Category Archives: EDUCATION FOR PEACE

Africa: Through Peace Education, Youth Can Become Vanguards of Peace in the Great Lakes

EDUCATION FOR PEACE .

An article by Ntumba Luaba, KBC TV

Over the past five decades, the youth have played a central role in the numerous violent conflicts that have afflicted the African Great Lakes Region. Young people have most conspicuously been active participants in the hundreds of armed groups that have traversed the region since independence in the 1960s, operating across sovereign borders with an unsettling ease and leaving great devastation in their wake. The UN estimates that over six million civilians have lost their lives since the 1990s alone, and that the civil wars, genocides and cross-border conflicts in the region have produced the world’s highest number of fatalities since the Second World War.

great-lakes
Photo of Ntumba Luaba from Radio Okapi

The existence of deeply entrenched stereotypes based on ethnicity or nationality has been a key impediment for the prospects of peace in the region. These stereotypes, marinated over the decades, have long been internalised by local communities and have regrettably been handed down to successive generations, breeding hatred and placing the region’s youth in a vulnerable position for manipulation into violent conflict. As a result, many of armed groups recruit youth into their ranks through manipulation and the promise of economic reward. Cases of outright coercion of the youth have also been documented.

Numerous efforts have been undertaken over time and at different levels in an attempt to ameliorate this state of affairs, but significant change has not yet been achieved. It is understandable that much of these efforts place priority on post-conflict reconstruction. The result has been that most interventions have overlooked the fact that the process of effectively countering hatred requires us to begin by planting the seed of peace. Building sustainable peace is a long-term process which, considering the cross-border nature of the region’s conflicts, demands that we perceptualize our peacebuilding efforts from both the local and regional levels. For any peacebuilding effort to stand a chance of success in the Great Lakes region, it must also target the emancipation of the youth from the ethnic or nationalistic encumbrances that make them easy targets for recruitment or mobilization into conflict action.

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Question for this article:

How do we promote a human rights, peace based education?

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A research study carried out in 2014 by the NGO Interpeace and six partner organizations in Rwanda, Burundi and the eastern part of the Democratic Republic of Congo (DRC) found that the people in the region generally agreed that ethnic hatred is a fundamental problem in the Great Lakes region. The research also found that people across the three bordering countries endorsed peace education as a priority intervention that would both strengthen existing peacebuilding efforts and more importantly help in the prevention of conflict among future generations. The findings of this research resonate closely with the mandate of the International Conference on the Great Lakes Region (ICGLR) to promote a comprehensive approach to peace and stability in the region, a mandate that includes empowering the region’s youth to become agents of peace.

The ICGLR and Interpeace are partners in the promotion of peace in the Great Lakes region. In December 2015, the two organizations signed a Memorandum of Understanding, creating a powerful synergy in which the ICGLR brings its clout as an intergovernmental body tasked to facilitate the promotion of peace and stability in the Great Lakes region, and Interpeace contributes its unique experience and capacity to bridge between high level actors at the national and international levels, Civil Society Organizations (CSOs) and local populations at the grassroots level.

We have a strong conviction that peace education offers the promise of nurturing a new generation of youth into vanguards of peace in the Great Lakes Region. It is on this premise that the ICGLR and Interpeace will bring together key stakeholders from the region to a Peace Education Summit in Nairobi on 3 – 4 March 2016. The summit will focus on the promotion of a harmonized understanding of formal peace education in the region. The Nairobi Summit is by no means a singular engagement. It is rather a pilot initiative that could hopefully be expanded across all ICGLR member states because peace education is an invaluable investment for the future peace, security and prosperity of all member states, as well as the entire African continent.

Building peace is a collective effort in which every citizen and every stakeholder in the Great Lakes region has a role to play. We therefore call upon all key actors, particularly our member states, CSOs, other regional organizations and donor partners to embrace the idea of peace education as a preventive measure, to help us plant this seed for lasting peace in the region.

Professor Ntumba Luaba is the Executive Secretary of the International Conference on the Great Lakes Region (ICGLR), an Intergovernmental Organization established on the initiative of the African Union and the UN as a regional mechanism for peace, security, stability and development. ICGLR’s 12 core member states are Angola, Burundi, the Central African Republic (CAR), the Republic of the Congo, the Democratic Republic of Congo (DRC), Kenya, Rwanda, South Sudan, Sudan, Tanzania, Uganda and Zambia. It additionally has seven co-opted member states, namely Botswana, Ethiopia, Egypt, Malawi, Mozambique, Namibia and Zimbabwe.

