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stephknox24

Study Proves: Peace Education Promotes Readiness for Peaceful Conflict Settlement - Com... - 0 views

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    ntists from Heidelberg University investigate effectiveness of educational projects in crisis areasPeace education work in crisis and conflict areas actually does help to make hostile groups more peaceable in their attitudes towards one another. Compared with persons who have not taken part in such programmes, participants in so-called peace-building education projects in countries with armed conflicts differ often distinctly in the extent to which they are prepared to envisage peaceful conflict settlement. A research project at Heidelberg University's Institute for Education Studies has demonstrated that this is the case. Headed by Prof. Dr. Volker Lenhart, the scientists questioned almost 1,600 people in seven countries featuring earlier or ongoing armed conflicts, such as Afghanistan, Sudan or Israel/Palestine.
Teachers Without Borders

UN calls for better protection from attacks on schools « World Education Blog - 0 views

  • A new UN report supplies further evidence of the disturbing trend towards attacks on schools that we documented in the 2011 Education for All Global Monitoring Report, The hidden crisis: Armed conflict and education.
  • The annual report of the Secretary-General’s Special Representative for Children and Armed Conflict, released on May 11, finds that an increasing number of armed forces in conflicts around the world are deliberately attacking schools or forcing them to close. Attacks against schools and hospitals were reported in at least 15 of 22 conflicts that were monitored.
  • Radhika Coomaraswamy, the Secretary-General’s Special Representative, stressed that schools must always be safe places of learning for children. “They should be zones of peace. Those who attack schools and hospitals should know that they will be held accountable,” she said.
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  • The report contains detailed information on violations against children in Afghanistan, Burundi, Central African Republic, Chad, Colombia, Côte d’Ivoire, Democratic Republic of the Congo, Haiti, India, Iraq, Lebanon, Myanmar, Nepal, Occupied Palestinian Territories/Israel, Pakistan, Philippines, Somalia, Sri Lanka, the Sudan, Southern border provinces of Thailand, Uganda and Yemen.
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    A new UN report supplies further evidence of the disturbing trend towards attacks on schools that we documented in the 2011 Education for All Global Monitoring Report, The hidden crisis: Armed conflict and education.
Teachers Without Borders

Conflict takes a huge toll on education « World Education Blog - 0 views

  • Children and education systems are often on the front line of violent conflict. Of the world’s 72 million children who don’t attend school, about one-third live in only 20 conflict-affected countries.
  • The report will also explore the role of inappropriate education in fostering conflict and explore ways that education can be a force for peace, social cohesion and human dignity.
  • Save the Children, which in 2006 launched its campaign Rewrite the Future to get children in conflict-affected countries into school, released a report this month called The Future is Now, which points out that “civilians now make up more than 90% of casualties in the world’s conflicts and about half of those are children.”
stephknox24

Global lessons and activities 2009: Peace and conflict | Global Engage - 0 views

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    Global lessons and activities 2009: Peace and conflict Global lessons and activities and the International Day of Peace, 21 SeptemberThe topic for our IB global lessons in 2009 is peace and conflict. We invite IB World Schools to join in taking part in these lessons - specially written or selected - and in other activities relating to peace and conflict.We encourage you to join with others all over the world with lessons or activities on (or around) the International Day of Peace, 21 September. In this way our actions as individuals and schools form part of the IB community's and the world's response to this important issue.
stephknox24

UCDP Georeferenced Event Data - Uppsala Conflict Data Program (Uppsala Universtiy) - 0 views

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    Welcome to the UCDP GED (Uppsala Conflict Data Program - Georeferenced Event Dataset) page. The GED is the product of two and a half years of work at the Department of Peace and Conflict Research, Uppsala University. The UCDP GED contains conflict data disaggregated spatially and temporally down to the level of the individual incidents of violence. For more details please see the About link above
Teachers Without Borders

Which countries spend more on arms than primary schools? | News | guardian.co.uk - 1 views

  • "When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children."
  • According to the report's data, 21 developing countries spend more on arms than on primary schools. Meanwhile, only 2% of humanitarian aid goes towards education (with the vast majority of aid requests for education in conflict-affected states left unfulfilled).
  • The consequences are stark. In poor countries affected by conflict: 28 million children of primary school age are out of school (42% of the world's total) a child is twice as likely to die before their fifth birthday (compared with a child born in a poor but stable country) about 30% of the young people aged 15-24 are illiterate (compared with 7% in other poor countries)
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  • But while the Unesco report examines the effects of conflict on education, it criticises donor countries for skewing assistance towards a small group of "strategic" countries while neglecting the world's other equally poor and equally conflict-affected countries. While aid for basic education increased more than fivefold in Afghanistan during the past five years, for example, it stagnated or declined in other conflict-affected countries, such as Ivory Coast.
  • Globally, more children are going to school than ever before but, according to the report, the number of children out of school is falling far too slowly, and progress is far too varied across the different regions of the world.
  • Half-of the world's out-of-school children live in just 15 countries. The largest population of out-of-school children is in Nigeria (8.3 million), followed by Pakistan (7.3 million), India (5.6 million), Ethiopia (2.7 million), and Bangladesh (2 million)
  • In sub-Saharan Africa, about 10 million children drop out of school every year
  • It also points to key capacity gaps – for example, that another 1.9 million teachers will be needed by 2015 to achieve universal primary education
Gwen Stamm

