Maroc: Un Sommet mondial pour la promotion de la paix

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Un article de Driss Lyakoubi, LE MATIN

Les jeunes de Kénitra se mobilisent pour le rayonnement des valeurs de paix et de solidarité entre les peuples, à travers le Sommet mondial pour la promotion de la paix et du développement social, organisé par l’Université Ibn Tofaïl en partenariat avec la wilaya du Gharb Chrarda Beni Hssen et l’Association «Dar Lakbira». Cette manifestation regroupe près de 120 participants de 32 nationalités venus des quatre coins du monde. Elle constitue une occasion de réflexion et d’échange entre de jeunes leaders internationaux autour de sujets relatifs aux valeurs d’humanisme et de solidarité. Selon ses initiateurs, le Sommet mondial pour la promotion de la paix et du développement social est un événement unique, conçu pour élargir les perspectives de la jeunesse internationale sur les questions les plus pressantes du monde à travers un dialogue positif, coopératif et constructif.

maroc

Une vision partagée par Zineb El Adaoui, wali de la région du Gharb Chrarda Beni Hssen, qui n’a pas manqué de rappeler l’intérêt suprême accordé par le Royaume aux valeurs universelles de paix, de tolérance, de dialogue et de solidarité.Azzeddine Midaoui, président de l’Université Ibn Tofail, a rendu un vibrant hommage aux jeunes leaders universitaires de l’association «Dar Lekbira» pour le travail ayant abouti à l’organisation d’une rencontre unique en son genre au niveau de la capitale du Gharb. Il a salué, à cet égard, l’exemplarité des liens de coopération profondes liant l’université Ibn Tofail et «Dar Lekbira» pour la promotion des valeurs de solidarité sociale et d’ouverture. Il a également tenu à mettre en exergue le rôle de l’Université dans l’ancrage des valeurs de paix et d’altérité chez les jeunes.

Le président de l’association «Dar Lekbira», Zinelabidine Taoussi a, pour sa part, précisé que la jeunesse marocaine avait suivi la voie tracée par ses ancêtres, celle de la consécration de la paix, du bien et du développement au profit de son pays et de l’ensemble des peuples de la planète. Il est à préciser que le Sommet mondial pour la promotion de la paix et du développement social, comme cela a été annoncé par les divers intervenants, constitue l’occasion idoine pour les participants d’explorer les opportunités de coopération pour l’initiation de projets novateurs favorisant la culture de la paix, la non-violence et l’équité sociale dans leurs pays respectifs et à travers le monde. Une charte de principes sera également élaborée lors de ce forum mondial des jeunes pour renforcer les idéaux de la paix et de l’équité sociale au sein et parmi toutes les nations et les peuples du monde. Celle-ci traduira la vision commune de tous les participants au sommet par rapport au monde qu’ils espèrent pour les générations futures.

Le Sommet mondial pour la promotion de la paix et du développement social s’est assigné comme principaux objectifs la promotion de la culture de la paix et de la non-violence chez la jeunesse internationale, ainsi que le renforcement chez les jeunes de la culture du leadership dans les domaines liés à l’édification de la paix et du développement social. Il est également question du renforcement du rôle des jeunes dans l’édification de sociétés inclusives, pacifiques et résilientes et de la mise en place d’un réseau international de jeunes leaders ayant la capacité de servir leurs communautés respectives à travers des projets communautaires novateurs.

(Cliquez ici pour une version anglaise de cet article.) )

Question for this article:

San Agustin, Colombia to host International Biennial of Education and Culture of Peace

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An article by the Editor of Diario del Huila (translation by CPNN)

The Faculty of Education of Surcolombiana University (USCO) will hold the first International Biennial of education and culture of peace from 13 to August 15 in the city of San Agustin.

Huila

The organizers of this academic event are the USCO, the Faculty of Education, the Masters Program of Education and Culture of Peace and the Peace Education Collective. The academic committee is composed of Myriam Oviedo, coordinator of the Master’s Program and teacher at the USCO; Marieta Quintero Mejía, national coordinator of the Peace Education Collective and professor at the District University; Diego Escobar, professor at the National University of San Martin (Buenos Aires); Miriam E. Kriger, a researcher at CLACSO, Conicet and University of Buenos Aires; Alexander Ruiz, director of the doctorate in Education at the Pedagogical University; and Monica Mazariegos (Guatemala, Universidad Internacional Tierra Ciudadana (UITC).

