All posts by CPNN Coordinator

About CPNN Coordinator

Dr David Adams is the coordinator of the Culture of Peace News Network. He retired in 2001 from UNESCO where he was the Director of the Unit for the International Year for the Culture of Peace, proclaimed for the Year 2000 by the United Nations General Assembly.

Germany: 5000 people protest in Ramstein – drone war is murder. We will be back!

DISARMAMENT & SECURITY .

An article by the Stop Ramstein Campaign (translated from the German)

It was the largest protest against drone operations, it was the largest actions of education and information in the history of decades of protest against the US military base in Ramstein. We have changed the mood in the region in favor of peace. This is the summary of our activities in Ramstein from June 9-12, 2016. The actions were young. It was also great to see longstanding activists again.

ramstein
Click on photo to enlarge

5,000 people in the pouring rain formed a human chain through the villages to the Ramstein Air Base and the final rally at the roundabout just outside the base. Apart from a few small gaps people were hand in hand for a10-kilometer human chain. The persistent rain prevented an even greater participation. The final manifestation in front of the Air Base brought out all the optimism, the color, the diversity and creativity of the 5,000 participants. Here the power of this new movement was impressively visible. Their optimism and commitment will continue to work in the future. The participation of Oskar Lafontaine and Tabea Rößner (MP Alliance ’90 / The Greens) underlined the political importance of these actions.

In the public event on Friday evening in the Church of Reconciliation, more than 600 people participated along with Willy Wimmer and Albrecht Müller. The church was packed. The discussion expressed a resounding no to war, drones and nuclear weapons and a passionate appeal for a new cooperative relationship with Russia. The experiences of two great political men culminated in their statement: “Let us not make Russia the enemy again.”

In the peace camp, more than 500 participants came together for discussions which generated the logistical problems that it was too crowded, despite persistent rain. The camp was perhaps the highlight of the entire weekend. The atmosphere was active, colorful, open and committed, despite the rain. The promise “We’ll be back next year and bring many others with us” underscored the optimistic general message. The area for the camp was provided by a local farmer free of charge and infrastructure was provided by local residents. This would have been unthinkable years ago and highlights the change in climate locally.

The events of the Information Day on Friday were also overcrowded. When has there been in Kaiserslautern events of socially controversial issues, which were crowded with the more than 150 participants in one afternoon? Among the issues discussed were the future of NATO, the drone war and how these can be overcome as well as the concurrent Bilderberg Conference in Dresden.

10,000 leaflets and other information material were distributed to the local population. In recent months, public awareness has changed massively in favor of peace. Along the route of the human chain there was participation by local people despite the fact that it had not been advetised.

For the first time international guests from a number of countries participated in the human chain, including the US, UK, France, Switzerland, Belgium, Luxembourg and Austria, which underlines the importance of these actions.

The film “Ramstein, final assault”, with the significant support from peace activists and complainants against the US Air Base, was shown by Wolfgang Jung and Fee Strieffler on Friday in Kaiserslautern.

There have already been over 10 regional “Stop Ramstein initiatives” across the country and there were 13 buses full of people who came to Ramstein.

“We call on our federal government to end this violation of international law, this warfare by the United States government that is conducted from our soil,” said Oskar Lafontaine, the opening speaker at one of the three opening rallies.

(Article continued in right column)

Question related to this article:

Drones (unmanned bombers), Should they be outlawed?

(continued from left column)

The speakers highlighted the main concerns of the demonstrators:

* Stop the drone war!

* Close the Air Base with its central command structures, including for nuclear war and missile defense

* Establish a comprehensive conversion program by which military jobs are converted to civilian.

* End the German participation in wars of intervention as well as the armament programs

The protesters expressed their solidarity with the refugees who have come to us because of the wars of USA and NATO. “The daily death in the Mediterranean” is intolerable and a political and moral indictment of the policies of the Western countries.

Completely new and unexpectedly positive was the impressive, broad and diverse media coverage. Reuters produced a video clip that was shown on BILD.de and Stern online. The dpa and epd provided comprehensive information. There were reports by Deutschen Welle, the Frankfurter Rundschau, from FOKUS, n-tv, Deutschlandfunk, Deutschland Radio Kultur, Neuen Deutschland and many national newspapers. There were almost daily reports in the last week in the local monopoly newspaper Rheinpfalz. There were two major articles in the US newspaper of the region (Stars and Stripes), almost continuous radio reports and several regional TV reports (including SWR Landesschau). They can be viewed on the website of the campaign. Coverage in the young world was awkward.

The events and their intense preparation would have been inconceivable without the support of the new alternative media: NachDenkSeiten, KenFM, Weltnetz.tv, RT, alternative radio stations, among others. This cooperation promises to help foster other successful actions of the peace movement in the future; it should be developed and expanded.

Preparations for the actions were controversial, at times evoking malicious, even libelous attacks. But the events of the weekend proved them wrong. It was the peace movement in its breadth and diversity. The participants were united by their desire for peace, their concerns about the dangerous situation today and their opposition to the ruling policy, a clear NO to war and militarism.

It can only be an appeal, but it should be stated at this point: Let us develop more togetherness and solidarity! Ramstein June 2016 makes it clear.

The events were a major logistical and organizational challenge. They were many helpers, through the dedicated regional initiative “Stop Ramstein Kaiserslautern”. The small problems that we had, of course, will be overcome next time. Thanks to all who helped. There were many! Without them, the impressive actions of the weekend would have been impossible.

