Category Archives: EDUCATION FOR PEACE

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

… EDUCATION FOR PEACE …

An article from El Faradio (Copied and disseminated according to the Creative Commons License of El Faradio)


One of the images from the campaign “Essentials”

Given the situation of confinement including education, the Movimiento por la Paz (MPDL), a member of the Cantabrian Coordination of NGDOs, emphasizes more than ever the need for an education in values ​​based on respect and mutual support in which no one is left behind.

“From leisure and free time, favorable spaces are generated where the culture of peace can be fostered, with a focus on gender and Human Rights,” they highlight, which is why they have organized an online course for people who work in this area.

The course “Five paths for peace: a strategy of education in values ​​for free time” will begin on May 18 and will be conducted through a virtual platform that an be freely accessed.

There are twenty places for participants that will be filled in order of registration.

To be able to register, it will be necessary to do it at the link https://forms.gle/Tygx46gZZ5HTLyr28 or via email r.cifrian@mpdl.org .

(Continued in right column)

(Click here for the original Spanish version of this article.)

Question for this article:

Where is peace education taking place?

How can we work together to overcome this medical and economic crisis?

(Continued from left column)

The course will address the keys and educational resources to promote values ​​education in leisure and free time, including cultural diversity, gender equality, the fight against poverty, care for the environment, and human rights.

‘ESSENTIALS’

On May 1, on the occasion of the International Day of Workers, the Movimiento por la Paz wants to especially recognize women workers in the domestic and care fields and their activity as essential for the care of life. That is why they demand the construction of a new model in which care becomes an essential element of our production and coexistence system.

Under this message they have launched the ESSENTIAL campaign, to make care visible as an essential element for the protection of life and to raise the voice against the labor exploitation of women workers in the domestic and care fields.

Women domestic and care workers face triple discrimination: they are women, mostly migrants, and exploited. They are especially vulnerable because of the violation of their labor rights, which is explicitly reflected in current legislation.

The Domestic Service appears as a Special Regime within the General Social Security Regime, which is characterized by deficiencies related to remuneration, contribution and working conditions. “In this sense, we are facing the only group of workers who do not have the right to unemployment benefits in our country,” laments the organization.

To get an idea, in Spain according to the latest Labor Force Survey (EPA), the domestic employment sector employs 637,700 people. Almost all of the positions are occupied by women (96%) and only 420,288 are registered with Social Security.

To this we must add that 42% of the workers have foreign nationality and as it is mainly in the private sphere, it is a job that largely deals with women in an irregular situation.

EDUCATION FOR PEACE, Europe

Peace Education and the Pandemic: Global Perspectives (video now available)

… EDUCATION FOR PEACE …

An article from the Global Campaign for Peace Education

On April 13, 2020, the International Institute on Peace Education  and Global Campaign for Peace Education hosted a zoom webinar on “Peace Education and the Pandemic: Global Perspectives.”  More than 550 people from 72 different countries registered for the event, which was also live-streamed on Facebook. A dozen acclaimed peace educators from around the world shared unique perspectives on the systemic violence and injustices COVID-19 has revealed and how they are using peace education to respond to these and other critical issues. [Editor’s note: The dozen educators came from USA, Austria, Puerto Rico, South Africa, China, Nigeria, Philippines, Mexico, Colombia, Argentina and South Korea. A list with their bios, and topics can be found here].

Video of Webinar

(Continued in right column)

Question for this article:

How can we work together to overcome this medical and economic crisis?

(Continued from left column)

The webinar explored two broad agendas.  First, it presented an opportunity to hear how peace educators around the world are responding in the moment. How are peace educators facilitating the much-needed learning required for self-care, resilience, and adaptation to a changing reality?  How are we adapting pedagogically to online learning spaces such as zoom (and what new social injustices have these rapid transitions revealed related to educational inequity)?  How are we keeping safe physical distance while maintaining social connections?  How are we navigating the trauma, anxiety, and fear caused by a pandemic that exposes our somatic vulnerability, as well as the vulnerability of our social, political and economic systems?

The webinar also presented an opportunity to collectively rethink urgent future agendas for peace education.  This global pandemic has brought into sharp focus many of the concerns, possibilities, and challenges that peace education has been pursuing for decades. Presenters shared critical perspectives and developed clear connections between COVID-19 and “other pandemics” including war, poverty, patriarchy, and nationalism.  All presenters explored the role of peace education in addressing these issues.  Most importantly, most addressed how peace education might prepare citizens with the knowledge, capacities, and skills to envision, design, a build preferred social, political, and economic systems.