(Thank you to the Global Campaign for Peace Education for distributing this article.)

Africa, EDUCATION FOR PEACE

Documentary Review: “Where to Invade Next” by Michael Moore

EDUCATION FOR PEACE .

A film review by Ulkar Alakbarova

Each country has its own issues. Some have more, some have less. But one country has more internal issues than any other country in the world – The United States of America. In Michael Moore’s WHERE TO INVADE NEXT, you will discover some interesting facts that will make you wonder as to how is it possible that the greatest country on Earth can’t make its own people achieve the dream life they should have had a long time ago?

Moore
(click on photo to enlarge)

The idea of Moore’s documentary film is to invade a particular country that has something that the Americans don’t have. Moore begins his first trip with Italy, where he meets a charming middle class Italian couple, who tell us their lifestyle. From them, you will find out that every Italian is entitled to 8 paid weeks of vacation, two hours of lunch break, 15 days of vacation for newly married for their honeymoon, and 5 months of fully paid maternity leave. Moore strongly emphasizes here how important it is for Americans to implement this idea in the U.S. where, by law, every American is entitled to have only ‘0’ paid statuary vacations.

The second country the filmmaker invades is France, where he shows the importance of educating children to eat healthy food. While he takes us to a rural, and if I can say, not to a rich city at all, the food children are given in the school is equal to 5 stars’ restaurant in the North America. Instead, Moore shows the meal American students eat in the school: defrosted pizza and strange meal that looks like it had been kept in the fridge for ages. Moore’s third country being invaded is Finland, which offers the best education in the world, while Slovenia offers free University education. Saying that, it certainly looks like the richest country in the world is way behind those who have the annual budget a hundred times less than the United States.

WHERE TO INVADE NEXT is a great example of what a single country must do in order to make the life of its own people less stressful. Moore’s aim here is not to insult or embarrass his fellow Americans, but rather, make them to admit the gaps they have, and the urgency to fill it as soon as possible. It compares the prison system of Norway against the U.S., where no longer the rule being invented by the founders of the Great Nation: “no cruel or unusual punishment” is being followed.

In the end, this film can make you laugh, while, it`s uncomfortable truth may some viewer`s feelings. it touches quite a serious subject matter that somebody must look into. It reveals the negative side of American society that could not learn from past lessons. However, the filmmaker still looks optimistic, hoping that the ideas he claimed from foreign countries will help his country to restore its name before its citizens. Saying that, this film may be about America, but in the meantime, it’s about every country in the world that must face the issues they have, and fix it, if they want our next generation to have a prosperous future. But before it happens, allow yourself to be invaded by Moore`s brilliant film, that must be seen by everyone.

Question(s) related to this article:

EDUCATION FOR PEACE, North America

Center for Peace Building and Reconciliation in Sri Lanka, to receive the Niwano Peace Prize

EDUCATION FOR PEACE .

A press release from the Niwano Peace Foundation

While a relatively small island of twenty-two million people, Sri Lanka is a diverse country, home to multiple religions, ethnic groups, and languages. The country has suffered decades of violence and a civil war, which was ended only in 2009. Making things worse, Sri Lanka was hit by the deadly Indian Ocean tsunami of 2004. The end of the war brought new hope for sustainable peace, but the challenges to its achievement remain large.

niwano
Photo from project Defusing tensions and promoting peace in Sri Lanka by the Center for Peace Building and Reconciliation

The Centre for Peace Building and Reconciliation was founded in 2002 by Dishani Jayaweera and Jayantha Seneviratne, who are also life partners and Sinhala Buddhists by birth. The CPBR is a non-profit organization promoting peacebuilding, peace-making and non-violent conflict transformation. It supports personal and societal transformation within and between ethnic, religious, linguistic and regional communities in Sri Lanka, working at all the grassroots, local and national levels. To achieve goals of national reconciliation, the CPBR focuses those considered to hold the greatest influence and promise for transformation: religious leaders, women, and young people.

The presentation ceremony will take place in Tokyo, Japan, on Thursday, May 12th, at 10:30 a.m. In addition to an award certificate, the CPBR’s representative will receive a medal and twenty million yen.

