Download Peace by Piece: Mainstreaming Peace Education in South Asia by Manish Thapa, Raj Kumar Dhungana, Bhuvaneswari Mahalingam, PDF

By Manish Thapa, Raj Kumar Dhungana, Bhuvaneswari Mahalingam, Jerome Conilleau

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Peace education in the non-formal education system The delivery of peace education components in the form of civic education, human rights education, citizenship education or ethics education in the non-formal education system is very impressive in Pakistan. There are a large number of NGOs providing civic education through the work they do with different groups of people across the country. Most of the work has been done with marginalized groups, especially children (child labourers, juvenile offenders, abused children), women (rural poor, victims of discriminatory laws and practices) and minority groups.

The policy has identified six key strategic areas: curriculum, teacher education, second national language, co-curriculum, integration models and school culture. In support of the strategies are the components of research, management and capacity development, and monitoring and evaluation. a) Curriculum: The policy recognizes the attempts already made by the National Institute of Education to integrate peace concepts into the various subjects in the school as well as the teacher education curricula.

A decade of lost educational opportunities, the disintegration of communities and families, and widespread unemployment all place a tremendous burden on the Nepalese society. The government, NGOs and INGOs have recognized the role that peace education can play in stabilizing the post-conflict Nepalese transition. Peace education is an essential component of quality basic education and plays a dual role of keeping youth out of the reach of conflict and helping them to understand the importance of violent conflict prevention and resolution.

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