST
, Q
ualit
y A
ssur
ance
an
d St
anda
rds
Offi
cers
; Tec
hnic
al
Team
; Hea
ds
of L
earn
ing
Inst
itutio
ns;
Teac
hers
Risk
: Fun
ding
gap
Ass
umpt
ion:
O
wne
rshi
p by
the
teac
hers
/lect
urer
s/tu
tors
/inst
ruct
ors;
mat
eria
ls re
ady
1.4
Inco
rpor
ate
peac
e ed
ucat
ion
in te
ache
r tra
inin
g cu
rric
ulum
.
Peac
e Ed
ucat
ion
unit
adde
d to
the
teac
her t
rain
ing
curr
icul
um.
Teac
hers
at
all l
evel
s of
educ
atio
n.
Curr
icul
um
deve
lopm
ent
Pane
l; dr
aft
curr
icul
um w
ith
Peac
e Ed
ucat
ion
unit
inco
rpor
ate;
Mee
ting
of
Tech
nica
l C
omm
ittee
Curr
icul
um
deve
lopm
ent
Pane
l inc
ludi
ng
min
utes
and
re
port
s; K
ICD
Cu
rric
ulum
an
d Re
sear
ch
serv
ice;
Min
utes
of
the
Tech
nica
l C
omm
ittee
KIC
D, D
irect
or
Polic
y an
d Pa
rtne
rshi
p, P
eace
Ed
ucat
ion
Tech
nica
l Te
am, K
EMI,
othe
r min
istrie
s/
gove
rnm
ent
depa
rtm
ent,
Uni
vers
ities
and
Pa
rtne
rs
Risk
: Pro
cess
may
be
der
aile
d by
m
ajor
refo
rms i
n th
e ed
ucat
ion
sect
or
curr
ently
und
erw
ay.
Ass
umpt
ion:
K
ICD
appr
oval
of
cur
ricul
um
deve
lopm
ent.
3131
1.5
Inte
grat
e pe
ace
educ
atio
n in
co-c
urric
ular
ac
tiviti
es su
ch a
s dr
ama,
art
, mus
ic,
gam
es, s
port
s an
d cl
ubs a
nd
soci
etie
s.
Peac
e th
emes
in
dram
a, m
usic
fe
stiv
als;
peac
e to
urna
men
ts; c
on-
stitu
tion
of p
eace
cl
ubs i
n le
arni
ng
inst
itutio
ns.
ECD
, Prim
ary,
Seco
ndar
y, A
dult,
Ter
tiary
an
d U
nive
r-sit
ies
Peac
e ed
ucat
ion
them
es in
te-
grat
ed in
to th
e gu
idel
ines
on
co-c
urric
ular
ac
tiviti
es
Num
ber o
f co
-cur
ricul
ar
item
s with
a
them
e on
pea
ce
in d
ram
a an
d m
usic
fest
ival
s
Mus
ical
pie
ces;
play
s, N
o. o
f pe
ace
tour
na-
men
t; N
o. o
f Pe
ace
Clu
bs;
peac
e pu
blic
ity
mat
eria
ls
Tour
nam
ents
, D
ram
a, a
nd
Mus
ic fe
stiv
al
prog
ram
mes
; Re
gist
er o
f Pe
ace
Clu
b an
d So
ciet
ies M
em-
bers
; des
igne
d pe
ace
mat
eria
ls.
KIC
D, M
oEST
thro
ugh
Dire
ctor
Q
ualit
y A
ssur
ance
an
d St
anda
rds,
Hea
ds o
f Lea
rnin
g In
stitu
tions
; Tea
ch-
ers;
Lear
ners
Risk
: Fun
ding
gap
Ass
umpt
ion:
Ow
n-er
ship
by
conc
erne
d st
akeh
olde
rs
Stra
tegy
2: S
tren
gthe
n th
e te
achi
ng a
nd le
arni
ng o
f Pea
ce E
duca
tion
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks /
Ass
umpt
ions
12
34
52.
1. S
ensit
ize
all s
take
hold
ers
thro
ugh
advo
cacy
, in
form
atio
n sh
arin
g, a
nd
capa
city
bui
ldin
g w
orks
hops
and
tr
aini
ng.