To avoid undue emphasis on any particular religion or region, every year the Peace Foundation solicits nominations from people of recognized intellectual and religious stature around the world. In the nomination process, some 600 people and organizations, representing 125 countries and many religions, are asked to propose candidates. Nominations are rigorously screened by the Niwano Peace Prize International Selection Committee, which was set up in May of 2003 on the occasion of the 20th Anniversary of the Niwano Peace Prize. The Committee presently consists of ten religious leaders from various parts of the world, all of whom are involved in movements for peace and inter-religious cooperation. Here are some comments by members of the Committee on the selection of the CPBR for this year’s award:

– I support this organization because there is evidence in its work that positive results are achieved under trying and challenging circumstances. I am inspired and encouraged by the fact that it is locally led, and that its approach to peace building combines the energy and creativity of the youth, with the invaluable wisdom of clergy and the elders. (Ms. Nomfundo Walaza)

– I’ve been aware of the long war in Sri Lanka that ended in 2009. Despite that sadly conflicts have flared up from time to time because of the lack of reconciliation work between the religious communities. CPBR works to build trust and social ties that is key to reconciliation and peace engaging youth and religious leaders. Two Sinhala Buddhists set up the Center with compassion for humanity based on their Buddhist beliefs. (Shaykh Ibrahim Mogra)

EDUCATION FOR PEACE, South Asia

Netherlands: The Peaceable School

EDUCATION FOR PEACE .

Excerpts from the Manual for the Peaceable School, submitted to CPNN by John Zant

This programme, The Peaceable School, was designed in 1999 for use in Dutch primary schools to improve the social and emotional climate in school and classroom, by teaching pupils and teachers how to resolve conflicts constructively and by promoting pupil participation and community- building. The Peaceable School is widely spread in The Netherlands: by 2007, approximately 300 primary schools have implemented the programme (a yearly increase of approximately 50 schools). . .

zant

The Peaceable School has become a programme that strives to make school and class into a democratic community in which everyone feels responsible and involved, with the resolution of conflicts as its starting point. This programme teaches pupils, teachers and parents skills for resolving conflicts, other than by (physical or verbal) violence.

The programme includes a series of lessons for all age groups (including activities for children in Pre-school), intensive training for teachers, classroom observation and coaching and workshops for parents (see section 4). Besides training in conflict-resolution skills, all those involved learn to live with each other in a positive way by setting high standards of behaviour towards each other.

Increasing the responsibility of the pupils for their class and the school is key to this: the school as a community. Pupils learn to be responsible for the resolution of problems in the class and at school. Peer mediation is the most obvious result.

In this programme, peer mediation does not stand alone, but is part of an extensive curriculum. Through the weekly lessons, the pupils gradually work towards a climate in which the resolution of conflicts, other than by violence, becomes normal. Only when all the pupils know what mediation is and have practised it, does the school train a number of them specially as mediators.

Research results of surveys of similar programmes in the U.S. are encouraging. Evaluation research shows a significant reduction of incidents, suspensions, insults, punishments, etc. in all the schools that have implemented conflict resolution and peer mediation (Metis Associates, Inc., The Resolving conflict creatively programme: 1988-1989. Summary of significant findings. New York, 1990). Nearly all the schools report improvement in the general school climate. A large survey of 15 schools in New York, in which 5000 7 to 11-year-old pupils were followed, shows a significant decline in aggressive behaviour and a significant rise in achievement in reading and arithmetic by pupils who had followed more than 25 lessons from the curriculum (Aber J.L., Brown J., and C.C. Henrich, Teaching Conflict Resolution: an effective school-based approach to violence prevention. The National Center for Children in Poverty. New York, 1999).

After two years, nearly all the schools working with The Peaceable School in The Netherlands report a considerable change in the culture. Simple measurements (with thermometers, check-lists, observation) show progress in the actual and sensed feeling of security in almost all the schools.

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EDUCATION FOR PEACE, Europe

Spain: DemosPaz, a new Institute of UAM and the Foundation Culture of Peace

EDUCATION FOR PEACE .

A blog by Montserrat Ponsa (translated by CPNN)

On Friday 19 February 2016, I was honored to attend one of those unforgettable events that make history. At 10.30 h in the morning, the Rector of the UAM [Universidad Autónoma de Madrid] José María Sanz Martínez and the President of Fundación Cultura de Paz Federico Mayor Zaragoza signed an agreement to establish the Joint Institute for Human Rights, Democracy, Culture of Peace and Nonviolence between the UAM and the Culture of Peace Foundation. It will be known as DemosPaz.

mayor inauguration
video of inauguration

The audience was impressive as it was attended by the deans and professors of different faculties, Social Council, friends and colleagues from the world of human rights and peace.

