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Quality early childhood care and education (ECCE) is important for young children's holistic healthy development. As ECCE scales, contextually relevant and feasible measurement is needed to inform policy and programs on strengths and areas for improvement. However, few measures have been designed for use across diverse contexts. Drawing on principles of mixed methods design, this study reports on a new approach to ECCE quality measurement: the Brief Early Childhood Quality Inventory. Using data from the USA, Liberia, and Colombia, results indicate variation in the items perceived as highly relevant to each setting and in the characteristics of classrooms including the degree of child autonomy, the types of activities, and in child/educator interactions and dialogue. However, despite this variation, a small set of items indicate potential functionality as cross-country anchor items. Findings lend support to the idea that quality measures can have some common elements with room for adaptation within and across settings. Future work in this area should address the possibility that the significance of these practices for child development also varies across settings.

Within the scope of this study, a psychoeducation program based on multicultural competencies and Berry's acculturation model was developed to improve the adjustment process of international students. In this study, an explanatory sequential design was used. The study group consisted of 34 international students who volunteered for the study. The quantitative results of the study indicated that the Culture-Based Adjustment Program significantly affected the personal and social adjustment of international students. However, it did not significantly affect the adjustment to the university environment, emotional adjustment, dating relationships, and academic adjustment. The qualitative analysis yielded five major categories: (a) expectations, (b) contributions, (c) evaluation of the program, (d) leader, and (e) suggestions. The findings of this study highlight the importance of psychoeducation programs in the adjustment process of international students.

Background: Most health and developmental issues affecting young people are interrelated. However, few interventions address multiple behavioral domains simultaneously or are based on theories that encompass a holistic perspective of youth development. Aim: The purpose of this scoping review was to identify and describe the range of theory-based, multibehavioral health interventions aimed at improving two or more of the following behavioral youth outcomes: (1) sexual and reproductive health; (2) education and employment; (3) violence; and (4) substance use. Methods: Interventions conducted worldwide and published in English or Spanish between January 2000 and July 2020 were identified using four databases: PubMed, PsycINFO, LILACS, and SciELO. Results: A total of 11,084 articles were identified, of which 477 were retrieved and assessed for eligibility. Twenty-three articles (evaluating 21 interventions) ultimately met the inclusion criteria. Most interventions were conducted in the United States and addressed two behavioral domains of interest, although seven interventions incorporated three domains, and one incorporated all four. Substance use was the most common domain (16 interventions) but only in the United States/Canada, followed by sexual and reproductive health (14 interventions). All produced significant improvement in at least one outcome or for at least one subgroup of youth. The most common theoretical foundations were positive youth development and social learning theory. Conclusion: Integrated interventions that are theory based and evidence informed can support positive development and empower youth to make healthy decisions. Further efforts are needed to address structural and policy issues that affect young people's developmental opportunities and health outcomes.

Ethiopia and Sudan are only the latest cases in more than 20 African countries that have burst into civil wars over the last 40 years. Tribalism is viewed as a leading cause of the conflicts in Africa. The overall objective of this paper is to determine how the educational systems of Africa might be reformed along the lines of sociological thinking and harnessed into a mitigative force against the retrograde effects of tribalism. I propose that Benedict Anderson's concept of imagined communities, which argues that all identities are socially constructed, will have a detribalising effect on African children if deployed in school history textbooks. The rationale is that atavistic tribal sentiments stem from false beliefs about the importance and sacredness of each tribe as indoctrinated by elders. The puncturing of the myths surrounding the sacredness of the origins and greatness of the tribe through the concept of imagined communities would lead to disillusionment about tribal distinctiveness and significance. This conceptual paper adopts an autoethnographic qualitative methodological approach. It augments the researcher's lived experience with the analysis of history and the literature to understand the intellectual potential of the concept of imagined communities to detribalise African children. The failure to stem tribalism in Africa stems from the failure of the school system to expose African children to critical thinking about tribal narratives. African and Africanist sociologists have already revealed the myths of our tribal distinctions. However, this study is the first to focus on African children in the classroom exposed to detribalisation in light of the concept of imagined communities.