Sens
itize
d st
akeh
olde
rs o
n pe
ace
Educ
atio
n
Pare
nts;
CBO
s; Te
ache
rs
Uni
ons;
FBO
s; N
GO
s; sp
onso
rs
Part
icip
ants
lis
t; w
orks
hop
prog
ram
mes
; ad
voca
cy;
new
slette
rs to
pa
rent
s; nu
mbe
r of
stak
ehol
ders
se
nsiti
zed
Part
icip
ants
lis
t; w
orks
hop
prog
ram
mes
an
d re
port
s; ne
wsle
tter
Qua
lity
Ass
uran
ce
and
Stan
dard
s O
ffice
rs; H
eads
of
Lea
rnin
g In
stitu
tions
;
Risk
s: Fu
ndin
g ga
ps; T
rans
fer o
f H
eads
of L
earn
ing
Inst
itutio
ns;
Inse
curit
yA
ssum
ptio
ns:
Supp
ort f
rom
st
akeh
olde
rs;
2.2
Con
duct
in
serv
ice
trai
ning
fo
r pra
ctic
ing
teac
hers
on
Peac
e Ed
ucat
ion.
Trai
ned
teac
hers
/in
stru
ctor
s/le
ctur
ers o
n Pe
ace
Educ
atio
n
Teac
hers
, In
stru
ctor
s, Le
ctur
ers
Trai
ning
m
anua
ls an
d pr
ogra
mm
es;
part
icip
ants
list
; ce
rtifi
cate
s of
part
icip
atio
n;
conc
ept n
otes
; pe
rcen
tage
of
teac
hers
trai
ned.
Part
icip
ants
lis
t; tr
aini
ng
prog
ram
me
and
repo
rts.
Qua
lity
Ass
uran
ce
and
Stan
dard
s O
ffice
rs; T
echn
ical
Te
am.
Risk
s: Fu
ndin
g ga
psA
ssum
ptio
ns:
Tim
ely
deve
lopm
ent
of tr
aini
ng m
anua
ls/gu
idel
ines
; ow
ners
hip
by
trai
nees
3232
Polic
y St
atem
ent:
Educ
atio
n an
d tr
aini
ng se
ctor
em
erge
ncy
prep
ared
ness
and
resp
onse
initi
ativ
es
Stra
tegy
1: P
ut in
pla
ce e
mer
genc
y pr
epar
edne
ss p
lans
for t
he e
duca
tion
and
trai
ning
sect
or
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks /
Ass
umpt
ions
12
34
5
1.1
Revi
ew
guid
elin
es o
n em
erge
ncy
prep
ared
ness
(F
orm
atio
n of
te
chni
cal t
eam
; pr
epar
ing
the
draft
; rev
iew,
fin
aliz
atio
n an
d va
lidat
ion)
Pre-
confl
ict,
confl
ict a
nd
post
confl
ict
emer
genc
y pr
epar
edne
ssgu
idel
ines
re
view
ed
All
Educ
atio
n St
akeh
olde
rsIn
stitu
tiona
l M
anag
ers
Gui
delin
es o
n em
erge
ncy
prep
ared
ness
re
view
ed
Dep
artm
ent
of sp
ecia
l pr
ogra
ms,
Keny
a Re
d C
ross
, UN
HC
R,
UN
ICEF
, Arid
an
d Se
mi l
ands
And
oth
er
part
ners
Educ
atio
n cl
uste
r PE
-Tec
hnic
al
Team
Pr
inci
pal
Secr
etar
yC
abin
et S
ecre
tary
•G
uide
lines
will
co
ver d
iver
se
inte
rest
s•
Avai
labi
lity
of
reso
urce
s•
Polit
ical
go
odw
ill
1.2
Prep
ositi
on
supp
liesin
tim
es
of cr
isis a
nd
emer
genc
y (D
evel
op
indi
cato
rs, i
dent
ify
mon
itors
, rep
ort
and
diss
emin
ate
info
rmat
ion
to th
e in
tend
ed u
sers
.)
