This case study portrays a Learning for Peace intervention carried out in partnership with Straight Talk Foundation to promote awareness about conflict drivers, strengthen peacebuilding competencies and the capacity of youth and communities to mitigate and manage conflicts in and around education. The intervention is informed by a 2014-15 conflict analysis of the education sector in Uganda and has utilized a Communication for Development approach comprising media-based, school-based and community dialogue activities.
Education ministers and officials from 50 countries attended the Council of Europe Standing Conference of Ministers of Education, in Brussels from 11-12 April, 2016, to discuss the theme “”Securing democracy through education: The development of a Reference Framework of Competences for Democratic Culture”.
The Institute of International Education is hiring a Program Officer II who will be responsible for managing the design and implementation of short-term visiting (non-U.S.) faculty development programs for Afghanistan, Egypt, Iraq, Lebanon, and Tunisia on behalf of the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) and the U.S. Embassy in Iraq.
On July 7 the Peace Foundation launched its most important project in 41 years with the goal to fund the expansion of its flagship Peer Mediation Programmes for primary, secondary and kura kaupapa Maori schools across New Zealand. In the last 22 years, the Peace Foundation has given peer mediation skills training to teachers and students from a total of 2000 schools. It currently provides resources to about 450 schools, and has in the last year given dedicated trainings in 80 schools.
UNESCO’s Teacher Guide on the Prevention of Violent Extremism provides practical tips to educators seeking guidance on how to discuss the subject in classrooms. The Guide was developed within the framework of UNESCO’s work on Global Citizenship Education and in response to the request of UNESCO’s Member States for assistance in strengthening their education sector responses to violent extremism.
Eight local, independent filmmakers dared audiences to correct their misconceptions against the Bangsamoro and Filipino Muslims by viewing Mindanao through a peace lens in a showing of the film project “The Long Reach of Short Films – Telling Stories of Peace in Mindanao in Cine Adarna”.
“We try to find a different way to tackle the Bangsamoro issue. Films are important to create discussions and dialogue and impact emotionally,” said project manager Manuel Domes. “Our main focus is not so much on the grander level of peace discourse but on the level of peace education, understanding the context, and articulating it.”
Southern Africa Regional Meeting on Global Citizenship Education convened in Johannesburg, South Africa
The UNESCO Regional Office for Southern Africa (ROSA), in collaboration with the UNESCO Headquarters and the South African National Commission for UNESCO, organized a Southern Africa Regional meeting on Global Citizenship Education, in Johannesburg, South Africa on July 4-5, 2016.
Burma’s national human rights commission will join the Ministry of Education in integrating human rights education into the national curriculum, a move likely to be implemented in the following academic year, the commission has announced.
UNESCO’s priority mission to strengthen global citizenship education and advocate for its integral role in achieving the Agenda for Sustainable Development was bolstered at the recent United Nations Department of Public Information (DPI)/Non-Governmental Organization (NGO) Conference. The conference culminated in the “Gyeongju Action Plan”, in which NGO participants affirmed their collective belief in the importance of Sustainable Development Goal 4 charting the Education 2030 agenda, recognized GCED as “an essential strategy” to address modern challenges. Under the plan, they commit to GCED principles, such as promoting education that celebrates diversity and collaboration at all levels of society and across cultures.
Peacemaking doesn’t have to be passive, said two peace teams who have joined forces to ensure the Republican National Convention is as calm as possible. Meta Peace Team of Detroit and DC Peace Team from the nation’s capital are more than just observers. They wear distinctive, yellow vests with “Peace Team” written in black and intervene if they see a situation that could spiral out of control. Both teams provide training in nonviolent communication and intervention, peace education, restorative justice, conflict transformation and unarmed civilian protection.
The UNESCO Director-General has launched the Sixth Consultation on the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms for the period 2012-2015.
Marquette University Peace Works (MUPW) is recruiting a part-time (10-20 hours per week) temporary Curriculum Specialist. The program is operated by the Marquette University Center for Peacemaking. MUPW aims to reduce and even transform violence and other delinquent behaviors while encouraging the formation of peacemakers by a) training students in cognitive restructuring; b) reducing the number of disruptive behavioral incidents; c) transforming the individual student, and d) improving the qualitative climate of the community by skill-training youth and staff.
Turkey’s post-coup crackdown took a sinister turn on Tuesday after tens of thousands of teachers were fired and all the country’s university deans were told they faced suspension. The licences of 21,000 staff working in private schools were revoked, more than 15,000 employees at the education ministry were sacked, and the state-run higher education council demanded the resignation of 1,577 university deans.
The overarching question of this research conducted by Learning for Peace is how can education interventions address gender inequalities in contexts of armed violent conflict and in the process contribute towards sustainable peace? In other words, what do the four case studies tell us about how a gender-transformative approach to education for peacebuilding can strengthen its policy and practice?
Their analysis reveals that conflict is less likely in contexts where there is gender parity in terms of average years of schooling. Analysis has furthermore shown that gender inequality in education increases in response to the incidence of conflict.
In response to violence across Europe, Madrid’s Mayor Manuela Carmena observes that big cities are “host to negative elements and a breeding ground for violence – from gender violence to young criminal gangs. It all needs to go through a pro-peace education. And it starts at school. We want children to learn the value of dialogue and mediation, and for them to learn to solve their own problems among themselves.”
Last September, Berkeley (CA) Tech Academy Principal Sheila Quintana had no choice but to suspend 10 students after an off-campus brawl was caught on video by neighborhood residents. Quintana knew there had to be a better way to deal with the disciplinary process than to shut the students out of school, which can send them into a cycle of futility: falling behind in class and ultimately dropping out with scarce employment opportunities, elevating the risk of a life of crime and incarceration.
There is a better way. It’s a concept known as restorative justice, in which perpetrators of minor to moderate offenses are brought into an intensive program in which they are led to confront the underlying causes and consequences of their actions.
The Department of Peace Operations (DPO) of PATRIR is searching for a dynamic, capable and highly motivated researcher – trainer – coordinator to take up an exciting position: Peacebuilding & Prevention Training – Centre Coordinator & Curriculum Development. The position involves engagement as a Project Coordinator and Researcher in the PeaceTraining. EU EU-wide consortium (a multi-year project PATRIR is involved in) and working to develop and help lead PATRIR’s own centre for peace training. Application deadline: August 15.
How can we involve professionals from the mental health and education fields in countering violent extremism? Are there lessons to be learned from other types of intervention programs?
Increasing attention has been drawn to the need for an expanded role for mental health care in countering violent extremism. Incorporating mental health and education fields into countering violent extremism holds significant potential in enhancing prevention and intervention capacities. However, to do so effectively requires a better understanding of how to reconcile assets and contingencies from education and mental health with CVE needs and contingencies.