The Global Campaign for Peace Education (GCPE) is a global movement of individual peace educators and education NGOs committed to fostering cultures of peace through peace education.  Campaign members work in their respective contexts, and through their respective capacities, toward the achievement of the goals of the campaign.  Members seek to disseminate and advance peace education in their own localities while engaging, when possible, in transnational cooperation toward addressing global threats to peace. 

The GCPE has 380+ organizational/institutional coalition members from all world regions, demonstrating evidence of global advocacy for peace education.  If you represent an organization, please consider joining the coalition of organizations endorsing the Global Campaign for Peace Education. By joining, you are expressing that your organization supports and contributes through its ongoing work to the vision and goals of the Global Campaign.

Campaign Goals

The Global Campaign for Peace Education seeks to foster a culture of peace in communities around the world. It has two goals:

  1. to build public awareness and political support for the introduction of peace education into all spheres of education, including non-formal education, in all schools throughout the world
  2. to promote the education of all teachers to teach for peace

Vision: No Peace without Peace Education

The GCPE was called for by participants of the Hague Appeal for Peace Civil Society Conference in May 1999 with this founding vision:

A culture of peace will be achieved when citizens of the world understand global problems; have the skills to resolve conflict constructively; know and live by international standards of human rights, gender and racial equality; appreciate cultural diversity; and respect the integrity of the Earth. Such learning cannot be achieved without intentional, sustained and systematic education for peace.

This vision was harnessed in 2019 through an informal campaign expressing “There is No Peace without Peace Education.”

A Global Obligation and Normative Challenge

Campaign founders recognized that the urgency and necessity of such education was acknowledged by the member states of UNESCO in 1974 (through the adoption of the 1974 “Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms”) and reaffirmed in 1995 with the Integrated Framework of Action on Education for Peace, Human Rights and Democracy. To reflect new concerns and perspectives on peace, the 1974 Recommendation was revised and adopted by all UNESCO Member States in November 2023.  The new 2023 Recommendation, commonly indentified as the Recommendation on Education for Peace, Human Rights and Sustainable Development, supersedes the 1974 Recommendation.  

These frameworks call on Member States to ensure that their education policies are guided by a global perspective, and a commitment to international solidarity, peace, human rights, and fundamental freedoms.  They also establish global consensus on guiding principles and norms for education in support of the advancement of peace and justice.  Further, the 2023 Recommendation on Education for Peace, Human Rights and Sustainable Development operates as a legal instrument, requiring member states to report on the achievement of their efforts.  Unfortunately, even today, few educational institutions have undertaken such action. Thus, the GCPE calls upon ministries of education, educational institutions, and policymakers to fulfill these commitments.

GCPE History: Quick Facts (click to expand)

GCPE History – Quick Facts

The Global Campaign for Peace Education (GCPE) was an outcome at the Hague Appeal for Peace conference in May 1999.

After the conference, the Hague Appeal for Peace took the responsibility of coordinating the Campaign.  It has since been coordinated by the Peace Boat, the Peace Education Center at Teachers College Columbia University, Global Education Associates, the National Peace Academy and The Peace Education Initiative at The University of Toledo.  At present the GCPE operates independently.

Early Accomplishments – 1996-2004

  • Collaborative effort (1996 – 1999) to bring together 10,000 individuals and organizations in the Hague, Netherlands, which launched 12 campaigns worldwide to foster nonviolent alternatives to war
  • Established a website that provides
  • peace education curricula, translations of curricula in various languages
  • channel of communication for international network
  • Increased partnerships to disseminate information and resources to over 15,000 people
  • Published teacher training manuals including:
  • Learning to Abolish War: Teaching toward a culture of peace
  • Peace Lessons from Around the World
  • Peace and Disarmament Education: Changing Mindsets in Niger, Albania, Peru and Cambodia
  • Annual Conferences with international peace educators (2004 was held in Tirana, Albania)
  • Partnered with Ministries of Education in Africa, Asia, Europe, New Zealand and South America
  • Formed a unique partnership project with the UN Department for Disarmament Affairs to integrate disarmament and peace education programs in both formal and non-formal settings of Albania, Cambodia, Niger and Peru which have been adopted by each of their Ministries of Education
  • Conducted over 200 workshops and presentations in classrooms, communities, national and international fora.

Hague Appeal for Peace Conference

Civil Society held the largest international peace conference in history on May 11-15, 1999, the centenary of the First Hague Peace Conference in The Hague, Netherlands.