Watch the video of the webinar here.

EDUCATION FOR PEACE, global, TOLERANCE & SOLIDARITY

“Education Nobel”, Global Teachers’ Prize includes three Brazilian teachers.

… EDUCATION FOR PEACE …

An article by Débora Garofalo on the website of Universo Online

Despite the alarming news of the last few days, due to the Covid-19 pandemic, we received excellent news last week: three Brazilian teachers, are on the list of the TOP 50 of the biggest award for teachers in the world and considered the “Nobel of Education”, it is the Global Teacher Prize, announced by the Varkey Foundation, organizer/sponsor of the UNESCO partnership award.


Photos from the site of Global Teacher Prize

In particular, it is a gift for me, since I was the first Brazilian woman and the first South American to arrive as a finalist in 2019, in the TOP 10. It recognized my work of robotics with scrap that consists of collecting garbage from the streets, materials and equipment recyclables in robotics prototypes, a job that ranked me among the best teachers in the world. The award was an incredible experience for me! In this same edition of the prize, we had Professor Jayse Ferreira, from Itambé, Pernambuco, among the TOP 50, with the winner being Professor Peter Tabishi, from Kenya.

This demonstrates the importance of recognizing and valuing teachers. The three finalist Brazilians of the 2020 edition, Doani, Francisco and Lília are public school teachers and their works were selected by an international jury. The work of these teachers has in common the engagement of students, mainly from poor areas with low income, in significant and transformative activities.

Discover the work of the Brazilian finalists

Doani Emanuela Bertan works as a bilingual teacher of Portuguese and Brazilian Sign Language. The school where she teaches is located in Campinas, São Paulo, in a poor area with high dropout rates. Doani and her colleagues started looking for new strategies to optimize learning. She teaches LIBRAS the Brazilian sign language system for her hearing impaired students and started promoting video calls to answer her questions and concerns in daily classes.

These online tutorials have become bilingual video classes, allowing knowledge to spread outside the school environment. In addition to using technology as a tool, they allow flexible learning times and spaces, they support parents and families, and they enable new educational experiences.

All of her classes have been uploaded to a YouTube channel and everyone now has free access. Her school stands out for its high enrollment of students with hearing impairments and teachers who promote LIBRAS as an effective inclusion tool. Doani’s commitment has led her to go beyond formal working hours and take advantage of the opportunities that technology allows.

Francisco Celso de Freitas is a history teacher, specialist in inclusive education and instructor of social mediators. He works at the Educational Center of the Santa María Penitentiary Unit, in the city of Brasília, where young people can attend classes from prison.

Francisco is the founder and coordinator of the RAP Project (Resocialization, Autonomy and Protagonism), that uses the musicality of rap and poetry as an emancipatory pedagogical tool capable of promoting the values ​​of a culture of peace and human rights with historical ties.

The project serves about 150 adolescents (boys and girls), kept in the Unit of the Federal District of Santa Maria, who have had problems with the law, sometimes due to acts of violence, and who may be prone to self-harm and suicide attempts. The project’s young people benefited from socioeconomic education and rehabilitation, recording videos, participating in music and culture festivals and the resources produced by the project, such as music, video clips and e-books, that are put online for free so that others could enjoy benefits.

(Click here for the original article in Portuguese)

Questions for this article:

What is the relation between peace and education?

Francisco has received wide recognition and awards for the RAP project. He has participated in conferences and visited schools to give lectures on the value of this form of social mediation and resocialization, to combat the use and abuse of drugs, and to face various forms of prejudice and the decriminalization of urban culture.

In addition, he accompanies the youth after they complete their period in the Penitentiary Unit, to ensure that they will not return to the same cycle of violence that led them there. Most of the graduates have managed to reintegrate into society and some have dedicated themselves to rap, making presentations, recording albums and video clips with messages about freedom and meeting the demands of young people. Despite the harsh reality, Francisco has been able to inspire and motivate his students so that they understand that education is the path to new opportunities in life.

Lília Melo grew up in a disadvantaged area and since childhood she wanted to contribute to reducing social differences. She found her way in teaching. Lília Melo teaches poor children and young people in a needy and often violent area of ​​Belém, in northern Brazil, where murders, drug trafficking and rape are common.