During the COVID-19 pandemic, a group of health program implementors and research analysts across seven low- and middle-income countries (LMICs) alongside Boston-based collaborators convened to implement data-driven approaches for public health response. An intensive statistics and data science training short course was developed to ensure that in-country researchers could implement the necessary statistical methods for COVID-19 surveillance. The main goal of the course was to enable interpretation of findings from time series analyses and flag potential data issues. This manuscript summarizes our experience teaching this course, including a detailed course overview, participant feedback, and thoughts on how targeted, online courses can be used to support statistical capacity building in LMICs.

The research focused on job satisfaction among faculty members at the University of Liberia, Monrovia, Liberia. The objectives of the study included assessing the level of job satisfaction and dissatisfaction at the University of Liberia and identifying the factors of job dissatisfaction of the lecturers. The investigation was carried out using the quantitative approach. The respondents were given questionnaires as part of this. A wide range of diverse factors, such as impacts, attitudes, views, preferences, and behaviors, may be learned about using surveys. Surveys often offer a quite simple and effective way to acquire a lot of data (Graveter & Forzano, 2006). The major indicators used to do the assessment were based on the framework of the literature which will include: (1) the level of job satisfaction and dissatisfaction among the faculty members; (2) the factors responsible for the satisfaction and dissatisfaction. The researcher adopted a simple random sampling technique in selecting the required respondents for this research. It was found that job satisfaction is very poor among the members of the faculty of the University of Liberia and that the factors responsible for job dissatisfaction at the University of Liberia include low remuneration and poor general conditions as compared to those in administration and others in other sectors. It was recommended that the administration of the University of Liberia should increase the salaries of the faculty members in direct proportion to their qualifications and that the administration should improve the general working conditions of the faculty.

Students' attitude towards a subject is a key indicator of academic performance, therefore its enhancement is imperative for academic success. A sample of 328 grade eleven students was selected using cluster random sampling. Two different study groups; the experimental and control groups, were composed and exposed to the guided inquiry and demonstration methods of teaching chemistry experiments respectively. The Non-equivalent control group research design was employed with instruction lasting six weeks. Data on pre-test and posttest attitudes were collected using a 25-itemattitude towards teaching and learning chemistry through experiment survey. Comparisons of mean attitude scores were made between the experimental and control groups, and between the pre-test and post-test for each group. The Mann-Whitney U test analyses indicated a higher mean attitude score for the control group. However, the difference in the mean scores was not statistically significant. The Wilcoxon Signed-Rank test analyses indicated statistically significant differences between the pre-test and post-test attitude mean scores for both independent groups. These outcomes show that both methods of teaching chemistry through experiments enhance students' attitudes to essentially the same extent. These findings imply that Liberian teachers can enhance students' attitudes through demonstrations.

The Global Classroom Model (GCM) is a project-based, cross-cultural, and virtual course conducted in partnership between institutions of higher education. Instructors at the University of Maryland (UMD) and the Liberia International Christian College (LICC) co-developed and co-instructed a novel and innovative "Global Agriculture" iteration of the Global Classroom (GC) course and collected data from students (n= 46) and stakeholders (n=18) through 2019, 2020, and 2021. This research used mixed-method pre/post interviews to address changes in attitudes, aspirations, and perceptions, and to better understand student experiences in global education. Students reported an increase in technical skills, "global perspective," and feelings of "empowerment" through being able to work internationally on community-driven activities. This longitudinal study illuminates the impact of COVID-19 on a unique global learning experience, and highlights the broader opportunities and challenges found in designing truly collaborative global learning while also providing insights for practical implementation.

The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. Educational institutions went beyond fighting the COVID-19 through social distancing norms to tackling Sustainable Development Goal Four (SDG 4) with the adoption of online learning as the new modality for instruction. Online learning has the propensity to ensure learners from all geographical regions have access to education, thereby addressing the inequalities in education. However, the disparities in the access to digital infrastructure had a negative impact on the online instruction in Sub-Saharan Africa. The online learning experience is best described as a "challenge-ridden online learning" with many teachers suffering from burnout and students lamenting on limited ICT resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, the COVID-19 has presented a silver lining to online learning in Sub-Saharan Africa. Aside the attempt to massify online learning, many institutions have come up with novel technological innovations and inventions to bridge the digital divide in the region. The review gives an overview of the challenges, prospects, and practical implications of online learning in Sub-Saharan Africa. Abstract-The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. Educational institutions went beyond fighting the COVID-19 through social distancing norms to tackling Sustainable Development Goal Four (SDG 4) with the adoption of online learning as the new modality for instruction. Online learning has the propensity to ensure learners from all geographical regions have access to education, thereby addressing the inequalities in education. However, the disparities in the access to digital infrastructure had a negative impact on the online instruction in Sub-Saharan Africa. The online learning learning" with many teachers suffering from burnout and students lamenting on limited ICT resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, the COVID-19 has presented a silver lining to online learning in Sub-Saharan Africa. Aside the attempt to massify online learning, many institutions have come up with novel technological innovations and inventions to bridge the digital divide in the region. The review gives an overview of the challenges, prospects, and practical implications of online learning in Sub-Saharan Africa.

