Category Archives: EDUCATION FOR PEACE

Tucson students learn ‘non-violence’ way of life amidst anti-Trump protests

EDUCATION FOR PEACE .

An article by Monica Grimaldo for Tucson News

A rash of nationwide protests against president-elect Donald Trump have brought out thousands of demonstrators and now, Tucson students between the ages of 11 and 16 are learning how to better understand the ‘nonviolence way of life’ to apply when planning action to defend human rights. Students from several Tucson school districts are participating in a two-day introduction to the Kingian Nonviolence training program, which aims to “institutionalize and internationalize nonviolence.”

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Clip from video on article website
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It’s being led by the Nonviolence Legacy Project, a youth leadership program affiliated with the Culture of Peace Alliance. “The workshop is particularly timely given that many people are taking to the streets and looking for ways to peacefully and powerfully indicate their concerns and fears about the upcoming administrative change,” said Ann Yellott with the Culture of Peace Alliance.

Participants are learning how to gain additional knowledge about how nonviolence was applied in several civil rights campaigns, including those seen in Montgomery, Nashville, Birmingham, and Selma.

“Helping our children be balanced and helping them to understand compassion for another, it’s not only a bullying issue, it’s a health issue,” said program manager Hassan Clement. “These kids are leaving a legacy for other kids.”

Sixteen-year-old Naomi Reyes, a student at Sunnyside High School, is one of the program’s participants and said she suffers from anger issues from time to time and hopes this program will help.

“There’s personal experience that involves violence and that’s another reason why I’m here,” said Reyes.

Caleb Bailey, 15, is a student at Cholla High School and says he wants to influence other students through this program. Though he wasn’t old enough to vote in this year’s election, it’s the lessons he’s learning that he hopes to keep forever.

“It can teach people how to get your word out without seeming like a thug or anti-Trump supporters or something,” he said. “It’s a way to articulate without seeming violent. Even though I’m young, I still think I can do something in the community. That’s what I really want to learn so when I get older, I know how to use nonviolence, and even now, so I can be a better person.”

For more information on the Culture of Peace Alliance’s Nonviolence Legacy Project, CLICK HERE.

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Bob Dylan: “Masters of War”

… EDUCATION FOR PEACE …

An article by James Albertini in Transcend

Bob Dylan was awarded the 2016 Nobel Prize for Literature. Among his many songs written over decades was “Masters of War” that included these lyrics:

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Bob Dylan at Massey Hall, Toronto, April 18, 1980. Photo by Jean-Luc Ourlin in wikipedia
(Click on photo to enlarge)

    “Come you masters of war, You that build the big guns, You that build the death planes. You that build all the bombs. You that hide behind walls. You that hide behind desks. I just want you to know I can see through your masks…

    Let me ask you one question. Is your money that good? Will it buy you forgiveness.

    Do you think that it could? I think you will find When your death takes its toll

    All the money you made Will never buy back your soul…

    Not even Jesus could forgive what you do!… And I’ll stand on your grave till I’m sure you’re dead.”

Masters of War Have Names!

Top U.S. War Corporations include: Lockheed Martin Corp., Northrop Grumman Corp., Raytheon Co., Boeing Co., General Dynamics Corp., General Electric, Halliburton Co., Academi, G4S Risk Management, KBR, etc. – the list of corporate and government “Masters of War” is long, very long! [Wikipedia]

    “How many deaths will it take till we know that too many people have died? The answer my friend is blowing in the wind, the answer is blowing in the wind.”[Dylan]

 

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Canada: Hamilton celebrates the 24th annual Gandhi Peace Festival

EDUCATION FOR PEACE .

By Dr. Khursheed Ahmed, Editor, Living Gandhi Today

It rained all night and everyone was anxious that Gandhi Peace Festival would be rained out. But, the gods of rain were kind and while it was cloudy all day, the rain held off for Mahatma Gandhi’s 147th birthday in Hamilton, Ontario, Canada. This was the 24th year that over 250 people gathered at Hamilton City Hall despite cool autumn weather to celebrate this popular peace event. The theme this year was “Refugees and Sarvodaya – Opening Our Hearts and Homes”.

