Mapping Peace Education provides a summary review and analysis of policy and/or legislative initiatives supporting peace education in each country (with links to actual policies).
Only a handful of educational policies around the world are directly identified as “peace education.” Thus, educational policies listed and examined include a variety of complementary efforts including human rights, tolerance, anti-violence, anti-violent extremism, democracy building, etc. (all strands contributing to the development of sustainable peace through education).
The profiles attempt to provide policy analysis that examines strategies and challenges of implementation, explores any policy-implementation gaps, and suggests opportunities for future improvements.
Filtering by Policy
To aid researchers, two filters are provided (accessed from the main map) that provide snapshot views of policy & legislation efforts:
Policy/Legislation Filter Options
- Direct – indicates that a direct policy or mandate exists, supporting and/or requiring the inclusion of peace education in formal schools (and/or in non-formal education).
- Supportive – indicates that an indirect policy or mandate exists supporting and/or requiring the inclusion of education supportive of peace education in formal schools (and/or in non-formal settings). Examples of supportive education might include “citizenship education,” “education for sustainable development,” or “social-emotional learning” (these supportive efforts include many of the “significant themes“).
Teacher Training Filter Options
- Mandated – indicates that policy or legislation exists which mandates pre and/or in-service teacher training in peace education.
- Optional – indicates that policy or legislation supports, but does not mandate, pre and/or in-service teacher training in peace education.