Emer
genc
y su
pplie
s ava
iled
in
war
ehou
ses
All
Educ
atio
n St
akeh
olde
rsC
ateg
orie
s of
supp
lies/
co
nsig
nmen
ts
Dep
artm
ent
of sp
ecia
l pr
ogra
ms,
Keny
a Re
d C
ross
, UN
HC
R,
UN
ICEF
, Arid
an
d Se
mi l
ands
an
d ot
her
part
ners
Educ
atio
n cl
uste
r PE
-Tec
hnic
al
Team
Pr
inci
pal
Secr
etar
yC
abin
et S
ecre
tary
•W
illin
gnes
s of
deve
lopm
ent
part
ners
to
cont
ribut
e su
pplie
s•
Avai
labi
lity
of
reso
urce
s•
Polit
ical
go
odw
ill
Stra
tegy
2: D
evel
op a
tim
ely
and
coor
dina
ted
educ
atio
n an
d tr
aini
ng se
ctor
em
erge
ncy
resp
onse
pla
n
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks /
Ass
umpt
ions
12
34
5
2.1.
Str
engt
hen
coor
dina
tion
fram
ewor
k fo
r act
ors i
n em
erge
ncy
resp
onse
.TA
SKS
Iden
tify
acto
rs, d
evel
op
coor
dina
tion/
co
mm
unic
atio
n st
rate
gy.
Resp
onse
team
s C
oord
inat
edIn
stitu
tiona
l St
akeh
olde
r an
d de
velo
pmen
t pa
rtne
rs
A h
and
book
fo
r em
erge
ncy
resp
onse
co
ordi
natio
n
Keny
a Re
d C
ross
, UN
HC
R,
UN
ICEF
, and
ot
her p
artn
ers
•Ed
ucat
ion
Clu
ster
s •
PE-T
echn
ical
C
omm
ittee
•W
illin
gnes
s of
deve
lopm
ent
part
ners
to
cont
ribut
e su
pplie
s•
Avai
labi
lity
of
reso
urce
s•
Polit
ical
go
odw
ill
3333
Stra
tegy
3: E
stab
lish
effec
tive
psyc
hoso
cial
car
e an
d su
ppor
t sys
tem
s for
the
educ
atio
n an
d tr
aini
ng se
ctor
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks /
Ass
umpt
ions
3.2
Build
cap
acity
of
teac
hers
, le
arne
rs, e
duca
tion
offici
als a
nd
othe
r edu
catio
n st
akeh
olde
rs o
n ps
ycho
soci
al
resp
onse
and
car
e. (D
evel
op tr
aini
ng
mod
ules
, org
aniz
e w
orks
hops
and
se
min
ars)
•Tr
aini
ng
mod
ules
de
velo
ped
•C
apac
ity
build
ing
wor
ksho
ps
and
sem
inar
s co
nduc
ted
All
Educ
atio
n St
akeh
olde
rs
and
lear
ners
•Tr
aini
ng
man
ual
deve
lope
d•
Num
bers
of
wor
ksho
ps
and
sem
inar
s or
gani
zed/
cond
ucte
d
Red
Cro
ss,
UN
HC
R,
ND
OC
, U
NIC
EF, S
ocio
Pr
ogra
ms,
Car
e Ke
nya
•C
DE,
TSC
C
ount
y D
irect
or•
Adu
lt op
inio
n le
ader
s and
ou
t of s
choo
l st
akeh
olde
rs
•PE
Ste
erin
g C
omm
ittee
, CD
E an
d TS
C C
DE
•Re
sour
ces
avai
labl
e•
Goo
dwill
from
al
l sta
keho
lder
s
3.3
Stre
ngth
en
peer
supp
ort
prog
ram
mes
in
lear
ning
in
stitu
tions
.(T
rain
pee
r ed
ucat
ors,
prov
ide
mat
eria
ls on
PE)
Mat
eria
l on
peac
e ed
ucat
ion
deve
lope
d an
d di
strib
uted
Lear
ners
, pee
r co
unse
lors
and
educ
ator
sSt
uden
t le
ader
s
Perc
enta
ge o
f pe
er e
duca
tors
’ gr
oups
trai
ned
Trai
ning
sc
hedu
les
Tech
nica
l co
mm
ittee
/ ste
erin
g co
mm
ittee
,In
stitu
tion
man
ager
s, Ed
ucat
ion
Man
ager
s e.g
. CD
E (E
duca
tion
and
TSC
)
Coo
pera
tion
from
ex
istin
g pe
er
coun
selo
rs a
nd
educ
atio
n m
anag
ers
INST
ITU
TIO
NA
L FR
AM
EWO
RK
Polic
y St
atem
ent:
Dev
elop
soun
d in
stitu
tiona
l fra
mew
ork
for p
eace
edu
catio
n
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks /
Ass
umpt
ions
12
34
5
Stra
tegy
1: E
stab
lish
Peac
e Ed
ucat
ion
Coo
rdin
atio
n St
ruct
ures
and
the
natio
nal a
nd co
unty
leve
ls.