To help her students deal with the situation, Lília wrote a project entitled “Black youth from the periphery of extermination to protagonism” on improving art at school and in the community. She started offering weekend workshops on drum, capoeira, dance, theater, poetry, some at school, others on the streets and squares, which formed ties with the local community. After Lília wrote in the local media about her students being too poor to have access to Marvel’s “Black Panther” movie, local companies got together and funded 400 tickets so that young people could watch the film.

From the collection of photos and videos that narrated the film’s event, the idea arose to produce a documentary, which received several awards. Lília decided to reinvest the funds received in the purchase of equipment. They bought cameras, lenses and a new production was made by young students at the school.

The debates helped to reinforce the film’s message and reflect on the importance of representation in fiction. Eventually, the students themselves became protagonists as universities, museums and companies became interested and got in touch to listen to students and learn their stories, inviting them to give lectures. Instead of being quiet in an auditorium, students went there to be heard.

All of Lília’s projects were carried out with little infrastructure and little equipment. The school significantly increased enrollment rates, the dropout rate decreased and learning outcomes improved. Many of their students have become leaders in the arts, protagonists of their own history, being an inspiration to their community.

The above information about teachers’ work has been taken from the Global Teacher Prize website.

I think that being in the top 50 is a gift. These teachers were selected from more than 12,000 submissions from 140 countries, and they deserve our full recognition. We will be cheering, because they are deserving of everything they have been doing for Education.

Now, they become part of a group of 300 world ambassador professors, together with the finalists of previous editions of the award, with intense participation and annual meeting in different countries for the expansion and exchange of knowledge.

Being recognized among the best teachers in the world totally changes our conception of the role of teacher and increases our responsibility to continue to strive for quality education and equity for all.

All the teachers who go through this experience continue to serve as an example, among them, we can highlight the teachers Marcio Batista, Rubens Ferronato, Jayse Ferreira, Diego Mahfouz and Valter Pereira and many others who promote difference and are agents of transformation. We need to recognize, value and support our teachers. Congratulations, teachers, for transforming lives!

EDUCATION FOR PEACE, Latin America

Venezuela pays tribute to the genius who made music an instrument for liberation, José Antonio Abreu

EDUCATION FOR PEACE .

An article from Venezuela television

The Venezuelan people are paying tribute to the genius who made music an instrument for liberation, José Antonio Abreu, on the second anniversary of his death, according to the President of the Bolivarian Republic of Venezuela, Nicolás Maduro, in his Twitter social network user @NicolasMaduro.

Abreu was an outstanding Venezuelan musician, who conceived the National System of Youth and Children’s Orchestras and Choirs of Venezuela. He was born in the city of Valera, Trujillo state, on May 7, 1939.

(Click here for the original article in Spanish.)

(Article continued in the right column)

Question for this article:

What place does music have in the peace movement?

(Article continued from the left column)

He served as Ambassador for Peace and Goodwill at the United Nations Educational, Scientific and Cultural Organization (UNESCO) due to the social impact and cultural of his work, especially in those countries determined to lower the levels of poverty, illiteracy, marginality and exclusion in their children and youth population.

Jose Antonio Abreu was also the architect of a model for music education and social inclusion, a model that has been replicated in more than 70 countries on the five continents: Europe, America, Asia, Africa and Oceania, according to a press release from the Simón Bolívar Musical Foundation published on its website.

This new model, created 44 years ago and known as the National System of Youth and Children’s Orchestras and Choirs of Venezuela, involved 1,012,077 boys, girls and young people from low-income social strata.

Through the individual and collective practice of music and the creation of nuclei and academic centers of the country, this cultural organization has become a comprehensive platform to prepare citizens in the concept of a culture of peace and justice.

EDUCATION FOR PEACE, Latin America

The Peace Brigades International, Guernica Peace Prize

EDUCATION FOR PEACE .

An article by Iratxe Astui in El Correo

The Peace Brigades International (PBI) will receive this year the Guernica Prize for Peace and Reconciliation, which is awarded as part of the commemorative program of the acts of the bombing of the town by the German Condor Legion. The decision to recognize the work done by this non-governmental organization was made with the majority of the votes of the members of the jury table..


Members of the PBI during one of their observations. / E. C.

