Group Work during the Youth/Students Engagement to Foster Global Citizenship, Sustainable Development Initiatives and Peace Building in The Gambia Workshop (Photo: ©UNESCO)

Gambian youth engage in the promotion of peace, sustainable development and Global Citizenship

From 3 to 8 July 2017, the Gambian National Commission for UNESCO gathered more than 200 young people from all regions of the country and their teachers, for a weeklong training where participants adopted a Declaration calling youth organizations and national authorities for actions in favour of the integration of Global Citizenship Education and Education for Sustainable Education into the education system.

(Photo: Aegis Trust)

Building Resilience to Genocide through Peace Education: Concepts, Methods, Tools and Impact

A three-day Colloquium in Kigali in February brought together academics and practitioners in and around the field of peace education to share concepts, methods and means of measuring impact, contributing to a stronger evidence base for the effectiveness of peace education. 

Avery Trinh discusses restorative justice in an afternoon panel during the second Restorative Justice in Education Academy at Eastern Mennonite University. Trinh, a rising senior at Wilde Lake High School in Columbia, Maryland, joined teachers and administrators to provide reflections about restorative justice in education. (Photos by Joaquin Sosa)

Educators learn how restorative justice can shift discipline from punishment to transformation at two-day ‘academy’

The EMU hosted academy seeks to provide the educational community with principals and practices to create just and equitable learning environments that foster healthy relationships and transform conflict.

Peace club memebrs with the management and teachers of Trinity School Dimapur.

Children are exhorted to intervene in Conflict situations (Nagaland, India)

Peace Channel organized a day programme at Trinity High School, Thahekhu Village Dimapur on the 6th May 2017. The purpose of the training was to capacitate the students to learn how to intervene in conflict situations in their own way in family, community and institutional conflicts when it happens.

Participants of “Innovating in Challenging Times: Building an Infrastructure for Supporting Peace.” (Photo: David Smith)

Peacebuilding Leadership Gather for “Innovating in Challenging Times” at Point of View

Nearly 50 practitioners, activists, educators, trainers, funders, and researchers in the peacebuilding field gathered at George Mason University’s Point of View Retreat Center to explore “Innovating in Challenging Times: Building an Infrastructure for Supporting Peace.” The aim of the gathering was to identify knowledge, resources, and innovation opportunities to advance solutions that address current and future challenges, taking a proactive approach to peacebuilding.

Children from both communities participate in the pilot application of the joint education project IMAGINE, taking place under the auspices of the Bi-Communal Technical Committee of Education and implemented by the Association for Historical Dialogue and Research (AHDR) and the Home for Cooperation (H4C) between 26 May and 2 June 2017. (Photo: UNFICYP/Ludovit Veres)

‘Imagine’ project kicks off (Cyprus)

The pilot application of the joint education project IMAGINE was successfully completed on June 2, 2017. The pilot, supported by the United Nations, took place in May with the participation of 160 primary school children ages 9-12, coming from 4 Turkish Cypriot and 4 Greek Cypriot schools.

Teaching Conflict Resolution (Photo: David Smith)

Peace Entrepreneurship: Working with Students at Sandy Spring Friends School

A Youth Peace Conference was held at Sandy Spring Friends School in Sandy Spring, MD. The conference brought together students from the school and neighboring schools to focus on the “Intersectionality of ‘Isms.’” “Peace Entrepreneurship” was amongst the workshops offered.

Leadership for Action, April 29, 2017 (Photo: David Smith)

A Model for Engaging Students in Nonviolent Action: Diversity, Oppression, Nonviolence, and Engagement

The City of Rockville (MD) Human Rights Commission’s annual Diversity Leadership Workshop was held on Saturday, April 29. In the past, the program had focused on diversity leadership. However, this year at the request of students, the focus was on looking at the role of engagement and activism and retitled “Leadership for Action.”

Students from Kean University talked about their work as members of the “Be the Change” program. (Photo: David Smith)

Cultivating Peace: A Student Research Symposium, Virginia Tech

Virginia Tech’s Center for Peace Studies and Violence Prevention hosted “Cultivating Peace: A Student Research Symposium on Violence Prevention” from April 20-21 at the Hotel Roanoke in Roanoke, VA. Nearly 20 students presented their work.

Ali Ouattara

Ending the Cycle of Abuse Through Human Rights Education in Ivory Coast: Ali Ouattara

Ali Ouattara’s work as an activist began while he was a high school student in the 1970s. During his time at Amnesty International – Ivory Coast, he has developed a real passion for public awareness of the issues of justice and human rights. “Human rights education is essential in society. Inculcating the culture of human rights from early childhood allows individuals to forge respect for justice and the lives of others.” Ali serves as president of the Ivorian Coalition for the International Criminal Court (CICPI).

Meeting delegates. (Photo: UNESCO)

Identifying strategies and solidifying regional action for Global Citizenship Education

The 2017 Sub-Saharan Africa Regional Global Citizenship Education (GCED) Network Meeting under the theme ‘’Identifying Strategies and Solidifying Regional Action for GCED’’ was held April 6-7 in Johannesburg, South Africa. Co-organized by the UNESCO Regional Office for Southern Africa and the Asia-Pacific Centre of Education for International Understanding, the meeting had three objectives: (1) to strengthen delivery mechanisms of GCED programmes towards improving impact and ensuring inclusive participation; (2) to improve the scope and outreach of GCED programmes within the region; and (3) to catalyze political engagement and leadership to ensure commitment of stakeholders.