1.1
Build
the
capa
city
of P
eace
ed
ucat
ion
Cou
nty
Foca
l Per
sons
an
d Te
ache
rs to
co
ordi
nate
Pea
ce
Educ
atio
n at
the
Cou
nty
and
scho
ol
leve
ls re
spec
tivel
y
Cou
nty
Foca
l Pe
rson
s and
Te
ache
rs tr
aine
d on
coor
dina
ting
peac
e at
thei
r le
vel
Cou
nty
Peac
e ed
ucat
ion
Foca
l Per
sons
Teac
hers
CD
Es
Gro
ups T
rain
edRe
port
sM
oEST
HQ
s
CD
Es
lM
oEST
an
d Pa
rtne
rs
Avai
labi
lity
of fu
nds
3434
Polic
y St
atem
ent:
Effec
tive
coor
dina
tion
and
stro
ng co
llabo
ratio
n an
d pa
rtne
rshi
ps
Stra
tegy
1: S
tren
gthe
n th
e ex
istin
g st
ruct
ure
to m
ake
it m
ore
func
tiona
l in
coor
dina
ting
peac
e ed
ucat
ion
and
part
ners
hip
build
ing
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks /
Ass
umpt
ions
12
34
5
1.1
Con
duct
a
map
ping
of
stak
ehol
ders
pr
omot
ing
peac
e th
roug
h ed
ucat
ion
A co
mpr
ehen
sive
data
base
of a
ll pe
ace
build
ing
stak
ehol
ders
All
stak
ehol
ders
w
orki
ng
on p
eace
ed
ucat
ion
Com
preh
ensiv
e lis
t of
stak
ehol
ders
av
aila
ble
by
•Ty
pe o
f wor
k
•Si
ze
•Re
gion
•A
ffilia
tion
MoE
ST,
Dire
ctor
ate
of P
olic
y an
d Pa
rtne
rshi
ps
MoE
ST,
Tech
nica
l C
omm
ittee
on
Peac
e Ed
ucat
ion,
C
ount
y fo
cal
pers
ons
Mee
ting
and
Prin
ting
cost
s
Subs
isten
ce
Tran
spor
t
Tele
cost
s
MoE
ST•
Ava
ilabi
lity
of d
ata
on th
e pa
rtne
rs
•C
oope
ratio
n of
pl
ayer
s
•A
vaila
bilit
y of
fu
nds
1.2
Revi
ew th
e ro
les o
f diff
eren
t pa
rtne
rs/p
laye
rs in
pe
ace
educ
atio
n
Cle
arly
defi
ned
role
s of p
laye
rs in
th
e pr
ogra
mm
e
MoE
ST, o
ther
lin
e M
inist
ries
and
gov’
t ag
enci
es, o
ther
pa
rtne
rs
•A
list
of
part
ners
and
th
eir r
oles
•A
revi
sed
stru
ctur
e,
TOR
and
guid
elin
es fo
r th
e di
ffere
nt
play
ers
•Eff
ectiv
e co
ordi
natio
n
MoE
ST,
Dire
ctor
ate
of P
olic
y an
d Pa
rtne
rshi
ps
MoE
ST,
Nat
iona
l, C
ount
y an
d lo
wer
le
vel t
echn
ical
co
mm
ittee
s on
Peac
e Ed
ucat
ion
Prin
ting
Mee
ting
Trav
els/
A
ccom
m
MoE
ST,
Part
ners
•Po
litic
al w
ill
•Re
sour
ces s
hall
be a
vaila
ble
•Ea
se in
co
oper
atio
n by
pa
rtne
rs a
nd a
ll pl
ayer
s
1.3
Stre
ngth
en
the
capa
city
of
the
min
istry
to
effe
ctiv
ely
coor
dina
te
peac
e ac
tiviti
es
in th
e se
ctor
(to
cove
r cap
acity
to
effe
ctiv
ely
coor
dina
te in
lig
ht o
f the
new
st
ruct
ures
)
Pers
onne
l co
ordi
natin
g pe
ace
educ
atio
n tr
aine
d
PEO
s fro
m
MoE
ST, M
oP,
MoY
A, T
SC
at co
unty
and
H
Qs
Trai
ning
m
ater
ials
List
trai
ned
pers
onne
l
Bette
r co
ordi
natio
n
MoE
ST,
Dire
ctor
ate
of P
olic
y an
d Pa
rtne
rshi
ps
MoE
ST H
Qs,
Part
ners
Tran
spor
t
Subs
isten
ce
Ven
ue
Acc
omm
odat
ion
Trai
ning
M
ater
ials
Faci
litat
ion
MoE
ST,
Part
ners
•A
vaila
bilit
y of
pe
rson
nel t
o be
tr
aine
d
•Fu
ndin
g an
d ot
her r
esou
rces
sh
all b
e av
aila
ble
Stra
tegy
2: E
stab
lish
and
enha
nce
netw
orks
with
in G
over
nmen
t and
oth
er st
akeh
olde
rs u
nder
taki
ng p
eace
bui
ldin
g in
itiat
ives
thro
ugh
educ
atio
n an
d tr
aini
ng.