Participants may be leaders or members of social and training programs and projects, or initiatives related to education and culture of peace. Also invited are program managers and participants of training centers and university institutes specializing in peace studies, research groups, promoters of magazines and publications in the field, teachers, students, professionals, activists and social leaders.

“The First International Biennial of education and culture of peace is conceived to be a stage to share, discuss, disseminate, encourage and promote peace initiatives undertaken by institutions, communities, groups, associations, unions and groups. In this sense, the biennial is intended not only as a space to recognize the voices of the conflict, but also as an opportunity to unite our voices to build multiple possibilities of peace,” the organizers explained.

They added that this first version of the Biennial will be held in the municipality of San Agustin (Huila), “a land of art and peace located between the cold Massif of Colombia and the arid valley of the Magdalena. It was chosen to host this event in view of its ancestral, heterogeneous and multicultural “character

(Click here for the original Spanish of this aricle.)

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San Agustín, Colombia: escenario de la Bienal internacional de educación y cultura de paz

. LIBERTAD DE INFORMACIÓN .

Un articulo por Redactor Diario del Huila

La Universidad Surcolombiana, a través de la Facultad de Educación, llevará a cabo la primera Bienal internacional de educación y cultura de paz. Del 13 al 15 de agosto se llevará a cabo este certamen en el municipio de San Agustín.

Huila

Los convocantes de este evento académico son la USCO, la Facultad de Educación, la Maestría en Educación y cultura de paz y el Colectivo Educación para la Paz. El comité académico está integrado por Myriam Oviedo, coordinadora de la maestría y docente de la USCO; Marieta Quintero Mejía, coordinadora nacional del Colectivo Educación para la Paz, docente de la Universidad Distrital; Diego Escobar, docente de la Universidad Nacional de San Martín (Buenos Aires); Miriam E. Kriger, investigadora CLACSO, Conicet y Universidad de Buenos Aires; Alexánder Ruiz, director del doctorado interinstitucional de Educación, Universidad Pedagógica; y Mónica Mazariegos (Guatemala, de la Universidad Internacional Tierra Ciudadana (UITC).

Los participantes podrán ser líderes o integrantes de programas sociales y de formación, proyectos, experiencias e iniciativas relacionadas con la educación y cultura de paz. También están convocados los directores de programas de formación y participantes, centros e institutos universitarios especializados en estudios de paz, grupos de investigación, promotores de revistas y publicaciones especializadas en este ámbito, profesores, estudiantes, profesionales, activistas y líderes sociales.

“La I Bienal internacional de educación y cultura de paz se constituye como un escenario para compartir, debatir, divulgar, fomentar y promover iniciativas de paz desarrolladas por instituciones, comunidades, grupos, asociaciones, gremios y colectivos. En este sentido, la bienal surge no solo como un espacio para el reconocimiento de las voces del conflicto, sino también, como una oportunidad de unir nuestras voces para construir múltiples posibilidades de paz”, expresaron los organizadores.

Añadieron que esta primera versión de la bienal se llevará a cabo en el municipio de San Agustín (Huila), “un territorio de arte y paz ubicado entre el frío Macizo Colombia y el árido valle del Magdalena, el cual fue escogido para acoger este evento por su carácter ancestral, heterogéneo y multicultural”.

( Clickear aquí para la version inglês.)

Question(s) related to this article:

What is happening in Colombia, Is peace possible?

