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.
Japan – IICBA Signing Ceremony for the project ‘Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries
The government of Japan is providing of 1 million USD to the International Institute for Capacity Building in Africa (IICBA) for the project ‘Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries’, which will support teachers and teacher educators from Ethiopia, Eritrea, Kenya, Somalia, South Sudan and Uganda.
In late February, the U.S. Institute of Peace (USIP) launched a new website, “Public Education at USIP” for engaging youth and public audiences. The Global Peacebuilding Center website, established in 2012, has been retired.
The Peace Frequency is a weekly podcast of the USIP Global Campus. This episode features Nadeem Ghazi, the Founder and Director of the World Learning Grammar School & Institute in Pakistan. Nadeem has extensive peace education experience having worked with a variety of organizations including Peaceful Schools International, the United States Institute of Peace, Peace Direct-UK, and the British Council for Sports For Peace.
Amnesty International’s Regional Office is looking for an experienced Human Rights Education Project Manager to design and develop offline and online human rights education courses and maintain an eLearning platform in Arabic and English. Application deadline: October 19.
Call for Applications: 2017-18 Georg Arnhold Visiting Research Fellowship in Education for Sustainable Peace
The Georg Eckert Institute for International Textbook Research is pleased to announce the Call for Applications for the 2017/2018 Georg Arnhold Visiting Research Professorship in Education for Sustainable Peace.
The Pilot Program to implement the Learning to Live Together (LTLT) Programme in the Tana River County came to an end, delivering positive outcomes, particularly in relation to its impact on children, teachers and the communities. The initiative, which took off in September 2014, was developed by Arigatou International Geneva, in partnership with the Ministry of Education, Science and Technology of Kenya (MoEST) and UNESCO Regional Office for Eastern Africa, reaching 657 children between 9 and 17 years old.
On a day when Britain awoke, divided and disappointed by the EU Referendum and bruised by acrimonious campaigning, Quakers in Britain hosted a ground-breaking national conference for teachers to learn how to equip pupils to handle conflict in a constructive way and to develop critical thinking skills. Educationalists from more than 80 schools across Britain attended “Learning Through Peace” at Friends House in London.
Gandhi Peace Foundation has evolved pedagogy on Peace Education based on Gandhian Values for school children. This is being implemented in schools run by the Chennai Corporation with the help of teachers and college students. A one-day orientation for this project was held on June 22 for 30 teachers from thirty Chennai High & Higher Secondary Schools.
Yangon: The Ministry of Education in Myanmar and UNESCO are jointly implementing the “Education for Peace and Development in Northern Rakhine State” project through funding support from the Belgium government. Teachers, principals and education officers from have been trained in life skills for peace and conflict transformation. This reaffirms the commitment of the Ministry of Education to promote peace education as a means for fostering mutual respect for cultural diversity at a school level.
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.
The main purpose of this training manual, developed by Loreta Castro for the Global Partnership for the Prevention of Armed Conflict (GPPAC), is to introduce educators to the fundamentals of Peace Education, including its basic knowledge base as well as the skills and values that need to be cultivated.
The Center for Peace Education of Miriam College organized a training for faculty teams from Philippine Colleges of Education May 19-20, 2016. The workshop sought to introduce the participants to the knowledge base, attitudes and skills that comprise peace education as well as on the teaching approaches and strategies compatible with educating for peace. It also sought to encourage the participants to integrate peace education into the professional education courses beginning SY 2016-2017.
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.
Dr. Swaleha Sindhi suggests that in conflict-affected situations education is about more than service delivery; it is a means of socialization and identity development through the transmission of knowledge, skills, values and attitudes across generations. Education may therefore be a way of contributing to conflict transformation and building peace.
“The Human Rights Education Indicator Framework: Key indicators to monitor and assess the implementation of human rights education and training” developed by HRE 2020 is now available in French and Spanish, in addition to the English version that appeared in 2015.
“Educating for Peace,” edited by Lokanath Mishra, lays a foundation for students, teachers and peace educators to explore the elements necessary to create a peaceful society. Written mainly for researchers, peace educators and students, this book is an attempt to identify and deliberate on topics that should be addressed if we are to fully establish peace education.
CND (Campaign for Nuclear Disarmament) campaigns non-violently to achieve British nuclear disarmament and to secure an international Nuclear Weapons Convention. CND Peace Education empowers young people with knowledge on peace and nuclear issues and offers a range of free teaching resources with full curriculum links and lesson plans. They also provide free teacher training and continuing professional development workshops. Here is an overview of some of the resources they provide.