Peace Education Programme
(developed and endorsed by UNESCO, UNHCR, UNICEF and INEE)
The programme allows the learners to practice these skills and helps them discover the benefits for themselves so that they psychologically 'own' the skills and behaviours. To ensure that it is a viable programme, it is essential that peace education is not a 'one-off' initiative but rather a well structured and sustained programme. None of us learns these behaviours instantly and if programmes to change or develop behaviours are to succeed, they must be both activity based and sustained through a structured and sustained programme.
The term peace education can cover many areas, from advocacy to law reform, from basic education to social justice. This peace education programme is designed to develop people's constructive and peaceful skills, values and behaviours. Ideally this complements and supplements the process of peace building, whereby communities and nations develop social and economic justice (and legal reform where necessary).
Peace Education Programme Contents:
- Overview of the Programme
- Facilitators and Trainers Training Guide
- Background Notes for Facilitators
- Background Notes for Teachers
- Manual for Training of Facilitators - 1
- Manual for Training Facilitators - 2
- Manual for Training Facilitators - 3
- Teacher Training Manual - 1
- Teacher Training Manual - 2
- Teacher Training Manual - 3
- Teacher Activity Book
- Teacher Activity Book of Secondary Modules
- Sara's Choice - A Collection of Stories and Poetry
- Facilitators Manual for Community Workshops
- Community Course Booklet
- Analytical Review of Selected Peace Education Materials
INEE Peace Education Materials: Historical Development
Following the Machel Study on The Impact of Armed Conflict on Children (1996), UNHCR and its field partners piloted a life skills-based Peace Education Programme (PEP), initially in the refugee camps of Kakum and Dadaab in Kenya. PEP was subsequently introduced in some UNHCR-supported programmes in Africa and elsewhere, for refugees and for other conflict-affected populations, drawing initially on a UNHCR trust fund for children. National educators were employed as trainers in several countries, and trained refugee educators as peace education teachers.
In 2001, INEE’s Steering Group agreed that UNHCR would share the PEP materials with INEE members. The UNHCR peace education materials were endorsed by key INEE members including UNESCO and UNICEF, and printed with the INEE logo.
INEE members were invited to a High-Level Design Workshop to review ways of using the materials to meet the needs of a wide-range of emergency-affected populations. The INEE materials were launched at the workshop on March 25 and 26, 2002 at UNESCO in Paris. For the original materials presented at this workshop, including a youth workshop manual, see the INEE Technical Kit. For a summary of the discussions at the workshop, please click on the link below.
Draft Report on the High Level Technical Design Workshop for the INEE Peace Education Programme (pdf) held at UNESCO Paris, 25-26 March, 2002
An independent evaluation of the PEP programme in the Kakuma and Dadaab camps was conducted in 2001 by Dr Anna Obura (formerly of UNICEF) to determine if the programme had had any positive impact on peace building and conflict prevention during the first four years of its existence The second issue was whether refugees had learned peace-building skills. For a summary of the findings, please click on the link below.
Peace Education Programme Evaluation Summary (Dadaab and Kakuma, Kenya)
From 2003-2004, there was a cooperative project between UNESCO and UNHCR (funded by the Norwegian Government), whereby the international consultant who developed the programme (Pamela Baxter) worked 50% of her time with UNESCO colleagues to prepare an edited version of the PEP materials (the 16 booklets listed above).
In recent years, these materials have served as a model for the development of peace and citizenship education programmes in post-conflict countries. UNHCR, UNESCO and others have used the PEP materials in training programmes for curriculum, teacher training and other ministry of education staff, as a contribution toward curriculum renewal in the schools and teacher training institutions.
If you have used the INEE PEP materials, the INEE Secretariat would like to hear from you, please contact: coordinator@ineesite.org.