I. General Practices for CVE and Education
Good Practice 1
Use a multi-sectoral approach to enhance the effectiveness of CVE interventions through education.
CVE and education involve multiple sectors of society, including government, the private sector, NGOs, media, civil society, families, and communities. Encouraging dialogue between educational institutions and these stakeholders on CVE programming—from the conduct of needs-assessments, design of programs, implementation and evaluation—helps ensure sustainability of effort.
Good Practice 2
Promote dialogue and collaboration between the education and security sectors to increase political attention and resources devoted to CVE and education.
Where appropriate, the security and education sectors can work together through educational programming2 . National CVE strategies, which include an education component, may help to promote the necessary dialogue to achieve this cross-sectoral collaboration.
Good Practice 3
Consider semantics when labeling educational programs as “countering violent extremism” to avoid securitizing the education sector.
Labels are important for how a program is perceived. Integrating CVE activities into existing educational programming may help to overcome this stigma.
Good Practice 4
Initiate CVE interventions through education as early as possible.
Primary and secondary school years are an appropriate time to consider such interventions; many cognitive skills relevant to value formation, critical thinking, and tolerance are developed in early childhood. Parents and family members may be relevant actors in early CVE interventions, particularly those that shape values related to prejudice, hatred, or violence.
Good Practice 5
Use existing empirical evidence to provide the basis for educational curricula development that addresses violent extremism and conduct further research to identify the gaps in knowledge on how education is relevant to studying conditions that lead to violent extremism.
Relevant empirical studies from the fields of psychology, sociology, and social neuroscience, as well as crime and violence prevention, theories of learning, the development sector, and conflict resolution, offer useful lessons applicable to CVE interventions. These studies also indicate the need for a multi-disciplinary approach to CVE and education. Universities, private research institutions, NGOs, and civil society actors may also have access to data and studies that are useful to curricula development or as evidence for justifying curricula reform.
Further baseline research, such as needs-assessments, perceptions’ studies, analyses of existing education literature and statistics, and the development and assessment of pilot programs, is important for program design, particularly monitoring and evaluation, and ultimately to demonstrating results and impact of interventions on students.
2. Other opportunities for collaboration include community-oriented policing efforts, good practices on which are further elaborated in the GCTF Good Practices on Community Engagement and Community-Oriented Policing as Tools to Counter Violent Extremism and in the GCTF Doha Action Plan for Community-Oriented Policing in a CVE Context.