The Rwandan government will embark on integrating peace education into the National Education Curriculum under a new program called ‘Education for Sustainable Peace in Rwanda (ESPR)’. The ESPR program was launched by the Ministry of Education during a three day Peace Education conference in Kigali from February 20-22.
This guidance aims to provide a comprehensive, one-stop resource on school-related gender-based violence (SRGBV), including clear, knowledge-based operational guidance, diverse case studies drawn from examples of promising practice and recommended tools for the education sector and its partners working to eliminate gender-based violence.
Office for National Unity and Reconciliation (ONUR) Chairperson former President Chandrika Bandaranaike Kumaratunga (CBK) said her office was working with the Education Ministry to include ‘reconciliation’ as a special subject in the school curriculum.
The Fragility Study Group is an independent, non-partisan, effort of the Carnegie Endowment for International Peace, the Center for a New American Security and the United States Institute of Peace. The goal of this brief is to describe what is needed to develop and implement a more robust and effective learning agenda focused on addressing fragility that effectively informs policy decisions.
In mid-October, the foreign ministers of the Organization of Islamic Cooperation member countries met in Tashkent, Uzbekistan to find new ways to promote peace and prosperity, and fight radicalization and reign in violent extremism. In the belief that education is an important tool to promote peace and economic development and to combat the ideology of terrorism and violent extremism, the dignitaries adopted the theme “Education and Enlightenment: The Path to Peace and Creativity.” To facilitate the process of countering violent extremist ideology online, the Organization also launched the Center for Dialogue, Peace and Understanding.
High-level panel discussion on the implementation of the United Nations Declaration on Human Rights Education and Training: good practices and challenges – Opening statement by Deputy High Commissioner for Human Rights
This panel discussion marks five years since the adoption by the General Assembly of the UN Declaration on Human Rights Education and Training. This Declaration places human rights education and training as a core pillar of our great project to realize all rights for all.
The Seventh Biennial Report of the UN Secretary-General on Disarmament and Non-proliferation Education (A/71/124) was submitted to the 71st session of the General Assembly to review the implementation of the recommendations of the United Nations study on disarmament and non-proliferation education. The report includes implementation summaries from governments and several civil society organizations.
Abu Dhabi: Schools across UAE must now offer Moral Education as a mandatory subject and part of their curricula, following a directive issued by His Highness Shaikh Mohammad Bin Zayed Al Nahyan, Abu Dhabi Crown Prince. The subject must focus on the teaching of five key elements — ethics, personal and community development, culture and heritage, civic education and human rights and responsibilities.
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.
The United Nations Human Rights Council agreed on a new resolution on Human Rights Education and Training at the Human Rights Council’s Thirty-first session this spring. The resolution reconfirms and supplements state parties’ commitment to national implementation of international standards for human rights education five years after the UN Declaration on Human Rights Education and Training from 2011.
This document is Declaration of the 44th session of the International Conference on Education (Geneva, October 1994) endorsed by the General Conference Declaration of the 44th session of the International Conference on Education (Geneva, October 1994) endorsed by the General Conference of UNESCO at its twenty-eight session Paris, November 1995 of UNESCO at its twenty-eight session Paris, November 1995.
Help the Afghan Children’s Peace Education Curriculum is the first formal school-based model to specifically target vulnerable middle-school and high-school students, encouraging them to reject violence and all forms of aggressive behavior while embracing the principles of peaceful living, respect for diversity, and cooperation.
Originally introduced in 2003 to three schools, the model has spread to 62 schools in five provinces, impacting over 86,000 boys and girls. Results from these schools over the past three years have shown a dramatic reduction in fighting, consistent improvement in classroom and schoolyard behavior, and similar reductions in teachers’ use of corporal punishment. In 2012, recognizing its potential to impact millions of students, Afghanistan’s Ministry of Education endorsed HTAC’s initiative to expand into other regions of the country.
“The Human Rights Education Indicator Framework: Key indicators to monitor and assess the implementation of human rights education and training” developed by HRE 2020 is now available in French and Spanish, in addition to the English version that appeared in 2015.
The Ford Foundation is promoting fellowships designed to support access to higher education and to advance social justice. Unlike traditional scholarship programs based primarily on academic achievement, social justice fellowships use non-traditional ways to recruit talented individuals already working toward positive change in their communities. The premise is simple: that extending higher education opportunities to leaders from marginalized communities helps further social justice in some of the world’s poorest and most unequal countries.
Rep. Barbara Lee Recognizes Vietnam Peace Movement and contributions of peace studies programs in House Resolution
Rep. Barbara Lee has introduced a House Resolution (H.Res.695) recognizing the Vietnam anti-war movement as, “one of the largest and most prolonged efforts to achieve peace and justice in recent generations and was critical to bringing an end to the war.” The resolution “applauds the establishment of educational programs at colleges and universities across the United States that are focused on conflict transformation and peace building.”
The Peace & Security Funders Group recently published the 2016 edition of “The Peace & Security Funding Index: An Analysis of Global Foundation Grantmaking.” Their report observes that public education, a critical component of peacebuilding, receives only 2% of peace and security funding, and prevention efforts (often non-formal, community-based educational interventions) only comprise 6%. Why has education been left behind by peace & security funders? And, what can be done to establish and prioritize funding to support the long-term, transformative impacts of education?
What will it take to ensure that all children have an opportunity to learn and to thrive, regardless of their background or which school they attend? Horace Mann famously positioned public education as the “balance wheel” of society: able to raise all people up regardless of their background and give them an equal opportunity to succeed. School-centric reforms start to flesh out what exactly we would need to do to see Mann’s vision come true. Systemic reforms offer solutions that cut closer to the true root of the problems so many children face, dispensing with the need for such a balance wheel. The reforms listed in this infographic are drawn from policy recommendations in an National Education Policy Center brief authored by Jennifer King Rice.
There is a strong call for strengthening universities and research in the new Continental Education Strategy for Africa 2016-2025. The Continental Education Strategy for Africa 2016-2025, or CESA 16-25, was approved by heads of state attending the 26th African Union Summit in Addis Ababa on Jan 31, 2016. CESA 16-25 charts the strategies needed to achieve a more prosperous, secure, peaceful and democratic Africa. It outlines 12 strategic objectives supported by specific areas of work, including the promotion of peace education and conflict prevention and resolution at all levels of education and for all age groups.