This discussion question applies to the following articles:

Colombian villagers practice non-violent resistance
Legacy of a Nonviolent Political Leader: Governor Guillermo Gaviria of Colombia
Working for a Culture of Peace in the Valley of the Cauca, Colombia
Remise des Prix de la Fondation Chirac pour la prévention des conflits
Chirac Foundation Prize for Conflict Prevention
The University and the Peace Process in Colombia
La paz supera coyunturas y fronteras (Colombia y Venezuela)
Peace is not stopped by borders (Colombia and Venezuela)
Campesinos colombianos celebran primer acuerdo agrario de paz
Colombian Govt and FARC Reach Agreement on First Stage of Peace Talks
Colombia Campaña de la ONU “La Paz es mía”
UN Campaign in Colombia:
Presidente colombiano reactivará la Comisión Nacional de Paz
Colombian President to Reactivate National Peace Commission
FARC-EP y Gobierno colombiano avanzan en acuerdos para la paz
FARC-EP and Colombia Government advance in their peace accords
Colombia debe ser también la Nación más educada en derechos humanos: Presidente Santos
Colombia should also be the most educated nation in human rights : President Santos
Gabriel García Márquez and the peace process in Colombia
Colombia amanece con un presidente reelecto, esperanzada en la paz
Colombia awakens to hopes for peace with the re-election of their president
Mujer, ruralidad y memoria, entre los temas del congreso de paz (Bogotá, Colombia)
Women, rurality and historical memory among the themes of the Peace Congress (Bogotá, Colombia)
Sonia Ines Goéz Orrego on a speaking tour in the U.S. to share her experience building peace in Colombia
Pax Christi International Peace Award 2015: Women Collective for Reflection and Action (Colombia)
FARC-EP y Gobierno colombiano crearán Comisión de la Verdad
Planning for a Peace Assembly in the Colombian Caribbean
Inician construcción de Asamblea por la Paz en el caribe colombiano
Colombia: Ministerio del Trabajo acompañará, garantizará y facilitará Segunda Asamblea Nacional por la Paz
Colombia: The Labor Minister will provide full guarantees, facilitate and promote the Second National Assembly for Peace
San Agustín, Colombia: escenario de la Bienal internacional de educación y cultura de paz
San Agustin, Colombia to host International Biennial of Education and Culture of Peace

Colombia: The Labor Minister will provide full guarantees, facilitate and promote the Second National Assembly for Peace

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An article from the Ministerio de Trabajo de Colombia (translation by CPNN)

The Minister, of Labor, Luis Eduardo Garzon, says that the Government will provide full guarantees, facilitate and promote the Second National Assembly for Peace, which seeks to contribute from the energy and mining sector a plural and participatory peace that is comprehensive, stable and durable.

ministerio
“I see here three organizations that differ in many ways, but are united in the quest for peace,” Lucho Garzón

Garzon referred to the participation of Ecopetrol and the Workers’ Trade Union of the Petroleum Industry (USO). He also highlighted the contributions made from the Academy of the National University of Colombia to the Second Assembly, which is conceived as a space for deliberative and purposeful construction at local, regional and national levels.

“I think it is extremely important for the country and the Ministry and the government itself are committed to help stimulate initiatives like this,” said the head of the Labor Ministry.

“I see here three organizations that differ in many ways, but are united in the quest for peace,” he said.

For the National President of USO, Edwin Castaño Monsalve, the issue of oil has an important role in keeping peace. “This union is betting on scenarios to build peace and we are fully committed to the peace process.”

In turn, the rector of the National University of Colombia, Ignacio Prada Mantilla added that “The university is fully committed to the peace proces, that is, we want contribute to it from all areas of knowledge.”

The National Assembly for Peace will include four conversations and 10 regional assemblies. they will take place in Antioquia, Barrancabermeja, Cartagena, Choco, Villavicencio, Neiva, Puerto Asis, Tibu, Arauca and Popayan. They will focus on three themes: 1) mining and energy policy; 2) regional development and peacebuilding and 3), culture of peace and followup to the peace accords.

(Click here for the orignal Spanish of this aricle.)

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Colombia: Ministerio del Trabajo acompañará, garantizará y facilitará Segunda Asamblea Nacional por la Paz

. LIBERTAD DE INFORMACIÓN .