Africa Peace and Conflict Journal - 0 views

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    The Africa Peace and Conflict Journal offers some interesting articles on the use of indigenous methods of conflict resolution.
Meghan Flaherty

Gender Dynamics of Conflict, Peace-building and Reconstruction | UNESCO - 0 views

  • n March 2000, the UN Security Council, in its Proclamation on International Women's Day, recognized that gender equality is an integral component of peace
  • On 31 October 2000 it passed Security Council Resolution 1325 [PDF, 35 Kb], calling on governments – and the Security Council itself – to include women in negotiations and settlements with respect to conflict-resolution and peace-building. The resolution reaffirms the important role of women in the prevention and resolution of conflicts, and the need to implement fully international humanitarian and human rights law that protect the rights of women and girls during and after conflicts.
  • Increasing the representation of women at all decision-making levels
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  • Integrating a gender perspective into peacekeeping missions
  • Supporting women's grassroots organizations in their peace initiatives
  • Involving women as participants in peace negotiations and agreements;
  • Ensuring protection of and respect for human rights of women and girls;
  • Protecting women and girls from gender-based violence;
  • Integrating a gender perspective into disarmament, demobilization, and reintegration of former combatants.
  • In many conflict areas, a culture of "hegemonic masculinity" prevails among the major political actors,
Teachers Without Borders

Save the Children releases The Future is Now report - 1 views

  • Children and school buildings are increasingly becoming targets in conflicts across the world, warns Save the Children as one of the key findings of a report published today.
  • The organisation finds that the risks of violence to schoolchildren in conflict-blighted areas are on the rise as schools are increasingly used as symbolic, easy targets by armed groups. These risks to children will continue to grow unless the international community takes urgent action to protect them from attack.
  • The report - The Future is Now - points out that civilians now make up more than 90% of casualties in the world's conflicts and about half of those are children. It warns that education is under attack by armed militias, criminal groups and even governments through the bombing of schools and is threatened by military interference in humanitarian work - all of which put children's lives in danger.
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  • Among the most dangerous countries is Afghanistan where between 2006 and 2009 there were 2,450 attacks on schools - in recent weeks, 50 schoolgirls in northern Afghanistan were reportedly left unconscious and sick after poison gas attacks by the Taliban. In the war-torn Helmand and Badghis provinces 80% children are out of school.
  • In Liberia 73%of primary-aged children are out of school. • In Somalia, 81% of school age children have no access to education.
  • They can and must be protected - in Nepal, where schools were being targeted by armed groups, Save the Children's introduction of schools as ‘Zones of Peace' directly led to a rise in attendance.
  • "Children in conflict zones should not have to forgo an education. Their schooling is crucial not only for their personal health and development but for the future peace of their communities - with every additional year of formal schooling, a boy's risk of becoming involved with conflict falls by 20%.
stephknox24

ReliefWeb » Document » The hidden crisis: Armed conflict and education - 1 views

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    The report, The hidden crisis: Armed conflict and education, cautions that the world is not on track to achieve by 2015 the six Education for All goals that over 160 countries signed up to in 2000. Although there has been progress in many areas, most of the goals will be missed by a wide margin - especially in regions riven by conflict.
Teachers Without Borders

Education and conflict in Côte d'Ivoire: a deadly spiral « World Education Blog - 0 views

  • The political upheaval in Côte d’Ivoire is taking a heavy toll on education, especially in the north, illustrating starkly the devastating impact conflict can have on learning opportunities – and the vicious circle in which conflict and education can become trapped.
  • A teacher described his school in Abidjan, the commercial capital, as much better than others in the city: “There are around 63 students per teacher – that’s a small class; it’s considered good. But there are no tables, no chairs, sometimes there’s no light. Sometimes students take it in turns to come into the classroom to sit on the few chairs.”
  • This year’s Global Monitoring Report focuses on other ways in which education failures can stoke conflict – such as perpetuating prejudice instead of promoting tolerance, and failing to pass on the skills that children need to escape poverty. The report lays out practical steps that governments and the international community can take to make sure that education builds peace rather than fanning the flames of war.
Teachers Without Borders

Education doesn't save lives, so why should we care? « World Education Blog - 1 views

  • Education is one of the hidden costs of conflict and violence. Almost 750,000 people die as a result of armed conflict each year, and there are more than 20 million displaced people in the world. Violent conflict kills and injures people, destroys capital and infrastructure, damages the social fabric, endangers civil liberties, and creates health and famine crises. What is less known or talked about is how violent conflict denies million of children across the world their right to education.
  • Armed violence often targets schools and teachers as symbols of community leadership or bastions of the type of social order that some armed factions want to see destroyed. Children are useful in armies as soldiers, as well as to perform a myriad of daily tasks from cooking and cleaning to sexual favours. Children need to work when members of their family die or are unable to make a living, and families remove children from school fearing for their lives and security.
  • profound long-term effects of educational losses among those exposed to conflict.
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  • In particular, relatively minor shocks to educational access – even as small as one less year of schooling – can have long-lasting detrimental effects on the children that are out of school, as well as on the human capital of whole generations.
  • But human capital – the stock of skills and knowledge we gain through education and experience – is the backbone of successful economic and social recovery. Ignoring these long-term consequences will endanger any attempts to rebuild peace, social justice and stability.
Konrad Glogowski