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Everyone gathered around Gandhi’s statue to garland and reflect
(Click on image to enlarge)

Gandhi Peace Festival is jointly sponsored by India-Canada Society of Hamilton and McMaster University Faculty of Humanities and Centre for Peace Studies.

This year’s theme reflected the growing refugee crisis in many parts of the world and the high toll it has taken on millions of people. Dr. Chandrima Chakraborty, an Associate Professor in Department of English and Cultural Studies at McMaster University was the Master of Ceremonies. She warmly welcomed the audience and thanked the Gandhi Peace Festival Organizing Committee for their hard work, and also thanked the many volunteers, donors and supporters for making this event possible.

Joanna Frketich of the local newspaper, The Hamilton Spectator covered
the event with a very succinct article published on Monday, October 3rd, which nicely summed up the event. She wrote:

‘Canada can do better’ for refugees says peace festival speaker

The federal government was urged at Hamilton’s Gandhi Peace Festival to make a number of key improvements to how it deals with refugees. Better mental health support for traumatized refugees and funds to fight racism are badly needed, said Nora Melara-Lopez, social worker and co-ordinator of the emergency support committee for refugees at the North Hamilton Community Health Centre. Her keynote address Saturday to about 250 attending the 24th annual festival at City Hall urged the government to do more to help refugees work in their field after they arrive. She said increased funding for loans is needed while unfair charges need to be removed. She said delays in family reunification have to be reduced and backlogs cleared for those facing long waits for decisions both here and abroad. “I think Canada can do better,” she said. It’s significant at a time when more than 31,000 Syrian refuges have arrived in Canada, including more than 1,000 in Hamilton.

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Question for this article:


What is the message to us today from Mahatma Gandhi?

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Mayor Fred Eisenberger said bringing Syrian refugees to Canada “is the right thing to do.” He called the ongoing refugee crisis “a tragedy for our humankind.” He talked about the importance of peace and generosity during his address “notwithstanding things happening across the border.” He referenced the American presidential election as bringing out a lot of “racism, hatred and misogyny.” “In Canada we represent something different,” he said.

The youth community service award was given at the festival to Rahma Ahmed Abdi, who was born in Ethiopia but grew up in a refugee camp in Eretria. She came to Hamilton in 2009 at the age of 12. She now supports more than 20 students a week in the Empowerment Squared Homework Circle Program and is credited with more than tripling its enrolment. “I want to show that peace can come out of someone who has experienced extreme violence as a child,” she said.

The adult community service award went to Leo Johnson who was born in Liberia and spent his teen years and early adulthood in refugee camps before coming to Canada in 2006. He has since founded a successful not-for-profit organization called Empowerment Squared that helps refugees, immigrants and underprivileged communities. He has twice represented Hamilton at the Canadian Council for Refugees’ International Conference.

In addition to the speeches and awards, the Festival featured music, poetry and dances to warm up the spirits. The Colombian Refugee Association dazzled the audience with 20 dancers in traditional colourful costumes with lively music. This was followed by the popular Hamilton musician Kojo “Easy” Damptey, an Afro-Soul music producer, song writer, composer and poet, born and raised in Accra, Ghana. Three animated Hamilton Youth Poets also entertained the audience with their poetry. The last presentation after the Peace March was a beautiful performance of an Indian classical dance by Lamia Syed, who is well-known in Hamilton and has performed in previous festivals.

A number of groups providing services to refugees in Hamilton set up information tables. Darshana Limbachia, an avid Gandhi admirer, brought her impressive collection of books and photographs on Gandhi to display.

The cultural program was followed by people gathering around and garlanding the statue of Mahatma Gandhi on City Hall grounds. Leo Johnson, this year’s Community Service Award winner recounted the plight of refugees and the struggles they must go through because the international community tries to bring “peace” by bombing their cities and homes. He said “nobody would want to leave their homes if there was true peace”.

The peace march through downtown streets warmed the bodies and souls. There were many students and families that joined the traditional route, singing songs and chanting peace slogans. The walk also built up an appetite for a hot vegetarian lunch that awaited them, catered by India Village Restaurant and paid by donations from several long-time Gandhi Festival supporters.

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

EDUCATION FOR PEACE .

