Issue 121 May 2015

Featured Article

A Note from the Editors: Each month the GCPE newsletter features a lead article highlighting perspectives on peace education research, practice, and policy from peace educators from around the world to provde readers with multiple perspectives on our wide and rapidly developing field.  These perspectives do not necessarily reflect those of the GCPE. We encourage you, the readers, to critically engage with these perspectives as you reflect upon your own work and practice.  We also invite you to contact us with your comments and for the possibility of contributing articles for future issues.

The Peace Education Programme in Kenya

Mary Wanjiru Kangethe
Assistant Director of Education - Ministry of Education Science and Technology, Kenya.

National Coordinator, Peace Education Programme

Mary KengetheMinistry of Education, Science and Technology (MoEST) Kenya recognizes that education has the potential to exacerbate conflict or promote peace and has therefore adopted a conflict sensitive approach to the delivery of education and training in the country. The Peace Education Programme was introduced in 2008 against the backdrop of disputed presidential elections and subsequent post-election violence. The programme marked the education sector’s response to the crisis and served to reinforce previous efforts to promote peace through education.

Peace education is important in Kenya as the government has committed itself to provide basic and quality education to every child. In view of this, it is the country’s desire to provide a harmonious and safe learning environment for all. The country also emphasizes education as the foundation upon which a just society needs to be built. Kenya is also a signatory to
Article 26 (2) of the Universal Declaration of Human Rights (1948) which provides that education should promote understanding, tolerance and friendship among all nations.

Objectives of Peace Education

The overall goal of the Peace Education Programme is to promote peaceful co-existence among members of the school community hence contributing to peace and national cohesion in the country. The programme also enhances the capacity of the education sector to promote peaceful coexistence through conflict sensitive policies and programming. Specific objectives of the programme are:

  • To promote conflict sensitive policies and programmes within the education sector.
  • To create awareness among learners on the causes of conflict and how to constructively resolve them in their daily lives.
  • To prepare learners to become good citizens in their communities, nation and the world and to equip them with skills that promote peace and human dignity at all levels of interaction.
  • To use the classroom as a springboard through which global values of positive inter-dependence, social justice and participation in decision making are learned and practiced.
  • To foster positive images that lead to respect for diversity to enable young people learn to live peacefully in diverse communities in the world.

Specific Interventions

1. Policy initiatives
The Ministry of Education Science and Technology developed the Education Sector Policy on Peace Education 2014. The policy provides for policy and curriculum initiatives, collaboration and partnerships and takes cognizance of emerging challenges in peace building e.g. radicalization and violent extremism.

Teachers in Kenya2. Capacity development
The peace education programme entails capacity building of various stakeholders in the education sector including education officials, head teachers and teachers. The trainings are conducted in a cascading manner from the national level all the way to the schools using a training manual on peace education. Education officials serve as the Trainers of Trainers and also coordinate interventions in their area of jurisdiction. So far about 4,500 education officials and teachers have been directly trained. The training is activity oriented and takes at least five days covering areas such as; understanding peace, peace education and conflict, perception and bias, conflict management skills and psychosocial intervention approaches.

A national monitoring exercise conducted by the Ministry in 2010 to assess the level of implementation of the programme at the school level revealed that peace education was not being effectively taught in the majority of the schools mainly due to lack of adequate capacity among teachers. In some of the schools, life skills education, which is one of the main carrier subjects, was not taught as it is not examined in national examinations.

To address these challenges the Ministry in collaboration with Arigatou International is currently piloting the ‘
Learning To live Together Programme’ (LTLT) which is a value based interfaith programme in Tana River County, Tana Delta Sub-County. The aim of the pilot is to identify best practices in promotion of life skills and value based education especially the support required by teachers to be effective. The results of the pilot will inform an envisaged curriculum reform process in the country.

3. The Curriculum
Peace education is not a standalone subject. It is integrated into all the subjects with the main carriers being life skills education, social studies/history and government, religious education and languages. In 2008 the Ministry, in collaboration with the Kenya Institute of Curriculum Development, UNHCR, UNICEF and other partners developed materials to strengthen the delivery of peace education in the classroom. These include:

  • Peace Education Workbook
  • Peace Education Teacher Activity Book for Classes 1,2,3
  • Peace Education Teacher Activity Book for Classes 4 ,5
  • Peace Education Teacher Activity Book for Classes 6,7,8
  • Peace education Programme: The Story Book

Schools also promote a culture of peace through co-curricular activities e.g. music, drama, clubs and community outreach/service.

Passing the Torch4. Advocacy Initiatives
In the run up to the general elections in Kenya, the Ministry of Education, Technology and Science in collaboration with the then Ministry of Justice, National Cohesion and Constitutional Affairs, the then Ministry of Provincial Administration and Office of the President, UNICEF and IGAD rolled out the National Peace Education Campaign (NPEC). This was an initiative within the Peace Education Programme that ran from October 2012 to February 2013. The campaign aimed at promoting peace before, during and after the elections and reached out to young people in and out of school and community members. The Theme of the campaign was: “Education for Peace: Making the Voices of Young Kenyans Heard.”

The campaign entailed the relay of a peace torch to all 47 counties in Kenya. Each county also held the national peace campaign forum that comprised a peace procession through the county headquarters, presentation of music and drama items with a theme on peace by the children to the public at a designated venue and tree planting. The national campaign was launched by the then president H.E. Mwai Kibaki.

5. Promoting Peace in Africa
Kenya’s Ministry of Education Science and Technology is the lead for the Inter Country Quality Node (ICQN) on Peace Education. The Inter Country Quality nodes are mechanisms established by the Bureau of Ministers within the Association for Development of Education in Africa (ADEA), to address specific challenges facing education in Africa. The Inter-Country Quality Node (ICQN) on Peace Education was the first ICQN to be established and was formally launched at a workshop held in Mombasa, Kenya from 14-16 September 2009. It provides a forum for exchange of knowledge and experiences on peace education among African countries. To date 15 African countries participate in the ICQN activities. Hosting of three international workshops with participation by technical officers and high level government officials and development of a consolidated work plan for promoting peace through education in Africa are some of the main achievements through the ICQN.