Grave violations committed against children in 22 situations of concern | United Nation... - 1 views

  • The annual report of the Secretary-General on children and armed conflict presents information about grave violations committed against children in 22 country situations. The report also includes what is known as the “List of shame”. This is the list of  armed groups and armed forces who recruit and use children, kill and maim, commit sexual violence or attacks on schools and hospitals in conflict zones.
Teachers Without Borders

Occasional Paper 24 - Food Insecurity and Violent Conflict: Causes, Consequences, and A... - 0 views

  • This paper provides an overview of the link between food insecurity and violent conflict, addressing both traditional and emerging threats to security and political stability. It discusses the effects of food insecurity on several types of conflict, and the political, social, and demographic factors that may exacerbate these effects.
Teachers Without Borders

UNICEF presents key report on challenges and opportunities for education and ... - 0 views

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    NEW YORK, 14 February 2012 - Education can play a crucial role in peacebuilding in all phases of conflict, a UNICEF-commissioned study has concluded, outlining how education can help prevent conflict and contribute to long-term peace.
Teachers Without Borders

Annotated Bibliography: Teacher Professional Development in Crisis | INEE Site - 0 views

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    This annotated bibliography reflects the results from a review of the literature regarding teacher professional development (TPD) in conflict, post-conflict, fragile, and developing contexts.  The scope of the literature includes aspects of TPD such as specific models and approaches, information and communications technologies (ICT), teacher management, theoretical frameworks for strategic TPD, and the impact of TPD on a variety of outcomes. INEE community. To suggest additional articles to be included in the annotated bibliography or for further information, please contact minimumstandards@ineesite.org.  
Teachers Without Borders

CRIN - The Rights and Guarantees of Internally Displaced Children in Armed Conflict - 0 views

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    "GLOBAL: The Rights and Guarantees of Internally Displaced Children in Armed Conflict"
Voytek Bialkowski

Discover Human Rights Institute - The Road to Peace: A Teaching Guide on Local and Glob... - 0 views

  • THE ROAD TO  PEACE:  A Teaching Guide on Local and Global Transitional Justice
  • With creative, thought-provoking, and innovative lesson plans, this comprehensive teaching guide introduces students to the concept of transitional justice through:
  • Lessons on the root causes and costs of war and conflict Overview of human rights and different transitional justice mechanisms
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  • In-depth country case studies
  • Individual case studies on human rights abuses
  • Conflict resolution and peer mediation exercises
  • Transitional justice glossary
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    Excellent, thorough open curriculum material focusing on human rights within the larger context of peace & conflict education and local and global transitional justice studies. Takes a direct approach to war, conflict resolution & other topics via activities, peer mediation excercises, various group-focused activities. Includes comprehensive glossary & further reading materials. PP.
Teachers Without Borders

UNICEF and partners help educate children displaced by conflict in DR Congo |... - 0 views

  • DR Congo, a vast country the size of Western Europe, has been mired in war and political unrest for decades. The United Nations has kept its largest peacekeeping mission here since 1999. It is also the world’s second poorest country, with 59 per cent of the population living below the international poverty line of $1.25 a day.
  • The gross enrolment rate for primary school in DR Congo – that is, the proportion of children of any age who are enrolled in primary school – decreased from almost 100 per cent 30 years ago to 64 per cent in 2005. Gross enrolment for girls today is at 58 per cent.
  • he programme is part of an initiative to place education in emergency and post-crisis transition countries on a viable path in order to achieve quality basic schooling for all children. “The school provides a protective environment,” UNICEF Goma Education Specialist Elena Locatelli said, noting that a few hours spent in the classroom each day also keeps children “occupied with activities that don’t let them think of the difficulties of their past.”
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  • “In the past, we would whip the children,” said Mr. Zirhumana Muzirhu. “But thanks to the psycho-social training, teachers and schoolchildren are now friends, so we don’t use the whip anymore.” The education-in-emergencies programme is also rehabilitating schools and providing school supplies and recreation kits, so that students can participate in regular activities that are crucial to their physical, mental, psychological and social development. In addition, the programme has provided more than 130,000 children with education kits in conflict-ravaged North Kivu Province in recent years.
  • By participating in group activities, children can express themselves and channel their trauma through song, poetry and dance. With this in mind, AVSI has been training teachers to nurture displaced and vulnerable children. The training has produced significant changes in the philosophy and practice of education in Walikale.
  • “I like going to school and hope to finish it, but I’m not sure if another war will break out and make me displaced again,” she said. “My biggest fear is, I don’t know if my children will finish school one day,” admitted her mother.
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