3535
2.1
Hol
d st
akeh
olde
r fo
rum
s to
faci
litat
e ne
twor
king
Peac
e ed
ucat
ion
join
t wor
k pl
an
deve
lope
d
All
stat
e an
d no
n-st
ate
acto
rs
Ann
ual R
epor
ts/
Revi
ews
List
of a
ctiv
ities
an
d ta
sks
Ope
ratio
nal
wor
k pl
ans
MoE
ST,
part
ners
MoE
ST P
eace
Ed
ucat
ion
Offi
cers
, Par
tner
s
Tran
spor
tSu
bsist
ence
Venu
eA
ccom
mod
atio
nTr
aini
ng
Mat
eria
ls Fa
cilit
atio
n
MoE
ST,
Part
ners
•Po
litic
al w
ill•
Full
coop
erat
ion
from
pla
yers
th
roug
hout
the
proc
ess
•Av
aila
bilit
y of
fu
nds
Stra
tegy
3: F
acili
tate
reso
urce
mob
iliza
tion
to su
ppor
t the
Pea
ce E
duca
tion
Prog
ram
me
3.1
Dev
elop
re
sour
ce
mob
iliza
tion
mec
hani
sms b
ased
on
the
activ
ities
fr
amew
ork
Peac
e Ed
ucat
ion
Prog
ram
me
impl
emen
ted
with
re
sour
ces f
rom
G
over
nmen
t and
ot
her s
ourc
es
MoE
ST,
part
ners
% G
over
nmen
t al
loca
tion
to
peac
e ed
ucat
ion
activ
ities
Prop
ortio
n of
act
iviti
es
impl
emen
ted
from
ext
erna
l fu
ndin
g
MoE
ST
Prog
ram
me
bu
dget
and
re
view
repo
rts
Part
ner b
udge
t re
port
s
MoE
ST P
eace
Ed
ucat
ion
Offi
cers
, Par
tner
s
Prop
osal
de
velo
pmen
t co
sts
MoE
ST,
Part
ners
•Po
litic
al w
ill•
Cap
acity
to
deve
lop
fund
ing
prop
osal
s exi
sts
Stra
tegy
4: I
nvol
ve co
untie
s and
the
loca
l com
mun
ities
in p
eace
edu
catio
n in
itiat
ives
4.1
Inte
grat
e pe
ace
in a
ll ed
ucat
ion
days
in le
arni
ng
inst
itutio
ns a
s wel
l as
pub
lic fo
rum
s
Cou
nty/
Sub
coun
ty P
eace
D
ays/
func
tions
/op
en d
ays
CD
E (T
SC,M
oEST
), Yo
uth,
le
arne
rs,
pare
nts,
surr
ound
ing
com
mun
ity
Peac
e da
ys
incl
uded
in
MoE
ST c
alen
dar,
Peac
e C
once
rt,
Peac
e Po
ster
s.
