LEARNING TO LIVE TOGETHER Education for Conflict Resolution, Responsible Citizenship, Human Rights and Humanitarian Norms LEARNING TO LIVE TOGETHER Education for Conflict Resolution, Responsible Citizenship, Human Rights and Humanitarian Norms Edited by Margaret Sinclair Published by: Protect Education in Insecurity and Conflict (PEIC) Education Above All Doha, Qatar - Revised edition (2013) Copyright © 2013 Protect Education in Insecurity and Conflict (PEIC) All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a database and retrieval system or transmitted in any form or any means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of both the owner of copyright and the above publishers. Designed & Printed by: Qatar Foundation Publishing Center (QFPC) Digital Print House (DPH) T. +974 445 42597 This book is produced using paper that is made from wood grown in managed, sustainable forests. It is natural, renewable and recyclable. The logging and manufacturing process conform to the environmental regulations of the country of origin. Photo credits The Publisher would like to thank the following for their kind permission to reproduce thier Photographs: Mine risk education, Afghanistan, ICRC: Cover, Plan: 10,52, 78, 126, 172, 202, 216, 256, Humanitarian education, Colombia, ICRC: 56, Peace education programme, Indonesia, Qamar-ul Huda, USIP: 57, Youth as Agents of Behavioural Change initiative (skills and values based education fostering a culture of nonviolence and peace), IFRC: 259 CONTENTS A MESSAGE FROM PEIC 5 PREFACE 6 PART ONE. OVERVIEW 10 1. What is “Learning to Live Together”? 13 2. How can we help build students’ commitment? 25 3. Policy development and implementation 41 PART TWO. PROGRAMMATIC AND THEMATIC BRIEFS 53 A. EDUCATING FOR BEHAVIOUR CHANGE 53 4. Education for citizenship and peace: approaches to behaviour change 53 and values development (P. Baxter) 5. Can textbooks really promote peace and global citizenship? 66 Some lessons, examples, and possible new directions (J. Bernard) B. CITIZENSHIP EDUCATION PROGRAMMES 79 6. Education for local and global citizenship: the Northern Ireland 80 experience (M. Arlow) 7. Peace, human rights and citizenship education in Nepal: 90 multi-stakeholder collaboration in post-conflict curriculum reform (M. Smith) 8. Combining a national competencies framework and civil society support 102 in Colombia (A. Nieto, Gabriela Luna) 9. Responsible Citizenship: an education programme in returnee areas of 116 Burundi (N. Servas) C. PEACE EDUCATION PROGRAMMES 127 10. Peace education can make a difference in Afghanistan: the Help The 128 Afghan Children initiative (S. Sadeed) 11. Skills and values based education to foster a culture of peace and non- 134 violence (K. Beeckman) 12. Development of the INEE Peace Education Programme (P. Baxter) 148 13. Teaching peace education in Muslim societies (Q.-ul Huda) 162 D. HUMAN RIGHTS EDUCATION AND EXPLORING HUMANITARIAN LAW 173 14. Human rights education (F. Tibbitts) 174. 15. Exploring Humanitarian Law: an ICRC contribution to humanitarian 194 education (N. Martins-Maag) E. TEACHING ABOUT THE PAST 203 16. Ourselves, others and the past that binds us: teaching history for peace 204 and citizenship (E. Cole) F. POLICY DEVELOPMENT 217 17. UNRWA’s Human Rights, Conflict Resolution and Tolerance (HRCRT) 218 Education Programme (C. Pontefract) 18. Sri Lanka’s National Policy on Education for Social Cohesion and Peace 224 (L. Davies) 19 Conflict-sensitive educational planning for peacebuilding: the broader 234 context (L. Bird, L. MacEwen) 20. Towards a global prioritization of peace and human rights education 244 (K. Moriarty) PART THREE. EDUCATION FOR LEARNING TO LIVE TOGETHER: THE PATH FORWARD 257 21. Recommendations 259 173 174. A MESSAGE FROM PEIC 194 203 204 his book has been prepared by a group of practitioners and thematic specialists who work in the field of education for citizenship, peace, human rights, humanitarian law, teaching about the past and education 217 T planning. The authors have worked in situations where there are few material 218 resources in the schools and where teachers have limited education and training. The authors all have experience in countries affected by or at risk of 224 conflict, or have worked on education of refugees. 234 The case studies presented in this book confirm that, given a policy commitment and capacity building, education for learning to live together CAN be done 244 even in difficult circumstances and with limited resources. This is an important finding. PEIC calls upon national governments, international agencies and the wider education community to ensure that learning to live together is developed systematically as a key dimension of curriculum for all children and 257 young people. 