Un artículo del Ministerio de Trabajo de Colombia

El ministro del Trabajo, Luis Eduardo Garzón, dijo que el Gobierno Nacional ofrecerá plenas garantías, facilitará y promoverá la Segunda Asamblea Nacional por la Paz, que busca contribuir desde el sector minero-energético a la construcción participativa y plural de una paz integral, estable y duradera.

ministerio
“Hay aquí tres entes diferentes, pero con una voluntad verdadera, la paz, en la cual estamos jugados, porque creemos”, Lucho Garzón

Garzón, celebró la generación de este espacio de participación que auspicia Ecopetrol y la demostración que hace la Unión Sindical Obrera de la Industria del Petróleo, USO, dando una demostración de que además de la protesta, prioriza la propuesta.

Así mismo, resaltó los aportes que desde la Academia hará la Universidad Nacional de Colombia a la Segunda Asamblea, concebida como espacio de construcción deliberativo y propositivo desde lo local, territorial y nacional.

“Pienso que es un activo supremamente importante que se le hace al país y desde el Ministerio y el propio Gobierno estamos en el compromiso de ayudar a estimular iniciativas como esta”, precisó el titular de la Cartera Laboral.

“Veo aquí tres entes diferentes y en una misma línea, pero con una voluntad verdadera, la paz, en la cual estamos jugados, porque creemos”, agregó.

Para el presidente Nacional de la USO, Edwin Castaño Monsalve, el tema del petróleo tiene un papel preponderante en consonancia con la paz. “Este sindicato le apuesta a escenarios de construir paz y tiene todo el compromiso para que el proceso de paz termine bien”.

A su turno, el rector de la Universidad Nacional de Colombia, Ignacio Mantilla Prada, anotó “La universidad tiene todo el compromiso para que este proceso de paz termine bien, es decir, queremos sumarnos desde todas las áreas del conocimiento a contribuir”.

Durante la Segunda Asamblea Nacional por la Paz, se realizarán 4 conversatorios y 10 asambleas regionales en Antioquia, Barrancabermeja, Cartagena, Chocó, Villavicencio, Neiva, Puerto Asís, Tibú, Arauca y Popayán, las que girarán en tres ejes temáticos: Política Minero-energética, Desarrollo Regional y Construcción de Paz y el tercero, Cultura de Paz y Post acuerdos.

( Clickear aquí para la version inglês.)

Question(s) related to this article:

What is happening in Colombia, Is peace possible?

This discussion question applies to the following articles:

Colombian villagers practice non-violent resistance
Legacy of a Nonviolent Political Leader: Governor Guillermo Gaviria of Colombia
Working for a Culture of Peace in the Valley of the Cauca, Colombia
Remise des Prix de la Fondation Chirac pour la prévention des conflits
Chirac Foundation Prize for Conflict Prevention
The University and the Peace Process in Colombia
La paz supera coyunturas y fronteras (Colombia y Venezuela)
Peace is not stopped by borders (Colombia and Venezuela)
Campesinos colombianos celebran primer acuerdo agrario de paz
Colombian Govt and FARC Reach Agreement on First Stage of Peace Talks
Colombia Campaña de la ONU “La Paz es mía”
UN Campaign in Colombia:
Presidente colombiano reactivará la Comisión Nacional de Paz
Colombian President to Reactivate National Peace Commission
FARC-EP y Gobierno colombiano avanzan en acuerdos para la paz
FARC-EP and Colombia Government advance in their peace accords
Colombia debe ser también la Nación más educada en derechos humanos: Presidente Santos
Colombia should also be the most educated nation in human rights : President Santos
Gabriel García Márquez and the peace process in Colombia
Colombia amanece con un presidente reelecto, esperanzada en la paz
Colombia awakens to hopes for peace with the re-election of their president
Mujer, ruralidad y memoria, entre los temas del congreso de paz (Bogotá, Colombia)
Women, rurality and historical memory among the themes of the Peace Congress (Bogotá, Colombia)
Sonia Ines Goéz Orrego on a speaking tour in the U.S. to share her experience building peace in Colombia
Pax Christi International Peace Award 2015: Women Collective for Reflection and Action (Colombia)
FARC-EP y Gobierno colombiano crearán Comisión de la Verdad
Planning for a Peace Assembly in the Colombian Caribbean
Inician construcción de Asamblea por la Paz en el caribe colombiano
Colombia: Ministerio del Trabajo acompañará, garantizará y facilitará Segunda Asamblea Nacional por la Paz
Colombia: The Labor Minister will provide full guarantees, facilitate and promote the Second National Assembly for Peace

La Internacional de la Educación se centrará en los refugiados

. . EDUCACIÓN PARA LA PAZ . .