At the podium in addition to the Rector and Federico Mayor were the Dean of the Faculty of Law Yolanda Valdeolivas, the Dean of the Faculty of Science José María Carrascosa, and the dean of Philosophy and Lettersw, José María Cascón.

Their speeches touched us by their emotion. It was not a mere formal act. It was a unanimous decision involving all members of the Rectorate, the Governing Council and the Social Council.

The function of the University, said Yolanda Valdeolivas, is the promotion of knowledge and life styles to be sustainable. Hence the need to work with society, given that peace is more than the absence of war. It is a question of values and attitudes gained through dialogue. Both the UAM and the Culture of Peace Foundation share the rigorous methodology that has always been promoted by Federico Mayor Zaragoza. This agreement with the UAM will enable us to enlarge this and to share it with others.

The Dean of Philosophy Jose Maria Cascón said all the faculties of the university wish to be involved. This brings to an end the neoliberalism and ultra liberalism from the days of Margaret Thatcher and Ronald Reagan, a capitalism that is difficult to reconcile with peace. He criticized the discussions taking place these days in Brussels among those who run the world, calling it shameful. They continue to blame the poor. Our enthusiasm, coincides with the basic principle of this new Institute, to combat the neo-liberal ideology. Hence, the Joint Institute for Human Rights, Democracy, Culture of Peace and Nonviolence, and the ambition and enthusiasm of our Rector, our Deans, and Federico Mayor Zaragoza.

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(click here for the Spanish version)

Question for this article:

What is the relation between peace and education?

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The Dean of Science José María Carrascosa, said it was an honor to participate in this event, and to share the energy of Dr. Federico Mayor Zaragoza, with whom I had the pleasure of working at the Center for Molecular Biology Severo Ochoa. He was pleased that the UAM is supporting this new field of multidisciplinary research. Science has contributed much to life, but the lack of control of some advances has enabled death and atomic destruction, hence the need to achieve our goal which is peace.

Federico Mayor Zaragoza spoke emotionally, saying he was happy and grateful to the UAM, one of the most important centers of the world, for its clear mission: to change from the culture of force and imposition, teaching how to think, to create a philosophy of life, to be free and educated. They undertake intergenerational responsibility on a daily basis with the clear premise that all human lives are equal. He emphasized that we must all share and change from confrontation to discussion. Economics must be subordinated to social justice to ensure a decent life for everyone, a life free from fear. He welcomed the opportunity to work together for the triumph of human rights, especially for those who have not yet known these rights.

Closing the ceremony the Rector José Maria Sanz, thanked Mr Mayor for the confidence he has shown in the UAM: offering us the opportunity for innovation so that, in this 21st Century, research can generates knowledge that transfer to society values that are different from those of the past. His proposal gives us the opportunity to enter this frontier of knowledge, training, and debate. It will allow us to incorporate new areas into UAM, as well as in the society in general. We must focus on interdisciplinary culture in all areas of knowledge, to end inequality, poverty and violence. The UAM will be the engine to offer and go for the opposition values, that build the society of well-being for all without discrimination. The DemosPaz Institute should not only be for UAM but national and international in scope.

The audience was moved by the words we heard. No doubt there will be a beaufiful future for this initiative. No doubt it will achieve great things!

EDUCATION FOR PEACE, Europe

Goma, Nord Kivu, Congo: Third edition of the Amani Music Festival

… EDUCATION FOR PEACE …

An article from Radio Okapi (translation by CPNN)

The third edition of the Festival of Music and Dance “Amani” concluded on Sunday 14th February in Goma (North Kivu). Under the theme “Dancing to change, sing for peace”, the festival promotes a culture of peace and reconciliation among the people of a country beset by armed conflict for over two decades.

Goma
An extract of the performance by Werra Son

The festival featured artists from the Congo and the subregion of the Great Lakes including Noel Ngiama Makanda a.k.a. Werra Son.

The Senegalese artist-musician Ismae Lô highlighted the conclusion of the festival with his favorite songs including “Africas” and “Dibi Dibi Rek”.

