This report examines the integration of peace education into learning and teaching in African countries, in line with UN Sustainable Development Goal (SDG) 16 and the African Union Agenda 2063. Data was collected from five countries, including Kenya, Cameroon, Mali, Somalia, and Botswana. 

Despite the challenges associated with COVID-19 pandemic, the findings indicate that most participating countries have integrated peace education into their teaching and learning programmes, this has been realized by infusing critical peace education across the subject content areas particularly the arts and humanities such as Social studies, History and Government and Religious studies. This is due to the perceived close association between peace education and humanities as a subject. In some cases, peace concepts are hosted in subjects such as Life Skills Education. However, structural standards and coverage guidelines are lacking in some contexts. Teachers report a lack of ability to effectively integrate peace education, emphasizing the need for specialized education and competencies.

Recommendations of this report include improving teachers training, expanding comprehensive policy frameworks, and using peace clubs to promote peace education. It also underlines the important position of education in solving conflicts and promoting sustainable peace through the formative training of younger generations.