“We will return” until we end the drone operations from Ramstein. It is a long struggle that must be conducted with even greater intensity. We are ready! We must continue with our educational and information work and and further actions for peace among the people. The campaign “Stop Ramstein” has only just begun!

If this is the beginning of a revitalized, renewed peace movement, only time will tell. We are committed to remain active.

For further information, see www.ramstein-kampagne.eu

Where is peace education taking place?

As an initial response to this question, here is the list of national and local sponsoring organizations retrieved July 9, 2016 from the Global Campaign for Peace Education (see CPNN article about the campaign):

* Act 1 Presentations (USA)
* ActionAid Ghana
* All Pakistan Friendship and Peace Council (All Pakistan Youth Wing)
* Amnesty Nepal, Group-81
* Aotearoa-New Zealand Foundation for Peace Studies
* ASEPaix, Association Suisse des Educateurs à la Paix (Switzerland)
* ASHTA NO KAI (India)
* Asociacion Respuesta (Argentina)
* Association of Young Azerbaijani Friends of Europe
* Assumption College (Philippines)
* Awareness One (Nigeria)
* Azerbaijan Women and Development Centre
* Big Brothers Big Sisters- Kerryville (USA)
* Buddha’s Light Universal Welfare Society (BLUWS) (Bangladesh)
* Canadian Alliance for Youth and Children’s Rights (CAYCR)
* Canadian Centres for Teaching Peace
* Canadian International Institute of Applied Negotiations
* CEAL- Ciudardes Educadoras America Latina (Argentina)
* CEDEM-Centre d’Education et de Developpement pour les Enfants Mauriciens (Mauritius)
* Center For Globalization Studies, University BK (Serbia, FR Yugoslavia)
* Center for Human Rights and Peace Studies (CRPS) (Philippines)
* Center for Peace Education, Miriam College (Philippines)
* Center for Peace, Justice and Integrity of Creation (Philippines)
* Centre for the Study of Forgiveness and Reconciliation (United Kingdom)
* Centre for the Study of Peace (Ireland)
* CETAL- Network Culture of Peace (Sweden)
* CEYPA-Civic Education Youth Programme in Albania
* Child and Women Rights Society (Bangladesh)
* Children and Peace Philippines JMD Chapter
* City Montessori School (CMS, India)
* Concord Video and Film Council (UK)
* Concerned Youth for Peace (CONYOPA, Sierra Leone)
* Canossian Schools in the Philippines
* Cosananig Organisation (Nigeria)
* Creative Response to Conflict (USA)
* Culture for Peace Foundation (Spain)
* CRAGI, Conflict Resolution and Global Interdependence (USA)
* D@dalos Sarajevo – Association for Peace Education
* Développement Rural par la Protection de l’Environnement et Artisanat (Cameroon)
* Don Bosco Educational Association of the Philippines DBEAP
* Education for Peace Institute of the Balkans (Bosnia- Herzegovina)
* Education for Peace Project (Landegg International University, Switzerland)
* Educadores para a Paz (Brazil)
* Electoral Institute of South. Africa
* Elimu Yetu Coalition-Kenya
* ESR National Center Resolving Conflict Creatively Program (USA)
* Foundation for Peace and Development (Ghana)
* Fundacio per la Pau (Spain)
* Fundación Casa De La Juventud (Paraguay)
* Fundacion Gamma Idear (Colombia)
* Global Harmony Foundation (Switzerland)
* Helplife Foundation (Ghana)
* Grupa “Hajde Da…” (Belgrade Youth Centre for Tolerance and Peace Development)
* GUU Foundation Community Based Rehabilitation (Uganda)
* Halley Movement (Mauritius)
* Hessisches Landesinstitut für Pädagogik (Germany)
* Human Rights Committee (Serbia)
* Human Rights Education Academy of Nepal
* Human Rights Education Programme (Pakistan)
* Human Rights Eye & Education Center (HREEC, Cameroon)
* Iligan Center for Peace Education and Research (Philippines)
* Indian Institute for Peace, Disarmament and Environmental Protection
* Institute for Planetary Synthesis (Spain)
* International Holistic Tourism Education Centre-IHTEC (Canada)
* International Mission for Peace (Sierra Leone)
* International Peace Research Association (Japan)
* International Youth Link Foundation (Ghana)
* International Youth Parliament/Oxfam Australia
* International Society For Human Values (Switzerland)
* Institute For Peace and Justice (USA)
* Institute of Education and Peace (Greece)
* Jane Addams’ Peace Association Inc (USA)
* Jigyansu Tribal Research Centre (India)
* Khmer Youth Association (Phnom Penh)
* Kids Meeting Kids (USA)
* Landegg International University (Switzerland)
* League In Friendship Endeavour (India)
* Learning and Development (Kenya)
* Lebanese American University Center for Peace and Justice Education
* Mandate the Future (Sri Lanka)
* Multiethnic Children and Youth Peace Centers (MCYPC) (Kosovo, FR Yugoslavia)
* National Federation of UNESCO Associations of Nepal
* Narvik Peace Foundation (Norway)
* NDH-Cameroon and African Network of Grassroot Democracy
* Nepal Institute for United Nations and UNESCO
* Nepal National UNESCO Academy
* Network Culture of Peace (CETAL) (Sweden)
* Nova, Centro para la Innovacón (Spain)
* Office of Peace in Horn of Africa OPIHA (U.A.E./Somalia)
* Pan-African Reconciliation Council (Nigeria)
* Parbatya Bouddha Mission (Bangladesh)
* Partnerships and Exchanges Programme for Development (Togo)
* Pax Christi Flanders (Belgium)
* Pax Educare- The Connecticut Center for Peace Education
* Paz y Cooperación (Spain)
* Peace 2000 Institute (Iceland)
* Peace Advocates Zamboanga (Philippines)
* Peace Education Academy of Nepal
* Peace Education Center (United States)
* Peace Education Institute (Finland)
* Peace Pledge Union (UK)
* Peace Project Africa (South Africa)
* Peace Research Centre (Cameroon)
* Peace Research Institute-Dundas (Canada)
* Peaceful Solution Society of Ghana
* People’s Parliament (Leskovac, Yugoslavia)
* Philippine Action Network on Small Arms PHILANSA
* Plowshare Center (USA)
* Proyecto 3er. Milenio (Argentina)
* Quaker Peace and Service (UK)
* Research Academica for Humanism and Jaiprithvi (RAFHAJ, Nepal)
* Rights Works (USA)
* Robert Muller School (USA)
* Sakha Ukuthula (South Africa)
* Samaritan Public School (India)
* Save the World (Nepal)
* Seminario Galego de Educacion para a Paz (Spain)
* Service Civil International-International Voluntary Service (SCI-IVS USA)
* Significant Music (Canada)
* Society For Democratic Reforms (Azerbaijan)
* Society for Human Development (Bangladesh)
* Support Center for Associations and Foundations (Belarus)
* Swedish Peace and Arbitration Society
* Teaching for Peace Workshop (Denmark)
* Triratna Welfare Society (Bangaladesh)
* Vientos del Sur (Argentina)
* United Nations Association of New Zealand
* United Nations of Youth Foundation (The Netherlands)
* Unesco Etxea (Spain)
* Winpeace (Women’s Initiative for Peace, Turkey)
* World Commission for Peace & Human Rights Council (Pakistan)
* World Voices (UK)
* Youth Approach for Development & Cooperation (Bangladesh)
* Young Christian Students of Nigeria
* Youth Forum For Peace and Justice (YFPJ-Zambia