An article from The Hindu (copyright KSL, reprinted as non-commercial use)

The Institute of Human Rights Education’s (IHRE) initiative of forming Human Rights Clubs in schools is all set to be expanded in the ongoing academic year with 250 schools across 15 districts in Tamil Nadu getting to have the clubs by this year.

Tamil Nadu
E. Devasagayam, Director, Institute of Human Rights Education, speaking on ‘Human Rights Education Clubs in Tamil Nadu Schools’ at Madurai on Tuesday.
Click on photo to enlarge

The initiative, started last year with the support of the School Education Department, already has ensured the functioning of the clubs in 120 schools across six districts in the State.

Speaking at a session here on Tuesday to introduce the initiative to Head Masters from schools across the State, Henri Tiphagne, executive director, IHRE, said the clubs already functioning since 2015 had proven to be considerably successful for students from Class 6 to Class 8.
He said in addition to having clubs, the curriculum designed for creating awareness of human rights would be taught to Class 6 students during class hours at least once a week.

“If you all want to see a Tamil Nadu without any caste-related or other human rights violations, it cannot happen through judiciary or police. But only through schools,” Mr. Tiphagne told headmasters, stressing the importance of imparting human rights related awareness to children.

Dissuading the concern raised by some of the participants that the initiative would encourage unruly behaviour among students in an already vitiated atmosphere, Aruna Rathnam, education specialist associated with United Nations Children’s Emergency Fund, said the experience so far had proven otherwise.

“Most of the issues that you associate with indiscipline in schools will go away if you teach children about human rights using the right approach. You cannot do it alone. You need to work hand-in-hand with students and other teachers,” she told the headmasters.

Pointing out the general anxiety towards any new initiative, K. Devarajan, former Director with School Education Department said he faced a similar problem when activity-based learning was introduced. “Initially, everyone was wary of it. Later they embraced it,” he said. “Lots of issues related to indiscipline arises only in schools where there is too much of control. Give adequate freedom and treat the children equally. You will then see the difference,” he said.

Highlighting the need for democratising education at all levels, I. Devasahayam, Director of IHRE, asked the participants not to discourage rebellious attitude of children since only such attitudes directed in the right manner had resulted in societal change towards equality.

J. Ponniah, Joint Director (National Service Scheme) of School Education Department, J. Angelo Irudayasamy, Chief Educational Officer of Madurai and P. Vijayakumar, former general secretary of Madurai Kamaraj, Manonmaniam Sundaranar, Mother Teresa and Alagappa University Teachers’ Association (MUTA) spoke.

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

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Solomon Islands: Malaita and Guadalcanal support peace education

EDUCATION FOR PEACE .

An article by George Manford in The Island Sun

MALAITA and Guadalcanal provincial governments have supported the idea of peace education for both province’s education authorities.

Solomon
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Deputy Premier of Guadalcanal Hon Peter Aroanisaka said this is a step forward to find lasting peace through education.

“We could find links for our students to have access through attending our various high schools in our two respective provinces.

“This initiative is much important for both education authorities (EA’s) to build relationship for malaita and Guadalcanal provinces.

“It also creates a goal which is peace through education within these two EAs and for the rest of Solomon Islands.

“We want to see true peace and true education among our students and leaders.

“They are time bombs in the future if we don’t create this kind of initiatives for these future generations.”

Speaking on behalf of Malaita provincial government, deputy and the acting premier of Malaita province Hon Alick Maeaba said, “We have to come up with re-creative ideas to contribute on the values of our education.

“The Malaita provincial government see this importance to build this relationship not only through education but through political levels.

“The Malaita provincial government will stand and support the initiative for the betterment of our children in the future.

“We are looking forward for the idea to be implemented Maeaba revealed.”

The delegation also visited Aligegeo PSS and Kware community high school in west Fataleka north Malaita.

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

Question for this article:

Philippines: Fostering a culture of peace through art

… EDUCATION FOR PEACE …

An article from the Manila Bulletin (slightly abbreviated)

Mindanao has . . . been through decades of armed conflict, which has claimed countless lives and displaced some 30,000 to 50,000 persons annually. Children and adolescents are among those who have suffered the most, caught in the midst of violence, displacement, poverty, and the loss of loved ones. It is for this reason that civil society groups have taken initiatives in introducing the culture of peace among the children in Mindanao’s conflict-affected communities through the promotion of their own traditional, cultural, and artistic abilities.