The jury is composed of representatives of the parties that make up the City Council -Eusko Abertzaleak, PNV and EH Bildu-, as well as the mayor of Pforzheim, a German city twinned with the town hall, the Gernika Gogoratuz Foundation, the House of Culture and the Museum of La Paz of the locality. They announced that the distinction responds “to the outstanding work carried out by the volunteers of the organization and their commitment to the defense of Human Rights.”

(Click here for the original article in Spanish.)

(Article continued in the right column)

Question for this article:

Can peace be guaranteed through nonviolent means?

Where in the world can we find good leadership today?

(Article continued from the left column)

The Peace Brigades International is a non-denominational and independent group, that sends international observers to be eyewitnesses in regions that are experiencing crisis and conflict situations. “These groups protect with their presence people threatened with death or kidnapping through political violence,” they explained. The peacekeeping forces of PBI have acted in Guatemala (1983-1999), El Salvador (1987-1992) and Sri Lanka (1989-1998), as well as in North America (1991-1999), East Tomor (1999-2002) and Haiti (1995-2000).

Likewise, they also developed their work in Northern Nicaragua, Central Africa (2004-2005) and at the World Uranium Hearing in 1992 in Salzburg. The organization is composed of volunteers who “work as a team.” “They live, conceive strategies, write reports and travel together.”

The jury of the Prizes for Peace and Reconciliation that will be awarded on April 26, also highlighted this year, within the section that distinguishes the anonymous work of the workers for basic peace, the work of the international project ‘Kids Guernica “This artistic initiative was created by three Japanese -Toshifumi Abe, Tdashi Yasuda and Kaoru Mizuguchi- and the American, Tom Anderson, in 1995 on the occasion of making a canvas commemorating the 50th anniversary of the bombing of Hiroshima.

The mural project, in reference to the Guernica of Picasso, “has toured different countries on five continents with the aim of promoting a culture of peace among children around the world,” they explained. The regional town has a good number of works done in different parts of the planet.

EDUCATION FOR PEACE, Europe, global,

The Manifesto 2000

EDUCATION FOR PEACE .

An article from El Manana

From the insidious and often perverse campaigns, blaming people for the daily manifestations of violence in its different forms, to the proposal to change the economic model to foster shared development in a social justice regime, there is no progress towards an environment of understanding, concord and fraternity. With their machismo, each group with the capacity to be heard resorts to violence.


(click on image for more information)

It is clear that in a culture of violence, conflicts are settled through violence, which is nothing other than the lack of capacity to address differences by a culture of peace, dialogue and mutual understanding. Unlike the expression of Benito Juárez during the period of resistance to the French occupation, it is now seen that among individuals and among nations the violation of the rights of others is at the base of the violence that manifests itself in society, in governments and institutions.

It is not so much that aggressiveness has been unleashed in human beings, no. Through the means of socialization: family, school, religion, associations, etc., aggressiveness can be channeled in three ways: the destructive path of violence; the indifference of passivity; and the constructive, equal to nonviolence, that is, to act but not violently. In that sense, if violence is learned, it is clear that it can also be unlearned and replaced by other mechanisms, not destructive, in conflict resolution.

With this idea in mind, a group of Nobel Peace Prizes, meeting in Paris on March 4, 1999, on the occasion of the fiftieth anniversary of the Universal Declaration of Human Rights, drew up the”Manifesto 2000 for a culture of peace and nonviolence. ” The signatories included: Norman Borlaug; Adolfo Pérez Esquivel; Dalai Lama; Mikhall Sergeyevich Gorbachev; Mairead Maguire; Nelson Mandela; Rigoberta Menchu ​​Tum; Shimon Peres; José Ramos Horta; Joseph Roblat; Desmond Mpilo Tutu; David Trimble; Elie Wiesel; Carlos Felipo Ximenes Belo and others who later joined.

(Article continued in right column)

( Click here for the original version in Spanish.)

Question for this article:

The Manifesto 2000, Is it still relevant today?

