The UNESCO office in Nairobi and UNESCO’s Regional Bureau for Science in Africa’s study, ‘Higher Education, Peace and Security in the Eastern Africa Region’, stresses the urgency of higher education to produce knowledge that is relevant to address the root causes and challenges of peacebuilding in the region.
IICBA is organizing this webinar (February 13) to present an overview of IICBA’s peace education programme as well as some of the good practices from the participating countries!
The Peace Education Handbook is a product of the International Conference of the Great Lakes Region (ICGLR)’s Regional Peace Education Project and is addressed to teachers, facilitators, trainers, and educators who are looking to integrate peace education into their work and curricula.
Educators from 11 African countries have expressed commitment to ensure that young Africans are well educated about peace and values the continent needs. A delegation of 15 Jesuit Education Directors made their pledge after concluding a three-day workshop at Peace School at Kigali Genocide Memorial.
This package contains Technical Guidelines and Capacity Development training modules on policy, program design and curriculum planning to integrate peace and conflict prevention into all aspects of the education system. It is meant for curriculum developers and planners from Africa.
Backed by the World Bank and billionaires Bill Gates and Mark Zuckerberg, Bridge International has launched a massive campaign to privatize public education in Africa. Despite charges the U.S. corporation is experimenting on African children, violating the constitution in at least two African countries, and providing inferior education, Bridge International is undaunted, even suing the government of Uganda for closing down 63 of its for-profit schools earlier this year.
Book editors Maphosa and Keasley have engaged a collection of scholar practitioners to address the query ‘What’s Going to Make a Difference in contemporary Peace Education around Africa?’ The contributing authors draw from daily headlines as well as African literature to unearth twenty-first century quandaries with which educators in formal and informal contexts are called upon to grapple.