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Rana Najadeh, 12, recalled her horror as she bore witness to the destruction. “I got very scared when the soldiers came to demolish our class,” she said. “I rushed out to check on my six year old brother Suleiman, who was crying.” The demolition did not end there, however, as nine other residential structures were also destroyed that day, leaving 30 children and their families homeless. 

Thankfully, UNICEF and Islamic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play.

amic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play. “Sometimes for children it is simply the opportunity to play and have fun – be a child – in a safe environment,” said UNICEF Deputy Special Representative, Douglas G. Higgins. “In the end, the psychosocial project is important for children to have a sense of stability, normality and opportunity to reach their potential.” Dkaika children are not the first ones to receive help however, as UNICEF has worked with ECHO since 2003 to help Palestinian children and their families cope with the conflict and violence that affects their daily lives. The activities focus on children who live in areas exposed to frequent home and school demolitions, as well as young Bedouins and children with disabilities. “We must not fail Dkaika children,” said the Deputy Special Representative. ”Education is the cornerstone for peace and security and is at the heart of equity.” var emailarticleloc = location.href; emailarticleloc = emailarticleloc.replace("http://www.unicef.org",""); emailarticleloc = emailarticleloc.replace("http://unicef.org",""); var emailarticle = "Email this article Email this article UNICEFBLOG.addentry({ linkClassName: "bloglink", image: "", title: "UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions", blurb: "DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment. 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Public statements from government and ministers were switched to be deliberately supportive rather than dismissive of state schools. Finally, and most crucially, the government set out to build a respectful, collaborative relationship with teachers, unions, pupils and parents. "You cannot threaten, shame or punish people into top performance," writes Levin.

Falana stated that the ruling was a clear message to ECOWAS member states, including Nigeria and indeed all African governments, that the denial of this human rights to millions of African citizens would not be tolerated.

Another lawyer, Chijioke Ogham-Emeka, welcomed the judgment, saying it was a shame that after 50 years of independence Nigeria could not provide free, compulsory and quality education for its children.

"I congratulate SERAP. I thank the ECOWAS Court. I only wish the judgment is enforceable but alas, the judgment will be like a political proclamation, just like judgments of the International Court of Justice, which even the US does not obey.

Even if there is no tangible legal gain from this commendable judgment, it will remain a victory against the conscience of the state, its inept officials and the bourgeoisie, who do nothing but only send their children abroad for quality education

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.