This question applies to the following CPNN articles since the summer of 2016:

Teaching Peace: Nurturing Young Peacemakers in Ghana through Education

ICESCO Director General: Peace education is an investment in a safer, more prosperous future for humanity

Peace Education in Colombia

Service Civil International: Call for participants: “From Conflict to Collaboration: Building a Culture of Peace in Diverse Communities”

The Role of Universities in Supporting Young People to Become Effective Peace Builders: The Experience of Hawassa University in Ethiopia

Experts explore effective approaches for sustainability in peace, education (Rwanda)

Education for Peace dialogues hosted by National Ministry of Education in Cartagena, Colombia

Philippines: Davao peace summit underscores role of academe

Dominican Republic : CDP and Sinarec sign agreement to promote a culture of peace and reduce violence

El Salvador : MUPI promotes workshops on Culture of Peace

CEPEJ Takes Peace, Environmental Advocacy To Schools Across Nigeria

Mali: Partnership between UCAO-UUBa and EMP: promoting research and training for the culture of peace in Africa

Brazil: Culture of Peace in schools will be the subject of a webinar on February 18th

Spain: 259 educational centers in Almería take part in network “School as a Space for Peace”

Spain: Movimiento por la Paz produces educational material for secondary schools on the culture of peace

Spain: Sierra Blanca achieves second place in the Annual Awards for the Promotion of the Culture of Peace and School Coexistence

UABJO launches Institutional Program for the Culture of Peace in Oaxaca, Mexico

Mexico: Virtual seminar on peace building in schools

La Paz, Baja California Sur, Mexico: Training of basic education teachers on the culture of peace

Colima, Mexico: Virtual Forum “University Fostering a Culture of Peace”

Quintana Roo, Mexico: Judicial Power for Culture of Peace

Mexico: Courses and training to build a culture of peace

Spain: Movimiento por la Paz launches an online course with «five paths for peace»

Mexico: Universities of ANUIES to share best practices on culture of peace

Mexico: Culture of peace in higher education

Global Campaign for Peace Education: Year-end review

Philippines: Teach Peace Build Peace Movement

Greek Cypriot and Turkish Cypriot educators and activists speak about building peace

Venezuela: the culture of nonviolence is replicated in Petare

Mexico: USEBEQ and UAQ train teachers in culture of peace

Michoacán Mexico: Training for culture of peace and non-violence

Guatemala: SEPAZ Graduates 82 ‘Multipliers of Peace’

Cyprus: Teachers from both sides attend seminars on peace education

Testimonies from the First Advanced AVP Workshop in Apanteos Prison, El Salvador

Dominican Republic: Ministry of Education to promotes a culture of peace and guarantes security in schools

National Campaign for Peace Education launched in Cameroon

Dominican Republic: Reflections on the search for a culture of peace in schools

Mexico: Culture of Peace Diploma initiated by CEDHJ, UdeG and the Institute of Alternative Justice

Mexico: Government of AMLO will include new subjects in schools

USA: Appalachian Peace Education Center

West Africa: Stakeholders call for support of the ECOWAS Conflict Prevention Framework

Lesotho: Is 2019 a year of peace in our schools as peaceful school model takes shape?

