During the Tigray war in Northern Ethiopia, the Ethiopian Teachers Association (ETA) condemned the damage and disruption inflicted on students, teachers and the education system. They called on relevant public authorities to put an immediate halt to the armed conflict, and highlighted the role of peace education in bringing about peaceful societies.
Dr. Melissa Skorka writes on how the global community can support girls in Afghanistan as their right to education is stripped by the Taliban.
Scholars at Risk (SAR), in partnership with higher education institutions, associations, networks, and professionals concerned about colleagues in Afghanistan, is seeking signatures from higher education community members to a letter addressed to US government officials urging them to take immediate action to help save Afghanistan’s scholars, students, and civil society actors.
Although the Afghan government fell to the Taliban on August 15, Dr. Sakena Yacoobi and the Afghan Institute of Learning vow to continue their work.
One in every five Yemeni schools is out of use, but at this one, teachers decided to open it despite the damage. Ahmed, a nine-year-old boy who has been blind since birth, steps in to teach classes when the teachers can’t make it.
This paper examines the affective practices of teachers engaged in peace education in a conflict-affected society, focusing on teachers’ affective dilemmas while confronting difficult histories.
Previous articles in our Corona Connections series have focused mainly on the injustices and dysfunction of global structures that have been made undeniably evident by the pandemic. In this article, we call the attention of peace educators to the fact COVID has made many of those injustices more severe.
The three-decade-old Kashmir conflict has sent thousands of body-bags into untimely graves. Mukhtar Dar explains how the lack of foresight and investment in education has led to more youth choosing violence as a way of life.
Education Above All (EAA) Foundation, through their legal advocacy program, Protect Education in Insecurity and Conflict (PEIC), and the Whitaker Peace & Development Initiative (WPDI) are currently in Kiryandongo to equip former child soldiers and young people affected by conflict from across Uganda and South Sudan with skills in leadership, mediation and entrepreneurship. The aim is promote education to achieve peace, human rights and sustainable development as key drivers of more peaceful and just societies and more open and inclusive economies.
On 15 – 16 February 2017, Interpeace participated in the SDG4 Regional Forum for Eastern Africa in Dar es Salaam, Tanzania. The high level forum, organized by UNESCO, sought to enable Member States under the UNESCO Regional Office for Eastern Africa to present their national SDG4 roadmaps in support of the implementation of the 2030 Education Agenda. Interpeace shared its experience working with local, national and international partners to promote peace education in the Great Lakes region of Africa. Amongst their recommendations, Interpeace encourages Education Ministries to work towards standardizing peace education curriculum within their countries, and to mobilize the requisite human capacities and material resources required that will enable the provision of effective, formal peace education.
A group of students from the Lahore University of Management Sciences has launched a campaign by the name of PEACE (Promote Education and Combat Extremism), for which they have visited around 30 schools across Lahore.
The Gender Project Program Officer will coordinate the production of a briefing paper examining (1) the impact of attacks on education and military use of schools on girls and women, and (2) programs and policies to protect girls and women from attacks on education and military use of schools.