He expressed his desire to return again to the Amani Festival and to continue, with other artists, the work of promoting peace not only in eastern Congo but throughout the Great Lakes region.

(Click here for a French version of this article)

 

Question related to this article:

What place does music have in the peace movement?

As of now, there are 36 CPNN articles on this theme, which shows the great extent to which music is the universal language of peace! These include the first and second editions of the Amani festival at Goma.

Africa, EDUCATION FOR PEACE

Tunisia: Appeal for massive particiption in the first international meeting on education for peace

… EDUCATION FOR PEACE …

An article from Babnet Tunisie (translated by CPNN)

The president of the Association Sawtouna, Hédia Ben Jemaa El Bhiri, has called on the government, political parties, civil society and parents to participate in the first international meeting on peace education to be held in Tunis in the month of July.

tunisia
Photo TAP

Speaking at a national conference held at the initiative of the association on Saturday at the Congress Palace, under the slogan Together for Peace Education, the President of Sawtouna said the objective of the event is to examine the role of education in anchoring the values ​​of dialogue, tolerance and peace in the younger generations.

The purpose of the first international meeting on peace education is to provide a forward-looking vision of the future of education in 2030, she added.

The dissemination of the culture of peace in schools is a priority of the Ministry of Women, Family and Children according to Nizar Kharbech, Chief of the Ministry of Women .

The official said the holding of the first international meeting on peace education coincides with the launch by the Ministry of a comprehensive program of care for children, particularly in priority areas to help them respond to terrorism.

For his part, the Secretary of State of Egypt for children, Ashraf Ameur said that the Arab world and the Third World need to coexist peacefully within the framework of mutual understanding and respect for the law, citing in this context, the many conflicts afflicting Arab society.

On the sidelines of the conference, a reading was given to a peace pact for children,a text emphasizing the need for values ​​of solidarity, tolerance, freedom and dialogue among younger generations.

At the close of the event, a competition will be held among students of 20 primary schools to choose the best poster on peace.

(click here for the French version of this article.

Question for this article:
EDUCATION FOR PEACE, Mideast

Cypriot teachers work for peace and reconciliation through educational programmes

… EDUCATION FOR PEACE …

An article from Famagusta Gazette

The need to have an educational system which promotes peace and reconciliation rather than perpertuating violence ans war is the focus of a programme entitled “Education for a Culture of Peace”.

In a joint interview with the CNA, Greek Cypriot and Turkish Cypriot participants to the programme Loizos Loukaides and Süleyman Gelener point out that, at a time when efforts to reach a solution of the Cyprus problem are intensified, the need for change in the educational system in order to cultivate a culture of peace and anti-racism is imperative.

cyprus

Loukaides works as assistant in the programme, is a teacher and a consultant on peace education matters. Gelener is also an elementary school teacher and member of the board of the Association for Historical Dialogue and Research (AHDR).

A total of 180 teachers have been trained from both communities as part of the programme and a number of workshops on education for peace and democratic structured dialogue have also taken place.

In the first semester of 2016 joint activities for 160 students from both communities are planned to take place.

The two educators express their conviction that the programme can be described as a success.

Loukaides said that the programme is funded by the EU and was created by a group of people who either take part in AHDR or at the Research Institute POST, either in their personal capacity as scientists, researchers or active citizens.

“The programme was created because of the need to have an educational system which will not perpetuate violence and war but instead it will promote peace and reconciliation, not only as regards relations between the two communities but on a more comprehensive framework which includes other themes of what we call `Peace Culture`”, he says.

The idea for such a programme is not something new, Gelener says on his part. In previous years, he adds, “we had to face some problems as regards its implementation and to the way teachers would come in contact with the programme.”

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Question for this article:

Can Cyprus be reunited in peace?

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“Later on, when EU grants for Turkish Cypriots were announced we thought this programme could fall within their remit and after jointly applying for the grant, we got it,” he adds.

According to Loukaides a library has been created at the premises of the Research Institute POST which includes approximately 600 books related to education for peace. It ranges from children`s literature to research books and text books with exercises for education and peace.

With the help of the Ministry of Education and Culture and Turkish Cypriot teachers` trade unions the programme has had access to teachers and has organised workshops across the divide in the capital Nicosia, as well as in Paphos and Larnaca, he points out.