The Conference

On May 18, 1899; 108 delegates from 26 countries gathered in The Hague’s beautiful Huis den Bosch in response to an invitation issued the previous August by Nicholas II, the young Czar of Russia, to hold an international conference to discuss ways of halting the arms race.

Civil Society held the largest international peace conference in history on May 11-15, 1999, the centenary of the First Hague Peace Conference in The Hague, Netherlands. Nearly 10,000 people from over 100 countries gathered in The Hague’s Congress Center in response to an appeal launched by the International Peace Bureau (IPB), the International Physicians for the Prevention of Nuclear War (IPPNW), the International Association of Lawyers Against Nuclear Arms (IALANA), and the World Federalist Movement (WFM). During the five-day gathering, participants discussed and debated – in over 400 panels and workshops – mechanisms for abolishing war and creating a culture of peace in the 21st century.

The project was led by an Organizing Committee made up of roughly 30 international organizations. The purpose of The Hague Appeal for Peace 1999 was to raise in a serious and realistic way, questions as to whether or not at the end of the bloodiest century in history, ” humanity can find a way to solve its problems without resorting to arms, and is war still necessary or legitimate given the nature of weapons currently in arsenals and on drawing boards worldwide, and can civilization survive another major war?”

Participants included hundreds of civil society leaders and representatives from 80 governments and international organizations – including UN Secretary General Kofi Annan, Prime Ministers Sheikh Hasina of Bangladesh and Wim Kok of The Netherlands, Queen Noor of Jordan, Arundhati Roy of India, and Nobel Peace Laureates Archbishop Desmond Tutu of South Africa, Rigoberta Menchú Tum of Guatemala, Jody Williams of the United States, José Ramos Horta of East Timor and Joseph Rotblat of the United Kingdom.

Conference Vision

It was the worst of centuries and the best of centuries…

The past 99 years have seen more death, and more brutal death, from war, famine, and other preventable causes than any other time span in history. They have seen the tender flame of democracy snuffed out again and again by crazed dictators, military regimes and colossal international power struggles. They have seen the widening of the gulf between the favored of the earth and the wretched of the earth and the growing callousness of the former toward the latter.

But the years have also witnessed the power of the people to resist and overcome present oppression as well as age-old prejudices of gender against gender, race against race, religion against religion, and ethnic group against ethnic group. These years have witnessed an explosion of scientific and technical knowledge which make possible a decent life for all who inhabit this planet, the formulation of a set of universal rights which, if taken seriously, would translate that possibility into reality, and the infancy of a system of global governance which, if allowed to grow, could guide this transition.

We, members and representatives of people’s organizations from many cultures and spheres of society, mindful of the dual history of this century, issue the following appeal to ourselves and to those who profess to lead us: As the global community moves into the 21st century, let this be the first century without war.Let us find ways and implement the ways already available to prevent conflict by removing its causes, which include the unequal distribution of the world’s vast resources, the hostility of nations and of groups within nations toward each other, and the presence of ever more deadly arsenals of conventional weapons and weapons of mass destruction. When conflicts arise, as they inevitably will despite our best efforts, let us find ways and implement the ways already available to resolve them without resort to violence.Let us, in short, complete the work of the Peace Conference held in The Hague a century ago by returning to the vision of general and complete disarmament which flickered briefly on the world stage after the last World War.

This will require new structures for peace and a fundamentally strengthened international legal order. Specifically, let us find the moral, spiritual and political will to do what our leaders know must be done but cannot bring themselves to Abolish nuclear weapons, land mines and all other weapons incompatible with humanitarian law, Abolish the arms trade, or at least reduce it to levels compatible with the prohibition of aggression enshrined in the Charter of the United Nations; Strengthen humanitarian law and institutions for the period of transition to a world without war; Examine the causes of conflict and develop creative ways of preventing and resolving conflict; and overcome colonialism in all its forms and to use the tremendous resources liberated by an end or reduction of the arms race for the eradication of poverty; neocolonialism; the new slavery; and the new apartheid; for the preservation of the environment; and for the benefits of peace and justice for all.

In pursuing these goals, let us commit to initiating the final steps for abolishing war, for replacing the law of force with the force of law.

