This Self-Directed Guide is intended to introduce a useful and systematic process for designing courses. It is based on the same components found in most models of instructional design, but it assembles these components into a relational, integrated model rather than a linear one. Among other benefits, this model provides clear criteria for determining when a course design is a good design.

(From the introduction)

A publication of Catholic Relief Service - Mindnao, Philippines

From the introduction:

This learning guide is the product of various processes involving teachers from the different areas in Mindanao. This is a work in progress as further learning sessions are planned to be organized to generate further feedback and inputs from the teachers who have committed to use the guides in their learning dynamics in the classrooms.

The lessons in the learning guide cover a holistic framework of a culture of peace. This framework was developed by Dr. Toh Swee-Hin and Virginia Floresca Cawagas. The six themes in this framework toward a culture of peace are:

• Dismantling a culture of war
• Living in justice and compassion
• Promoting human rights and responsibilities
• Intercultural respect, reconciliation and solidarity
• Living in harmony with the earth
• Cultivating inner peace

The framework puts emphasis also on the use of participatory approaches. The four pedagogical principles of peace education are:

• Holism
• Dialogue
• Centrality of values
• Critical empowerment

In 2022, the Global Campaign for Peace Education identified a concerning gap between youth’s desire for peace education and its implementation in their schools and communities. To mitigate this, the Global Campaign Youth Research Team developed ‘Peace Education for Youth: A Toolkit for Advocacy and Planning’ to support students across the world in advocating for the integration of peace education opportunities in their schools, universities, and communities.

This “living” toolkit was designed to provide information on what peace education is, how it might be practically implemented, and how to advocate for it in various contexts.

(https://www.peace-ed-campaign.org/peace-education-for-youth-a-toolkit-for-advocacy-and-planning/)

Being central to education for international understanding and global citizenship, peace education has always been an important theme in UNESCO. For effective delivery of peace education, it is critical to examine and understand the relevance of peace education and its key issues and approaches at a given juncture. With this in mind, in 2020, APCEIU conducted a study on peace education in South Korea to review its current state and suggest some policy recommendations. Following up on this study, APCEIU initiated in 2021 a research project on peace education in Northeast Asia in order to identify how peace education is interpreted and practiced in the countries of the region and explore possibilities of cooperation among peace educators, researchers, and practitioners in the region. Building on this research, APCEIU hopes to develop and carry out joint projects for peace education in the region (http://www.unescoapceiu.org/post/4373?&page=2).

The overall goal of this book is to provide educators with the basic knowledge base as well as the skill- and value-orientations that we assoiciate with education for a culture of peace.

Originally posted on the Miriam College, Center for Peace Education website. 

This latest addition to the practical literature of peace education helps the educator,whether in formal or nonformal settings, to understand that peace is a holistic concept andstate of being and that it can not be learned in the traditional lecture-note taking-testing framework (from the forward).

This Peacebuilding Toolkit for Educators is designed to support the work of educators as peacebuilders.

This Peacebuilding Toolkit for Educators is designed to support the work of educators as peacebuilders.

One of the key conclusions of a 2014 conference on “Reconstructing Peace Studies,”1 was that how we teach is as important as what we teach. Faculty participating in the conference agreed they had minimal knowledge or preparation in the methods and pedagogies of peace education seen as essential to pursuing the transformative outcomes of peace studies programs. This article offers a brief philosophical and pedagogical framework and rationale for transformative peace pedagogy as a preferred approach and philosophy of teaching and learning in peace studies. Transformative peace pedagogy fosters the development of a self-reflective praxis and nurtures a holistic, inclusive relationship between the inner (personal) and outer (political, action-oriented) dimensions of peacebuilding. This praxis is the basis for both internal consideration and social and political action that is pursued by peace studies.

(From the introduction)

This white paper presented by the Global Campaign for Peace Education provides an overview of the role and potential of peace education for addressing contemporary and emergent global threats and challenges to peace.  In doing so, it provides an overview of contemporary threats; outlines the foundations of an effective transformative approach to education; reviews the evidence of the effectiveness of these approaches; and explores how these insights and evidence might shape the future of the field of peace education.

This white paper is adapted from a draft of a technical note prepared for the UNESCO Section on Global Citizenship and Peace Education in support of the effort to revise the 1974 Recommendation concerning education for international understanding, co-operation, and peace and education relating to human rights and fundamental freedoms.   As UNESCO observes, the “revision of the Recommendation constitutes a unique opportunity to revive and update the global consensus around the role of education – in all its forms – to prepare learners of all ages, and future generations, to face future shocks and shape more just, sustainable, healthy and peaceful futures.”

The original draft of this document was developed by Tony Jenkins (Coordinator, Global Campaign for Peace  Education; Managing Director, International Institute on Peace Education; Professor, Justice & Peace Studies at Georgetown University) with inputs from UNESCO.  The final technical note (New Understandings of Education’s Contributions to Peace) can be found here.

A revised second draft of the Recommendation was reviewed during the Intergovernmental Special Committee Meeting that took place May 30-June 2, 2023 in preparation for its submission to the 42nd session of the General Conference in November 2023 and eventual adoption.  For more information on the 1974 revision visit the dedicated website.

(https://www.peace-ed-campaign.org/what-can-peace-ed-do/)