More efforts are needed to mainstream values like tolerance and the appreciation of cultural diversity within National Education Policies

An analysis of different themes and concepts associated with Global Citizenship Education (GCED) reveals that within the main topics associated with GCED, appreciation of cultural diversity and tolerance are less likely to be reflected in national education policies, curriculum and teacher education.

ICNC Publishes Special Report on Peacebuilding and Civil Resistance

The report by ICNC describes how civil resistance and peacebuilding can work in tandem throughout four stages of transformation of asymmetric conflicts. The conclusion highlights takeaways for researchers, nonviolent activists and educators, peacebuilding practitioners and international agencies seeking to support constructive, effective conflict transformation.

Prof. Rugege speaks during the commemoration event at the memorial site. (Photo: Nadege Imbabazi / The New Times)

The Genocide Archive of Rwanda Opens

The Genocide Archive of Rwanda has so far uploaded and digitized about 8,000 information items-related to 1994 Genocide against the Tutsi, including confessions by perpetrators. Chief Justice Sam Rugege believes that the facility will be an important tool for students, teachers and researchers to easily access history about Rwanda and specifically the Genocide.

Girls walk to school on the outskirts of Rangoon, Nov. 4, 2015. (Photo: Reuters via Irrawaddy.com)

Reforming Education Reform in Myanmar

Educating children and young people as agents of positive social change is of vital importance in Myanmar, especially during this critical period. The new education policies in the country should not only be linked to concerns about learning and cognition in schools but also to internal conflicts. Their potential to aggravate or ameliorate conflicts also needs to be thoroughly analysed.

A school teacher, leads a class at the Obama Primary School in Kenya. (Photo: Reuters / Thomas Mukoya)

The success of post-conflict peace studies rests with teaching teachers

In recent years, it has become common practice within post-conflict countries to introduce peace education or human rights courses into the school curricula. Unfortunately teachers in post-conflict situations may carry deep psychological scars and prejudices. Unless they are given the necessary support to deal with these issues they are unlikely to be effective in implementing a peace education course.

Measuring global citizenship education: A collection of practices and tools

This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG).

Search for Common Ground: Peacebuilders Guide to Transforming Violent Extremism

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.

Mavic Cabrera-Balleza, International Coordinator of GNWP, speaking at a localization training in Sierra Leone.

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.

Patience Ikpeh, Cora Weiss Peacebuilding Fellow for the Global Network of Women Peacebuilders, speaks at a localization training in Kenya.

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.

Community-based learning for sustainable development

To stress to policymakers and other stakeholders the wide and far-reaching benefits of community-based learning, particularly in the light of the 2030 Agenda for Sustainable Development, the UNESCO Institute for Lifelong Learning has published a new policy brief, “Community-based learning for sustainable development.” This policy brief advances six principles of action to develop the role of community learning centres as the main delivery mechanism for community-based learning: responding, engaging, enabling, embedding, sustaining and transforming.

Request for Applications: YouthPower Learning Grants for Advancing the Evidence Base for Gender-Transformative Positive Youth Development

Making Cents International under the United States Agency for International Development (USAID)-funded contract YouthPower Learning is launching a request for applications: “YouthPower Learning Grants for Advancing the Evidence Base for Gender-Transformative Positive Youth Development.” Application deadline: April 13, 2017.

The academics say the learning style approach is ineffective, a waste of resources and potentially even damaging. (Photo: Alamy Stock Photo)

Teachers must ditch ‘neuromyth’ of learning styles, say scientists

Eminent academics from worlds of neuroscience, education and psychology voice concerns over popularity of method noting that it is ineffective, a waste of resources and potentially even damaging as it can lead to a fixed approach that could impair pupils’ potential to apply or adapt themselves to different ways of learning.