In West Africa and in Ghana, there exist many modes of communication beyond the verbal and written. For example, at the chiefs' palaces there exist many systems of communication; notably, symbols (ideographs) that tell the philosophies and stories of the chiefs and the people of the tribes. In Ghana, as in many West African countries, it is difficult to center the study of writing because writing is micro-inscribed in the macro study of English. The study of writing forms a small section of the study of the English language. The educational systems and its students hardly recognize writing's distinctiveness or necessity. The school curricula are remnants of the colonial empire, and they inadvertently continue to maintain and promote gatekeeping structures and practices--especially in defining and teaching writing. In this article, the authors explore the West African context by focusing more specifically on writing at the high school level among the five English-speaking countries: The Gambia, Nigeria, Sierra Leone, Liberia, and Ghana. The authors made this choice because these five West African countries write common regional examinations organized by the West African Examination Council (WAEC). With respect to how writing is taught at the higher education level, the authors decided to focus on Ghana only.

This article merges the frameworks of Black feminist geography, coloniality, and racial capitalism to examine corporatized educational reform in Liberia. It argues that corporatized schooling exhibits the logics, politics, and economies common to the West African plantation. Throughout, I focus on the case of the Liberian Education Advancement Program (LEAP), a recent educational reform, to demonstrate how corporatized schooling (1) perpetuates plantation logics that label communities and geographies in Africa as "in crisis" or "without" and therefore in need of technopolitical solutions; (2) implements racialized, precarious, and surveilled plantation-style labor regimes; and (3) perpetuates production processes and forms of extraction that commodify and homogenize education for the benefit of global capital. By recognizing LEAP as mirroring plantation systems, the article exposes the ongoing racialized violence that lies at the foundation of corporate schooling in Liberia, while highlighting how "thinking with the plantation" can reveal acts and instances of resistance and decolonial life.

Mixed methods research in developing countries has been increasing since the turn of the century. Given this, there is need to consolidate insights for future researchers. This article contributes to the methodological literature by exploring how cultural factors and logistical challenges in developing contexts interplay with mixed methods research design and implementation. Insights are based on the author's research experience of using mixed methods in six projects across three African and three Caribbean countries. Three lessons are provided to aid researchers using mixed methods working in developing countries. First, cultural factors call for more reflexivity. Second, adopting a pragmatic research paradigm is necessary. And third, the research process should be iterative and adaptive.

This paper analyzes data collected in the 2013 Liberian Annual School Census undertaken as part of the Educational Management Information System and supplemented by information gathered from teacher education program organizers as well as from samples of graduates from preservice and inservice CCertificate granting programs undertaken in Liberia in during 2007 to 2013. The authors report that the percentage of "qualified" primary school teachers (that is, those with at least a C-Certificate, which Liberian policy sets as the minimum qualification) expanded dramatically after the education system was decimated during the years of civil war (1989 to 2003). We also indicate that in government primary schools in 2013, the pupil-teacher ratio (24.8) and even the pupil-qualified teacher ratio (36.2) was lower -- that is, better -- than the policy goal of 44 pupils per teacher. However, teacher hiring and deployment decisions led to large inequalities in these input measures of educational quality. At the same time, the authors discovered that the findings from the analysis of Liberia's 2013 EMIS data did not fully answer the question of where the (qualified) teachers are, in that we were not able to locate in the EMIS database substantial numbers of graduates of the various C-Certificate teacher education programs. However, contrary to the EMIS database findings, when telephone interviews were conducted with samples of these graduates, it was learned that many, but not the majority, of them had been employed in the education sector in 2013. The sources of this inaccuracy include: a) the principals of some schools had not been invited to the workshop where they were oriented to filling out the Annual School Census questionnaire; b) some principals, who attended, did not return the questionnaire; and c) some female and male teachers had used different names when enrolled in the C-Certificate program than they were using as teachers in 2013. The authors conclude by discussing the implications of the limitations of the EMIS data for reporting key indicators in Liberia and in other countries in relation to monitoring the global Sustainable Development Goal #4.