Promotion of peace and peace education through schooling: Perspectives and experiences of girls and boys in Mauritius

Mexico: Teachers from more than 800 schools trained in culture of peace

Togo: Young people in West Africa trained in Lomé for conflict prevention

Cyprus: International Institute on Peace Education 2019

Philippines: Peace Education among top priorities in the new Bangsamoro Government

Mexico: Promoting the subject “Culture of Peace” at all academic levels

Honduras: Program in 130 schools reduces violence and promotes culture

Navarra, Spain: The “Schools for Peace and Coexistence” Program will be extended to 61 centers and more than 10,800 participants

USA: Marquette University Center for Peacemaking celebrates 10 years

Mexico: International Congress of Education for Peace Organized in Edomex

Brazil: Culture of Peace will be the theme of a free lecture in Guarujá

6,000 teachers deployed to promote peace in Mindanao (Philippines)

Philippines: New Bangsamoro Organic Law Includes Provision for Peace Education

The UNESCO Chair and the UTPL promote the training of peace managers for Peru, Colombia and Ecuador

Peru: Law to promote the culture of peace and non-violence in basic education

“Building peace from the inside out“ – course start in Jordanian refugee camps

Human Rights Council of Sierra Leone Establishes Human Rights Clubs In Schools

Finalization of activities of ‘Imagine’ Project for school year 2017-2018 (Cyprus)

Mexico: Invitation to study the Master of Science for Peace

Côte d’Ivoire: A seminar on the culture of peace organized at the FHB Foundation of Yamoussoukro

Activity Report: The Turkey-UK “Peace Education in Teacher Training” Workshop

The culture of non-violence will take place in the heart of Lebanese school curricula

Brazil: Experts Support Teacher Training for Culture of Peace

Pontifical Council, WCC develop joint text on education for peace

India: Peace Channel promotes peace education in schools of Kohima

Philippines: MPI 2018 Annual Peacebuilding Training: Creating a Culture of Peace

Peace is not just a two-period a week subject – Prajnya Teachers for Peace Training (India)

Venezuela: Educational sector plans to train teachers in culture of peace

El Salvador to prioritize culture of peace in its schools

Colombia: Unesco recognizes schools in Norte de Santander for their work towards peace

Romania: IPDTC Training programs for peacebuilding and violence prevention

Peace Heroes: Bushra Qadeem Hyder on Fighting Extremism with Education in Pakistan

Rwanda: Building Resilience to Genocide through Peace Education: Concepts, Methods, Tools and Impact

Nigeria: Plateau To Tackle Boko Haram With Peace Education

Dominican Republic: Education Ministry launches student forum for a culture of peace

Innsbruck, Austria: 2017 International Institute for Peace Education (IIPE)

Northern Ireland school receives Evens Prize for Peace Education 2017

Ecuador: Students from schools commit to fostering a culture of peace

Ecuador: Estudiantes de escuelas con compromiso de fomentar cultura de paz

Nuevo León, Mexico: The State Commission on Human Rights seeks to foster peace in schools through workshops

Nuevo León, México: Busca CEDH fomentar paz en las escuelas a través de talleres

Education for Culture of Peace in Cyprus: Sharing Best Practices

Rwanda: Peace Education Added to National Curriculum

Benin to introduce education for culture of peace

Brazil: The Dream Factory creating new paths for Culture of Peace and Non-violence

Le Bénin veut introduire l’éducation à la culture de la paix dans le système éducatif

El Salvador: Discussions to include culture of peace in national educational curriculum

Colombia, Minister of Education: The education sector is crucial for the consolidation of peace

Colombia, MinEducación: El sector de la educación debe ser decisivo para consolidar la paz y mejorar su calidad

USA: Ashland Culture of Peace Commission explores peace education

Bosnia and Herzogovina: Celebrating 10 years of global education for peace at UWC Mostar

Teachers lead the way towards Peace in their Classrooms and Communities in Rakhine State, Myanmar

UK: Quakers hold conference on peace education for schools

Seychelles set to become hub for peace studies

Rwanda: 3-year peace education program concludes with Peace Week and youth conference

Young people from all over the world come together at Hiroshima to learn about peace and nuclear disarmament

The Global Campaign for Peace Education

Three Decades of Peace Education in the Philippines

Solomon Islands: Malaita and Guadalcanal support peace education

India: 250 schools in Tamil Nadu to get Human Rights Clubs

Romania: Systemic Peacebuilding, Conflict Transformation & Post-War Recovery and Reconciliation

The Global Campaign for Peace Education

… EDUCATION FOR PEACE …

Excerpts from the website of The Global Campaign for Peace Education

The Global Campaign for Peace Education provides coverage of peace education from around the world, including original articles, research and stories cultivated from journals and independent and mass media sources. We especially encourage article and event submissions from our readers.

gcpe

Campaign Goals

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

First, 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. Second, to promote the education of all teachers to teach for peace.

Campaign Statement

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 can not be achieved without intentional, sustained and systematic education for peace.

The urgency and necessity of such education was acknowledged by the member states of UNESCO in 1974 and reaffirmed in the Integrated Framework of Action on Education for Peace, Human Rights and Democracy in 1995. Yet, few educational institutions have undertaken such action. It is time to call upon ministries of education, educational institutions and policy makers to fulfill the commitments.

A campaign to facilitate the introduction of peace and human rights education into all educational institutions was called for by the Hague Appeal for Peace Civil Society Conference in May 1999. An initiative of individual educators and education NGOs committed to peace, it is conducted through a global network of education associations, and regional, national and local task forces of citizens and educators who will lobby and inform ministries of education and teacher education institutions about the UNESCO Framework and the multiplicities of methods and materials that now exist to practice peace education in all learning environments. The goal of campaign is to assure that all educational systems throughout the world will educate for a culture of peace.

