EMBEDDING

PEACE EDUCATION IN

K12 CURRICULUM

It takes the whole village to educate a child

Synergetic effort

Systemic in scope

Multi-dimensional

& Multi-level

Broad-based &

Inclusive strategies

The school as a global village

• How to embed

• Where to embed

• Why embed

• What to embed

Topic Focus

K12

Seven (7)

Learning areas

Language

Literature

Communication

MathPhilo-

sophy

Natural Science

s

Social Scienc

e

Why embed?

Global Education Orbit

TRADITIONAL

Prescriptive-based

Outcomes- based

Broad-based

borderless,

boundless

Precursors: Bologna Policy

Washington AccordInternational

Recognition

Where to embed?

K12 instructional program

K12curriculum program

K12 national program

K12 Enhanced

Education

In the Phil.

Educ’l System

K-12 National Program

The K to 12 Program covers Kindergarten & 12 years of basic

education (six years of primary education),

4 years of Junior High School,

and two years of Senior High School [SHS])

WHY K-12?To provide sufficient time for mastery of concepts and skills,

develop lifelong learners,

and prepare graduates for tertiary education,

middle-level skills development,

employment, and entrepreneurship.

Back to top

K-12 Overview

Track 1: A

S1:BAM

S2:HESS

S3:STEM

Track 2: TV

Track 3: SA

L Scheme:

Immersion

‘earn &

learn’

BAM: Business, Accountancy, Management

HESS: Humanities, Education, & Social Sciences

STEM: Science, Technology, Engineering, Math

TV NC1

TV NC2

Continuous acquisition of knowledge, skills & attitudes

K12 PROGRAM STRUCTURE

Curriculum Overview

Curriculum Defined

*the course of activities, experiences and

studies that all learners need to become

successful adults (Bobbit, 1918)

Broad definition:

envelopes anything that contributes to learning

What to embed?

Activities that are carried out inside the classroom, in the laboratory or in the workshop and have reference to the prescribed courses are called ‘curricular activities’. These activities are a part of the over-all instructional programme. There is full involvement of the teaching staff in these activities.

co-curricular activities are those activities, which have indirect reference to actual instructional work that goes on in the classroom. In fact, today, there is only a sharp difference between curricular and co-curricular activities as the latter activities also supplement classroom teaching.

The following are the important curricular activities in school.

(a) Classroom activities:

These activities are those, which relate to instruction work in different subjects such as instructional games, classroom experiments, scientific observations, guidance programme, examination and evaluation work, audio-visual education, making different charts and models, etc.

(b) Activities in the library:

These activities are reading books and journals, taking additional notes from library books pertaining to current lessons, making scrap books, making files of newspaper cuttings, etc.

(c) Activities in the workshop and on the farm:

These activities have reference to various types of ‘work-experience’ or socially useful productive work.

(d) Activities in the laboratory:

Those activities, which are carried out in science laboratories, history room, geography room, language laboratory, etc., are under curricular activities.

There is also necessity for the other activities outside the classroom to develop all aspects of the life. These activities are known as co-curricular activities.

Different Co-curricular Activities for a Primary School:

(i) Physical activities:

Different activities like games, mass drill, cycling, gardening, etc. can be organized at primary level. These activities can help for physical development.

(ii) Literary activities:

Different activities like telling stories, singing community songs, performing one act play, etc. should be organized at elementary or primary level.

(iii) School assembly:

The students should get the chance to meet once a day together in prayer class where school programmes are announced by the teacher.

(iv) Social service:

Different service activities like school cleaning, watering plants, cleaning roads and helping the poor people at their need will help the students to develop service mentality.

(v) Festivals and observances:

The school observes different festivals like Saraswati Puja, Ganesh Puja, Independence Day, Republic Day, Children’s Day, Teacher’s Day, etc. These activities develop the leadership qualities.

The children learn teamwork, social work and sacrificing individual interest for society through co-curricular activities.

Extra-curriculum

It complemented the curriculum as much as

subverted it. Such activities as

school newspaper and interschool sports

programs have been part of American high

schools since the World War I era. Today’s public

high schools offer a comprehensive array of

extracurricular activities to complement the

curriculum.

Activities that often involve some time

commitment outside of the regular school day,

such as band and choir, are also considered

extracurricular activities.

Outcome Indicators

Performance targets (criteria for acceptable performance)

Program Outcomes (PO)

Desired KSAV of graduating students

Program Education Objectives (PEO)

Desired skills of graduates deduced from global, national, industrial, institutional stakeholders

Course Curriculum Objectives (Fixed for 5 yrs.)

Kindergarten

Curriculum Program (PEO)

Kinder 2

(PO)

At the end of K2

(OI)

At the end of K2 (OI)

Kinder 1

(PO)

At the end of K1

(OI)

CO 1

CO 4

CO3

CO2

CO 5

CO 1

CO 2

CO 3

CO 4

(Required standards)

K-12 Core curriculum structure

7 Learning

areas

Language

Literature

Communication

MathPhilo-

sophy

Natural Science

s

Social Scienc

e

COURSE

OUTCOMES

COURSE

LEARNING

OUTCOMES

What does ‘embed’ mean?