Discussion & Action

Discussions and action were motivated by the following themes:

  • Failure of Traditional Approaches
  • Human Security
  • Soft Power
  • All Human Rights for All
  • Replacing the Law of Force with the Force of Law
  • Taking the Initiative in Peace-Making
  • Bottom-Up Globalization
  • Democratic International Decision-Making
  • Humanitarian Intervention
  • Financing for Peace and Starving the Funds for War

Hague Agenda for Peace & Justice for the 21st Century

The conference launched the Hague Agenda for Peace and Justice for the 21st Century, a set of 50 recommendations for the abolition of war and the promotion of peace. The Agenda (UN Ref A/54/98) was formed out of an intensive democratic process among the members of the HAP Organizing and Coordinating Committees and hundreds of organizations and individuals. The Agenda represents what civil society organizations and citizens consider some of the most important challenges facing humanity for the 21st century. It highlights four major strands:

  •  Root Causes of War & Culture of Peace
  •  International Humanitarian and Human Rights Law and Institutions
  •  Prevention, Resolution, and Transformation of Violent Conflict
  • Disarmament and Human Security
  •  

Download the “Hague Agenda”

The Tirana Call for Peace Education

The Tirana Call is a significant outcome of the conference “Developing Democracy Through Peace Education: Educating Toward a World Without Violence;” held in Tirana, Albania in October 2004.

The call is a pledge for the integration of peace education into all forms of education and a commitment to the 1995 UNESCO Framework for Action; the United Nations Universal Declaration of Human Rights; the Convention on the Rights of the Child; Security Council Resolution 1325 on Women, Peace and Security; and the Hague Agenda for Peace and Justice for the 21st Century.

It was endorsed by the Ministries of Education of Palestine, Peru, Niger, Sierra Leone, and Cambodia and United Nations Representatives Ambassador Anwarul K. Chowdhury, Under Secretary-General and High Representative for the Least Developed Countries, Landlocked Developing Countries and Small Island Developing States; and Michael Cassandra of the UN Department for Disarmament Affairs.

Conference Papers & Reports

Defining Peace Education

A Holistic, Comprehensive, and Expansive Understanding

Peace education is education both about and for peace. Peace education takes place in many contexts and settings, both inside and outside of schools. Integrating peace education into schools is a strategic goal of the GCPE, as formal education plays a fundamental role in producing and reproducing knowledge and values in societies and cultures.  Non-formal peace education, taking place in conflict settings, communities, and in homes, is a critical complement to formal endeavors.  Peace education is an essential component of peacebuilding, supporting conflict transformation, community development, and community and individual empowerment.

Peace education, as it has emerged for those engaged in the international network of the GCPE, is global in scope yet culturally specific.  It seeks to holistically identify and acknowledge the intersections and interdependencies between global phenomena (war, patriarchy, colonialism, economic violence, climate change) and local manifestations of violence and injustice.  While a holistic, comprehensive approach is most ideal, we acknowledge that peace education must be contextually relevant.  It should be cultural contextualized and emerge from the concerns, motivations, and experiences of a given population.

The GCPE holds the view that there are many approaches to peace education. While many approaches are not explicitly identified as “peace education,” their implicit social purposes and learning goals contribute directly to the development of cultures of peace.  Some major strands of peace education include: conflict resolution education, democracy education, development education, education for sustainable development, disarmament education, racial justice education, restorative justice education and social emotional learning. Mapping Peace Education, a research initiative of the Global Campaign for Peace Education, identifies an expansive taxonomy of several overarching approaches and sub-themes.  

marketing-board-strategy-6229.jpg

How the Campaign Operates

A Massively Parallel Approach

The GCPE is a coordinated, non-hierarchal global movement of local agents of change.  Upon occasion, the GCPE will call upon individual and coalition members to participate in and/or contribute to shared efforts.  However, as peace and violence are context dependent, the GCPE does not attempt to orchestrate a singular, global response.  We hold the view that those social and cultural systems that we seek to transform are complex and that they are more likely to evolve organically over time through complex, evolutionary processes.  This is why the GCPE has adopted a framework of massively parallel problem-solving (as established by Guy Burgess and Heidi Burgess). Also known as massively parallel peacebuilding, this is an approach to change at a large scale premised upon finding ways of getting many groups of people working together – in a loosely organized alliance – each working on various specialized components of the peacebuilding task – all working toward addressing common problems.  This has been the impetus behind the climate change movement, and similarly, the strategy adopted by the anti-nuclear movement. 

Thus, the GCPE invites individuals and organizations to hold a shared, global vision of peace while maintaining their focus on their localized tasks.  You are equally contributing to the goals of the GCPE whether you are a teacher infusing peace education into your classroom, an NGO engaging in public education on climate change as a threat to peace, a policy advocate lobbying for a peace education teacher training mandate, or a researcher investigating the effectiveness of peace education pedagogies contributing to political change.