(Continued in right column)

Question for this article:

Where is peace education taking place?

(Continued from left column)

Campaign Form

The Campaign is a non-formal network comprised of formal and non-formal educators and organizations, each working in their own unique ways to address the goals above.

This form allows Campaign participants to focus their energies towards meeting the goals and needs of their constituents – while at the same time promoting and making visible the growing global network of educators working for peace.

The Campaign helps to connect educators and facilitate the exchange of ideas, strategies and best practices through its website and newsletters. It is presently coordinated by the Peace Education Initiative at The University of Toledo.

TONY JENKINS: Global Coordinator
KEVIN KESTER: Book Review Editor
OLIVER RIZZI CARLSON: Editor

Original endorsers:

International Organizations

* International Association of Educating Cities
* International Association of Educators for Peace
* International Association of Educators for World Peace
* International Peace Bureau
* International Teacher
* International Youth Cooperation (The Hague)
* Living Values: An Educational Programme
* Mandate the Future/Worldview International Foundation (Colombo)
* Pan Pacific and Southeast Asia Woman’s Association
* Peace Boat
* Pax Christi International
* Peace Child International
* Peace Education Commission
* International Peace Research Association
* UNICEF
* UN High Commissioner for Refugees
* Youth for a Better World International

Click here for the list of National and Local Organizations.

Rwanda: 3-year peace education program concludes with Peace Week and youth conference

… EDUCATION FOR PEACE …

An article from the Rwanda Focus

After three years of building sustainable peace in communities across the country, the Rwanda Peace Education Program (RPEP) is coming to a close. The conclusion of the program will be marked by a Peace Week that starts on Monday and will include various activities to share the success of the program and encourage all Rwandans to be champions of peace in their own villages and families.

Rwanda
(Click on photo to enlarge)
A peace-building event organized by RPEP. (photo RPEP)

The Peace Week will take place from Monday 20 to Saturday 25 June, and will be hosted at the Kigali Genocide Memorial, Iwacu Avenue (Car Free Zone) and the Institute for Research and Dialogue for Peace.

The major activities include: the Ubumuntu International Youth Conference; the Peace Makers Exhibition at Iwacu Avenue (Car Free Zone); the National School Arts Competition Exhibition at Iwacu Avenue (Car Free Zone); the First Generation Teacher Peace Competition at the Kigali Genocide Memorial; Musekeweya Arts Performance; and a USC Shoah Foundation Film Screening at the Kigali Genocide Memorial

As part of Peace Week, RPEP partner the Aegis Trust will organize the Ubumuntu International Youth Conference, bringing together more than 100 young peace-builders from 16 countries. Participants will learn about genocide and its effects, post-genocide reconstruction, and genocide prevention. They will also visit memorials and reconciliation villages, and hear from leading scholars and practitioners in the areas of conflict resolution, conflict prevention, and peace building.

The Peace Week aims to inspire and challenge Rwandans to become peacemakers in their own communities. Rwandans who have used their skills and talents to influence their peers and communities to contribute to building a Rwanda that is free from conflict and division will share their experiences.

RPEP has been in place for the last three years, visiting communities across the country to promote positive values including social cohesion, pluralism and personal responsibility, empathy, critical thinking and action to build a more peaceful society. The program has been run by Aegis Trust, Radio La Benevolencija, the Institute For Research And Dialogue For Peace and the University of Southern California Shoah Foundation and is funded by the Swedish International Development Agency (SIDA).

The program has reached more than 50,000 people from more than 20 districts across Rwanda. One of the most impressive achievements of the program has been the introduction of the Peace and Values Education developed by the program into the national curriculum.

(Thank you to the Global Campaign for Peace Education for calling this article to our attention)

Question for this article:

Seychelles set to become hub for peace studies

… EDUCATION FOR PEACE …

An article from Seychelles Nation

The University of Seychelles has announced that it is considering setting up an international centre for peace studies and diplomacy with the expert guidance and experience of Seychelles’ founding President Sir James Mancham. In fact the idea of Seychelles hosting an international centre for peace studies and diplomacy is an initiative of Sir James.

Seychelles

The University of Seychelles (UniSey) has said this is an ambitious and timely project that will add to the reputation of Seychelles as a peaceful nation making a further contribution to global society. “And it will support the university’s drive to develop niche areas of research and course opportunities,” added the UniSey.

Why peace studies?

The subject of peace studies is as intriguing as it is important:

* it is about war as well as peace;

* it embraces terrorism along with national confrontations;

* it is an academic study but also highly practical;

* it ranges from the boundaries of religion to the hard edge of geopolitics;

* it encourages abstract debate but cannot shy away from problem-solving;

* it draws on a variety of disciplines but belongs to none; and

* it addresses contrasting instances of conflict in different parts of the world.

Given the ubiquitous nature of national and international conflicts – and consequent attempts to resolve them – it is hardly surprising that peace studies has taken its place on the world stage. There is much to be understood, much to be done. But the ground is by no means saturated, the need to do more by no means met. The new centre will have an important role to play.

Why Seychelles?

Politically, the Republic of Seychelles is a small island state that is a friend of other nations and a threat to none; its neutrality is a key consideration. Indeed, neutrality made possible a much-lauded attempt by the President, James Michel, to broker an agreement between opposing factions in Madagascar at a time of political deadlock.

Socially, the country has an enviable record of ethnic harmony. It is widely regarded as a peaceful society. Where better to locate an international centre for peace studies?

