Project profile — Preventing Violent Extremism Through Education in Iraq

• Iraq (100.00%)

• Security system management and reform:
Security system management and reform (15210) (50.00%)
Civilian peace-building, conflict prevention and resolution (15220) (50.00%)

• Gender equality (significant objective)
• Environmental sustainability (cross-cutting) (not targeted)
• Participatory development and good governance (not targeted)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Urban issues (not targeted)
• Desertification (not targeted)
• Children's issues (not targeted)
• Youth Issues (not targeted)
• Indigenous Issues (not targeted)
• Disability (not targeted)
• ICT as a tool for development (not targeted)
• Nutrition (not targeted)
• Disaster Risk Reduction(DRR) (not targeted)

This project aims to build more resilient communities in Iraq from Daesh, in particular the governorates of Anbar and Ninewah, in order to counter the violent and sectarian narratives advanced by Daesh or/and other violent extremist organizations. The project works to provide front-line educators, educational institutions, and parents, with the tools necessary to address the exposure to violent extremism that Iraqi youth had during Daesh control. The project also engages key stakeholders, including women’s organizations, civil society, customary and local governance actors, to participate in efforts to prevent recruitment by violent non-state armed actors and mitigate the risk of radicalization in the two governorates.

The expected outcomes for this project include: (1) increased resilience to extremist narratives, in particular by women and youth in Anbar and Ninewah; and (2) enhanced capacity of Iraqi institutions to mitigate the impact of violent extremism, in particular the schools and universities in liberated areas of Anbar and Ninewah.

Results achieved as of February 2021 include: (1) designed and implemented hybrid-focused group discussion sessions to revise and update programs and materials; (2) updated six programs and materials for parents, teachers, school principals and primary-level trainers. Each program contains a stakeholder guide, a reference guide, a trainer manual and an activity booklet; and (3) integrated gender mainstreaming into the design, implementation and assessment of the project and adhered to gender parity in all project activities including focus groups.

• Proactive disclosure