Provincial governments are supporting the idea of peace education in the Solomon Islands. Deputy Premier of Guadalcanal Province Hon Peter Aroanisaka said this is a step forward to find lasting peace through education.
The Institute of Human Rights Education’s (IHRE) initiative of forming Human Rights Clubs in schools is set to expand to 250 schools across 15 districts in Tamil Nadu. Introducing the initiative to Head Masters from schools across the State, Henri Tiphagne, executive director, IHRE, said the clubs, functioning since 2015, have proven to be considerably successful. “If you all want to see a Tamil Nadu without any caste-related or other human rights violations, it cannot happen through judiciary or police. But only through schools,” Mr. Tiphagne told headmasters, stressing the importance of imparting human rights related awareness to children.
The UNICEF Learning for Peace Programme, launched in 2012 with the support of the Government of the Netherlands, helped promote peace through education in 14 conflict-affected countries: Burundi, Chad, Cote d’Ivoire, Democratic Republic of the Congo, Ethiopia, Liberia, Myanmar, Pakistan, Sierra Leone, Somalia, South Sudan, State of Palestine, Uganda, and Yemen.
The Research Consortium on Education and Peacebuilding hosted a dissemination event titled “The Role of Education in Peacebuilding – Foundations, Findings and Futures”, in Amsterdam between 20- 22 April 2016.
The Movement for Black Lives Matter coalition recently published a platform outlining a range of specific policies it would like to see take shape at the local, state, and federal levels. The education proposals are rooted in the K-12 space because the U.S. public-school system is so broken that college is never an option for many young people of color.
The Federal Government of Nigeria has been advised to integrate human rights training into the national education curriculum at secondary and tertiary levels particularly at police colleges and training institutions of other security agencies and the law School. This is one of the recommendations of participants at a one week sensitization and train-the-trainers workshop on human rights for the Nigeria Police Force, members of the Nigerian Bar Association, the Civil Society, the Judiciary and other stakeholders in the Justice Sector held in Calabar, Cross River State.
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.
Southern Africa Regional Meeting on Global Citizenship Education convened in Johannesburg, South Africa
The UNESCO Regional Office for Southern Africa (ROSA), in collaboration with the UNESCO Headquarters and the South African National Commission for UNESCO, organized a Southern Africa Regional meeting on Global Citizenship Education, in Johannesburg, South Africa on July 4-5, 2016.
Burma’s national human rights commission will join the Ministry of Education in integrating human rights education into the national curriculum, a move likely to be implemented in the following academic year, the commission has announced.
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.
(Ethiopia) Ensuring equitable access in education is key in addressing the root causes of conflict and instability in the world and particularly in Africa. It has been often said that education is a powerful contributor towards building peace as it creates a crucial link between humanitarian and long-term developments in a bid to develop the right conditions for social cohesion and community resilience. Member states of the African Union are now turning their attention to inclusive, equitable and innovative education , advocacy programs, peace-building, policies and programs in an effort to advance sustainable peace and development across the continent.
EUROCLIO Associated Member Education for the 21st Century (Serbia) published “Recommendations on ‘Fostering Human Rights Through Deconstruction of Stereotypes in Education, Culture and Media’”. The recommendations are formulated by a group of academic experts from the Balkans after consultations with the educational, cultural and media sectors.
On 2 and 3 June 2016, The European Trade Union Committee for Education (ETUCE) organized a conference titled “Strengthening the capacity of teacher trade unions to contribute to the promotion of education as a tool for creating friendly, tolerant and peaceful education environment”. In this context, the conference addressed important topics such as conflict resolution and the promotion of joint values such as peace, tolerance, nonviolence and respect in the education sector.
Government of Sri Lanka and UNICEF host the South Asia Regional Symposium on Sustainable Peace and Education
UNICEF in partnership with Ministry of Education hosted the first ever South Asia Symposium on Sustainable Peace and Education in Sri Lanka. The symposium aimed to build greater awareness on the role of education in building sustainable peace.
The education, community and peace-building Rwanda Peace Education Program (RPEP) has concluded after three years, and its partners have begun to evaluate the impact of the USC Shoah Foundation – Institute for Visual History Education’s role in the program, with positive results. The overall aim of RPEP is the promotion of social cohesion, positive values (such as pluralism and personal responsibility), empathy, critical thinking and action in order to build a more peaceful society in Rwanda.
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.
In this opinion article published at TIMES Ideas, Forest Whitaker and Irina Bokova, Director-General of UNESCO argue that education must rise on the agenda of peace building, and to unlock education’s potential to nurture peace, we must support inclusive education systems that reach out to all groups and that teach human rights and new forms of global citizenship. We need to get this right to allow societies to escape the nightmares of history, to give young people every chance.
Restorative Practices is taking hold in a number of San Diego Unified schools and its aim is to change the culture on campus by giving students more of a voice in their day-to-day lives at school. Under the districts restorative approach, which was adopted in 2014, educators now have more discretion in whether to suspend or expel students for bad behavior. Depending on each individual case, learning can come from “talking it out” in carefully facilitated circle sessions run by highly trained mediators.