Collaboration and Partnerships
The success of the Peace education Programme is closely associated to the collaboration and partnerships embraced in the implementation process. The Ministry hosts stakeholder forums on an annual basis to facilitate sharing of lessons learned and best practices in the implementation of peace education initiatives and update the mapping of actors in peace education. This in turn enhances coordination of peace education actors and promotes creation of synergy in the implementation process. The stakeholder fora brings together UN agencies, other Ministries and Government agencies, faith based organizations and civil society. A national steering committee, with members nominated during the annual stakeholder fora takes forward the action points from the meetings.

Lessons Learned, Challenges and the Way Forward

Key lessons learnt through the implementation of the programme include:

  • Peace initiatives through the curriculum need to be supported by sector wide interventions that addressi issues of peace and conflict.
  • The dynamic nature of conflict calls for continuous change in the approaches used. Since 2008 the programme has mainly been preoccupied with addressing inter-community conflicts but currently it is also engaged in Countering violent extremism initiatives.
  • Teachers require consistent support through regular training and provision of appropriate materials to support them in the delivery of lessons.
  • Prompt and comprehensive initiatives that are consistent by the education sector have positive influence towards harmonious coexistence
  • Children and young people have powerful messages on peace that need to be given expression
  • Support of peace education by senior management is paramount for success

planting treesThe peace education programme has been faced with some challenges. Though there has been effort to mainstream peace education in primary and secondary school curricular, this has not been done across the board. Despite the heavy investment in training of teachers, capacity gaps are still evident especially in the delivery of peace education at the classroom. Emphasis on academic subject at the expense of value based subjects has led to a situation where life skills is relegated to a second place hence not given the attention it deserves in schools. Peace education initiatives through the school often lack adequate community based interventions to support and reinforce the gains made. In the event violent conflicts there is weak coordination of psychosocial intervention due to lack of a response framework.

Going forward, the Ministry will strengthen peace education at all levels during the envisaged curriculum reform process. The Education Sector Policy on Peace Education will also be disseminated to the counties to facilitate effective implementation. The Ministry is also in preparing to implement an initiative on countering violent extremism in education institutions with the support of other Ministries and partners.

For further information:

About the Author: Mary Wanjiru Kangethe is an Assistant Director of Education in the Ministry of Education Science and Technology, Kenya. She is the National coordinator of the Peace Education Programme in the Ministry and also the coordinator of the Inter-Country Quality Node (ICQN) on Peace Education under the Association for Development of Education in Africa (ADEA). The ICQN brings together 15 African countries. Email: kangethe1234@gmail.com

Action Alerts

Join the Graduation Pledge Alliance (GPA)
GPA is the international coordinating body for those schools using the Graduation Pledge of Social and Environmental Responsibility. The Pledge was established in 1987 at Humboldt State University in California by socially and environmentally committed students who were graduating The Graduation Pledge of Social and Environmental Responsibility states: "I pledge to explore and take into account the social and environmental consequences of any job I consider and will try to improve these aspects of any organizations for which I work." Over the years, the Graduation Pledge has been implemented at over 300 high schools, universities, and professional schools. Today, the mission of the Graduation Pledge Alliance is to build a global community of graduates whose commitment to social and environmental responsibility in the workplace and in the rest of their lives contributes to building a healthy, sustainable, and just world. Exciting plans are being made to generate student-led national social and environmental campaigns beginning in the 2015-2016 Academic Year. If you would like more information on how you can assist the Graduation Pledge Alliance pursue our mission on a global basis, promote the Graduation Pledge through your own networks, or just assist a single school, please contact our Executive Director Bill Benet at: Bbenet@Bentley.edu. If you wish to work with a specific school, and that school is not already engaged with the Graduation Pledge, it is not too late for this year. We have lots of ideas for how you can start on a small level, such as just hosting a sign-up table to get signatures.

Call for Nominations – UNESCO-Japan Prize on Education for Sustainable Development (ESD)
Established by the Executive Board of UNESCO at its 195th session, the prize was officially announced at the World Conference on ESD in Aichi-Nagoya, Japan last year. The call for nominations for the first edition of the Prize has been opened. The Prize honors outstanding efforts of individuals, institutions, organizations or other entities engaged in ESD activities. Generously funded by the Government of Japan, the Prize consists of three annual awards of USD 50,000 for each winner. Please note that nominations should be submitted to UNESCO by governments of Member States and non-governmental organizations in official partnership with UNESCO. They should focus on a specific project or programme of the nominee. Member States have already received the attached letter from the Director-General both in email and in paper. Therefore, you can support your relevant Member States in nominating candidates for this Prize. You can download the Nomination Form (in English and French) at the link above and find the selection criteria and other relevant information. The deadline for nominations is 31 May 2015.

Where in the World to Study Peace Education? Help us Build a Global Directory
There is a growing demand for peace education, yet few know of the learning opportunities that exist for gaining knowledge, developing capacities, and building the fundamental pedagogical skills for teaching peace.  To address this lack of availability of information, the Global Campaign for Peace Education, in partnership with the International Institute on Peace Education and the National Peace Academy, is conducting a survey to inventory programs, courses, and workshops in peace education. We need your help to build this inventory. If you are running a program, teaching a course, or are currently a student studying peace education, or have the necessary information about such a program, please take a few moments to complete our online form.


Nigeria to Enact New National Peace Policy
(ThisDayLive.com) As a fallout of the 2015 general election, a draft National Peace Policy (NPP) that focuses on social, political and economic integration of Nigeria is expected to be submitted to the Federal Executive Council (FEC) for consideration. Speaking at a peace and security forum meeting/ review of the National Peace Policy on Tuesday in Abuja, the Director General, National Orientation Agency (NOA), Mr. Mike Omeri, stated that government was desirous of putting in place an enduring framework for managing conflict situations especially in a diverse society such as Nigeria. Omeri who was represented by the Director of Orientation and Peace Education, explained that the successful handling of the anxieties of the general election and the structures put in place during the period require to be institutionalized to serve as template for peace building in Nigeria.