MoE
ST, C
DE,
U
N A
genc
ies
MoE
ST H
Qs,
Cou
nty D
irect
ors
(TSC
,MoE
ST),
Loca
l Pea
ce
Com
mitt
ees,
AC
E In
stru
ctor
s, te
ache
rs
Post
ers
Prin
ting
Refr
eshm
ents
Allo
wan
ces
MoE
ST,
Part
ners
•Po
litic
al w
ill•
Ade
quac
y of
re
sour
ces
•Av
aila
bilit
y of
cap
acity
to
orga
nize
the
peac
e da
ys
4.2
Adv
ocat
e fo
r pea
ce
build
ing
amon
g co
mm
uniti
es
thro
ugh
educ
atio
n ha
rd to
reac
h ar
eas b
y en
gagi
ng
com
mun
ities
th
roug
h pe
ace
educ
atio
n fo
rum
s
Com
mun
ity p
eace
m
eetin
gs/ b
araz
as
Esta
blish
a p
eace
ed
ucat
ion
sect
ion
ii th
e m
useu
m o
f Ke
nya
FBO
s, C
BOs,
Com
mun
ity
lead
ers
(eld
ers)
, You
th
and
wom
en
lead
ers,
AC
E
Mee
ting
atte
ndan
ce
Mee
ting
repo
rts/
re
solu
tions
Redu
ced
inci
denc
es o
f co
nflic
t/vio
lenc
e in
lear
ning
in
stitu
tions
CD
E, F
BOs/
Pr
ovin
cial
A
dmin
Cou
nty
Dire
ctor
s, Su
b C
ount
y Ed
ucat
ion
offici
als,
Cou
nty
and
Loca
l Pea
ce
Com
mitt
ees,
AC
E In
stru
ctor
s an
d M
DTI
s
Mee
ting
and
Tele
cost
sM
oEST
, Pa
rtne
rs•
Polit
ical
will
•C
omm
unity
w
illin
gnes
s and
co
oper
atio
n•
Avai
labi
lity
of
data
for b
asel
ine
on co
nflic
ts/
viol
ence
3636
Polic
y St
atem
ent:
Info
rmat
ion
man
agem
ent a
nd C
omm
unic
atio
n
Stra
tegy
: Enh
ance
the
effec
tiven
ess o
f com
mun
icat
ion
and
info
rmat
ion
man
agem
ent o
n pe
ace
educ
atio
n
Act
ivity
Expe
cted
Out
put
Targ
et G
roup
/C
ateg
ory
Tim
elin
e (Y
ear)
Indi
cato
r D
ata
Sour
ceR
espo
nsib
ility
C
ost l
ines
Sour
ces
of F
unds
Ris
ks/
Ass
umpt
ions
Dev
elop
of
com
mun
icat
ion
and
info
rmat
ion
man
agem
ent
stra
tegy
to
enha
nce
peac
eful
co
exist
ence
(Adv
ocac
y –
com
mem
orat
ion
of
inte
rnat
iona
l day
s th
at h
ave a
bea
ring
on p
eace
, lite
racy
da
y, ca
mpa
igns
, do
cum
enta
tion
of tr
aditi
onal
m
echa
nism
s of
peac
e res
olut
ion
amon
g var
ious
co
mm
uniti
es;
Med
ia
enga
gem
ent;
Trai
ning
and
se
nsiti
zatio
n of
m
edia
; BC
C/P
M
ater
ials
Dev
elop
men
t; So
cial
med
ia,
inte
ract
ive
plat
form
•St
rate
gy
Dev
elop
ed,
•A
det
aile
d fr
amew
ork
deve
lope
d fo
r eng
agin
g di
ffere
nt
play
ers o
n in
form
atio
n &
co
mm
unic
atio
n on
pea
ce
educ
atio
n
Med
ia,
lead
ers,
com
mun
ities
, yo
uth
in a
nd
out o
f sch
ool,
child
ren,
le
arne
rs at
all
leve
ls
•Av
aila
bilit
y of
stra
tegy
do
cum
ent
•%
of p
eopl
e re
ache
d•
Avai
labi
lity
of
repo
rts
•Av
aila
bilit
y of
BC
C/P
m
ater
ials
Med
ia, l
eade
rs,
com
mun
ities
, yo
uth
in a
nd
out o
f sch
ool,
child
ren,
le
arne
rs at
all
leve
ls
MoE
ST–
Hea
dqua
rter
s an
d C
ount
y offi
ces
Avai
labi
lity
of fu
nds,
polit
ical
goo
dwill
, co
oper
atio
n fr
om a
ll st
akeh
olde
rs
EDUCATION SECTOR POLICYON PEACE EDUCATION
Ministry of EducationScience and Technology
Ministry of Education Science and Technology