(Article continued from left column)

The text of the Manifesto is as follows:

“Aware of my share of responsibility for the future of humanity, in particular to the children of today and tomorrow, I pledge in my daily life, in my family, my work, my community, my country and my region, to:

Respect the life and dignity of each human being without discrimination or prejudice;

Practice active non-violence, rejecting violence in all its forms: physical, sexual, psychological, economical and social, in particular towards the most deprived and vulnerable such as children and adolescents;

Share my time and material resources in a spirit of generosity to put an end to exclusion, injustice and political and economic oppression;

Defend freedom of expression and cultural diversity, giving preference always to dialogue and listening without engaging in fanaticism, defamation and the rejection of others;

Promote consumer behavior that is responsible and development practices that respect all forms of life and preserve the balance of nature on the planet;

Contribute to the development of my community, with the full participation of women and respect for democratic principles, in order to create together new forms of solidarity.”

As you can see, it is a commitment of personal and individual fulfillment, in such a way that there is no way to excuse yourself once it has been voluntarily adopted.

Certainly, at that time it was still believed that the year 2000 would constitute a new beginning to transform the culture of war and violence into a culture of peace and nonviolence, since the culture of peace makes lasting development possible, the protection of the environment and the personal satisfaction of each human being.

20 years later, that dream may be possible if instead of so much garbage, the media would promote dialogue, understanding and peace through justice.

EDUCATION FOR PEACE, global, Latin America,

Ecuador: The culture of peace is presented in an international digital magazine

EDUCATION FOR PEACE .

An article from Cronica

“Culture and education for peace” is the theme of the third edition of the Culture of Peace Magazine presented, on March 2, by the Unesco Chair of Peace Education and Culture of the Private Technical University of Loja (UTPL). The work presented in digital format has 18 scientific articles and 3 book reviews by authors from Ecuador, Mexico and Spain.


This issue addresses topics such as: anthropology of violence; inclusion of sexual diversity for a culture of peace; violence and conflict in Ecuador in 2019; construction of a culture of peace at the university level; memories of ex-combatant indigenous women of the FARC in Colombia; the symbolic dimension of the Zapatista mask, models of citizen participation and coexistence, among others.

(Review continued in right column)

( Click here for the original version in Spanish.)

Question for this article:

What are the most important books about the culture of peace?

(Review continued from left column)

Santiago Pérez Samaniego, director of the magazine, said that this annual publication has the function of promoting research at local, national and international level, on issues related to peace, education, conflicts and human rights. He stressed that the articles that are part of this edition reflect a rigorous analysis of the different realities, perspectives, good practices or visions of the researchers.

He stressed that since the first edition in 2016 there has been an increased participation of researchers from different countries in the Culture of Peace Magazine, which “fills us with pride.” “It has become a benchmark of research for the promotion of peace in Latin America, attaining an important international position ”

Institutional contribution

Rosario de Rivas Manzano, academic vice chancellor of the UTPL, during the presentation ceremony extended a congratulation to the team that generated the third edition of the magazine, which he said promotes peace through research that seeks to modify attitudes in people to transform the conflicts that can generate violence. He highlighted the contribution of this publication to the UTPL, as a university that builds a fairer world with respect for human beings and society.

-The Culture of Peace magazine is available on the website: revistadeculturadepaz.com

EDUCATION FOR PEACE, Latin America

Mexico: Culture of peace in higher education

. DEMOCRATIC PARTICIPATION .

An article by Jaime Valls Esponda in El Universal

On February 17, the proposal of the Comprehensive Culture of Peace Plan in the Higher Education Institutions was presented at the headquarters of the ANUIES [National Association of Universities and Institutions of Higher Education]. In addition to the subject of peace, it contains measures for the prevention of addictions and seeks to contribute to the development of young people in school and social settings.

Statistics indicate a deterioration of values ​​that has increased insecurity, which especially affects the most vulnerable sectors of the population: women, the elderly , children and low-income households in general. Without values, society loses cohesion and the social fabric is eroded. What is needed is a culture of peace that returns stability throughout the nation and ensures harmonious coexistence. An active contribution of higher education institutions is needed; they are spaces for the socialization of essential principles of well-being and peace. They are the ideal environment for the flourishing of the rule of law, inclusive justice and citizenship.

(continued in right column)

(Click here for the original Spanish version of this article.)

Question for this article:

Is there progress towards a culture of peace in Mexico?

Where is peace education taking place?