Philippines
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One of these groups is the 13-year-old Kalimudan Culture and Arts Center, a non-profit organization based in Gen. Santos City. It is currently undertaking the Fostering Culture of Peace and Child Protection program, in collaboration with the United Nations Children’s Fund (UNICEF).

Coined from the Maguindanaon term for gathering, Kalimudan is composed of artists and advocates for social reforms, backed by their experiences as cultural and community workers, trainers, researchers, and teachers.

In recent months, Kalimudan has been conducting the Adolescent Development and Participation-Peace building program in the provinces of Maguindanao, Sarangani, Sultan Kudarat, Zamboanga Sibugay, and Lanao del Sur.

According to Al Nezzar Ali, the project uses culture and arts as tools to assist communities in creating a violence-free home environment, and helps children promote a culture of peace.

Among the strategies used in the workshops are play production dance drama and choral narration, peace tiles and peace totems, interactive storytelling, dance, music, and visual workshops, which enhance participants’ coping mechanisms.

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Question for this article:

Do the arts create a basis for a culture of peace?

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“The program also helps develop children’s creativity, appreciation of tradition, and culture to foster peace, which get them more engaged in sports and recreational activities, instead of getting involved in armed activities,” Ali enthuses.

He said that the project hopes to contribute to the attainment of strengthened mechanisms for promoting the rights of children in peace process and situations of armed conflict and supporting children’s participation.

During the International Day of Peace held last Sept. 21 at the Mindanao State University Gymnasium in Maguindanao, children and adolescents representing the different Moro Islamic Liberation Front (MILF) areas in Sarangani, Sultan Kudarat, Maguindanao, Zamboanga Sibugay, and Lanao del Sur will be the highlight of the celebration. These children and adolescents took part in the ADAP workshops and #ChildrenNotSoldiers campaign traditional cultural performance showcase, which were exhibited on the same day.

Ali said that peace building measures should address the root causes of the conflict, enhance social cohesion, build trust in governments, and build capacity of individuals, communities, and institutions to manage conflict and deliver appropriate services.

He noted that under the UNICEF framework, programs create space for young people and enhance their capacity to participate in the decision-making on the peace process, especially between the Government of the Republic of the Philippines and the MILF, while promoting pro-peace knowledge, attitudes, and lifestyle.

He pointed out that the quest for peace is integral to the fulfillment of the rights of children to safety and wellbeing, since young people have distinct capacities in contributing to peace-building due to their diverse experiences in armed conflict.

Founded in 2003, Kalimudan Culture and Arts Center seeks to raise awareness, advocate basic social issues through culture and arts as its tool, as it links with local and national movements for social and cultural development

It specializes in Mindanao cultural dances and music, contemporary arts (music, film, and video), and collaborates with national agencies like the National Commission for Culture and the Arts, the Department of Social Welfare and Development, as well as NGOs such as the SOCSARGEN Peace Network, and Mindulani, a Mindanao-wide network of theater workers.

Colombia: Follow live the 12th World Congress of Mediation and Culture of Peace

… EDUCATION FOR PEACE …

An article from the Chamber of Commerce of Bogota (translated by CPNN)

Follow live the most important conferences on issues of mediation and reconciliation at the XII World Congress of Mediation and Culture of Peace. The event, organized by the Chamber of Commerce of Bogota, through its Center for Arbitration and Conciliation, in partnership with the University of Sonora in Mexico, the Mediation Institute of Mexico and the International Centre for the Study of Democracy and Social Peace, will bring together more than 1,000 people in five cities, to discuss dialogue as the best tool to resolve conflicts in society.

Congreso
Video of the Congress

While Bogota will be the epicenter of Congress, cities such as Medellin, Cali, Barranquilla and Buenaventura will also host different events witrh the presence of renowned personalities such as John Paul Lederach, an expert on peace building, and Christopher Moore, an expert in collaborative conflict resolution who will give their views on how to achieve reconciliation.