Un articulo de Internacional de la Educación (reproducido bajo los términos de Creative Commons)

La Internacional de la Educación (IE) debe trabajar y trabajará para garantizar el acceso a la educación de los niños desplazados, según lo acordado en el Séptimo Congreso Mundial de la IE celebrado en Ottawa, Canadá.

refugees
Michael Thomson, del Sindicato Nacional de Educación (NTEU, Australia), Foto: Gabriel Castro – IEAL

A finales de 2014 había en el mundo 60 millones de desplazados. Graham Dawson, de la Asociación Nacional de Sindicatos de Mujeres Docentes Directoras (NASUWT/Reino Unido) presentó estas estadísticas de la ONU en el Congreso y se propuso una resolución sobre el derecho a la educación para niños desplazados, refugiados y apátridas. Incidió en la grave situación por la que pasan los refugiados de Irak, Siria, Oriente Medio, el norte de África y otras zonas; además, afirmó que «no debemos dejar que luchen solos».

La Resolución destaca la determinación del Congreso de apoyar a las organizaciones miembro de países que acogen a grandes cantidades de niños refugiados y desplazados. También confirma la disposición del Congreso para presionar a los agentes nacionales e internacionales de modo que den prioridad al apoyo económico de la educación de los refugiados y desplazados internos.

Michael Thomson, del Sindicato Nacional de Educación (NTEU, Australia), afirmó que «el trato que se da a los refugiados es inaceptable» y que, desde los sindicatos, se debe trabajar para acabar con este «tratamiento inhumano hacia los niños».

La IE debería poner en marcha un protocolo adicional que declare a los causantes de las guerras responsables también de la educación, indicó Jean Kamdem, de la Federación de sindicatos de enseñanza e investigación (FESER/Camerún). Este hecho promovería la educación pública de calidad para todos, así como la educación en zonas de conflicto, afirmó.

También aportaron su vision al debate Michelle Olivier, SNUIPP-FSU (Francia), Rose Therese Magalie Georges, CNEH (Haití), Stephanie Ly, AFT (Estados Unidos), Aurelia Sarasin, SNES-FSU (Francia) y Abdelaziz Iouy, SNE-FDT (Marruecos).

(Gracias a Janet Hudgins, reportero CPNN deste artículo)

( Clickear aquí para la version francês o aquí para la version inglês.)

Question for this article:

L’Internationale de l’Education braque les projecteurs sur les réfugié(e)s

. . EDUCATION POUR LA PAIX . .

L’Internationale de l’Education (reproduit selon les termes de Creative Commons)

Comme l’a rappelé le 7e Congrès mondial de l’Internationale de l’Education réuni à Ottawa, au Canada, l’Internationale de l’Education doit œuvrer en faveur de l’accès des enfants déplacés à une éducation, et s’y attellera.

refugees
Michael Thomson, du National Tertiary Education Union/Australie, Photo Credit: Gabriel Castro – IEAL

Fin 2014, on dénombrait 60 millions de personnes déplacées. Ces statistiques des Nations Unies ont été rapportées au Congrès par Graham Dawson, de la National Association of Schoolmasters Union of Women Teachers (NASUWT, Royaume-Uni), qui a proposé une résolution sur le droit à l’éducation des populations déplacées et des enfants réfugiés et apatrides. Il a souligné le désarroi dans lequel se trouvaient les réfugié(e)s d’Irak, de Syrie, du Moyen-Orient, d’Afrique du Nord et de nombreuses autres régions du monde, en affirmant qu’on ne pouvait « les laisser livrés à eux/elles-mêmes dans ce combat ».

Cette résolution met en lumière la détermination du Congrès à soutenir les organisations membres engagées dans les pays qui accueillent un nombre considérable de réfugié(e)s et d’enfants déplacés. Elle vient également souligner la volonté du Congrès à faire pression sur les acteurs nationaux et internationaux, afin que ces derniers accordent en priorité leur aide financière à l’éducation des réfugié(e)s et des populations déplacées à l’intérieur d’un pays.

