A Systematic Policy Analysis of Early Childhood Development and Peacebuilding in Fourteen Conflict-Affected and Post-Conflict Countries
This research brief summarizes the findings of a systematic analysis of early childhood development and peacebuilding policies in fourteen conflict-affected and post-conflict countries - Burundi, Chad, Côte d'Ivoire, Democratic Republic of the Congo, Ethiopia, Liberia, Myanmar, Pakistan, State of Palestine, Sierra Leone, Somali, South Sudan, Uganda and Yemen. Three main policy datasets were reviewed: a total of 75 national policies relating to early childhood development, peacebuilding, and social sector policies (available in English, French and Arabic). After a comprehensive search of ministerial and international policy databases, policies relating to early childhood development were analyzed for components of peacebuilding and, conversely, peacebuilding policies were scrutinized for evidence of potential links with young children (0 to 8 years) and early childhood development.
A multilevel conceptual framework was developed to understand each policy focus and the portrayal of children and their roles in peacebuilding. The findings were informed by an in-depth analyses of empirical research. A cross-country comparative analysis of policies was conducted across fourteen countries. The analysis was complemented by consultations with key informants at UNICEF national offices and government ministries through an online questionnaire and interviews.
- Strengthen strong relationships between children and families in mitigating the negative impact of conflict.
- Seek the perspectives and participation of children on policy issues that affect them.
- Raise the visibility of children, particularly young children (0 to 8) in policy.
- Promote dialogue and consultation at the level of policy development and implementation.
- Promote policy interventions that foster resilience in children and families.
- Leverage opportunities to foster positive relationships among displaced or estranged groups through early childhood development.