Role of Youth in Countering Violent Extremism
(Common Ground News Service) Ghomali Khoshroo is the Ambassador of the Islamic Republic of Iran to the United Nations. This article is adapted from a statement he made to the UN Security Council on April 23. Today, young people are in a paradoxical situation in relation to Islam and the West. This critical situation is rooted in two realities that are seemingly contradictory but inherently complementary. On the one hand, we witness the expansion of extremism and terrorism which could be observed as much in some western capitals as in villages in some Islamic countries. On the other hand, Islamophobia is spreading across the West and implanting hatred and fear in the fabric of the Western society. Where are youth in the midst of this conflicting and contradictory situation? Have they given rise to this situation or are they simply its victims? Who are those who have created this situation and what interest is it to serve? What is the role of the young people in this equation?

Promoting human rights and peace education in Thailand
(UHRSN.org) Thailand has played a vital role in promoting human rights and peace education at both the national and regional level. The country has developed, strengthened, and expanded human rights education as a result of national, regional, and global influences. Among the major influences include widespread human rights violations committed throughout the country; an increasing demand for educated/trained human rights experts and academics in the Asian region; and Thailand’s need to fulfill its commitments to seven core international human rights treaties from which Thailand is a state party. Importantly, the ultimate goal of human rights and peace education in Thailand is to create a peaceful and harmonious society under the rule of law, where everyone has mutual respect for rights and dignity. Since this goal requires a great deal of commitment, understanding, and continuous learning from every related stakeholder, there is much work to be done before it is realized.

Service Centre to strengthen peace education in schools (Germany)
(Berghof Foundation) The Ministry of Education, Youth and Sports Baden-Wuerttemberg, the Regional Center for Civic Education (Landeszentrale für Politische Bildung) and the Berghof Foundation signed a contract on the establishment of a Service Centre for Peace Education (Servicestelle Friedensbildung). The new service centre aims at enhancing the network of actors in the field of peace education, making them more visible for schools and pedagogues and at setting new impulses and topics. Minister of Education, Andreas Stoch, signed the contract together with Lothar Frick, Director of the Regional Center for Political Education, and Uli Jäger, Programme Director of the Berghof Foundation. Uli Jäger argued for supporting schools in their efforts to explore approaches of civil conflict transformation and peaceful coexistence. "Violence, radicalization, war and flight as pressing current challenges, do not stop at the schools' entrances. There must be space for intense and sensitive examination and discussion."

Students hope for peaceful Mindanao through peace journalism (The Philippines)
Students and teachers from various schools in the Caraga Region expressed their hope for peace through responsible and balanced journalism during a peace journalism workshop at the Father Saturnino Urios University on Tuesday. Primy Cane, a former broadcast journalist based in Cagayan de Oro City who spearheaded the workshop, pointed out the importance of peace journalism, especially in Mindanao. “Mindanao needs peace journalism, the way a thirsty man needs water,” Cane said.She pointed out that after the Mamasapano tragedy, there was so much anger and “uninformed comments and opinions” one can read all over the social media. Cane, who recently finished her masters degree from the University of Sydney through the Australia Awards Scholarships, expressed the need for a better way to convey “what really is happening by providing context, history and background, and doing more legwork and extra research” so the audience can realize that “violence is not the only solution to conflict.”

Peace museum, caving in to threats of closure, scraps wartime 'aggression' exhibits (Japan)
(The Asahi Shimbun) A museum famed for its many exhibits showing Japanese aggression during World War II has removed them, bowing to pressure from conservative politicians. “We had no choice but to remove the exhibition on the aggression to ensure the survival of the museum,” a source close to the museum explained. Osaka Mayor Toru Hashimoto had threatened to close down the Osaka International Peace Center museum when he was governor of the prefecture.

AFP, NCMF inks accord to push peace in Mindanao (Philippines)
The Armed Forces of the Philippines (AFP) and the National Commission on Muslim Filipinos (NCMF) signed a Memorandum of Agreement aimed at promoting sustainable peace in Mindanao as lawmakers in Congress deliberate the proposed Bangsamoro Basic Law. The accord centers on the following concerns: (1) Peace and Development such as in the areas of building culture of peace, reconciliation, peaceful co-existence, mutual respect and understanding; (2) Inclusion of Peace Education in Madrasah (Islamic) Institutions; (3) Youth Peace Leaders Development Program; (4) Human Rights; and (5) Inclusion of the programs in both agencies annual plans, programs and projects to ensure sustainability, success and impact. The agreement will institutionalize approaches and mechanisms in addressing issues and concerns that affects the Muslim communities and provide the NCMF an able partner such as the AFP n implementing its mandate in serving the Commission’s Muslim constituents.

Cora Weiss to Receive Honorary Degree at Adelphi Commencement (USA)
(Long Island Exchange) Adelphi University will confer an honorary Doctor of Laws degree to Cora Weiss, president of the Hague Appeal for Peace. Weiss will receive the degree at Adelphi’s 119th Commencement. Weiss is President of the Hague Appeal for Peace which launched the Global Campaign for Peace Education and has been well known as a peace activist since the early ‘60’s when she was a leader of Women Strike for Peace. She helped to organize anti-Vietnam war demonstrations including the largest on November 15, 1969 in Washington, DC.

Inside Peace Goes Behind Bars At SA's Dominguez State Jail (USA)
(San Antonio Current) It's been three years since Chase Cowan has been inside a jail cell. For someone who has spent much of his adult life in and out of the prison system for drug and alcohol-related crimes, it isn't a place he wants to return to anytime soon. "I was ready for change one way or another," Cowan told the San Antonio Current during a phone interview last week. "There was a motivation inside me telling me I needed to grow up." Cowan credits a series of self-improvement classes he took during his last stint at San Antonio's Fabian Dominguez State Jail for putting him on a path to transform his life for the better. The Peace Education Program (PEP), which started at Dominguez in 2007, consists of workshops designed to show inmates how to improve their lives through inner strength and give them the resources to make good choices.

