scholarly journals Implementing Peace Education In Secondary Schools Of Odisha: Perception Of Stake Holders

2015 ◽  
Vol 5 (2) ◽  
pp. 47 ◽  
Author(s):  
Lokanath MISHRA
Keyword(s):  
Secondary Schools ◽  
Peace Education

scholarly journals Guiding principles and practices of peace education followed in secondary schools of Mizoram

2020 ◽  
Vol 9 (4) ◽  
pp. 1096
Author(s):  
Lokanath Mishra ◽  
Tushar Gupta ◽  
Abha Shree
Keyword(s):  
Secondary Schools ◽  
Peace Education ◽  
Early Stage ◽  
Rapid Change ◽  
School Level ◽  
The People ◽  
Extra Curricular Activities ◽  
Guiding Principles ◽  
Modernization Process ◽  
Societal Problems

<span>The significance of peace education is universally recognized for a safe and prospering future for the world at school level as peace education aims at equipping the future citizens with necessary knowledge, attitude and skills so that they would acknowledge and respect all kinds of diversity and understand human dignity. This paper is based on an empirical research aiming how far guiding principles and practices of peace education followed in secondary schools of Mizoram. The concept of peace education, guiding principles of peace education and practices on peace-related activities being followed in the secondary schools of Mizoram were explored. The study revealed that peace education was not being taught as a separate subject. Peace education component was infused in the existing curriculum and also was being taught through co-curricular and extra-curricular activities. Besides, teachers must reflect in their behavior all the guiding principles of peace. They should encourage the students for critical thinking, reasoning, develop awareness on societal problems and issues, broaden their outlook, concentrate on studies, and to be associated with various activities. In Mizoram, students’ unions and church organizations used to play a prominent role in shaping and moulding the character of the people starting from the early stage of life which ultimately benefits the society and the nation. However, in the context of rapid change in social structure and modernization process, there is need for inculcating the values of peace for which schools have to play important role</span><span lang="IN">.</span>

scholarly journals ASSESSING ADMINISTRATIVE STRATEGIES FOR ENHANCING PEACE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN THE AGADEZ REGION, NIGER REPUBLIC

2015 ◽  
Vol 16 (2) ◽  
pp. 12
Author(s):  
Idi Cheffou
Keyword(s):  
Secondary Schools ◽  
International Education ◽  
Peace Education ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Development Education ◽  
Junior Secondary Schools ◽  
Parametric Data ◽  
Junior Secondary ◽  
Administrative Strategies

This study was carried out to assess administrative strategies for enhancing Peace Education (PE) in 29 Junior Secondary Schools in the region of Agadez, Niger Republic. The study was descriptive. Quantitative and non- parametric data that helped determine majority views were collected, tallied, converted into simple percentages and means using a calculator. Information from documents that were initially in French was translated into English. The research used a total population of 487 teachers and school administrators from 29 Junior Secondary Schools in the region of Agadez. All the 84 administrators from the 29 Junior Secondary Schools were included in the research as their number was small; 388 teachers were sampled out of 403 using the Research Advisors’ Sample Size Table and Simple Random Technique. The research instrument was a self-designed structured questionnaire titled Administrative Strategies for Enhancing Peace Education Questionnaire, which was validated and had a reliability index of .75. This paper dealt with the curriculum content that could enhance Peace Education in Junior Secondary Schools in the region of Agadez. The findings revealed that the Peace Education curriculum content was scanty. The study recommended, among others, that the Junior Secondary Schools Peace Education curriculum should be revised, and should therefore encompass relevant issues that would mould the students’ minds, issues that would help them to learn to live together and enhance mutual understanding in community; to this end, the Peace Education curriculum should mainstream Human Rights Education, Conflict Resolution Education, Disarmament Education, Development Education, International Education, Civics and any other type of education that is likely to bar the students from getting involved in violent conflict or even terrorism.

Peace Education in Rwandan Secondary Schools: Coping With Contradictory Messages

2019 ◽  
Vol 14 (2) ◽  
pp. 138-149
Author(s):  
Jean de Dieu Basabose ◽  
Heli Habyarimana
Keyword(s):  
Secondary Schools ◽  
Peace Education ◽  
The Other ◽  
Sources Of Information ◽  
Curriculum Content ◽  
Clear Cut ◽  
Different Sources ◽  
Expected Outcomes

This study explores how peace education in Rwandan secondary schools has faced challenges linked with the content of the programme, its implementers, and the environment in which it has to evolve. The research focuses on how students take different sources of information and how they respond to messages contradictory to the curriculum peace content taught at school. The research shows how messages contradictory to the curriculum peace content were moulded in families and/or amongst peers outside the school. The students and teachers demonstrated three possible responses: they accepted the contradictory messages, rejected them, or, in a large number of the cases, articulated an inability to make a clear-cut decision between the curriculum content and the other content contradictory to it. This difficulty to handle these contradictory messages may constitute a risk to the achievement of the expected outcomes of the programme.

Sign in / Sign up

Export Citation Format

Share Document