During the six days of the Congress, dialogue, deliberation and consensus will become the common denominator of an academic agenda with the active participation of entrepreneurs, NGOs, the Government and citizens, in addition to the academic community. This event is the ideal place to raise awareness of the importance of solving everyday conflicts through peaceful alternatives and mediation.

The president of the Chamber of Commerce of Bogota, Monica de Greiff said that “although the country is going through a very important moment of reconciliation, conflicts are part of daily life in the family, at work, in the community, at school and in business; therefore, this will be a space for national and international experts to deliver tools for healthy living and the peacefu solution of conflicts at any stage. ”

Mauricio Gonzalez, director of the Center for Arbitration and Conciliation said “at the Center, we have contributed to building peace for more than 30 years. We promote a culture of dialogue in all our services. Both employers and communities benefit from the school and community programs that we make available. ”

The Congress will also address the advantages of associative dialogue in the sectors of mining and energy in projects in vulnerable areas of the country, and will analyze the relevance of mediation and conciliation to public, private and social institutions.

For mor information, see: www.congresodemediacion.com.

(Click here for the original article in Spanish)

Question for this article:

From pacifism to nonviolence in Berlin

EDUCATION FOR PEACE .

An article by Gabriela Amaya from Pressenza (reprinted according to Creative Commons)

With the slogan “Reconciliation is the only path to peace”, on the 1st of October, the eve of the International Day of Nonviolence, hundreds of people formed a human peace symbol in Berlin that then transformed into the symbol of nonviolence, coinciding with the celebration of the day itself in numerous points of the planet.

The event took place within the World Congress of the International Peace Bureau, in Berlin’s Ernst-Reuter-Platz on the initiative of this international news agency.

Berlin
Click on photos to enlarge
(Image by Pressenza Berlin)

The wellknown form of the peace symbol was transformed at a certain moment into the nonviolence symbol representing the need to advance from the field of pacifism to the field of nonviolence, something which implies the recognition of different forms of violence, not only physical violence whose greatest expression is war, but also economic, racial, religious, generational, sexual, psychological and moral violence among others.

Nonviolence assumes a lifestyle in everyday life which is based on the universal moral principle, “Treat others as you would like them to treat you.”

The words in the mouths of persons of different ages and geographical lattitudes, and the pictures that accompany this text are a better explanation of this meaningful and inspiring act.

Tomorrow, the 2nd of October, the anniversary Gandhi’s birthday, is the International Day of Nonviolence.

We are here today to celebrate it, illuminating the darkness of this moment with the simple light of our phones and with the powerful force of our best aspirations.

There are many people like us in the world, people who have struggled for peace and who believe that violence is not natural and can be surpassed.

And that’s why we are not only in this square in Berlin because around the world, many events are taking place in these days: flash mobs, music, theatre, films, videos, photos for nonviolence, courses in schools, workshops for children and adults, and so on. These events are too many to mention them all, but we want to greet the people and organisations that are raising their voices up for a new Humanism, an historical moment of reconciliation, and a climate of peace and disarmament.

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Click here for article in French or here for article in Spanish)

Question for this article:

Can peace be guaranteed through nonviolent means?

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And now we turn our lights on!

In this moment, the living symbol of peace is illuminated by the light of our phones, while we invite you to meditate…

Today we are here to send a sign of support to the millions of people around the world who are demanding peace.

To send a sign of hope for all those who are living in war. To let them know that we haven’t forgotten them.

To send a sign of relief to those who want peace, but who are not yet here with us.

To send a sign to ourselves, so that we never forget the importance and value of what we do.

To send a warning to those who feed wars and violence, so that they know that we are not asleep.

So that they know that a new culture of peace and nonviolence is being born.

And now we are going to form the living sign of nonviolence!

We condemn dehumanisation, oppression and violence in all its forms – physical, economic, racial, religious, ecological, psychological, gender and moral.

We refuse to continue enchained to a mechanical culture of resentment, guilt and revenge, and we launch an intentional, person and social nonviolent revolution.

We will not accept a closed future for human beings and our planet.

We demand the right for all human beings to be happy and free. Free of external and internal ties, free from pain and suffering.