Paying Real Tribute to All Victims of War and Conflict (Switzerland)
(IPS: Inter Press Service News Agency) In this column, Christian Guillermet Fernández* and David Fernández Puyana* describe the background to negotiations on a United Nations declaration on the right to peace. The international community will have a great opportunity to jointly advance on the world peace agenda when a United Nations working group established to negotiate a draft U.N. resolution on the right to peace meets from Apr. 20 to 24 in Geneva. In July 2012, the Human Rights Council (HRC) of the United Nations adopted resolution 20/15 on the “promotion of the right to peace” and established the open-ended working group to progressively negotiate a draft United Nations declaration on the right to peace. High on the agenda of the working group has been giving a voice to victims of war and conflict. This text has been prepared on the basis of several principles, including the wide diffusion and promotion of education on peace and strengthening of the Declaration and Programme of Action on a Culture of Peace. The draft Declaration on the right to peace solemnly invites all stakeholders to guide themselves in their activities by recognising the supreme importance of practising tolerance, dialogue, cooperation and solidarity among all human beings, peoples and nations of the world as a means to promote peace through the realisation of all human rights and fundamental freedoms, in particular the right to life and dignity.

Learning to Be "Good" (USA)
(Teaching Tolerance - Tolerance.org) After 20 years as a teacher and counseling aide at Ala Wai Elementary School in Honolulu, Hawaii, Thomas Yos carries with him something a parent once said. “He put it really nicely,” Yos recalls. “He said, ‘Us parents want our kids to be smart. But even more than that, we want them to be good.’” Adam Grant, a professor at the University of Pennsylvania and author of Give and Take: Why Helping Others Drives Our Success, echoed this thought in an opinion piece he wrote for The New York Times, “Raising a Moral Child.” In this pivotal essay, Grant pointed to global surveys showing that people tend to value caring more than achievement. Grant was writing about parenting, but facilitating the development of strong moral and ethical foundations—what some call character education—is not the purview of parents alone, Grant says; early educators play a role too. Moral education is often unintentionally neglected, however, as teachers must increasingly focus on mandates related to standards alignment and standardized testing.

Council of Europe Secretary General Thorbjørn Jagland calls for learning environment where the rights of all are respected (France)
The pace and scale of intolerance, radicalization and violence in Europe today demands an urgent response, and education has an important role to play in this respect – states Council of Europe Secretary General Thorbjørn Jagland in his report on the state of human rights, democracy and the rule of law in Europe. Thorbjørn Jagland highlights that “Quality education provides a secure, non-violent and inclusive learning environment in which the rights of all are respected and everyone’s participation in decision-making is facilitated and supported, therefore contributing to the prevention of extremism and radicalization. Teachers should be well equipped to deal with controversial issues at school in a constructive way: when discriminatory approaches are endorsed or tolerated, and when children do not have a sense of belonging, there is a high risk of exclusion, radicalization and violence”. The report calls on the Member States to review and update curricula in line with provisions of the Charter for Education for Democratic Citizenship and Human Rights and support initiatives for the acquisition of competences for democratic culture by all. The report represents a consolidated analysis of human rights, democracy and the rule of law in Europe, based on the findings of the Council of Europe’s monitoring bodies.

Citizenship Education to Prevent School Violence (Morocco)
(Morocco World News) Over 90 teachers and 3,000 students from secondary schools will be targeted in Morocco, Tunisia and Egypt by a new project called “Forming Responsible Citizens: Citizenship and equality education for school prevention of violence.” The project is labeled by the Union for the Mediterranean (UfM) and supported by the Norwegian Ministry of Foreign Affairs. Over 40 participants, representing Ministry of Education and Ministry of Justice policy makers, teachers, students, civil society organizations, unions, and media representatives, attended the meeting. The project’s partners presented its objectives and the expected activities and results. The Forming Responsible Citizens project aims to contribute to the prevention of violence against girls and women through the implementation of a renewed civic education curriculum in Morocco, Tunisia, and Egypt. The project will be implemented in close coordination with the national authorities in charge of education and training. The project will develop a new curriculum, covering topics such as civic concepts, systems, processes of civic life, gender equality, education for human rights, and inclusive and sustainable development that will improve basic citizenship and equality skills. It will train teachers in citizenship education with new materials and methodologies, in addition to providing practical training in gender equality and conflict management and resolution. The project will also enhance the participation of students and families in the school organization.

Children Want Human Rights Education Taught (Liberia)
(AllAfrica.com) A group of Liberian children who conducted an 18 month research on violence against children are recommending that child rights education be taught in high schools across the country. Releasing findings from the research, the children stressed the need for the Liberian government to properly adjudicate cases involving children. They are also recommending that government and partners establish radio programs to advice parents not to beat on their children because beating on children is a violation of their rights. The children want government to prescribe penalty for people who violate the rights of children. According to them, "Engaging children and youth as partners in preventing violence against children" is a regional project implemented in Sierra Leone, Guinea and Liberia. In Liberia, the project is implemented by Search for Common Ground in coalition with YMCA. The regional project is financially supported by European Union.

Human rights should be part of curriculum, says HC judge (India)
(Times of India) Justice Birendra Prasad Verma of Patna high court on Saturday said human rights should be included as a subject in the school and college curriculum for creating awareness among the youth. Inaugurating a UGC-sponsored seminar on 'Human rights education' organized by Patna Training College and Suryasthali Human Welfare Society, Justice Verma said protection of human rights was essential for the existence of humanity. Chanakya National Law University ( CNLU) vice-chancellor A Lakshminath said human rights cover legal or constitutional rights of human beings. He regretted that children of Bihar are still deprived of the basic needs of food and education and their condition is worse than those in Pakistan and Bangladesh. Right to education would have no meaning in Bihar if the system of school education does not improve in the next five years, he said. Patna Training College principal Khagendra Kumar welcomed the guests.

