Secretary of State for Human Rights, António Bento Bembe, stressed the need for the integration of the teaching of human rights in the training of new personnel of the National Police. “The police, whose responsibility is to enforce the law, must have the sense of citizenship which consists of the awareness of the Rule of Law it is not sustained without having as centre the dignity of the human person and the human rights duly guaranteed.”
The Joan B. Kroc Institute For Peace & Justice at The University Of San Diego’s Kroc School Of Peace Studies: Accepting Applications for Women PeaceMakers Program
The new Women PeaceMakers Program will offer a unique fellowship for peacebuilders, focused on strengthening and improving peace efforts in conflict-affected communities around the world. The 10-month fellowship will do this through building an engaged community of four peacebuilders from conflict-affected communities and four international peace partners looking to transform their ability to build peace together. Application Deadline: May 31, 2017.
Republic Act No. 10908 mandates the integration of Filipino-Muslim and Indigenous Peoples history, culture and identity in the study of Philippine History in both Basic and Higher Education. The law recognizes the ultimate objective of creating an inclusive history that accounts for all Filipinos. There is however a dearth of resources on Bangsamoro and Lumad history, art, literature, and language. The Mindanao-Sulu History and Peace Education Project seeks to respond to this need.
This guide is the fruit of collaboration by Search for Common Ground colleagues past and present from around the world. This guide captures insights from years of experience and offers guiding principles for peacebuilders and on-the-ground practitioners as they navigate this important yet high-risk area of work around violent extremism.
The overall role of the Education Sector Working Group (ESWG) Coordinator is to jointly lead the work of the group with UNHCR and UNICEF in order to ensure the effective, coherent, and predictable provision of education and assistance to vulnerable children affected by the refugees and migrant crisis in Greece.
UNESCO commissioned an analysis of country reports and found that Global Citizenship education is present in the curriculum across countries, but it is not as likely for it to be included in pre-service and in-service teacher education.
Continuous Support from European Universities to Peace Education in Colombia: A report from the Unit for Peace and Conflict Studies at the University of Innsbruck (Austria)
As the peace initiatives in Colombia continue to flourish during the challenging phase of the implementation of the peace agreements between the government and the FARC-EP, several universities from Europe are visiting the country, learning from and lending support to local approaches to peacebuilding and conflict transformation.
Amnesty International’s Regional Office in London is looking for an experienced Human Rights Education Coordinator.
Translating global policies into practical and necessary actions—one village at a time. The impact of the Localization of Resolutions 1325 and 1820 in Sierra Leone
Sierra Leone is one of 13 countries in Africa that have adopted a national action plan on UN Security Council Resolutions 1325 and 1820. The Localization program, initiated by the Global Network of Women Peacebuilders, is a people-based, bottom-up approach to policy-making and policy implementation that guarantees local ownership and participation.
Localized Training Efforts on Implementing the UNSCR 1325: Lessons Learned and Emerging Possibilities
The Global Network of Women Peacebuilders, in its effort to bridge the gap between global policy and local action on issues of Women, Peace and Security initiated the Localization of UNSCR 1325 and 1820 program. This is a people-based, bottom-up approach to policy-making that goes beyond the local adoption of a law, as it guarantees the alignment and harmonization of local, national, regional and international policies and community-driven strategies to ensure local ownership, participation and links among communities, civil society organizations and government.
Bringing together the voices of leaders and researchers deeply engaged in understanding the politics and possibilities of human rights education as a field of inquiry, Monisha Bajaj’s Human Rights Education shapes our understanding of the practices and processes of the discipline and demonstrates the ways in which it has evolved into a meaningful constellation of scholarship, policy, curricular reform, and pedagogy. Contributions by pioneers in the field, as well as emerging scholars, constitute this foundational textbook.
Students from Georgetown University’s Spring 2017 Peace Education course (JUPS-407) have cultivated a collection of teaching resources and articles on privilege and allyship in support of their upcoming April 18 teach-in: “Fostering & Sustaining Allyship at Georgetown: A Dialogue on Understanding Privilege.”
PeaceBoat US, Peace Education & the Sustainable Development Goals in Latin America (Summer 2017 Trip), Two Scholarships Available
Peace Boat US is offering two full “Youth in Action for the SDGs” scholarships for a study program this summer called “Peace Education and the Sustainable Development Goals (SDGs) in Latin America.” This special program will take place onboard the Peace Boat ship as it visits Panama, Nicaragua, and El Salvador from June 20 – July 3, 2017.
The Coalition for Global Citizenship 2030 is working on a year long video news project titled “Global Citizenship~World Class Education News” that will feature video or freestyle success stories from organizations that are learning about best practices to advance the work of global citizenship. If you are interested in participating in this project, please send the Coalition a freestyle video statement (via camera phone) from your office on your work as related to global citizenship.
“Critical Peace Education and Global Citizenship,” a new book by Rita Verma, offers narrative accounts representing multiple ways teacher and learner activists have come to realize possibilities for peace and reconciliation through unofficial curricula.
Without peace, development is impossible, and without development, peace is not achievable, but without women, neither peace nor development is possible, writes Ambassador Anwarul K. Chowdhury, former Under-Secretary-General and High Representative of the United Nations. He is an internationally recognized initiator of the UNSCR 1325 as the President of the UN Security Council in March 2000.