Study title

Dataset resulting from a mixed-methods evaluation of education initiatives in Rwanda and South Africa, providing context-sensitive insights on the efficacy of education peacebuilding innovations in these countries. The main research question was to what extent education peacebuilding interventions in countries promote teacher agency and capacity to build peace and reduce inequalities. Empirical data was collected through one-to-one interviews with diverse education and peacebuilding stakeholders, semi structured interviews, focus groups, documentary and policy reviews, quantitative surveys of teachers, learners and student teachers, and textbook and curriculum analysis. Research was conducted in partnership with local academics and institutions in Rwanda and South Africa. Fieldwork took place across multiple sites in each country and included rural and urban locations. Throughout the research process, from conception to completion, the research teams in each country engaged with a wide range of national and international stakeholders, including: international agencies, national government officials, INGOs, NGOs and civil society organisations, practitioners within peacebuilding interventions, in-service and pre-service teacher education providers, teachers, teacher educators and students, teacher associations and teacher unions, academics and research institutions. The research explored six inter-related themes: (1) global and national policy contexts framing teachers’ work; (2) teacher recruitment, deployment and management; (3) curriculum and textbook reform; (4) teacher professional development (initial and continuing); (5) teacher accountability and trust; (6) teacher pedagogy. This research seeks to answer the question: To what extent do education and peacebuilding interventions promote teacher agency and capacity to build peace and reduce inequalities? The study is aimed at understanding the conditions under which education policies and programmes...