Geographically, it is located in the Indian Ocean, just a few hours from the African continent and the Middle East, two regions where national and regional conflicts are too often in evidence.

Environmentally, Seychelles is a mecca for tourists who value the exceptional quality of its islands and turquoise seas. As a tranquil backcloth to negotiations on war and peace, it is hard to imagine a more conducive setting.

(Continued in right column)

Question for this article:

Where is peace education taking place?

(Continued from left column)

But there is another reason too why this is an ideal location. For many years, the first President of the Republic of Seychelles, Sir James Mancham, has forged links with a wide range of international organisations and he, himself, is a renowned spokesperson for peace and reconciliation. Only recently he was awarded the prestigious Africa Peace Award 2016.

For all these reasons, Seychelles lends itself to this innovative proposal to establish a permanent centre for peace studies in the Indian Ocean.

What is proposed?

The mission of the centre will be to offer an international hub for the study of peace and to play an active role in conflict resolution as well as the training of diplomats.

The vice-chancellor of the University of Seychelles will be personally responsible for its development, helped by a project manager who will, initially, research the field and prepare the ground for the formation of the centre. Funds will be sought externally for specialist appointments and for the provision of a well-appointed office suite, located within the Anse Royale campus of the university.

The early appointment of a professor of peace studies and the support of visiting academics will provide specialist guidance to develop an appropriate programme of research and activities.

Although the centre will be located at Anse Royale it is anticipated that high-level talks might be arranged in secluded surroundings on one of the nation’s many islands.

What activities will take place?

The proposed professor of peace studies will provide both academic leadership and proven negotiating skills.

The centre will be a hub of information and also a meeting place for practitioners and scholars alike. Conferences will be a feature of the centre’s activities.

Under the auspices of the UniSey, it will offer a Master’s Degree in peace studies for local as well as international students, together with opportunities for doctoral and post-doctoral research.

Increasingly, consultancy will play a key role in the work of the centre, with assignments to undertake different aspects of conflict resolution.

How will it be funded?

The involvement of the vice-chancellor and the appointment of the project manager will be provided by the UniSey, while Sir James Mancham will be on hand with expert advice.

Applications will be made to external funding agencies to enable the appointment of a specialist professor peace studies and for the provision of suitable accommodation.

How will it be managed?

A Board of Trustees – to be chaired by Sir James Mancham – will be appointed, with responsibility to ensure that the mission of the centre is maintained and that funds are spent wisely and responsibly. The Trustees will also be responsible for the appointment and strategic monitoring of the performance of the professor. On a day-to-day basis, the centre and its employees will be directly accountable to the vice-chancellor of the UniSey.

(Thank you to the Global Campaign for Peace Education for calling this article to our attention)

UK: Quakers hold conference on peace education for schools

… EDUCATION FOR PEACE …

An article from Ekklesia

On a day when Britain awakes, divided and disappointed by the EU Referendum and bruised by acrimonious campaigning, Quakers in Britain will host 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 will attend Learning Through Peace at Friends House in London. Quakers will work with others – Spiritual England, Peacemakers, The University of Winchester – to build the long-term merits of peace education.

quakers

Peace education teaches alternatives to violence. For more than 350 years, Quakers have worked for peace, not power, for co-operation, not aggression. This work includes peacebuilding in violent conflict, to challenging militarisation in schools and promoting peer mediation in the playground. The conference falls on the eve of Armed Forces Day and on the centenary of conscientious objectors courageously facing court martial and sentences of death for refusing to fight in World War I.

Isabel Cartwright, Peace education programme manager for Quakers in Britain, said “The Peaceful Schools Movement is so important. It’s civil societies’ way of helping teachers, governors, parents/carers, students and others, to inspire each other to take new steps to build a culture of peace, starting in our schools.”

(Continued in right column)

Question for this article:

Where is peace education taking place?

(Continued from left column)

“The United Nations Committee on the Rights of the Child, earlier this month, called for the UK government to ‘intensify its efforts to tackle bullying and violence in schools, including through teaching human rights and improving students’ conflict resolution skills’,” she explained.

Learning though Peace is a national conference for primary schools. It will bring together head teachers, deputy and assistant head teachers, school staff and school governors. Schoolchildren will be helping facilitate workshops, taking part in the panel discussion and acting as roving reporters throughout the day.

There will be workshops and sessions. Organisations taking part include Quakers peace education staff, and Anna Lubelska, founder of the Peaceful Schools Movement ‘Go Givers’, Peace Jam UK, which links up with Nobel Peace Prize winners, Amnesty International and Spaces for Spiritual Living. Resources will be shared including Quaker Peacemakers’ Learning for Peace.

* More on Learning Through Peace here.

* Quakers are known formally as the Religious Society of Friends. Around 23,000 people attend 480 Quaker meetings in Britain. Their commitment to equality, justice, peace, simplicity and truth challenges them to seek positive social and legislative change. Quakers in Britain: http://www.quaker.org.uk/

(Thank you to the Global Campaign for Peace Education for calling this article to our attention)

Teachers lead the way towards Peace in their Classrooms and Communities in Rakhine State, Myanmar

… EDUCATION FOR PEACE …

An article from UNESCO Bangkok

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 Rakhine State have been trained in life skills for peace and conflict transformation in partnership with the Centre for Diversity and National Harmony. 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.

Myanmar

The overall aim of the peace education project is to enhance the capacity of principals, school teachers, students and their parents to facilitate inclusive problem-solving processes and consensus-building around community priorities and to strengthen the commitment to an inclusive civic national identity.

