Kenya

Peacebuilding Through Higher Education in Emergencies 

Project Introduction 

The Kenyan project was led by Professor Barbara Moser-Mercer and saw a collaboration between The African Higher Education in Emergencies Network (AHEEN), Women Educational Researchers of Kenya (WERK) and Youth Education & Sports (YES). 

In this project, we aimed to empower youth in protracted and acute conflict settings to participate in bringing about constructive change at the local level using our pedagogical model of Integrative Social‑Emotional Learning (Integrative SEL). This approach was supported by a human‑development‑oriented framework for educating people about peace and social justice issues through social integration as a precursor to social cohesion.

The Integrative SEL model was delivered in two contexts: firstly, as a required module for students participating in AHEEN’s formal higher education programme in the Kakuma/Kalobeyei refugee camp in Kenya; and secondly, as part of AHEEN’s non‑formal higher education intervention supporting the Tigray emergency response in the Tunaydbah and Um Rakuba refugee camps in Sudan.

By combining sports, applied arts, and community‑based activities, the Integrative SEL approach supports both the physical and emotional well‑being of participants. It builds on the knowledge and peace‑building skills of local community members, adapts well to both long‑term and sudden crises, and helps participants develop the core skills they need to rebuild their communities, whether they remain displaced or eventually return home. Using arts, sports, and basic engineering skills helps meet the key needs of communities living in displacement. These activities can also support deeper, long‑term change by recognising the identities of marginalised groups and helping to address social and cultural inequalities in refugee‑hosting countries.

Project Methodology 

The Applied Arts part of the Integrative SEL (Social Emotional Learning) model trains applied arts practitioners and encourages responsible citizenship. It gives participants chances to act as ambassadors in their communities by creating and running regular creative projects. These refugee‑led projects use the arts to explore shared stories and celebrate differences. They support peacebuilding and help learners develop practical skills they can use within their communities.

The Arts projects connect people constructively by giving them a shared goal in the creative processes, and empower communities to create positive and peaceful linkages and connections between diverse individuals and across languages and cultures. The Arts honour everyone’s uniqueness and level the group as they gather around a common goal of creation. 

As they learn to listen, communicate clearly and respectfully, compromise, and resolve conflicts within the creative process, they develop the transferrable skills needed for creating outside peaceful communities that are equipped to resolve conflicts. 

Applied arts practitioners will complete a course composed of 3 modules: 

• Facilitation Theory
• Evaluation
• Reflection