Seventeen years after the end of the Liberian civil war, which is partly blamed for the waning of the standard of education, the country is still grappling with providing a competency-based science educational experience that will enhance the science inquiry process skills of its youth. In this paper we used the constructivist theoretical perspective to compare the science inquiry process skills of Grade 11 students in government and private schools. The study employed a descriptive survey design and the quantitative research method. Six high schools were selected by cluster random sampling, and a total of 360 students constituted the study sample. This study found that government school students have significantly higher perceived science inquiry process skills than their private school counterparts and that an average of 42% of private school students cannot demonstrate any skills related to experimental design, data representation, communication and presentation. Male students indicated having significantly higher science inquiry process skills compared to their female counterparts. However, a varying majority across study groups practise the science inquiry process skills occasionally.

Introduction: This study analyzed survey responses from 114 orientation and mobility (O&M) specialists regarding the content and procedures they used in completing O&M assessments. Methods: O&M specialists completed an online survey in 2020 on their assessment practices for children and youths who are visually impaired. Results: Over 85% of participants identified that they interview the student, parent, classroom teacher, and teacher of students with visual impairments as part of the assessment. The only visual skills addressed by at least 80% of participants were depth perception, distance acuity, scanning, and peripheral visual fields. Students without additional disabilities in kindergarten through 12th grade were more likely to be taught the two-point touch cane technique when compared to students with additional disabilities, who were more likely to be taught constant contact. Discussion: Participants identified that O&M assessments for students in 9th-12th grade were more likely to focus on skills that would be needed for employment or post-secondary education or both, such as the use of public transportation. For students with additional disabilities or children under the age of five years, participants were more likely to conduct assessments focused on safety and immediate needs and environments. Implications for Practitioners: Appropriate O&M assessments need to be conducted in natural environments that provide equal challenges to the environments where students need to travel. O&M specialists must adapt the assessment content and procedures to address the current and future travel needs of all students with visual impairments.

This paper examines three interrelated factors outside of formal provision of technical and vocational education and training (TVET) in sub-Saharan Africa that have undermined TVET systems. The first is the process, pace, and levels of industrialisation, which has had a direct effect on TVET provision: low numbers of well-paying jobs requiring technical expertise. This has an indirect effect, which is the second crucial factor: lack of economic development and change in labour markets. There are very few jobs that would be considered 'middle class' or 'mid-level' in wealthy countries. Most people are in survivalist work. An international consensus since the 2000s on palliative approaches to development which address the effects but not the causes of the lack of economic development in Africa has resulted in mass poor quality provision of education--the third factor. Education systems are rapidly expanding and achievement levels rising, in the context of very little possibility of labour market rewards for most people, and substantial labour market rewards confined mainly to graduates. This reinforces deeply embedded cultural preferences for general education, which originate in the type of education systems established by colonial powers, as well as the relationships between educational credentials and elite jobs.

Neoliberal education reforms in schools serving sizeable Black populations throughout the United States have proliferated and are being transported to Black educational contexts abroad. Building on a framework of Coloniality, antiBlackness and a review of Black colonial education this relational analysis argues that contemporary neoliberal education reforms not only resemble the early 20th century movement to spread Black industrial education from the American South to regions of the global South- including regions of West, South and East Africa but also reproduce logics of antiBlack coloniality. This framework is applied to two cases: the chartering of schools in New Orleans Louisiana following Hurricane Katrina in 2005, and the 2016 decision to privatize the entire school system in Liberia. Far from 'unlikely' this article argues that the application of market-based reforms to schools in the Black Souths (the 'urban' ghettos of the United States as well as the 'underdeveloped' global South) is a continuation of 20th century colonial education interventions and the persistent claim of Blackness as always in crisis.

