eprintid: 10049939 rev_number: 19 eprint_status: archive userid: 608 dir: disk0/10/04/99/39 datestamp: 2018-06-12 14:11:04 lastmod: 2022-01-01 23:12:11 status_changed: 2018-06-12 14:11:04 type: article metadata_visibility: show creators_name: Datzberger, S title: Peacebuilding through non-formal education programmes: a case study from Karamoja, Uganda ispublished: pub divisions: UCL divisions: B16 divisions: B14 divisions: J80 keywords: Social Sciences, International Relations, POLITICS, PEACE note: This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way abstract: Experts increasingly refer to the crucial role of education in cultivating processes of sustainable peacebuilding in conflict-affected environments. While peacebuilding interventions have slowly started to place emphasis on aspects of equality or service delivery in formal education systems, the potential of non-formal education (NFE) programmes to foster social transformation in conflict-affected environments often remains unexploited. There is little research examining how NFE can affect the security situation and peace process in a conflict-affected region, or the role it plays in peacebuilding at large. To address these questions, the article draws on the case study of the Alternative Basic Education Karamoja (ABEK) programme in Uganda. It is based on a multi-track data collection strategy involving visits to learning centres, focus group discussions and interviews with government officials, teachers, youth, civil society organizations and other stakeholders over a period of three months in 2015. The study finds that, despite persistent implementation challenges, ABEK proved to (a) be relevant to the security and conflict conditions in the region; and (b) overcome structural and indirect forms of violence through alternative and flexible modes of education. The ABEK case therefore gives rise to much wider peacebuilding implications and formal education sector planning in conflict-affected environments. date: 2016-07-29 date_type: published publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD official_url: https://doi.org/10.1080/13533312.2016.1214073 oa_status: green full_text_type: pub language: eng primo: open primo_central: open_green article_type_text: Article verified: verified_manual elements_id: 1559491 doi: 10.1080/13533312.2016.1214073 lyricists_name: Datzberger, Simone lyricists_id: SDATZ67 actors_name: Datzberger, Simone actors_id: SDATZ67 actors_role: owner full_text_status: public publication: International Peacekeeping volume: 24 number: 2 pagerange: 326-349 pages: 24 issn: 1743-906X citation: Datzberger, S; (2016) Peacebuilding through non-formal education programmes: a case study from Karamoja, Uganda. International Peacekeeping , 24 (2) pp. 326-349. 10.1080/13533312.2016.1214073 <https://doi.org/10.1080/13533312.2016.1214073>. Green open access document_url: https://discovery.ucl.ac.uk/id/eprint/10049939/1/Peacebuilding%20through%20non%20formal%20education%20programmes%20a%20case%20study%20from%20Karamoja%20Uganda%283%29.pdf