The next workshops took shape out of the views expressed in the first series of workshops, he explains. An introductory workshop took place before the summer and this year, two weeks ago, all teachers from both communities of Cyprus came together in a bicommunal workshop.

For the time being seminars with teachers will continue. Another two meetings will take place with teachers from both communities while during the first six months of the year activities with 160 students from across the island will start.

A theatre summer camp under the title “Crossroads” will also take place in cooperation with the theatrical organisation TheatrEtc experienced in hosting such camps for teenagers.

Next year an international conference on education for a culture of peace is planned, in which teachers and experts from abroad will take part.

The programme will conclude with a topic on the work achieved during its three years of operation which will also include ideas for new actions for both Cyprus and abroad, because, as Loukaides says, “we believe our work is innovative not only for Cyprus but also for other countries which suffer from conflict.”

Referring to the programme`s goals Süleyman Gelener highlights the fact that it does not just focus on Cyprus or on the process between the two communities but also on a wide variety of issues such as human rights, animal rights, environmental protection, organic nutrition and generally issues that matter.

“I feel that if we manage to create a society which is aware on these issues and grows up in such a culture, then the Cyprus problem will be resolved more easily,” he says.

EDUCATION FOR PEACE, Europe

AAPI Convenes 2nd Arts4Peace Forum in Addis Ababa

… EDUCATION FOR PEACE …

An article by Dennis Kabatto in Shout-Africa

There is a growing consensus among young Africans in the continent and the Diaspora that the arts could orchestrate a lasting peace in Africa.  The African Artists Peace Initiative (AAPI), a Pan African movement of artists and peace-makers in association with UNESCO, UNDP, UN Economic Commission for Africa and relevant partners from the African Union Commission is hosting its second Arts4Peace Forum in Addis Ababa, Ethiopia.

AAPI

The two day forum on Tuesday, January 26 – Wednesday, January 27, 2016 will explore five key areas: Human Rights in Conflict Zones and Fragile States, Ending Violence against Women and Girls, Curbing Youth Extremism and Terrorism in Africa, Peace Education through Arts and the Media, Rethinking Refugees and Migrant Situations.

“We are indeed looking forward to fruitful deliberations with all stakeholders, and I would like to express here our readiness and commitment as Artists for a peaceful Africa,” said Meron Dagnew, AAPI Country Coordinator, Ethiopia and Chair of the two day forum.  “This arts 4 peace forum is one of our flagship projects that will be held every year in Addis Abeba right ahead of the African Union Heads of State summit as to make sure the results of the meeting are included in the discussions of the summit.”

Aisha Mohammed, Ethiopia’s Minister of Culture and Tourism will offer the forum’s official Opening Remarks. Some of the dignitaries that will appear to discuss the issues at the forum including Mr. Ibrahim Ceesay, AAPI Executive Coordinator; Dr. Olawale I. Maiyegun- Director, AUC Social Affairs Division; Alieu Jammeh, Minister of Youth and Sports of The Republic of The Gambia; Mr. Luckman Jaji- Poet/AAPI Liaison Officer to AU and ECA; Ms. Helen Afsaw, Director- Selam Ethiopia; Mr. Sydney Salmon: Musician and Ambassador of AAPI; Mr. Taye Balogun, Film-maker and Founder Storytellers; Mr. Faris Basharahil, Visual Artists and Director-Social Creative Singapore; Ms. Angela Martins, Head of Culture AU Social Affairs Department; Mr. Elyes Guermazi Executive Director,The International Institute of Debate; Ambassador Olusegun Akinsanya, Regional Representative & Senior Advisor, Regional Office Institute for Security Studies Addis Ababa; Ms. Michelle Ndiaye Ntab Director, Institute of Peace and Security Studies

AAPI officials say their movement inspired by the AU Constitutive Act, AU Year of Peace and Make Peace Happen Campaign, AU 2063 Agenda and the UNESCO Culture of Peace and Non-Violence Campaign will utilize the arts as their “weapon and tool for nurturing a culture of peace based on values, attitude, and ways of life conducive to the promotion of peace among individuals, groups and society.”

Question for this article:
Africa, EDUCATION FOR PEACE

Nonviolent Peaceforce Strategy: 2015-2020

EDUCATION FOR PEACE .

