Graduated with an MBA from ESSEC Graduate School of Management in France, Tina Robiolle-Moul has worked for the past 12 years as a conflict management consultant, program manager, and lecturer, designing and conducting capacity building programs in Burundi, the Democratic Republic of Congo, Afghanistan and France.

In association with ESSEC Institute for Research and Education on Negotiation (IRENE) since 2001, she conducts negotiation, conflict management, and leadership seminars for diplomats and for several graduate programs in France including the French Public Administration School (ENA) and La Sorbonne University. In 2004, she started to work for the Burundi Leadership Training Program, a program initiated by the Africa Program of the Woodrow Wilson International Center for Scholars. In this capacity, she has facilitated peace-building programs for Government officials, U.N. military observers, leaders of political parties, High Command of the Army and the Police. Her last project to date in Burundi is a conflict resolution curriculum for the Ministry of Education targeting secondary schools. Interested in giving back to her native region, she also developed and implemented a capacity-building program dedicated to Afghan women parliamentarians whose objective is to strengthen and promote the political participation of women in Afghanistan with the support of Melanne Verveer, former Ambassador-at-Large for Global Women’s Issues near U.S. Secretary of State Hillary Clinton, and the French Ministry of Foreign Affairs. She is currently preparing the expansion of this program to all Afghan women senators and members of the High Peace Council.

Tina Robiolle-Moul is currently a doctoral candidate working towards a Ph.D. in International Affairs at the Fletcher School of Law & Diplomacy. Her dissertation research focuses on the role that school-based peace education programs can play in creating the conditions for self-sustaining peace in fragile states, and particularly their impact on girls’ education. The findings of this research could help determine the role of school-based peace education in larger peacebuilding efforts in a postconflict contexts and fragile states.

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