Human Rights Education to Be Rolled Out at Lower Secondary Level Next Year (Mauritius)
(AllAfrica.com) The Minister of Education and Human Resources, Tertiary Education and Scientific Research, Mrs. Leela Devi Dookun-Luchoomun, announced, this morning at Hennessy Park Hotel in Ebene, that Human Rights Education will be included in the curriculum at Lower Secondary Level, namely Form I and Form II, by January 2016. The Minister was launching a two-day Validation Workshop on Teaching of Human Rights Education (HRE) in Secondary Schools, organised by the Ministry of Education and Human Resources, Tertiary Education and Scientific Research, in collaboration with the Prime Minister's Office, HREA and the Commonwealth Secretariat. "Human Rights Education becomes a condition sine qua non in our education system. The earlier it is introduced, the better," stated Mrs. Leela Devi Dookun-Luchoomun.

Peace Education in the Field  

Organisation Trains On Conflict Resolution (Botswana)
(AllAfrica.com) Some students, teachers and traditional leaders in Maun have been awarded peace leaders certificates after training by Kagiso Project Peace Leaders on April 24. A total of 20 students, 10 teachers and 15 dikgosi were honoured after training. Kagiso is a pilot project between Queen Esther International and Peace Corps Volunteers aimed at strengthening teachers, students and dikgosi on peaceful conflict resolution to make society a better place. Speaking at the award event, a teacher, Mr Saudo Siamisang appreciated the mentorship from Kagiso project on conflict resolution strategies.

Peace Initiative ”OPERATION SHANTI” in North East India
Don Bosco Socio Technical Institute, Tezpur organized a two-day colloquium on Conflict Management and Peace Initiative in North East India on 13 - 14 February 2015. The Seminar was organized to gain an insight into initiating ``peace and conflict resolution measures`` especially among the younger generations of the Northeast region, and also to conduct a discussion to promote an immediate unified effort to work for peace.

Peace and Education Awareness through Cricket (Afghanistan)
On April 10, 2015 Afghan Youth Connect (AYC) Rotary Boys High School IT Trainer alongside with his students through full support and cooperation of Faculty of Education Learning Center (FELC) computer lab cricket team members arranged a friendly match with Najmuljahad cricket team. The cricket teams joined their fans to carry banners and sign that said “Let’s enhance Peace through Education” the purpose of this match was to aware and inform all people of the society to allow their children to seek education, because those people who are educated they are working tireless and harder to bring peace in any cost.

Curriculum of Hope for a Peaceful World Newsletter
Spring 2015, vol. XXIX, Issue 1. An initiative of the Delta Kappa Gamma Society International, Alpha Kappa State Connecticut.

Events and Conferences

Please note that only newly submitted events will contain a full description. All events & conferences that have been previously published in the newsletter will be listed by date with a link to follow for more information.  For a calendar view of upcoming events please visit the Global Campaign Community Calendar.  

The Fifth Annual Academic Symposium: Innovation in Graduate Peace and Conflict Resolution Education – Georgetown Conflict Resolution Program, Alliance for Peacebuilding and United States Institute of Peace (USIP), Washington, DC, USA (May 12, 2015)
For more information click on the link above.

Alliance for Peacebuilding Annual Conference – Washington, DC, USA (May 13-15, 2015)
Please note that most of the previous entry's academic symposium attendees do participate in the AFP main event. For more details see above.

Call for Papers – International Congress on Communication, Civil Society and Social Change: V Forum Education, Communication and Citizenship; XX years of the Master in International Studies in Peace, Conflicts and Development – University Jaume I (UJI) of Castellón, Spain (May 20-22, 2015)
For more information click on the link above.

“Peace Education for Nonviolence and Solution of Terrorism” - 19th World Congress of the International Association of Educators for World Peace (IAEWP) – India International Centre, New Delhi, India (May 29-31, 2015)
For more information click on the link above.

Women and Peacebuilding - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
For more information click on the link above.

Youth Voices and Peace Activism - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
For more information click on the link above.

Human Rights and Peace - Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
For more information click on the link above.

Pathways to Resilience III: Beyond Nature vs. Nurture? Halifax, Nova Scotia, Canada (June 16-19, 2015)
For more information click on the link above.

Train the Trainer: Working for Conflict Transformation - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
For more information click on the link above.

Friendship and Peace: The Blackfoot Way - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
For more information click on the link above.

Peace Psychology - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
For more information click on the link above.

The Justice of God: Questions of Justice in the Bible and the World - Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
For more information click on the link above.

2015 Bologna, Italy Symposium on Conflict Prevention, Resolution, & Reconciliation - Johns Hopkins University SAIS Bologna Center, Bologna, Italy (June 27 – July 25, 2015)
For more information click on the link above. (Deadline: May 15, 2015.)

Third Hague Peace Conference – Haagse Hogeschool (The Hague University of Applied Sciences), the Netherlands (July 1-3, 2015)
For more information click on the link above.

Call for Papers – “Transformative Practice and Theory: Where We Stand Today” MeCCSA PGN Conference 2015, Department of Media, Coventry University, UK (July 2-3, 2015)
For more information click on the link above. (Abstracts due by March 2, 2015.)

2015 The Hague Symposium on Post-Conflict Transitions & International Justice - Clingendael Institute for International Relations, The Hague, Netherlands (July 4-25, 2015)
For more information click on the link above. (Deadline: May 15, 2015.)

International Institute on Peace Education 2015. The University of Toledo - Toledo, Ohio USA (July 26 – August 2, 2015)
For more information click on the link above.

11th Annual Summer Session on Contemplative Pedagogy, Smith College, Northampton, MA, USA (August 2-7, 2015)
For more information click on the link above.

Schools’ Peace Week 2015: Collaboration4Peace:local, national, global – Peace Education Welfare Organization Pakistan and The Peace Foundation New Zealand (August 3-9, 2015)
The Peace Foundation holds the annual Schools' Peace Week to promote peace education in schools. The goal of the campaign is to get students motivated in promoting peace within themselves and with others in their local school communities through collaborative peace projects. We are also asking students to think about how they can extend their ‘Collaboration4peace’ projects nationally and globally. The schools in Pakistan are openly invited to take part in “School’s Peace Week 2015” and help students learn peaceful behavior, sharing and collaboration through interactive and creative peace reflecting activities. At the culmination of the Peace Week, a big symposium will be held to highlight the incredible work of the schools and their passion to promote peace.

"Conflict Matters: Learning across Difference", Brussels, Belgium (September 30 – October 2, 2015)
For more information click on the link above.

