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.
“Peace education from the grassroots,” edited by Ian M. Harris, is a volume in the Information Age Press series: Peace Education, edited by Laura Finley & Robin Cooper. This review, authored by Mallory Servais, is one in a series co-published by the Global Campaign for Peace Education and In Factis Pax: Journal of Peace Education and Social Justice toward promoting peace education scholarship.
David Brooks, in a recent NY Times Op Ed, shares a powerful model of non-formal community/family-based peace education.
Kathy Fletcher and David Simpson have a son named Santi, who went to Washington, D.C., public schools. Santi had a friend who sometimes went to school hungry. So Santi invited him to occasionally eat and sleep at his house. That friend had a friend and that friend had a friend, and now when you go to dinner at Kathy and David’s house on Thursday night there might be 15 to 20 teenagers crammed around the table. The kids who show up at Kathy and David’s have endured the ordeals of modern poverty: homelessness, hunger, abuse, sexual assault. Almost all have seen death firsthand — to a sibling, friend or parent.
This case study portrays a Learning for Peace intervention carried out in partnership with Straight Talk Foundation to promote awareness about conflict drivers, strengthen peacebuilding competencies and the capacity of youth and communities to mitigate and manage conflicts in and around education. The intervention is informed by a 2014-15 conflict analysis of the education sector in Uganda and has utilized a Communication for Development approach comprising media-based, school-based and community dialogue activities.