UNESCO has developed school-based peace education training resources with four components: training of trainers, teacher training, teacher and student guide for the classroom and working with parents. The resources are activity-based with combinations of learning outcomes/competency development delivered through a mixture of concepts, structured learning exercises, experiential learning, posters, drama, art and story-telling that lead to a culture of peace and building a safe school and community. In May this year, 41 participants from 17 townships in Rakhine state attended the training of trainers in Yangon and subsequently 250 staff from 98 schools in Buthidaung, Maungdaw, Rathedaung, Minbya and Mrauk-U received teacher training in their respective townships.

Through a conflict-sensitive approach to education, the pilot training of trainers and teacher training aim to promote inter-cultural awareness and peaceful co-existence. The project activities promote the long term goal of education to overcome discrimination and exclusion through human rights-based, quality education. The Ministry of Education is keen to see the training modules developed for this project rolled out in the whole of Rakhine state as well as in other ceasefire areas.

(Thank you to the Global Campaign for Peace Education for calling this article to our attention)

Questions for this article:

Bosnia and Herzogovina: Celebrating 10 years of global education for peace at UWC Mostar

… EDUCATION FOR PEACE …

An article from the United World Colleges

This year, graduation season has been particularly special for the whole community at UWC Mostar, which has just celebrated its 10th year anniversary! UWC Mostar was established against the background of the violent breakdown and division of former Yugoslavia along ethnic and religious lines that occurred between 1991 and 1995. During the conflict, over 140,000 people died, over 50% of the population was displaced and over one million people sought refuge in other countries. In this context, the opening of UWC Mostar not only provided a new educational model that was radically different from the prevailing national educational system in place since the war, but it also demonstrated the relevance of the UWC mission in the 21st century: using education as a force for a more peaceful future.

Bosnia
Click on photo to enlarge

In fact, since the war, UWC Mostar was the first school in Bosnia and Herzegovina having students from across the country being taught by the same teachers and in the same classroom. This deliberately inclusive educational model, which makes students from all backgrounds work and learn together, was – and is – very different from the segregational educational system still prevailing across Bosnia and Herzegovina (BiH) today. Pilvi Torsti, Chair of the Foundation Education in Action, UWC Adriatic graduate from Finland and one of the master minds behind starting UWC Mostar, underlined the active role of the college in fighting this model and make education a means for peace among people: “The wider influence of the work has even led to court rooms: UWC Mostar has been used to make the case against segregated educational system in this Canton. It is a miracle that we are all here today”.

UWC Mostar’s mission was and continues to be a most relevant one: to equip the next generations of young people in Bosnia and Herzegovina with the knowledge, skills, leadership qualities and international values, necessary to bridge the still existing ethnic divisions and move their country into a more peaceful future. But UWC Mostar has become much more than a model for inclusive education for young people from Bosnia and Herzegovina: its student body includes individuals from all over the Balkans and from countries across the world, with a special emphasis on students from post-conflict countries.

(Articles continued in right column)

Question for this article:

Where is peace education taking place?

(continued from left column)

Mary Ann Hennessey, Head of Office of the Council of Europe in Bosnia and Herzegovina and member of the Board of the College Foundation, who took part in the recent celebrations for the college’s 10 year anniversary, underlined: “From 2006 the United World College Mostar has been enrolling students from BiH and from around the world, providing an example of openness and diversity which lies at the heart of a modern, student-centred education. In doing this, and building relationships with local educational partners, UWC Mostar contributes to the transition from a post-conflict society to a society which can make a success of the European integration process, and eventually transition to a genuine modern, European Union economy, society and polity”.

UWC Mostar’s inclusive approach is also reflected in the words of Jasminka Bratić, Chair of UWC Mostar Board, who commented: “Mostar was the right place for founding a college. The College where children are educated about mutual differences in the atmosphere of equality and tolerance, where they are taught to respect those differences, to develop their critical thinking, creativity, social compassion and responsibility”. She also added: “Not long ago Bosnia and Herzegovina has applied for EU membership. But Mostar can boast about having its own UNITED NATIONS for the past ten years, where people of different cultures, nations, religions and traditions live and work in peace and harmony within the city and Gimnazija building”.

Being situated in a city which was divided by the war, UWC Mostar consciously spread its residences across the city to enable the students to integrate with different communities – and to become a living proof how people can live together independent of their ethnic, religious, national or linguistic background. Today, it is the interaction of students with the local community which has become the essence of UWC Mostar and one of its most unique characteristics. By establishing its community service programme in cooperation with more than 15 institutions and associations in Mostar, UWC Mostar gave impetus to the development of a community of volunteers in a society in which voluntary work was not firmly established. Sharing one school building with a local school and through scientific fairs and competitions, UWC Mostar played a key role in gathering students and teachers from both the Bosniak and Croat side of the educational system to work together.

This year, UWC Mostar is celebrating 10 years of work and achievements – and the whole UWC community celebrates with them! During the celebration, Pilvi Torsti, shared her thoughts on the past and the future of UWC Mostar: “So dear guests, this is what I wish all of us to recognise today: UWC Mostar celebrates today 10 years of start-up history, start-up mentality, start-up people. That start-up has educated almost 800 students (including current 1st years). 1000 Bosnian teachers have taken part in workshops. Now it is the challenge to turn the start-up into a long term successful venture with many new ‘firsts’. And that is the challenge for you all – there is nobody somewhere out there to do it but you!”

