National Peace Education
Project Overview
HURMA Consulting provided technical support to Somalia's development of a nationally owned approach to peace and civic education, covering curriculum development, stakeholder consultation, peace pedagogy, education-system integration and implementation planning.
The assignment used a participatory and evidence-based approach, engaging education institutions, government, teachers, traditional and religious leaders, women, youth, persons with disabilities, minorities and marginalized communities, IDPs, civil society and other stakeholders across Somalia.
The process brought together the respective roles and expertise of the Ministry of Education, Culture and Higher Education (MOECHE) of the Federal Government of Somalia, the corresponding education authorities of the Federal Member States and Banaadir Regional Administration (BRA), the Ministries of Interior, Federal Affairs and Reconciliation of the Federal Member States, and the National Peace Education Taskforce. These institutions provided education-sector, federal–state, peacebuilding, reconciliation and technical perspectives to inform the development and institutionalization of peace education.
Key Areas of Support
- National Consultation: Facilitation of stakeholder engagement and co-creation to strengthen national ownership and ensure that peace education reflects community and institutional priorities.
- Curriculum (Guide) Development: Development of peace competencies, learning outcomes, thematic areas, pedagogical approaches and learning materials.
- Education-System Integration: Technical approaches for integrating peace and civic education across primary, intermediate, secondary and tertiary education, including relevant non-formal and other learning pathways.
- Peace Pedagogy & Teacher Capacity: Development of approaches for teacher preparation, master trainers, institutional capacity development and practical peace-learning methodologies.
- Implementation & Institutionalization: Support to implementation planning, institutional roles, coordination, quality assurance, monitoring and phased national adoption.
Institutional Roles in the National Process
MOECHE – Federal Government of Somalia
Provided the principal federal education-sector perspective, supporting alignment of peace and civic education with national education policy, curriculum development, standards and education-system priorities.
Federal Member States & BRA Education Authorities
Contributed state and Banaadir-specific education perspectives, contextual priorities, institutional considerations and practical requirements for adapting and implementing peace and civic education across different learning environments.
FMS Ministries of Interior, Federal Affairs & Reconciliation
Brought federal member state perspectives on peacebuilding, reconciliation, social cohesion, conflict prevention and community engagement, strengthening the connection between education and the wider peace architecture.
National Peace Education Taskforce
Provided a national technical and coordination platform for bringing together relevant expertise and supporting the development, consultation and refinement of the national peace education approach.
Key Consultation Themes
Peace Competencies
Emotional and social intelligence, communication, conflict resolution, mediation and civic responsibility.
Culture & Identity
Xeer, poetry, proverbs, storytelling, oral traditions, reconciliation histories and Islamic peace values.
Inclusive Learning
Inclusion of women, minorities, IDPs, persons with disabilities and marginalized communities.
Peace Practice
Peace clubs, student mediation and participatory learning approaches.
Teacher Capacity
Teacher preparation, standardized materials and conflict-sensitive pedagogy.
School & Community Environment
School violence, bullying, exclusion, peer conflict, misinformation and community–school relations.
National Institutionalization Pathway
The technical work and consultation evidence provide a foundation for Somalia to consider different approaches to national institutionalization, including:
- National Peace Education Curriculum: A formal framework establishing national learning outcomes, peace competencies, curriculum content, pedagogy, teacher preparation, learning materials and assessment.
- National Peace & Civic Education Guide: A practical national reference framework providing peace and civic competencies, culturally grounded approaches, teacher/facilitator guidance and adaptable implementation tools.
National Institutional Coordination
National institutionalization requires coordination between the federal education system, Federal Member States and BRA, and the peacebuilding and reconciliation institutions responsible for supporting social cohesion and conflict prevention.
The proposed approach therefore brings together the MOECHE of the Federal Government of Somalia, education authorities of the Federal Member States and BRA, the Ministries of Interior, Federal Affairs and Reconciliation of the Federal Member States, and the National Peace Education Taskforce, creating a platform for education-sector expertise, peacebuilding knowledge, federal–state coordination and technical development.
Strategic Contribution
The initiative strengthens the role of education in peacebuilding, reconciliation, social cohesion and civic responsibility by connecting classroom learning with Somali cultural knowledge, community experience and practical peacebuilding structures.
It also provides a bridge between education-sector reforms and Somalia's wider peace architecture, including national reconciliation, conflict prevention, social cohesion and community engagement.
HURMA Consulting's Contribution
HURMA Consulting supported the process through technical advisory services, stakeholder consultation, curriculum development, peace pedagogy, implementation planning and institutionalization support.
The work supported engagement between education authorities, peacebuilding and reconciliation institutions, the National Peace Education Taskforce, government stakeholders and communities to generate evidence and technical inputs for national peace and civic education.
The resulting evidence and technical inputs provide a foundation for national validation, adoption, teacher preparation, learning-resource development, piloting and phased implementation of peace and civic education.