So, connected with what makes us human inside ourselves, let’s take a deep breath and carry it to the depths of our hearts, asking to surpass violence. And from the depths of our hearts, we commit ourselves here to give the best of ourselves to build a culture of peace and nonviolence, seeking what unites us, creating bridges between human beings and working for reconciliation with ourselves, between individuals and entire peoples.

For everyone: Peace, Force and Joy!

Snowden: Best Film of the Year

EDUCATION FOR PEACE .

A review by David Swanson

Snowden is the most entertaining, informing, and important film you are likely to see this year.

It’s the true story of an awakening. It traces the path of Edward Snowden’s career in the U.S. military, the CIA, the NSA, and at various contractors thereof. It also traces the path of Edward Snowden’s agonizingly slow awakening to the possibility that the U.S. government might sometimes be wrong, corrupt, or criminal. And of course the film takes us through Snowden’s courageous and principled act of whistleblowing.

Snowden
Trailer for film

We see in the film countless colleagues of Snowden’s who knew much of what he knew and did not blow the whistle. We see a few help him and others appreciate him. But they themselves do nothing. Snowden is one of the exceptions. Other exceptions who preceded him and show up in the film include William Binney, Ed Loomis, Kirk Wiebe, and Thomas Drake. Most people are not like these men. Most people obey illegal orders without ever making a peep.

And yet, what strikes me about Snowden and many other whistleblowers I’ve met or learned about, is how long it took them, and the fact that what brought them around was not an event they objected to but a change in their thinking. U.S. officials who’ve been part of dozens of wars and coups and outrages for decades will decide that the latest war is too much, and they’ll bail out, resign publicly, and become an activist. Why now? Why not then, or then, or then, or that other time?

These whistleblowers — and Snowden is no exception — are not passive or submissive early in their careers. They’re enthusiastic true believers. They want to spy and bomb and kill for the good of the world. When they find out that’s not what’s happening, they go public for the good of the world. There is that consistency to their actions. The question, then, is how smart, dedicated young people come to believe that militarism and secrecy and abusive power are noble pursuits.

Oliver Stone’s Ed Snowden begins as a “smart conservative.” But the only smart thing we see about him is his computer skills. We never hear him articulate some smart political point of view that happens to be “conservative.” His taste in books includes Ayn Rand, hardly an indication of intelligence. But on the computers, Snowden is a genius. And on that basis his career advances.

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Question(s) related to this article:

What are some good films and videos that promote a culture of peace?

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Snowden has doubts about the legality of warrantless spying, but believes his CIA instructor’s ludicrous defense. Later, Snowden has such concerns about CIA cruelty he witnesses that he resigns. Yet, at the same time, he believes that presidential candidate Barack Obama will undo the damage and set things right.

How does one explain such obtuseness in a genius? Obama’s statements making perfectly clear that the wars and outrages would roll on were publicly available. I found them with ordinary search engines, needing no assistance from the NSA.

Snowden resigned, but he didn’t leave. He started working for contractors. He came to learn that a program he’d created was being used to assist in lawless and reckless, not to mention murderous, drone murders. That wasn’t enough.

He came to learn that the U.S. government was lawlessly spying on the whole world and spying more on the United States than on Russia. (Why spying on Russia was OK we aren’t told.) But that, too, wasn’t enough.

He came to learn that the U.S. was spying on its allies and enemies alike, even inserting malware into allies’ infrastructure in order to be able to destroy things and kill people should some country cease to be an ally someday. That, too, was not enough.

Snowden went on believing that the United States was the greatest country on earth. He went on calling his work “counter cyber” and “counter spying” as if only non-Americans can do spying or cyber-warfare, while the United States just tries to gently counter such acts. In fact, Snowden risked his life, refraining from taking medication he needed, so that he could continue doing that work. He defended such recklessness as justified by the need to stop Chinese hackers from stealing billions of dollars from the U.S. government. Apart from the question of which Chinese hackers did that, what did Snowden imagine it was costing U.S. taxpayers to fund the military?

Snowden’s career rolled on. But Edward Snowden’s brilliant mind was catching up with reality and at some point overtook it. And then there was no question that he would do what needed to be done. Just as he designed computer programs nobody else could, and that nobody else even thought to try, now he designed a whistleblowing maneuver that would not be stopped as others had.