(Thank you to the Global Campaign for Peace Education for calling this article to our attention)

Colombia, Minister of Education: The education sector is crucial for the consolidation of peace

… EDUCATION FOR PEACE …

An article of RCN Radio along with comments by Gina Parody, Minister of Education, reprinted by El Pilon (translated by CPNN)

The Minister of Education, Gina Parody, speaking at the meeting of secretaries of education from across the country, invited them to teach a new generation of peace, preparing children and young people to consolidate peace. The meeting took place in the municipality of Villa de Leyva in Boyaca department.

Colombia
Minister of Education, Gina Parody

The directors of the 95 Ministries of Education in the country are meeting from 29 June to 1 July, to take stock of education management and to meet the sector’s challenges in the light of the peace agreement to be signed in Havana, Cuba.

Secretaries of Education and the Education Minister are addressing a number of issues including educational infrastructure, the full school day, enrollments, quality of education, early childhood education and budgetary concerns, among others.

Remarks by Gina Parody, Minister of Education:

The government of President Juan Manuel Santos has set a goal: see the country experience its first generation that does not live even one day at war: a generation of peace. With the silence of the guns Colombia can turn the page and start writing the chapter of peace and equity. To write that chapter of hope and reconciliation, Colombia is prepared with the most valuable legacy that we can give our children: education.

For the first time, the government has allocated a larger budget for education of our children and young people, that the budget for war. We are convinced that it is in the classrooms that the new generation will begin to rewrite the history of Colombia as a country in peace.

(Articles continued in right column)

(Click here for the original articles in Spanish)

Questions for this article:

Where is peace education taking place?

(continued from left column)

And we’re already advancing! With every action we take in favor of education, we move forward towards peace. For example, we have established free education in all public schools in the country, from kindergarten to grade eleven; today thanks to this 7,620,397 children and young people are preparing for the future and their families simply by sending them to school.

We declare education to be compulsory until the 11th grade, to ensure that children wield pencils rather than guns. We started the Full School Day, ensuring that children spend more time in school and less on the streets. Today there are more than 500 thousand children who benefit from this measure, by 2018 it will be 2.3 million children, and by 2030 all children in public schools will be studying eight hours a day.

Our children will not only have more hours of study but also more spacious and modern spaces that facilitate learning. Our goal is to build 30,000 new classrooms by 2018, equivalent to 1,500 schools.

We are opening the possibility for low-income youth to prepare in the best universities in the country, we are gaining brilliant minds in the service of peace and rather than in the battlefields. With the program ‘Ser Pilo Paga’ 40,000 young people and their families will transform their lives.

We are working to improve the conditions of our teachers, because they are the heroes of education, whose dedication and commitment are forming the generation of peace. We are delivering 4,600 master’s scholarships and more than 20,000 digital tablets with instructional materials. To this are added 78,000 million pesos of incentives to reward their efforts and to improve the quality of our education.

With actions like these, we can be sure and without doubt, that the future and progress of our country will be defined in the classroom and not in the fields of war, because the soul of peace is education.

Freedom Flotilla will sail until the blockade of Gaza is permanently and fully lifted

DISARMAMENT & SECURITY .

An article by the Women’s Boat to Gaza

September, Cigdem Topçuoglu, whose husband was killed by Israel on board of Mavi Marmara in 2010, will be sailing with women from all over the world on the Freedom Flotilla Coalition’s latest mission, the Women’s Boat to Gaza (WBG). Ms. Topçuoglu’s action symbolizes Freedom Flotilla Coalition’s (FFC) position regarding the Israeli blockade of Gaza. It must be fully and unconditionally lifted.

gaza
Click on photo to enlarge

The Gaza Strip is the largest open air prison in the world. More than 1.8M persons have been living under an inhuman an illegal Israeli blockade since 2007. The blockade is killing Gaza. Five UN special rapporteurs found that the blockade of Gaza is illegal collective punishment.

MK Haneen Zoabi, who participated in the 2010 on board the Mavi Marmara, said that the reconciliation agreement between the two countries is a clear “admission of murder” by Israel. Ms. Zoabi called for more flotillas in order to remove “the criminal siege on Gaza”.

Laura Arau, an organizer with the FFC and herself a Mavi Marmara passenger said, “Keep in mind that the FFC is not affiliated with any government or political party,” and made a call to civil society: “Nothing can justify the suffering of the families of the activists who were murdered on board the Mavi Marmara in 2010 nor the daily violations of the human rights in Palestine. We, people of the world, must take action when our governments remain silent and are complicit to war crimes.”

Husein Oruç, member of IHH Humanitarian Relief Foundation and also an organizer with the FFC, said that “all the participants, all the families, all the members of Mavi Marmara are saying we are not looking for apologies, we are not looking for compensation.Our main purpose for going to Gaza was to end the blockade. If the agreement does not have this, it is unacceptable.”

In mid September the Women’s Boat to Gaza will sail with the same goal which is to break the illegal and inhumane blockade of Gaza. The Freedom Flotilla will continue until the port of Gaza is open, and Palestinians of Gaza have the ability to fish, to import and export freely, and to lead a normal life without daily fear and suffering. Norwegian organizer Gerd von der Lippe asserts that “the Freedom Flotilla will continue to sail until the illegal and inhumane blockade of Gaza is permanently lifted.”

Question related to this article:

Presenting the Palestinian side of the Middle East, Is it important for a culture of peace?

Readers’ comments are invited on this article and question. See comments section below.