This research paper explores teachers' contribution to quality education in the midst of political, economic and social struggles in post-conflict Liberia. The paper adopts the qualitative research method and interviews were conducted with teachers and educational stakeholders to examine the needed contributions of teachers to quality education in post-conflict Liberia. In addition, the capability approach was adopted as an analytical lens to unpack quality education in post-conflict Liberia. This research paper finds that teachers' contribution to quality education in Liberia is minimal due to existing political and socioeconomic challenges in the country, which also affect the teaching profession. The paper, therefore, concludes that teachers' challenges need to be properly understood by concerned educational stakeholders and addressed before teachers can effectively contribute to quality education in post-conflict Liberia.

This article conceptualizes how democratized modes of participation in spatial knowledge production via open source mapping platforms translate into educational praxis, detailing educational projects in the Global South using them. To do so, the article gathers findings from a critical discourse analysis of forum articles which discuss grassroots mapping and from digital participant observation work within Humanitarian OpenStreetMap (HOT). The former show how feminist and community-oriented approaches to mapping, which endorse an ethics of craft, care and cultivation over the corporate or outsider research paradigms, are at the forefront of the tactics and practices such articles describe. The latter show how projects such as Crowd2Map Tanzania, The GAL (Global Active Learning) School of Cusco, Peru, Map Lesotho, OpenStreetMap (OSM) Liberia, OSM Nigeria, Public Lab and its Grassroots Mapping Curriculum, and YouthMappers. It details such initiatives to document the mentorship of female students in digital mapping within educational contexts.

For refugees, education provides life-changing opportunities, including tools for effective social integration. This study explores higher education (HE) participation among refugee-background African youth in Australia. Drawing on policy review, national HE statistics and population census data, and using theoretical insights from critical sociology and a capability approach to social justice, the article (a) maps trends of HE participation, and (b) sheds light on policy silences and alternatives. The findings show that only one in ten refugee-background African youth (aged 18-30) transitioned to HE within the first five years of their arrival. The group also lagged well behind the general population in terms of undergraduate course completion. In light of these concerns, the article calls for "expanding the educational capabilities" of the refugee youth, specifically highlighting the need for policy recognition, early intervention, and substantive opportunities that can be converted into valued outcomes.

Several studies have shown that apart from the mechanics of specific technologies involved in such educational solutions, successful implementation of e-learning is also based on behavioral and social factors. However, no substantial studies have been conducted to understand the importance of these factors in developing countries as it relates to the acceptance and use of e-learning. This study validates the extended technology acceptance model by incorporating two intrinsic motivation attributes, namely, quality of life and social influence in developing countries such as Liberia. This quantitative study used an online survey to collect data from 269 secondary and post-secondary students in Liberia (N = 269). Responses from the survey were analyzed using the structural equation modeling. The results indicated that student's behavioral intention to accept and use e-learning developing countries was significantly affected by their perceived usefulness, perceived ease of use, quality of life and social influence. Both theoretical and practical implications are discussed.

This paper summarises experiences of efforts made by twenty individuals when implementing small-scale ICT development projects in their organizations located in seven developing countries. The main focus of these projects was the use of ICT in educational settings. Challenges encountered and the contributing factors for implementation success of the projects are systematically investigated using interviews and follow up surveys. Results show that the typical limitations of technology and infrastructure were the key obstacles. The commitment of individual project managers in the role of "change agents" and organizational support in the were the strengths behind the success of the projects. Based on the outcome of this study, professional development of the change agents is a key factor for the success of projects. IT and infrastructure limitations contributed to the failure of the majority of the ICT related projects.

The mission of the Peace Corps (PC) is to promote world peace and friendship. This is accomplished through meeting three goals: (1) To help the people of interested countries in meeting their need for trained men and women; (2) To help promote a better understanding of Americans on the part of the peoples served; and (3) To help promote a better understanding of other peoples on the part of Americans. Although there is no formal "library" work assignment for volunteers, library and book-related projects are some of the most common secondary projects of PC volunteers. Volunteers have been involved in library projects across the world since the first volunteers arrived in Ghana in 1961, and continue to support library development to this day. The article examines the various projects, cultural challenges, and resources needed to start libraries throughout the various PC missions.

