Category Archives: EDUCATION FOR PEACE

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.

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Question for this article:

Where is peace education taking place?

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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.

EDUCATION FOR PEACE, global

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:
Africa, EDUCATION FOR PEACE

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.

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Question for this article:

Where is peace education taking place?

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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)

EDUCATION FOR PEACE, South Asia

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.”

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Question for this article:

Where is peace education taking place?

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“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)

EDUCATION FOR PEACE, Europe

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)

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East Asia, EDUCATION FOR PEACE

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
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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.

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Question for this article:

Where is peace education taking place?

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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)

EDUCATION FOR PEACE, Europe

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.

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(Click here for the original articles in Spanish)

Questions for this article:

Where is peace education taking place?

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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.

EDUCATION FOR PEACE, Latin America

Ivory Coast: UNESCO announces the creation of a school for the Culture of Peace in Yamoussoukro

… EDUCATION FOR PEACE …

An article by Abidjan.net (translated by CPNN)

The Deputy Director for Africa of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Edouard Firmin Matoko announced Tuesday the creation of a school for the Culture of Peace in Yamoussoukro , the Ivorian political capital, during a meeting.

Matoko
Edouard Firmin Matoko

Called the “Pan-African center for research and advanced training in the culture of peace”, the school is expected to open in a year at the latest”, or in 2017. Mr. Matoko spoke during a workshop of experts from UNESCO, the African Union (AU) and the State of Côte d’Ivoire.

The school will be housed within the Felix Houphouet Boigny Foundation for Peace Research, he continued hoping that “the procedures will move rapidly.”

“Following validation by the Cabinet in Ivory Coast, the creation of this school must be submitted to the Conference of Heads of State and Government of the African Union in July in Kigali (Rwanda)”, he added.

The educational content, teachers’ profiles and the cost of training have not yet been defined for the Pan-African center for research and advanced training in the culture of peace, but the objective will be ” capacity building of decision-makers in the values ​​of peace and citizenship”, according to the permanent ambassador of Côte d’Ivoire to UNESCO, Denise Houphouet.

(Click here for the original French version)

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Africa, EDUCATION FOR PEACE

Addis Ababa: Pan-African Symposium on Education, Resilience and Social Cohesion

… EDUCATION FOR PEACE …

An article from UNICEF

Ensuring equitable access to education is key in addressing the root causes of conflict and instability in Africa, stakeholders said today [June 1] ahead of the Pan-African Symposium on Education, Resilience and Social Cohesion, at the United Nations Conference Centre in Addis Ababa.

africa
Click on image to enlarge

The three-day event shares evidence and best practices from UNICEF’s Peacebuilding, Education and Advocacy Programme (PBEA), and the Inter-Country Quality Node (ICQN) on Peace Education, established by the Association for the Development of Education in Africa (ADEA). In doing so, the Symposium will seek to assess how inclusive, equitable and innovative education policy and programmes can contribute to sustainable peace and development across the continent. Currently, three out of 10 children in Africa are living in conflict-affected settings and exposed to numerous risks.

“The capacity of education to support children develop and thrive is well documented, however we now also know that education can prevent and reduce the impacts of conflict,” said UNICEF’s Regional Director for Eastern and Southern Africa, Leila Gharagozloo-Pakkala. “If the right policies and interventions are in place, together with financial investment, education can be a driving force in achieving the Sustainable Development Goals.”

In Sub-Saharan Africa, 36 out of 45 countries are at medium or high risk of experiencing man-made disasters, the highest rate globally. Moreover, at least 327 million children in Sub-Saharan Africa live in fragile contexts and the majority of the estimated 29 million primary school aged children who are out of school are primarily found in fragile settings and are particularly at risk or threatened by conflict.

“We need to reorient Africa’s education and training systems to meet the knowledge, competencies, skills, innovation and creativity required to nurture the continent’s core values,” said Dr Martial de Paul Ikounga, African Union Commissioner for Human Resources, Science and Technology. “We will then promote sustainable development at the national, sub-regional and continental levels.”

The African Union Commission, under the Agenda 2063 “The Africa We Want”, envisions that by 2020 “all guns will be silent and a culture of peace and tolerance would be nurtured in Africa´s children and youth through peace.”

Oley Dibba-Wadda, the Executive Secretary of ADEA, sees education as “a key tool against all kinds of violence” and strongly appeals to African governments to “endorse and develop integrated, peaceful, inclusive approaches and strategies that support the implementation of a comprehensive program on non-violence, tolerance and peace, especially for the young generation.”

The high-level event in Addis Ababa, which is being attended by Ministers of Education from 16 African countries, including conflict-torn states, will close with concrete recommendations on how to strengthen education sector policy and programmes in Africa to address the risks faced by children and to support sustainable peace and development across Africa. The symposium will also provide evidence to inform both donor and public funding strategies and investment priorities.

“Education can play both a protective and preventative role. In doing this, education’s power is transformative and serves as a peace dividend, reducing inequities and grievances between groups and strengthening social cohesion” said the Ethiopian Minister of Education, Ato Shiferaw Shigute.

The symposium is co-organized by the Federal Democratic Republic of Ethiopia’s Ministry of Education, UNICEF, the Association for the Development of Education in Africa (ADEA), and the Inter-Country Quality Node (ICQN) on Peace Education.

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Africa, EDUCATION FOR PEACE

Book review: A Student’s Guide to Starting a Career Working for Peace

… EDUCATION FOR PEACE …

A publication notice from Information Age Publishing

Author: David J. Smith, George Mason University

A volume in the series: Peace Education. Editor(s): Laura Finley, Barry University. Robin Cooper, Nova Southeastern University, published 2016

This book is a guide for college students exploring career options who are interested in working to promote peacebuilding and the resolution of conflict. High school students, particularly those starting to consider college and careers, can also benefited from this book.

peace jobs

A major feature of the book is 30 stories from young professionals, most recently graduated from college, who are working in the field. These profiles provide readers with insight as to strategies they might use to advance their peacebuilding careers.

The book speaks directly to the Millennial generation, recognizing that launching a career is a major focus, and that careers in the peace field have not always been easy to identify. As such, the book takes the approach that most any career can be a peacebuilding career provided one is willing to apply creativity and passion to their work.

CONTENTS
Peace Education Series Introduction, Laura Finley and Robin Cooper Preface. Acknowledgments. CHAPTER 1. What is a Peace Job? CHAPTER 2. Preparing for and Finding a Peace Job. CHAPTER 3. Peacebuilding Careers in Diplomacy. CHAPTER 4. Enforcing Peace and Justice Through Human Rights and Law. CHAPTER 5. Working in Conflict: NGO, IGO, Humanitarian, and Military Careers. CHAPTER 6. Teaching About Peace and Conflict. CHAPTER 7. Activism: Social Justice and Environmental Action. CHAPTER 8. A Healing Approach: Health, Community, and Faith-Based Strategies. CHAPTER 9. Creating Peace: The Arts, Science, Technology, and Media. CHAPTER 10. Pursuing Peacebuilding Education. APPENDIX A: 86 Peace Jobs for College Grads. APPENDIX B: Peace Jobs Glossary. APPENDIX C: Peace Jobs Career Resources. APPENDIX D: Additional Readings. About the Author.

(Thank you to Alicia Cabezudo for calling this to our attentionI)

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EDUCATION FOR PEACE, global