Call for Proposals: 7th Annual Association for Contemplative Mind in Higher Education (ACMHE) Conference on “Building Just Communities” - Howard University, Washington, DC, USA (October 8-11, 2015)
For more information click on the link above. (Proposals accepted through Friday, May 15, 2015.)

Call for Papers: “Remembering Muted Voices: Conscience, Dissent, Resistance and Civil Liberties in World War I through Today” - National World War I Museum at Liberty Memorial, Kansas City, MO, USA (October 19-21, 2017)
For more information click on the link above. (Deadline for submissions: January 31, 2017.)

Call for Papers “Latin America seeking the path towards a Sustainable Peace. Tools and Contributions” - Conference of the Latin American Peace Research Association (CLAIP) with the endorsement of the International Peace Research Association (IPRA) – Guatemala City, Guatemala (October 26-28 2015)
For more information, please email the conference organizer, Maria Eugenia Villarreal by clicking on the link above. (The deadline for applications is May 1, 2015.)

Educational Programs (Workshops and Trainings)

Please note that only newly submitted workshops/trainings will contain a full description. All workshops/trainings that have been previously published in the newsletter will be listed by date with a link to follow for more information.  For a calendar view of upcoming workshops and trainings  please visit the Global Campaign Community Calendar.

Metta Certificate in Nonviolence Studies – Metta Center (online) (April 13 – October 1, 2015)
For more information click on the link above.

Understanding Trauma: How Do We Strengthen Resilience? - United States Institute of Peace (USIP), Washington, DC, USA (May 4, 2015)
Students will:1. Learn trauma sensitive tools and approaches for working with trauma-affected populations; 2. Discover how trauma impacts the body and behavior; 3. Acquire self-care strategies to develop personal and team resilience.

Mediating Violent Conflict course – United States Institute of Peace (USIP), Washington, DC, USA (May 11-15, 2015)
Take on the roles of mediators and conflict parties in simulations and role-plays, as you learn what it takes to structure a successful mediation effort, as well as what a third party needs to do when deciding to get involved in a peacebuilding effort.

“Change: Combining History Learning and Human Rights Education” - HREA, the Free University Berlin and “right now” (online) (May 13 – June 23, 2015)
For more information click on the link above.

Call for Participants: Summer 2015 Human Rights and Conflict Resolution Programs in Bosnia-Herzegovina, Cambodia, & Rwanda – Global Youth Connect (GYC) (various dates in June-August 2015)
For more information click on the link above.

Fletcher Summer Institute for the Advanced Study of Nonviolent Conflict (FSI) – The Fletcher School, Tufts University, Boston, MA, USA (June 7-12, 2015)
For more information click on the link above.

Summer Institute on Conflict Transformation in Border Regions – Umass Boston and FLACSO, Quito, Ecuador (June 10-30, 2015)
For more information click on the link above.

2015 Summer Training Institute in Restorative Practices in Schools – Flagstaff Academy, Longmont, CO (June 15-19, 2015)
This week long training, led by a diverse collaboration of experienced school focused restorative practitioners, trainers, and implementation consultants, provides participants with a full spectrum of prevention to intervention tools for building and sustaining a restorative school culture and climate. Introduction to Restorative Practices: The first three days of the training are dedicated to exploring the fundamental values and principles of restorative practices, including opportunities to learn and practice connection circles, restorative language and conversations, and restorative agreement meetings. Participants will come away with the knowledge and skills to develop, promote and integrate restorative practices which complement and support existing initiatives. Days four and five offer participants the opportunity to deepen their knowledge and skills by choosing one of two tracks. One is Restorative Mediation and Conferencing: A two-day intensive dedicated to restorative mediation and conferencing for school personnel regularly responsible for addressing discipline issues. The other is Implementation Science for Teachers and Administrators: A full two-day complement of workshops to meet the needs at both the school building and district level for evidence-based implementation of restorative practices. Topics include culture and climate assessment, identification of strengths and roadblocks, stakeholder participation and support, professional development recommendations, staff and administrator rubrics for restorative practices effectiveness evaluation, using restorative practices to address staff and student conflict, and building a sustainable community of practice. Participants will come away with a full understanding of best practices for restorative practices implementation for the unique needs of their school and/or district. For days 4 and 5, background training required. Contact organizers for details. Deadline: June 8, 2015.

“Teaching human rights, conflict resolution and tolerance: a United Nations agency perspective”, part of the International Conference on Conflict Resolution Education – Global Partnership for the Prevention of Armed Conflict (GPPAC) and George Mason University's School for Conflict Analysis and Resolution, Arlington, VA, USA (June 17, 2015)
This workshop will introduce participants to an effective approach of teaching human rights, conflict resolution and tolerance (HRCRT) amidst one of the world’s most challenging and longest lasting conflicts. UNRWA* has successfully incorporated HRCRT concepts and practices into the curricula delivered daily to five million children in 700 schools across the occupied Palestinian territories (Gaza and the West Bank), Jordan, Lebanon, and Syria. Participants will be introduced to UNRWA’s method of reaching children (Grades 1-10) and supporting its teachers in order to encourage a culture of human rights and build fundamental HRCRT capacities on the ground. UNRWA’s own HRCRT Toolkit and child-friendly activities will be shared and participants will discuss the training, planning and monitoring tools utilized by the organization. The workshop will focus on the application of HRCRT concepts in real life, and participants will be provided with examples of student initiatives, empowered by HRCRT education, that have effected positive change in their communities. The final session of the workshop will focus on practical ways for participants to adapt UNRWA’s approach to their own contexts and needs.

International Leadership Training Programme: A Global Intergenerational Forum – UNESCO Chair & Institute of Comparative Human Rights at the University of Connecticut – Cape Town, South Africa (June 18-28, 2015)
For more information click on the link above.

