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.
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.
This April Peace Direct is hosting a collaborative research project to bring together experts and practitioners to share best practices and develop new approaches in countering violent extremism. Send notice of interest by March 27.
Teachers College study finds gap between refugee policy and practice hinders urban refugee children’s access to education
The increasing urbanization of the world’s displaced people presents unique obstacles to displaced children attempting to attend local schools, despite their widely recognized right to do so, according to a report released by Teachers College. The report, titled “Urban Refugee Education: Strengthening Policies and Practices for Access, Quality, and Inclusion,” is the first-ever global study of urban refugee education.
Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peacebuilding
UNICEF commissioned American Institutes for Research (AIR) to conduct an evaluation of the Karamoja, Uganda, pilot of the programme Gender Socialization in Schools: Enhancing the transformative power of education for peacebuilding. Supported by UNICEF and the Ugandan Ministry of Education, Science, Technology and Sports, the programme aimed to trial a practical, school-based intervention to demonstrate the peacebuilding potential of positive gender socialization in the conflict-affected Karamoja region of north-eastern Uganda.
ince the dawn of the new millennium, humanity has been confronted with many problems. These include starvation, poverty, racism, ethnic hatred, wars, terrorism, genocide, environmental pollution, illegal immigration, violence, street crimes and intolerance. In order to solve these issues, education can play an important role; it can also render our world both pleasanter and kinder. Moreover, education can help students to develop skills for practical thinking, problem solving and co-operating with each other. Besides encouraging creativity, innovation and communication, peace education can drive students towards a more conscientious, tolerant, peaceful and democratic way of thinking.
Confronting War shares key findings and lessons from the field toward improving the effectiveness of peace practice around the world. This is the Reflecting on Peace Practice (RPP) Project’s inaugural book, and incorporates the findings of several RPP case studies relevant to peace education.
Virtually every country in South Asia faces militancy and conflict to some extent. Pakistan has been especially prone. Peace education addresses the root causes of conflict and is thus a sustainable long-term solution in conflict resolution and prevention efforts. This report examines nine representative peace education initiatives in Pakistan to better understand what types of interventions were most effective, the differences and similarities between peace education programs and curricula in schools and madrassas, and what the peacebuilding field can draw from the selected case studies.
Nepal: Lessons from integrating peace, human rights, and civic education into social studies curricula and textbooks
From 2007 to 2012, the Ministry of Education (MoE) of the Government of Nepal worked with Save the Children, UNESCO, and UNICEF to revise the national social studies curriculum. The aim was to promote education for peace, human rights, and civic education (PHRCE) in the wake of a 10-year Maoist insurgency and the transition to a democratic republic.
The Global Campaign for Peace Education reminds you of our call to Address Identity-based Violence through Teach-ins at American Universities. This report on hate groups from the Southern Poverty Law Center (SPLC) may provide meaningful substance for learning toward action that addresses identity-based violence. According to SPLC’s annual census of hate groups and other extremist organizations, the number of hate groups in the United States rose for a second year in a row in 2016 as the radical right was energized by the candidacy of Donald Trump.
The Underdeveloped Transformative Potential of Human Rights Education: English Primary Education as a Case Study
In order for learners to become empowered human rights activists, they must be equipped with relevant knowledge, skills and attitudes. Learner empowerment therefore forms a central element of international human rights education provisions. This article draws upon empirical research to gauge the nature and extent of empowerment in English primary schools, and seeks to better understand the reasons for any deficiencies in its practice. It argues that whilst empowerment-related concepts may be encouraged to a certain extent, learners are unlikely to be emerging from formal schooling with the means to contribute significantly to transformation of the broader human rights culture.
This publication’s authors, who include some of the world’s leading scholars, diplomats and activists on the topic, examine historic, strategic, humanitarian and economic aspects of general and complete disarmament to elaborate and elevate the case for prohibiting conventional weapons systems as well as nuclear weapons.
This working paper by Paul Darvasi, published by the Mahatma Gandhi Institute of Education for Peace and Sustainable Development / UNESCO, addresses how digital games may be uniquely suited to further the work of peace education and conflict resolution.
FreshEd interview with Hakim Williams: Youth violence and the neocolonial system of education in Trinidad
FreshEd with Will Brehm is a weekly podcast that makes complex ideas in educational research easily understood. This December 12 interview explores youth violence in Trinidad with guest Hakim Mohandas Amani Williams. Hakim situates his study of Trinidad within the country’s colonial past. He is also actively creating a new paradigm to address youth violence that blends a systems approach with restorative justice practices.
(NPR) There’s a growing body of research on the value and importance of high-quality early education programs — especially for disadvantaged kids. But there’s surprisingly little research on its impact over time. A new paper. “The Life-Cycle Benefits of an Influential Early Childhood Program,” co-authored by Nobel laureate James Heckman, helps change that. Heckman and his co-authors examine the many ways in which these high-quality programs helped participants thrive throughout life.
Critical Choices: Assessing The Effects Of Education and Civic Engagement on Somali Youths’ Propensity Towards Violence
Understanding what works to reduce violence, including violent extremism, is a key priority for many policymakers. Despite this need, to date there is very little research evaluating the effects of development programs on violence reduction. To address this knowledge gap, Mercy Corps undertook a rigorous impact evaluation of a 5-year stability-focused youth program in Somalia known as the Somali Youth Leaders Initiative (SYLI).