Peace Education

In 2008, UNICEF, together with the Sierra Leone Ministry of Education and the national Teacher Training institutions, developed a behaviour change programme for teachers entitled “Emerging Issues.”

This document relates to interactive radio instruction (IRI) programmes for Somali-speaking students in the Horn of Africa. It presents outline education objectives for Life Skills (LS) programmes, based on internationally accepted good practice, and takes account to some extent of Somali culture and the life situation of the students.

EDC (Education Development Center) implemented an Interactive Radio Instruction (IRI) English language programme in literacy and numeracy for South Sudan, with funding from USAID.

Learning to Live Together: Design, Monitoring and Evaluation of Education for Life Skills, Citizenship, Peace and Human Rights. The guide focuses on the theme of ‘learning to live together’, which is one of four competencies identified as important by the International Commission on Education for the Twenty-first Century.

A study published by UNESCO International Bureau of Education, this book is geared toward national policy-makers, curriculum specialists, and educators alike.

The manual presents a total of 34 lessons aimed at enhancing youth understanding of peace & security issues, and building their capacity to participate meaningfully and contribute to peace processes. The material is based on learner-centred, active and fun learning methods. The key principle in this material is that every Peace Club member should feel seen, heard and respected.

The Peace Education Programme (PEP) teaches the skills and values associated with peaceful behaviours. The programme enables and encourages learners to think constructively about issues, both physical and social, and to develop constructive attitudes towards living together and solving problems that arise in their communities through peaceful means

The purpose of the 2001 evaluation of the UNHCR Peace Education programme (PEP) was to determine if the programme had had any positive impact on peace building and conflict prevention during the four years of its existence in the Dadaab and Kakuma refugee camps. (From 1998 to 2001.)

Eighteen authoritative practitioners contributed their experience to this collection of briefs on education for learning to live together. This book shows that transformative education for conflict resolution and peace, for local, national and global citizenship, for human rights and humanitarian values CAN be implemented even under difficult conditions if there is a policy commitment to do so.

This introductory booklet is the first in a series of eight which show how to address safety, resilience, and social cohesion at every stage of the curriculum development and implementation process.

In the study, the expert proposes the elements of a comprehensive agenda for action by Member States and the international community to improve the protection and care of children in conflict situations, and to prevent these conflicts from occurring.

This report contains several evaluative case studies regarding peace education in  a variety of contexts.

The activities provided in this matrix may be used as a guideline for educators who want to teach topics related to Peace Education.

The aim of this research project is to gain an idea of the types of training programs available to and specifically geared towards teachers and education workers. This can be used as a point of departure to identify best practices in teachers training in the field of peace-building and conflict-transformation.

The paper describes a range of conflict prevention initiatives and examines the role of policy-makers, youth, women, and the media in maintaining and restoring peace as part of a holistic vision of education.