(continued from left column)

The proposal, which is the result of the work of the academics and specialists of the associated institutions, will be submitted to the ANUIES National Council for consideration next March. One of the main actions foreseen is the figure of Peace Agents formed by university students and citizens, in order to strengthen the social fabric in their environment. Similarly, it is proposed to establish Specialized Care Centers to delineate peace programs with a social sense. The “Together for Peace” campaign will be supported with the participation of academics and students; the opening of Clubs for peace, the implementation of health and wellness projects with drug use prevention measures and the offer of courses, workshops and materials related to addictions.

Likewise, it was agreed to integrate an inter-institutional group of specialists and experts from the Center for Documentation, Research and Prospect for Security, Justice and Peace of ANUIES. They are to develop programs and indicators on the subject. It was proposed to create, in the medium term, a School of thought for peace, with an educational offer focused on social transformation. Finally, it was recognized that since society is central to the construction of peace, there is need for an active change that involves the joint management of citizenship, family and school.

ANUIES calls for the creation of a National Network of Specialists and Experts in the Criminal Justice System. One of its tasks should be the promotion of a culture of peace in the justice system in all regions of the country.

Higher education institutions, in the full exercise of their social responsibility, expressed in teaching, research, innovation and culture, should recognize the demands of society and contribute to solving the problems of the nation. Higher education institutions are sensitive and in solidarity with the causes of a culture of peace, social justice and full respect for human rights.

Jaime Valls Esponda is the Executive Secretary General of ANUIES.

DEMOCRATIC PARTICIPATION, EDUCATION FOR PEACE, Latin America

For Bob Marley’s 75th Birthday, Ziggy Marley Reflects On His Father’s Legacy

EDUCATION FOR PEACE .

An article from National Public Radio for Central California

It can be hard to reconcile Bob Marley’s massive and ongoing influence with the fact that the genre-defining reggae artist was just 36 when he died of cancer in 1981. Marley would have turned 75 this Thursday; to this day, his music accounts for nearly a quarter of the reggae listened to in the United States.


Redemption Song

Question for this article:

What place does music have in the peace movement?

To celebrate Marley’s 75th birthday, his estate is launching a year of events and releases, including concerts featuring Marley’s sons, Ziggy and Stephen, new music videos and reissues. NPR’s Scott Simon talked to Ziggy Marley about his own memories of his father and his music

Ziggy was 12 years old when his father died, and he says he most of all remembers his father as a generous person. “He’s a loving man; I think that is the most important thing,” he says.

True to the Marley tradition, Ziggy says that the classic Bob Marley message of peace, love and happiness still has a place in an often bleak world.

“The majority of people are good people, are peaceful people,” Marley says.

“But we’re just not loud, we’re just not on the TV, we’re not in the news — it’s just the people making war in the news.”

Listen to their full conversation in the player.

EDUCATION FOR PEACE, global, Latin America,

Spain: Professor Marta Gonzalo Quiroga recognized for her impetus to the culture of peace

… EDUCATION FOR PEACE …

An article from the Universidad Rey Juan Carlos

A teacher from FCJS [Faculty of Law and Social Sciences Campus de Madrid] has recently received the ‘Medal of Professional Merit for promoting the Culture of Peace, Dialogue and Mediation’, awarded by the Spanish School of Mediation and the Journal of Mediation.

The award rewards more than 20 years of work in this field from the URJC professor who explains that she felt very grateful for this recognition.

(Article continued in right column)

(click here for a version in Spanish).

Question for this article:

Mediation as a tool for nonviolence and culture of peace

(Article continued from left column)

This medal falls to Marta Gonzalo for promoting mediation with its own scientific autonomy at the Spanish University. In this sense, the teacher recalled that “for a long time now the URJC has opted to introduce mediation and the Culture of Peace.” This fact is demonstrated by the existence of the Own Title of ‘Mediation Expert’ and the University’s membership in various interuniversity research networks in the field.

“We need mediation to be transversal”

Marta Gonzalo considers “very necessary” the impulse of a culture of greater dialogue and understanding, “now we are in a moment in which everything is radicalized and judicialized, we must promote dialogue and negotiation”.

For this teacher “mediation must be transversal and especially exercised by politicians to do their job better and find solutions to the problems of citizenship.”

The delivery of medals was held last Friday 17 and took place within the framework of the Chair of Social Welfare, Communication, Education and Employment UDIMA-EDAE. In the previous edition, personalities such as the former mayor of Madrid, Manuela Carmena and the journalist Irene Villa were awarded.

EDUCATION FOR PEACE, Europe