La façon dont les réfugié(e)s sont traité(e)s dans le monde entier est tout simplement inacceptable, a déclaré Michael Thomson, du National Tertiary Education Union (NTEU, Australie), avant d’ajouter que les syndicats devaient s’attaquer de pied ferme au « traitement inhumain des enfants ».

L’IE doit appeler à la mise en place d’un nouveau protocole afin que les responsables de la guerre assument également leur responsabilité envers l’éducation, a déclaré Jean Kamdem, de la Fédération des Syndicats de l’Enseignement et de la Recherche (FESER, Cameroun). Cette mesure permettrait non seulement de promouvoir une éducation de qualité pour tous, a-t-il indiqué, mais également de promouvoir l’éducation dans les zones de conflit.

Michelle Olivier, SNUIPP-FSU (France), Rose Therese Magalie Georges, CNEH (Haïti), Stephanie Ly, AFT (Etats-Unis), Aurelia Sarasin, SNES-FSU (France), et Abdelaziz Iouy, SNE-FDT (Maroc), figuraient au nombre des participant(e)s à ce débat.

(Merci à Janet Hudgins, le reporter de CPNN de cet article.)

(cliquez ici pour la version anglaise de cet article ou ici pour la version espagnole.)

Question pour cet article:

Education International to focus on refugees

EDUCATION FOR PEACE .

Education International (reprinted according to terms of Creative Commons)

Education International (EI) must – and will – work to ensure that education is made available to displaced children, according to Education International’s 7th World Congress in Ottawa, Canada.

refugees
Michael Thomson of the National Tertiary Education Union (NTEU/Australia), Photo Credit: Gabriel Castro – IEAL

At the end of 2014, 60 million people were displaced. These UN statistics were brought to Congress by Graham Dawson, of the National Association of Schoolmasters Union of Women Teachers (NASUWT/UK) who proposed a resolution on the Right to Education for Displaced People, Refugees and Stateless Children. He highlighted the plight of refugees from Iraq, Syria, the Middle East, North Africa, and elsewhere saying they “should not be allowed to struggle alone.”

The Resolution outlines Congress’ resolve to support member organisations in countries hosting large numbers of refugees and displaced children. It also outlined Congress’ resolve to pressure national and international agents to prioritise financial assistance for the education of refugees and internally displaced people.

The treatment of refugees all over the world is unacceptable, said Michael Thomson of the National Tertiary Education Union (NTEU/Australia), adding that the “inhuman treatment of children” must be tackled head on by trade unions.

EI should call for an extra protocol to make those responsible for war also responsible for education, said Jean Kamdem, Fédération des syndicats de l’enseignement et de la recherche (FESER/Cameroon). This would promote quality education for all, he said, and would also promote education in areas of conflict.

Contributions to the debate were made by Michelle Olivier, SNUIPP-FSU (France), Rose Therese Magalie Georges, CNEH (Haiti), Stephanie Ly, AFT (US), Aurelia Sarasin, SNES-FSU (France), and Abdelaziz Iouy, SNE-FDT (Morocco).

(Thank you to Janet Hudgins, the CPNN reporter for this article.)

(click here for the French version) of this article or here for the Spanish version

Question for this article:

Wanep Gambia Holds Peace Education Training for Students

… EDUCATION  FOR PEACE …

An article by Abdoulie Nyockeh, All Africa (abridged)

West Africa Network for Peace-Building (WANEP) -Gambia on Thursday held a two-day peace education training of trainers for peer mediators for school children within region one and region two. The theme of the training was “Catch them young. Peace education a long term preventive mechanism against violence”. The training, which targeted thirty students from thirteen schools within regions one and two, was held at the NANA conference hall.

new wanep

In her official opening of the workshop, Mrs Amicoleh Mbaye, Director of Basic and Secondary Education, registered the appreciation of her ministry for the unique role WANEP has continued to play in supporting peace education in schools through peace clubs in schools.

“This initiative is very timely as peace is the only tool that can address the numerous challenges that our world is confronted with,” she said.

