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
The Haiti Earthquake Education Poster is a product of the collaboration between TWB, the University of Montana, and the National Science Foundation. Printed copies may be available upon request at no charge.
This document presents a comprehensive methodology for school safety considering school-specific hazards, such as earthquake, flood, flash flood, cyclone, landslide, and tsunami. It also focuses on fire and road hazards and considers climate change related issues. This manual is specific to Bangladesh and aims to guide teachers and students to develop a disaster management plan that includes mitigation, preparedness and response planning.
This document presents a comprehensive methodology for school safety considering school-specific hazards, such as earthquake, flood, flash flood, cyclone, landslide, and tsunami. It also focuses on fire and road hazards and considers climate change related issues. This manual is specific to Bangladesh and aims to guide teachers and students to develop a disaster management plan that includes mitigation, preparedness and response planning.
What factors influence whether or not teachers trained in
peace education actually teach about peace?
It involves getting the adult students to express
their concerns about violence in their lives, presenting an analysis of
different peace strategies, and arguing that teaching about alternatives
to violence is an effective way to deal with the threats of violence both
in schools and in the broader community.
The objectives of the course are to explore the
role of violence in the lives of students, to consider the effect of violence
upon educational practices, to examine how peace education can help deal
with violence, and to provide examples of peace education activities and
curricular ideas.
The main hypothesis
of this study is that theoretical knowledge about violence and nonviolence
is not enough to motivate teachers to become peace educators. They need
further support, either in their personal or professional lives, to pick
up this new curricular area.
Lantieri and Patti say
that coaching and practice are key components in whether or not teachers
used the peace education material in which they received training:
to mentor their development as peace
educators.
district-wide
support
peace education should not just be an add on used by a few teachers, but
rather should involve all levels of the school.
teacher training
A supportive administration
rganization siz
specific characteristics of the program, school-based factors
and community support.
Much training in peace education
comes from outside consultants and is limited. As a result educators are
not trained in conflict resolution as extensively as they are in subject
areas, so that they may feel insecure about pursuing it in their classes.
if the participants in this study find that peace education provides immediate
benefits, they are more likely to incorporate into their educational practices.
he presence of a supportive administrator
is the most important ingredient in whether a particular innovation gets
adopted
personal friendships
and kinship ties provide support for these individuals to become peace
educators.
One course alone will not begin to make a peace educator.
From these responses it can be concluded that knowledge
of subject matter is a necessary but not a sufficient condition for peace
education curriculum reforms. Professional educators also need personal
and professional support for a world view that embraces peace in the midst
of a violent culture that glamorizes violence.
Family support, feelings of urgency, and professional
factors like administrative support and positive school climate help teachers
deal with the overwhelming nature of this subject matter
How can school leaders provide
a climate that supports the use of peace education curricula?
The impact of peace education
upon students is very hard to assess because students could take years
to transfer learning about nonviolence into positive peaceful behaviors.
Because of the complex factors that influence human behavior, it is almost
impossible to demonstrate that a teacher's activities result in a specific
behavior on the part of a student. What this study does show is that teachers
feel they benefit from learning about peace strategies and that incorporating
peace education reforms has positive benefits for professional educators
struggling to deal with problems of violence.