Permaculture for Youth and Child Educators: Summer 2015 Teacher Trainings in Educational Design, Curriculum Development and Principles of Nature-based Learning – Institute of Permaculture Education for Children (IPEC), Portland, OR, USA (June 21-27 / July
Come learn permaculture inspired classroom management techniques, how to address social dynamics and teach academics through storytelling, learn movement and awareness activities, sensory development, school garden planning and implementation, benefits of school ground food forests, curriculum writing resources, and how to integrate environmental education into Common Core standards. The facilitators are wonderful role models and strike an incredible balance weaving social justice issues throughout the curriculum. The course is totally free for Oregon-licensed teachers and quite reasonable for others. It is also possible to receive college and continuing education credits for it and there is onsite childcare! Last summer we had people come in from across the world for it. Foundations course is June 21-27 or July 19-25, 2015. Advanced course is August 3-8, 2015. Introductions (which may be prerequisite) are June 20-21 or July 18-19, 2015.

11th Annual Global Solutions Lab – United Nations HQ, New York, NY and Chestnut Hill College, Philadelphia, PA, USA (June 21–29, 2015)
For more information click on the link above.

Rule of Law Practitioners Course: A course for new and seasoned rule of law professionals – USIP, Washington DC (June 22, 2015)
The USIP “Rule of Law Practitioners Course” provides a unique opportunity for practitioners to develop their rule of law knowledge and skills. Drawing upon on-the-ground experience, lessons learned and good practice examples, the course offers a comprehensive introduction to the rule of law from theory to practical application. The course goes beyond the traditional parameters of rule of law approaches, which prioritize the role of the state, the law and technical solutions and draws upon a multitude of complementary fields of practice to offer examples of creative approaches to promoting the rule of law. The course is tailored to rule of law professionals, whether they come from a legal, development, military, government, NGO, international organization, private sector or academic background; those who are new to this field of practice and more seasoned practitioners.

Transitional Justice and Education: The Georg Arnhold International Summer School 2015 - Braunschweig, Germany (June 22-27, 2015)
For more information click on the link above.

2015 Bologna, Italy Symposium on Conflict Prevention, Resolution,& Reconciliation – Johns Hopkins University SAIS Bologna Center, Italy (June 27 – July 25, 2015)
For more information click on the link above.

2015 The Hague Symposium on Post-Conflict Transitions & International Justice - Clingendael Institute for International Relations, Hague, the Netherlands (July 4-25, 2015)
For more information click on the link above.

Teaching for Peace: An Indian Immersion Experience in Practical Nonviolence – International School for Jain Studies, Delhi and Pune, India (July 4-26, 2015)
For more information, please click on the link above.

The Mahatma Gandhi Summer Institute: Building Peaceful Communities – Education Building, University of Alberta, Edmonton, AB, Canada (July 6-16, 2015)
For more information click on the link above. (Registration opens February 13, 2015.)

Maieutic Pedagogy for Effective Learning: a course for teachers and educators – Psychopedagogical Center for Education and Conflict Management (CPPP), Pietrasanta, Italy (July 9-12, 2015) (in Italian)
This course gives the opportunity to abandon the traditional school logic of simple acquisition of content. Maieutic pedagogy is an answer to the educational crisis that affects relationships and learning, and offers new and innovative tools.
(in Italian)

Residential Summer Institute for K-12 Educators: “Journeys of Nonviolence: Gandhi and Mandela” - Ahimsa Center in the College of Letters, Arts and Social Sciences at California State Polytechnic University, Pomona (Cal Poly Pomona), CA, USA (July 13-27, 2015)
For more information click on the link above.

The Little Rock Civil Rights Educator Institute – Little Rock, AR, USA (July 19-24, 2015)
For more information click on the link above.

International Institute on Peace Education 2015. The University of Toledo - Toledo, Ohio USA (July 26 - August 2, 2015)
For more information click on the link above.

IPD Summer Academy in Peacebuilding, Conflict Transformation, Mediation & Intercultural Dialogue – Insititute for Peace and Dialogue (IPD), Baar, Switzerland (I Summer Academy: August 7-17 and II Summer Academy: August 17-27, 2015)
For more information click on the link above. (Early-bird deadline: April 24, 2015. Regular deadline: June 1, 2015.)

Certified Academic School in Mediation & Conflict Resolution (CAS in MCR) – Institute for Peace and Dialogue (IPD), Baar, Switzerland (August 17 – November 17, 2015)
For more information click on the link above.

3rd Annual National Community College Peacebuilding Seminar - Northern Virginia Community College, Alexandria, VA, USA (October 23-26, 2015)
For more information click on the link above. (Registration deadline is September 28, 2015.)

12th Class of the MA in Human Rights and Conflict Management – Scuola Superiore Sant'Anna, Pisa, Italy (Classes: January – July 2014 / Internship: August – November/December 2014/January/February 2015 / Final Dissertation presentation: Spring 2015)
For more information click on the link above.


Publications and Resources

“Peace through Environmental Stewardship” by Elizabeth D. Ramos, World Academy of Science, Engineering and Technology – International Journal of Social, Education, Economics and Management Engineering Vol:9, No:4, 2015
Peace education supports a holistic appreciation for the value of life and the interdependence of all living systems. Peace education aims to build a culture of peace. One way of building a culture of peace is through environmental stewardship. This study sought to find out the environmental stewardship practices in selected Higher Education Institutions (HEIs) in the Philippines and how these environmental stewardship practices lead to building a culture of peace. The findings revealed that there is still room for improvement in implementing environmental stewardship in schools through academic service learning. In addition, the following manifestations are implemented very satisfactorily in schools: 1) waste reduction, reuse, and recycling, 2) community service, and 3) clean and green surroundings. Administrators of schools in the study lead their staff and students in implementing environmental stewardship. It could be concluded that those involved in environmental stewardship display an acceptable culture of peace, particularly solidarity, respect for persons, and inner peace.