Concepts of Embedding

What does it mean to embed?

TEACH LESS, LEARN MORE

Source: Strait Times, Monday, 28 March 2011, p.22

Packed syllabuses won’t make thinkers

Students must develop skills & qualities

beyond just academic excellence

There are no broad-based stimulants

and external inputs for students to come

up with ideas and creative solutions

What we need now are thinkers

who can handle ambiguity

who are risk-takers

who can translate theories into

applications!

We need people with the courage to

venture into the unknown

challenge the status quo

push boundaries & make changes!

What is your current practice?

K12 Curriculum Structure

Create more activities for set induction

Implement the content into practice

Self-Assessed

Use technological tools

K12 Curriculum Structure

Create more activities for set induction

Implement the content into practice

Self-Assessed

Use technological tools

BUILDING PEACE: SUSTAINABLE RECONCILIATION IN DIVIDED SOCIETIES

John Paul Lederach

Published by: United States

Institute of Peace (USIP),

USA, 1997

ISBN: 10: 1878379739 13:

978-1878379733

Reviewed by: Venashri PillayIn Conflict Trends Issue 1 of 2006

. The book emphasizes the need to move

beyond traditional diplomacy with top-level

leaders and short-term objectives to holistic

and integrated approaches emphasising

multiple levels of actors, long-term objectives,

and the healing of relationships and people.

An integrated framework for sustained peace-

building and reconciliation is thus provided.

Building Peace is divided into two parts. Part one is an introduction to understanding contemporary armed conflict including defining current conflicts as identity based and locating them more internally (intra-state) than internationally, with diffuse power and weakened central authority characteristics. Conflicts are protracted because they become lodged in long-standing relationships and are characterised by social-psychological perceptions, emotions, and subjective and cultural experiences. International and traditional diplomacy alone is deemed inadequate for dealing with the root causes of conflicts as such interventions involve authority figures and empowers few people only, largely encourages military capacities, solutions are sought within a framework of compromise, and the focus tends to be on substantive issues of territory and governance only and not necessarily on building relationships and addressing the socio-psychological issues that render conflicts intractable.

Part two, the substantive part of the book,

therefore addresses the need for a

comprehensive, integrated, and strategic

approach to the transformation of deep-rooted

conflicts. As such a conceptual framework for

peace-building and sustained reconciliation,

composed of the interdependent components

of structure, process, reconciliation, resources

and coordination is presented and explained in

detail.

Reconciliation: Building relationships, with the

focus on emotional and psychological aspects

of conflict, is central to conflictransformation.

Structure: Effective leadership is a crucial

aspect of conflict transformation and

reconciliation. Top, middle and grassroots

levels of leadership are congruent with top,

middle and grassroots approaches for

interventions

Process: Transforming conflicts and addressing the root causes must be concerned with the long-term nature and progression of conflicts. Conflicts are not static but expressive, dynamic, dialectical and progress through stages from unpeaceful to peaceful. Contemporary conflicts tend to be locked in a cycle of confrontation, negotiations and ceasefires, which are not enough to sustain reconciliation. Conflict transformation must consist of multiple interventions, roles, and functions depending on the stage of conflict being addressed. The book lists and explains a number of these roles and functions. Peace-building as process is therefore based on conflict as progression

Integration: An integrated framework for building peace and sustained reconciliation needs to reconceptualise time frames for planning and action, and link ‘structure’ with ‘process.’ There needs to be a long-term view of conflict progression, which recognises the distinction between the time-frame needed for responding to humanitarian disasters and that needed for building peace. Any immediate intervention must be connected to movement toward the longer term goal of sustainable peace. In order to transform conflicts short-term efforts at resolving conflicts (cease-fires) must be informed by long-term vision and implications (sustained peace). The aim is not to find quick-fixes that manage conflict temporarily, but to heal and rebuild relationships in the long term. Peace-building must therefore be based on ‘decade-thinking approaches’ that link the immediate crisis experience with a better future in which such crises can be prevented.

In an integrated peace-building infrastructure:

Social change is designed in time-units of

decades and crisis management is linked with

future visions.

Crisis issues are connected to systemic roots

so that conflict resolution approaches are

anchored within relationships and subsystems.

The integrative potential of middle-range

leaders is recognised.

In an integrated peace-building infrastructure:

Social change is designed in time-units of

decades and crisis management is linked with

future visions.

Crisis issues are connected to systemic roots

so that conflict resolution approaches are

anchored within relationships and subsystems.

The integrative potential of middle-range

leaders is recognised.