Excerpts from the strategy document of the Nonviolent Peaceforce

Nonviolent Peaceforce is a global civil society organisation. We protect civilians in violent conflicts through unarmed strategies. We build peace side by side with local communities. We advocate for the wider adoption of these approaches to safeguard human lives and dignity. [See CPNN articles about their work in South Sudan, Philippines, Ukraine, Syria, and Myanmar].

NVP

Unarmed Civilian Protection (UCP) is a proven way to reduce violence before, during, and after armed conflict; the effectiveness stems from providing direct physical protection, while empowering local peace processes and infrastructures. Unlike traditional military peacekeeping or armed private security firms, there is no reliance on weapons; this paradigm uses relationships rather than threat.

To increase our impact, we have two mutually reinforcing strategic aims for the next five years:

• Enhance protection for civilians in armed conflicts and strengthen local peace processes. We will expand our programme implementation by increasing field activities, enhancing civilian participation in peace processes, and building local protection capacities.

• Mainstream UCP policy and practices as an effective response to violent conflicts. We will step up our advocacy to advance unarmed civilian protection by influencing decision makers, advancing the methodology, and promoting greater adoption of unarmed civilian protection by others across the world stage.

Nonviolent Peaceforce is endorsed by many world leaders, from Nobel Peace Laureates to heads of state, such as Justin Trudeau, Rigoberta Menchú, Desmond Tutu, Jose Ramos Horta, Oscar Arias Sánchez, Lech Wałęsa and the Dalai Lama. They believe that our approach offers an innovative and effective solution to civilian protection and conflict transformation. In June 2015, the High-level Independent Panel on United Nations Peace Operations, commissioned by the United Nations Secretary General, concluded that “Unarmed strategies must be at the forefront of UN efforts to protect civilians.”(United Nations, 2015, p. 23)

Vision

We envision a worldwide culture of peace in which conflicts within and between communities and countries are managed through nonviolent means.

Mission

We protect civilians in violent conflicts through unarmed strategies. We build peace side by side with local communities. We advocate for the wider adoption of these approaches to safeguard human lives and dignity.

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Question for this article:

Can peace be guaranteed through nonviolent means?

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Guiding Principles

* Nonviolence: We believe nonviolence is the strongest and most effective force for achieving the peaceful settlement of conflicts. We will not engage in nor support actions which may result in harm or loss of life. NP’s adherence to nonviolence is unconditional, because it asserts that conflict transformation cannot be achieved by violent means.

* Non-partisanship: We do not take sides nor advocate for partisan positions in any conflict. Instead, we are guided by international laws and norms, including International Humanitarian Law, Refugee Law, Human Rights Law, and relevant UN Resolutions. We are committed to the dignity, human security, and well-being of all and are independent from any interest group, political party, ideology or religion.

* Primacy of local actors: We facilitate and create safer spaces for local actors to work out their own solutions to their problems.

* Civilian-to-civilian action: We employ civilians to protect civilians in communities affected by violent conflicts.

Approach

Unarmed Civilian Protection (UCP) is a strategic mix of key principles, sources of guidance, and a set of methods with specific skills. Applied together, they constitute the core of UCP (see figure below). UCP is the practice of deploying professionally-trained unarmed civilians before, during, and after violent conflict to prevent or reduce violence, provide direct physical protection to non-combatants, and strengthen local peace infrastructures. Unlike traditional military peacekeeping or armed private security firms, with UCP there is no reliance on weapons; this paradigm uses relationships rather than threat.

Over the past 12 years, Nonviolent Peaceforce has developed and field-tested unarmed civilian protection techniques, which are based on four main methods: proactive engagement, monitoring, relationship building, and capacity development. Each of these methods has a number of applications as detailed in the graphic [see original article]. Frequently, UCP methods and applications are used in a dynamic interaction, reinforcing and complementing each other. Actual implementation activities are based on specific context, conflict analysis, and risk assessment.

By creating networks of relationships, strengthening self-protection strategies, developing local peace infrastructures, and creating safe spaces for civilians to address urgent issues, UCP broadens the options for civilians to choose their own security priorities.

NP’s civilian teams are diverse and comprised of staff from the violence-affected communities as well as from outside. All NP personnel are rigorously trained in the tools and strategies of unarmed civilian protection. They are committed to a code of conduct focused on mutual respect, equity, and non-discrimination. NP works in partnership with local communities, organisations, and complementary international organisations to create locally owned, sustainable solutions that protect and support civilians struggling to survive in conflict zones.

EDUCATION FOR PEACE, global