To more effectively harness this massively parallel peacebuilding approach, the GCPE will be conducting a global survey in summer 2024 to help map the many diverse local to global efforts that comprise the global peace education infrastructure.  This survey is part of our Mapping Peace Education project.  [More details coming soon!]

A bit more on what “we” do

In alignment with the massively parallel peacebuilding approach, the GCPE strategically maximizes its resources by engaging in projects and partnerships that uplift peace education efforts from around the world.  We create a space for exchange, where all members are encouraged to share relevant news, resources, and events with others.  Our research and advocacy efforts (see GCPE developed resources below) are similarly designed to create maximum impact through transnational collaboration.  The GCPE typically partners through its existing projects.  We may occasionally collaborate as partners or sponsors of the member events. 

What we don’t do (but wish we could!)

The GCPE receives hundreds of requests annually for partnerships on events, research, and training opportunities.  While we would like to partner and provide technical support for all such requests, it is beyond our current capacity. However, individual and coalition members can use the GCPE logo in promoting their events and organizations (get the logo and view guidelines here). Unfortunately, the GCPE is unable to provide financial support for events or other peace education initiatives or official endorsements.

pexels-photo-4552859-4552859.jpg

How to Participate in the Campaign

Many Ways to Actively Contribute

Building upon the massively parallel peacebuilding framework, there are many ways to make substantial contributions to the GCPE – many of which require no additional effort on your part.  Here are some of the many ways you can contribute to the vision and goals of the GCPE.

Whatever your contribution, please consider sharing a short report with the GCPE so we might help make the map of peace education more visible.  You can submit reports, articles, OpEds, events and other resources via using our online submission tool. After we review your submission we will spread the word via our website, social media, and email list.

Educate

  • integrate peace into your teaching (in your classroom or non-formal setting)
  • develop and share curricula and other educational resources
  • create a peer teacher group to exchange methods and pedagogies of peace education
  • organize a public education campaign on a pressing issue of local justice/peace
  • conduct and publish research on anything peace education-related (from the local to the global; from empirical to qualitative to theoretical)

Advocate

  • appeal to your national government to adopt the 2023 Recommendation on Education for Peace, Human Rights and Sustainable Development
  • write to your local, state, and nationally elected officials and advocate for the inclusion of peace education into all formal schools and teacher training institutions
  • appeal to your local school board or local school leadership to include peace education
  • research local, state and national legislative efforts that support peace education

Create Visibility for Peace Education

  • join the GCPE and spread the word to others
  • add the GCPE logo to your materials (website, email, banners, etc)
  • recruit your fellow teachers to join the GCPE
  • if you represent an organization, join the GCPE as an institutional coalition member
  • spread news, research, opinions, events of peace education via your social media (pro tip: re-share GCPE’s posts on facebook, X, Instagram, or LinkedIn)
  • write an OpEd to your local newspaper
  • share all of your efforts with the GCPE!

Organize

  • develop a local or national advocacy team
  • organize the teachers in your school to advocate for a whole-school approach to peace education (or advocate for peace education as a response to a local issue of violence/injustice)

Research

  • conduct and publish research on anything peace education-related (from the local to the global; from empirical to qualitative to theoretical)
  • research is vital: develop a monitoring and evaluation program for your work.

Support the GCPE Directly

  • the GCPE is coordinated by volunteers and we are always in need of interns, media and communication specialists, community organizers, and researchers (contact us for more info!)
  • donate (we need your support to maintain our infrastructure and grow the movement)
  • join one of our ongoing projects (Mapping Peace Education, Humans of Peace Education)
  • consider developing a GCPE “chapter” at the local, national, or regional level (contact us for details)
g15929c21089a3012889f91f5280ad314717b9adc394d52de59e41a99ab0a3a49182f12aa4d54159cc5407ce9f273744b3dcdc6824fe56bbebaba042888c45872_1280-7720589.jpg

GCPE Developed Resources

Peace Education Global Knowledge Clearinghouse

The GCPE maintains the Peace Education Global Knowledge Clearinghouse, the world’s largest and regularly updated collection of resources, news, events, and opinions on peace education.

Mapping Peace Education

Mapping Peace Education (MPE) is a global resource and tool for research, advocacy, training and action in peace education.  MPE is comprised of two maps, a “country” map and an “infrastructure” map.  The original “country” map provides in-depth, peer-reviewed country level data and analysis of present and historical peace education developments.  The new “infrastructure” map provides a more zoomed in view of hundreds of organizations around the world, working from the local to the global, engaged in formal and non-formal peace education efforts. 