Mirrors - Manual on combating antigypsyism through human rights education – Council of Europe
Everyday in Europe, people associated with Roma or Traveller communities are exposed to acts of discrimination and exclusion on a scale that has stopped shocking people and institutions. Antigypsyism is a term used to refer to the multiple forms of biases, prejudice and stereotype that motivate the everyday discriminatory behavior of institutions and many individuals towards Roma. Antigypsyism is a form of racial discrimination. Education plays a central role in combating and overcoming antigypsyism because the result of centuries of prejudice cannot be fought by laws and courts alone. Human rights education – learning for, through and about human rights – provides an ideal approach to raising awareness about antigypsyism and promoting a culture of universal human rights. This manual was produced within the Roma Youth Action Plan of the Council of Europe to provide teachers, trainers and facilitators of non-formal education processes with essential information and methodological tools to address antigypsyism with young people of all ages and in any social-cultural setting. It is equally suitable for work with groups of non-Roma, Roma only, or mixed groups.

New free peacebuilding resource guide: “Peacebuilders’ Toolbox: 52 Online Resources For Peace Work” by Wendy Kroeker, PhD (Cand); Jarem Sawatsky, PhD; and Valerie Smith Mdiv.
The authors are former and current Co-Director's of the Canadian School of Peacebuilding and teachers in the field. These are the online tools and guides we wish we had when we started our peace work. We do not receive money from these links. They are simply the tools we have tried, tested and use in our work. We are happy to share them with you. From online peace research, to networking, to funding, to organizing, to advocacy... We are sharing our whole online platform. Click above to get yours for free. If you like it, co
nsider forward the link so that your students and networks can get their own free copy.

JustPeace Call for Papers
JustPeace: A Journal of Creativity and Multivocality is an online journal published by the Peace and Justice Studies program at Utah Valley University and the PJST student club. JustPeace is an interdisciplinary platform for media of many kinds: research articles, essays, short stories, poetry, photographs, short films, and musical compositions—all on themes relevant to the journal's purpose: conflict, peace, and justice studies. We take a broad view of the interdisciplinary nature of the journal (and the discipline), accordingly, submissions might concern sustainable development, democratizaton, transitional or restorative justice, environmental justice, human rights, conflict transformaton, peacebuilding, reconciliaton, art as peacebuilding, peace education, or many other themes. Please see the link above and invite your students to contribute. Submission deadline is July 15, 2015.

New book: “Bringing Human Rights Education to US Classrooms: Exemplary Models from Elementary Grades to University” by Susan Roberta Katz and Andrea McEvoy Spero – Palgrave
This book presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students—primarily young people of color who have experienced or witnessed human rights abuses such as discrimination and poverty—are exposed for the first time to thinking about their own lives and the world through an empowering human rights lens. Unique in integrating theory and classroom practice, and in addressing human rights issues with special relevance for communities of color in the U.S., Katz and Spero provide indispensable guidance for those studying and teaching human rights.


Jobs and Funding Opportunities

Please note that only new submitted job postings will contain a description. All jobs that have been previously published in the newsletter will be listed with a link for more information.

Rotary Peace Fellowship Opportunity
The Rotary Foundation is now accepting applications for the fully-funded Rotary Peace Fellowship. The fellowship provides academic and practical training to prepare scholars for leadership roles in solving today?s global challenges. Up to 100 fellows are selected globally every year to earn either a master?s degree or a professional development certificate in peace and conflict studies at one of six Rotary Peace Centers at leading universities in Australia, England, Japan, the United States, Sweden and Thailand. To learn more about the program, applicants are encouraged to visit the Rotary Peace Centers website. All applications are due May 31, 2015.

Small Grants for Peace Psychology Research, Peace Education, or Community Projects – Div. 48 of the American Psychological Association
The Society for the Study of Peace, Conflict, and Violence: Peace Psychology Division 48 of the American Psychological Association invites applications for small grants for projects that will foster the development of the field of peace psychology through research, peace education, and the application of peace psychology in community settings. Grant applications may request between $300 and $1,500. The Society welcomes applications from anyone with the qualifications to conduct the proposed project, including graduate students and persons from all nations. Approximately half of the grants will be awarded to graduate students or persons in their early careers. Membership in the society is required to receive, but not to apply, for a grant. Applications will be accepted through May 31, 2015 and the Div. 48 Small Grants Committee will announce decisions on July 6, 2015. For questions related to the application process, please contact Urmitapa Dutta at urmitapa_dutta@uml.edu

El-Hibri Foundation Peace Education Scholarships
The El-Hibri Foundation offers peace education scholarships to graduate students with demonstrated commitment to the field of peace education and conflict transformation. Three $5,000 scholarships will be awarded in 2015. Scholarship applications will be accepted from March 16 to September 4, 2015. See the El-Hibri website for complete eligibility criteria and to submit an application.

Small Grants Program for the Society for the Study of Peace, Conflict, and Violence: Peace Psychology Research, Education, or Community Projects
The Society for the Study of Peace, Conflict, and Violence: Peace Psychology Division 48 of the American Psychological Association invites applications for small grants for research in peace psychology, development of peace psychology education programs, or community projects involving the application of peace psychology. Grant applications may request between $300 and $1,500. Approximately half of the grants will be awarded to graduate students or persons in their early careers (i.e., within five years after obtaining a terminal degree). The purpose of this grants program is to foster the development of the field of peace psychology through research, education, and the application of peace psychology in community projects. For example, a research project might investigate the relationship between interpersonal empathy and attitudes about international conflict resolution; an educational program might involve a series of PowerPoint presentations on peace psychology; and a community project might involve development of a forum for problem solving discussions between community groups with conflicting interests. Applications will be accepted through May 31, 2015 and the Div. 48 Small Grants Committee will announce decisions on July 6, 2015.

Call for Applications: Scholarship "Shaping Europe - Civic Education in Action"
A scholarship program for professionals active in Citizenship Education from Central and Southeastern Europe. The German Federal Agency for Civic Education (bpb) and the Robert Bosch Stiftung are awarding up to 16 scholarships to active professionals from Bulgaria, Croatia, Cyprus, the Czech Republic, Greece, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Slovakia, Slovenia, and Turkey. We are looking for people at the beginning of their professional careers who wish to be active internationally. We expect applicants to already be actively promoting democracy and social responsibility in their own countries and to be engaged in civic education/ngo-activities etc. We offer participants the opportunity to become an intern in a German institution active in civic education matters. Additionally they will participate in the network of European political education. The working language in the program is German. Closing date for applications: May 31, 2015.