The international community has pledged to provide a quality education for all by 2030. School leaders play a key role in improving student learning outcomes yet oftentimes educational leaders do not have opportunities to attend professional development events. The purpose of this study was to examine a Training of Trainers Model (TOT) used to build the capacity of school leaders in five countries in Africa. This qualitative research study used a longitudinal design. Findings revealed that there were both strengths and weaknesses to the TOT model. The authors discuss the significance of these findings for policymakers and practitioners worldwide.

The study evaluated the contribution of war, trauma, and optimism on growth in adult Liberian former displaced persons traumatized by war-related experiences (N = 444). Hypotheses based on existing literature grounded the path model assessing the relationship among war-related events, trauma, optimism and post-traumatic growth. There were statistically significant correlations among all variables, except between war-related events and optimism [X[superscript 2](1) = 0.90; p > 0.05; CFI = 1.00; GFI = 0.99; SRMR = 0.02; RMSEA = 0.00]. Clinicians are encouraged to identify resources that traumatized populations use in coping, and incorporate them within the therapeutic environment.

The events of 2020 highlighted many longstanding truths about teaching and learning. One such truth is that culture matters for learning, especially for transfer of learning from abstract knowledge into practical application. Because this holds for adults' learning as well as students', it can and should have an impact on professional learning. Learning leaders should consider culture in their planning, implementation, and follow-up with educators. Making professional learning more culturally relevant could help ensure effectiveness and decrease the trend of school systems spending money on professional learning that yields few results (Hess, 2013). In turn, this would contribute to better academic, social, and emotional outcomes for all educators and students, regardless of race, ethnicity, gender, religion, sexual orientation, language, abilities, and cultural backgrounds. In this article, Corrinne Brion examines a multidimensional model of learning transfer. The model aims to help leaders and professional learning organizers plan, deliver, and assess their professional learning to assist teachers as they implement new knowledge. Another goal is to improve student learning outcomes and well-being while also supporting a better return on schools' investments. The model can be applied across cultures and contexts.

Although international research regarding advising is burgeoning, most of the research on the role of and advantages related to academic advising has been limited to U.S. colleges and universities. This ethnographic case study conducted at a Liberian university examined the organizational culture of advising from student, faculty, and staff perspectives after the establishment of the Student Academic Advisement and Career Counseling Center. The findings suggest two primary elements that shape the role of advising and college student experience: postwar challenges in Liberian higher education and the shifting perspective on student centeredness. As a result, these elements have redefined the preliminary role of the advising center into a concept referred to as the "advising palaver hut."

Refugees report several mental health challenges associated with pre-, peri-, and post-flight conditions. Some of these challenges include fear, anxiety, hypervigilance, hyperarousal, and nightmares--symptoms that could meet the diagnostic criteria for post-traumatic stress disorder (PTSD). Despite these challenges, some refugees also report psychological growth with nomenclature like post-traumatic growth, resilience, and benefit-finding. This study examined the directional relationship among war-related events, optimism, PTSD, religious commitment, and growth. Prior studies in traumatized samples have demonstrated that PTSD and growth can occur concurrently, while optimism and religiousness may enhance growth. The hypotheses undergirding this study posited that participants in this non-Western population could demonstrate concurrent PTSD and growth, while those with higher levels of optimism and religiousness would exhibit increased levels of growth compared to those with lower levels. For a sample of 444 former refugees, hypotheses were theoretically modeled to identify whether the data fit the model. Inspection of fit indices provided support for the hypothesized model. Implications for professional counselors are included and recommendations for future research are provided.

Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.

Truth and Reconciliation Commissions (TRCs) are established to document violations of human rights and international humanitarian law in post-conflict societies. The intent is to excavate the truth to avoid political speculations and create an understanding of the nature of the conflict. The documentation hence results in a common narrative which aims to facilitate reconciliation to avoid regression to conflict. TRCs therefore do a tremendous job and create compound documentation that includes written statements, interviews, live public testimonies of witnesses and they also publish final reports based on the accumulated materials. At the end of their mission, TRCs recommend the optimal use of their documentation since it is of paramount importance to the reconciliation process. Despite this ambition, the TRCs' documentation is often politicized and out of reach for the victims and the post-conflict societies at large. The TRCs' documentation is instead poorly diffused into the post conflict societies and their findings are not effectively disseminated and used.