Michelle Maiese

September 2003http://www.beyondintractability.org/essay/peacebuilding/retrieved Sept 16,

2014

Additional insights intopeacebuilding are offered by Beyond Intractability project participants.What it Means to Build a Lasting Peace

It should be noted at the outset that there are two distinct ways to understand peacebuilding. According the United Nations (UN) document An Agenda for Peace [1], peacebuilding consists of a wide range of activities associated with capacity building, reconciliation, and societal transformation. Peacebuilding is a long-term process that occurs after violent conflict has slowed down or come to a halt. Thus, it is the phase of thepeace process that takes place after peacemaking and peacekeeping

Many non-governmental organizations (NGOs), on the other hand, understand peacebuilding as an umbrella concept that encompasses not only long-term transformative efforts, but also peacemaking andpeacekeeping. In this view, peacebuilding includes early warning and response efforts, violence prevention, advocacy work, civilian and militarypeacekeeping, military intervention, humanitarian assistance, ceasefire agreements, and the establishment of peace zones

In this narrower sense, peacebuilding is a

process that facilitates the establishment

of durable peace and tries to prevent the

recurrence of violence by addressing root

causes and effects of conflict

through reconciliation, institution building, and

political as well as economic transformation.[1]

This consists of a set of physical, social, and

structural initiatives that are often an integral

part of post-conflict reconstructionand

rehabilitation.

It is generally agreed that the central task of peacebuilding is to create positive peace, a "stable social equilibrium in which the surfacing of new disputes does not escalate into violence and war."[2] Sustainable peace is characterized by the absence of physical and structural violence, the elimination of discrimination, and self-sustainability.[3] Moving towards this sort of environment goes beyond problem solving or conflict management. Peacebuildinginitiatives try to fix the core problems that underlie the conflict and change the patterns of interaction of the involved parties.[4] They aim to move a given population from a condition of extreme vulnerability and dependency to one of self-sufficiency and well-being.[5]

The Personal Dimension

The personal dimension of peacebuilding centers on desired changes at the individual level. If individuals are not able to undergo a process of healing, there will be broader social, political, and economic repercussions.[43] The destructive effects of social conflict must be minimized, and its potential for personal growth must be maximized.[44] Reconstruction and peacebuildingefforts must prioritize treating mental health problems and integrate these efforts into peace plans and rehabilitation efforts

Building peace requires attention to these psychological and emotional layers of the conflict. The social fabric that has been destroyed by war must be repaired, and trauma must be dealt with on the national, community, and individual levels.[48] At the national level, parties can accomplish widespread personal healing through truth and reconciliation commissions that seek to uncover the truth and deal with perpetrators. At the community level, parties can pay tribute to the suffering of the past through various rituals or ceremonies, or build memorials to commemorate the pain and suffering that has been endured.[49] Strong family units that can rebuild community structures and moral environments are also crucial.

At the individual level, one-on-one counseling has obvious limitations when large numbers of people have been traumatized and there are insufficient resources to address their needs. Peacebuildinginitiatives must therefore provide support for mental health infrastructure and ensure that mental health professionals receive adequate training. Mental health programs should be adapted to suit the local context, and draw from traditional and communal practice and customs wherever possible.[50] Participating in counseling and dialogue can help individuals to develop coping mechanisms and to rebuild their trust in others.[51

If it is taken that psychology drives individuals'

attitudes and behaviors, then new emphasis

must be placed on understanding the social

psychology of conflict and its consequences. If

ignored, certain victims of past violence are at

risk for becoming perpetrators of future

violence.[52] Victim empowerment and support

can help to break this cycle

Peacebuilding Agents

Peacebuilding measures should integrate civil society in all efforts and include all levels of society in the post-conflict strategy. All society members, from those in elite leadership positions, to religious leaders, to those at the grassroots level, have a role to play in building a lasting peace. Many apply John Paul Lederach's model of hierarchical intervention levels to make sense of the various levels at which peacebuilding efforts occur.[53]

Because peace-building measures involve all levels of society and target all aspects of the state structure, they require a wide variety of agents for their implementation. These agents advance peace-building efforts by addressing functional and emotional dimensions in specified target areas, including civil society and legal institutions.[54] While external agents can facilitate and support peacebuilding, ultimately it must be driven by internal forces. It cannot be imposed from the outside.

Various internal actors play an integral role in peacebuilding and reconstruction efforts. The government of the affected country is not only the object of peacebuilding, but also the subject. While peacebuilding aims to transform various government structures, the government typically oversees and engages in this reconstruction process. A variety of the community specialists, including lawyers, economists, scholars, educators, and teachers, contribute their expertise to help carry out peacebuilding projects. Finally, a society's religious networks can play an important role in establishing social and moral norms.[55

Nevertheless, outside parties typically play a crucial role in advancing such peacebuildingefforts. Few peacebuilding plans work unless regional neighbors and other significant international actors support peace through economic development aid and humanitarian relief.[56] At the request of the affected country, international organizations can intervene at the government level to transform established structures.[57] They not only provide monetary support to post-conflict governments, but also assist in the restoration of financial and political institutions. Because their efforts carry the legitimacy of the international community, they can be quite effective