HOPE: Humans of Peace Education

Humans Of Peace Education seeks to elevate the work of peace education to the general public by providing glimpses of the lives and work of peace educators from all around the world.  Profiles explore the motivations, challenges, successes, and insights of peace educators working in different contexts. Explore our interactive map and discover peace educators working near you!  Dive deeper and open their profile to discover their motivations and how they work to create change.

Global Peace Education Calendar

Explore and share conferences, trainings, webinars, workshops, online courses and other peace education related events.

Youth Hub

This page is dedicated to providing peace education information and resources specifically with young changemakers in mind!

Where to Study Peace Education: A Global Directory

The Global Campaign for Peace Education maintains a directory of programs, courses, and workshops in peace education! This directory is focused on programs, courses and trainings specific to research and the study of peace education, and the preparation of formal and non-formal educators to teach for peace.  Listings fall into two broad categories: 1) the study of education (systems, philosophy, pedagogy) and its role in building peace, and 2) teacher and learning facilitator training and preparation in peace education (theory, methodology, pedagogy). (This resource will soon be folded into our Mapping Peace Education project.)

Peace Education Bibliography

The GCPE maintains an edited collection of annotated quotes of perspectives on theory, practice, policy and pedagogy in peace education. The directory is designed as a general bibliographic resource as well as a tool for use in teacher training in peace education. Each quote is complemented by an artistic meme that we encourage you to download and spread via social media.

Peace Knowledge Press (PKP)

PKP engages in publishing focused on advancing the holistic fields of peace knowledge: peace research, peace studies, peace education & peace action.  Peace Knowledge Press is an imprint of the International Institute on Peace Education in partnership with the Global Campaign for Peace Education. All net proceeds benefit these two global peace education initiatives.

GCPE Retail Shop

Spread the message of the Global Campaign for Peace Education and support our efforts at the same time by purchasing peace ed themed t-shirts and posters!

Betty Reardon Tribute / Archive

The Global Campaign for Peace Education (GCPE) and the International Insitute on Peace Education (IIPE) honor the legacy of Betty A. Reardon, pioneering and world-renowned feminist peace scholar and mother of the academic field of peace education. As co-founder of the GCPE and IIPE, Betty mentored and inspired thousands around the world. Her legacy carries on in the work of her many students and colleagues. This site is dedicated to keeping her memory and teachings alive.

Join the Campaign & help us #SpreadPeaceEd!
Please send me emails:

12 thoughts on “What is the Global Campaign for Peace Education?”

  1. I’ve wanted to establish a Canadian University of Peace for half my life, worked hard at it for about 10 years and, except for money-power, would have done so long ago.
    (Your link above, “article and event submissions” isn’t connecting).

  2. Hi Janet Hudgins… sorry to hear of your struggles to establish a Canadian University for Peace. Are you familiar with The Peace and Conflict Studies Association of Canada (PACS-Can)? https://pacscan.ca/en/home/.

    Thanks also for the note on the broken link. It’s now fixed.

  3. Hi there, My day job is management of engineering and construction projects, and much of my personal interest (independent research) is about the mathematical aspects of teaming and project management in general. In the area of social contract agreements (contracting), there are ideas and approaches for the so called conflicts resolution. I will be studying K Boulding’s The Image (while I am also reading Tony’s review of that work). I’d like to hear from you or you’re welcome the same. I am sending you this note after seeing footnote 13 of Tony’s review of The Image. Best, Ali

  4. I’m Donato from Tororo district Eastern Uganda, I work with women led Community Based Organization called ARDOC Single Mother’s Project Uganda, we empower and support rural vulnerable women and youth through peace building training, leadership training and vocational skills training programs so as to transform their lives.
    We would like to be part of this organization/ Association.
    Our email is ardoc.teamuganda@yahoo.com
    Facebook page. “ARDOC single mothers project Uganda”

  5. Am fully interesting with this organization and I want to be a member
    Thank you

  6. TAJUDEEN ALEBIOSU

    I’ve been a pilgrim of peace and an advocate of co-existence in harmony among youth and the elderly. I associate with programmes and events where peace is celebrated for the progress of humanity and the service of God.

    1. Hi Peace Nick,
      The site is very active. Please visit the homepage to check for new content posted daily.

  7. I have taken on the responsibility of opening a “NEW” Chapter of the United Nations Association-USA for the Greater Cleveland, Ohio region. I feel strongly that we MUST be the Voice for PEACE and UNITY. As such, we will create and introduce a Peace Keeper Academy with a focus on teens and young adults. I am searching for content and a structural framework to make this a reality sooner than later.

    I am Greg

Comments are closed.

Scroll to Top