259 A MESSAGE FROM PEIC | 5 PREFACE The challenge of education for learning to live together Education cannot offer immediate remedies to the local and global problems that we see on the news screens every day, but it can contribute to solving them over the longer term. This book examines specifically the contribution that education for learning to live together1 can make, even in countries where teacher training and classroom resources are limited. Many countries have diverse populations (ethnic, linguistic, religious, etc) and seek to maintain harmony among the different groups. In some countries, however, especially where economic stress or climate change have intensified arguments over resources, tensions have led to armed conflict. This brings with it all the misery of death, injury, displacement and poverty, along with disruption of education systems.2 In some instances education itself has been a contributory factor to the outbreak of conflict, notably through unequal education opportunities for different groups, and through biased school curricula.3 Civil conflict has brought untold suffering in recent years, and in a globalised world it has negative spill-over effects to neighbouring and other countries. It is vital to develop education policies and curricular reforms that can help convey values and skills for learning to live together to young people, to help lessen tensions, within and between countries. Education policy-makers can help lay the foundations for a better future by adjusting the content and process of education to reflect skills and values for human rights, humanitarian norms, peaceful resolution of conflicts, sustainable 1 “Learning to live together” was one of the goals identified in J. Delors et al., Learning - the treasure within: Report to UNESCO of the International Commission on Education for the Twenty-first Century (Paris: UNESCO, 1996). 2 The 1990s saw the onset of 81 armed conflicts (54 of them in countries with previous conflict) and the 2000s saw 39 onsets (35 in countries with previous conflict): World Development Report 2011 (Washington DC: World Bank, 2011), p. 58. 3 As noted in Bush and Salterelli’s The Two Faces of Ethnic Conflict(New York: UNICEF, 2000); and in S. Tawil and A. Harley, Education, Conflict and Social Cohesion(eds.) (Geneva: UNESCO International Bureau of Education, 2004). For a recent overview of the links between education and peacebuilding, see the Education for All Global Monitoring Report 2011 - The Hidden Crisis: Armed Conflict and Education (Paris: UNESCO, 2011); UNICEF, The Role of Education in Peacebuilding, a Synthesis Report of Findings from Lebanon, Nepal and Sierra Leone (New York: UNICEF, 2011). 6 | PREFACE development and other issues as elements of local, national and global citizenship.4 Education reform is not enough, of course, to resolve the numerous problems of our times. The focus of this volume is on the contribution that can be made through aligning the content of education to the goal of learning to live together. This work will have greater impact when it takes place within education systems and policies that are consistent with human rights values and of course when other sectors besides education make their respective contributions. What can policy makers learn from this book? 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. Authors have provided examples and lessons learned from their own experiences as eminent practitioners in the field. However, these successes are often difficult to sustain, since support may depend on the enthusiasm of one individual sitting in a key position for a limited period of time. Lessons learned from the experience cited in this book indicate that serious initiatives in this field should be: • Given nationally acceptable and motivational titles and sub-titles; • Embedded in policy, with wide stakeholder buy-in; • Long term and sustainable; • Holistic, including the various sub-topics in a systematic way; • Reinforced in each year of schooling and preferably in the wider soci ety; • Covering the local, national and global dimensions; • Supported by pre-service and continuing in-service training of teach ers; • Developed and sustained in collaboration with local communities; • Scalable with maintenance of quality; 4 Reaching consensus on the language of instruction for the different levels of education is likewise critical in some settings. For a