In Africa, she added, genocide, tribal and ethnic conflicts have been threatening peace and stability of nations, thus the need to incorporate attitudinal change towards the promotion of issues such as human rights, democracy and good governance.

According to her, the intervention of WANEP through such training would contribute immensely to ensuring that the Gambian population continues to maintain peace and stability by supporting students to acquire values and knowledge as well as develop positive attitudes, skills and behaviours to live in peace and harmony with one another.

“The youth are the future leaders and the education system is indeed a platform that can target the youth to inculcate a culture of peace in them.

“It can also equip youth and citizens with skills that holistically nurture citizens to peaceful coexistence of community citizens,” she stated.

Peace, which is a process of establishing trust and cooperation among people, entails learning to appreciate other people and their culture, learning to resolve disputes through communications and dialogue rather than violence.

She stated the UN defines the culture of peace as a combination of values and attitudes and behaviours and life styles that reject violence and prevent conflicts.

Director Mbaye further stated that the current education policy commits government to upholding the right of every person to basic education, regardless of gender, age, religious or disability.

This however cannot be attained without inculcating the culture of peace in the student, she said.

“When students harness a culture of peace, they will be better able to tolerate others regardless of their circumstance, thus the need for education on peace building,” she said. . . .

“I believe this august gathering will agree with me that this workshop really came at an opportune time, for it will raise awareness of the peer mediators on the importance of peace and equip them with skills to further support other peers.” . . .

Question related to this article:

Protecting Schools 80 Years After Roerich

… HUMAN RIGHTS …

Bede Sheppard, Human Rights Watch (abridged)

Eighty-years ago today [July 13], the United States became the first country to ratify the international treaty commonly known as the Roerich Pact. Actually, “commonly” is a bit of a stretch—the 80-year-old agreement doesn’t get a lot of attention these days—yet one of its key objectives has recently been in the spotlight.

safeschools
A child’s painting of education under attack: A student depicts the scene at her school in Sagene during the years of German occupation. Randi Lind/1944

The pact’s full name, the “Treaty on the Protection of Artistic and Scientific Institutions and Historic Monuments,” gives a clearer overview of its intentions. The treaty’s first article notes that “educational…institutions shall be considered as neutral and as such respected and protected by belligerents… The same respect and protection shall be accorded to…educational…institutions in time of peace as well as in war.”

Only 10 countries joined the treaty—all of them from the Americas. The Americas is also the region with the highest number of countries in which laws explicitly limit the authority of government security forces to enter higher education institutions. Most recently, many countries in the Americas have been early and enthusiastic supporters of the Safe Schools Declaration that was opened for states to join at an international summit in Oslo, Norway, on May 28-29.

The Safe Schools Declaration was drafted under the leadership of Argentina and Norway. The 47 countries that have joined so far include Argentina, Brazil, Chile, Costa Rica, Ecuador, Honduras, Jamaica, Panama, and Uruguay. The Declaration is a political commitment to do more to protect students, teachers, schools, and universities from attack during times of armed conflict. It also allows countries to endorse and commit to use a set of Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict, which call upon armed forces to refrain from converting schools or universities into military bases, barracks, defensive positions, detention centers, and weapons caches.

The need to continue working for the protection of education institutions 80 years after the Roerich Pact remains clear. In the past decade, schools have been used for military purposes in at least 26 countries with armed conflict—the majority of countries with armed conflict during that time. The practice exposes students and teachers to the danger of incoming attacks if they remain in the school while they are being used, as well as the risk of harassment, rape, and forced recruitment by the soldiers inside the school. When schools are taken over completely, those buildings may still be damaged or destroyed, with long-term consequences for students’ education. The practice has also been shown to cause students to drop out of school as well as harming school attendance, new enrollment, and advancement to higher levels of education.

But 80 years after being the first to join the Roerich Pact, the United States has shown no interest in joining the Safe Schools Declaration. At the United Nations Human Rights Council in Geneva this month, the United States joined countries such as China, Cuba, Pakistan, and Saudi Arabia to snub efforts to highlight the Oslo Safe Schools Summit in an annual resolution on the right to education. (Bolivia and Venezuela sat out the vote as well.) . . .

 

Question related to this article:

The Roerich Pact, Is it still relevant?

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