Consequently, we must be grateful that good and decent people sometimes start out believing Orwellian tales. Dull, cowardly, and servile people never blow whistles.

Forging a peaceful future: four years of UNICEF’s Learning for Peace Programme

… EDUCATION FOR PEACE …

An article from UNICEF

UNICEF and partners are a step closer to building peace, Eran Nagan, of the Government of the Netherlands said at a high-level event on education and peacebuilding in New York.

Mr. Nagan, First Secretary of Economic Affairs, Permanent Mission of the Kingdom of the Netherlands to the United Nations, joined some 80 UN staff, researchers, civil society, private sector representatives and members of the public to celebrate the final event of the Learning for Peace programme on Thursday, 30 June at UNICEF House. The UNICEF programme, launched in 2012 with the support of the Government of the Netherlands, helped promote peace through education in 14 conflict-affected countries: Burundi, Chad, Cote d’Ivoire, Democratic Republic of the Congo, Ethiopia, Liberia, Myanmar, Pakistan, Sierra Leone, Somalia, South Sudan, State of Palestine, Uganda, and Yemen.

UNICEF
Panelists (L-R) Patrick Fine, FHI 360 CEO; Angela Kearney UNICEF Pakistan Representative; Yasmin Haque, UNICEF Deputy Director of Emergency Programmes; Henk-Jan Brinkman UN Peacebuilding Support Office Chief of Policy Planning and Application.
Click on image to enlarge

“The teaching of tolerance, respect for the other, promoting social cohesion is a necessity of any society because it is by inserting these essential values in our youth that we forge peaceful societies for the future,” Mr. Nagan said in his key note address, praising the programme for its achievements over the last four and a half years. Learning for Peace worked with governments, education systems, and communities to design education interventions that addressed underlying causes and dynamics of conflict. The programme also included a significant research component to fill the gap in knowledge and evidence on social services for peacebuilding.

Research from UNICEF and FHI 360 found evidence that education inequities reinforce social divisions that lead to conflict – the likelihood of violent conflict doubles in countries with high education inequality between ethnic and religious groups. Conversely, conflict widens educational inequalities. Although less pronounced, the study also provides evidence that gender-based education inequality makes violent conflict more likely, and vice versa.

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Question for this article:

Peace education at the United Nations, how does it work?

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“I think it has direct implications for how we set priorities and what kinds of actions we take in humanitarian response, and it also has immediate implications for policies and programmes,” Patrick Fine, FHI 360 CEO, said of the research findings.

Mr. Fine, along with Angela Kearney, UNICEF Pakistan Representative; Yasmin Haque, Deputy Director, Office of Emergency Programmes, UNICEF; and Henk-Jan Brinkman, Chief of Policy, Planning and Application, UN Peacebuilding Support Office were part of a panel to share experiences, achievements and lessons learned of the Learning For Peace programme.

Ms. Kearney shared stories of innovation in education from Pakistan, where findings from the programme’s conflict analysis informed education sector plans in the provinces of Sindh and Balochistan. In South Sudan, where 70 per cent of children have never stepped inside a school, Ms. Haque said that Learning for Peace helped develop a new, inclusive education system and forged new partnerships amongst education stakeholders and development partner organizations with peacebuilding expertise.

Josephine Bourne, Associate Director of Education at UNICEF, moderated the event and stressed that the lessons-learned on conflict-sensitive and peacebuilding-oriented education programming that began through the Learning for Peace programme would continue in future projects.

“While the programme is finishing, the work does not. There’s a very strong commitment to conflict assessment and really understanding the situation of children and their access to resources and other inequalities.” Ms. Bourne said. The inequality piece is front and center, not just for education, but everything UNICEF is doing”.

At the event, UNICEF also discussed plans to employ conflict assessment, study gender-based violence, and have children participate in determining the issues that drive conflict and necessary interventions. FHI 360 is also leading an education equity research initiative in conjunction with UNICEF and other partners including USAID, Save the Children and World Vision.

For more information on the programme please visit: learningforpeace.unicef.org.

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