Regional Summaries of CRE Activity
Here you can view information about conflict resolution and peace education work being done in countries from various regions of the world. We are still adding to our database, so the number of country and project listings for a particular region should grow over time.
World Region: Middle East
Read more about this region in Wikipedia.
Active Countries in the Region Include:
Israel
Summary of Activities
Education for Peace and Conflict Resolution in Israel
1. In Israel thousands of initiatives dealing with peace education are targeted at pupils from kindergarten through university. In most cases the focus is on Jewish-Arab relations (an “intractable” conflict), but numerous initiatives exist that address conflicts of a different nature, whether those subsisting between the religious and secular publics, veteran Israelis and new immigrants, etc. Some of these initiatives are administered by the Ministry of Education, while others are operated by various non-governmental organizations and institutes (NGOs).
Education for peace and conflict resolution lies within the purview of two separate units within the Education Ministry – a unit responsible for teaching democracy and civics at the cognitive level, and the Psychological Counseling Service, which deals with the emotional-social side of these issues.
An estimated 300 NGOs are currently active in this field, whether directly or indirectly. An effort is underway to organize them within a Jewish-Arab coexistence network (http://www.coexnet.org.il).
It is very difficult to assess the scope of activity represented by the various existing initiatives. The initiatives may be divided into two main types:
A. Jewish-Arab encounter programs: “mixed” and bilingual schools, “twin” schools, joint delegations abroad, summer camps, etc.
B. Study and enrichment programs: programs within the education system that deal with education for coexistence and democracy, for multiculturalism, humanism, mediation, etc. Israeli universities operate teacher training programs based on principles of social justice, as well as programs that focus on research and development.
Research has recently been conducted at the University of Haifa on the topic of peace education. The findings indicate that, despite all efforts, only about 6% of the pupil population is exposed to education of this kind. There is reason to believe that a more precisely-formulated and binding standard regarding peace education would produce more precise findings.
Numerous cooperative endeavors exist between the formal education system and the NGOs. These partnerships generally spring up at the local (school or locality) level; occasionally they are driven by key units within the Ministry. High motivation and initiative on the part of teachers, along with knowledge and budgets provided by involved organizations, are what make efforts of this nature possible. We have no hard data regarding the scope of these activities.
Long-term programs characterized by continuity and tenacity are among the most successful ventures in this area. Of particular note are the bilingual schools where Jewish and Arab pupils study together in mixed classes. The Seeds of Peace program, in which participants spend extended periods of time together in a structured summer-camp format, is also recognized as a success story.
2. Ministry of Education policy encourages the development and implementation of programs of this kind:
- Allocation of 1 study hour per week throughout the education system, from kindergarten through high school, to the subject of life skills.
- Encouragement of local initiatives aimed at developing and incorporating relevant programs.
- Promotion of contact with bodies external to the schools.
However, in the Israeli situation of long-term hostility and fear, with pupils studying in separate schools (Arab or Jewish, religious or secular), infrequent encounters and classroom activities are not enough.
- There is a need for legislation or explicit directives, backed by continuous budgeting from within the system, to ensure continuity and adequate depth of study.
- There is a need for increased knowledge of, and familiarity with, the culture, language and customs of the “other” group. This must also be embodied in a binding regulation, rather than left to the judgment of personnel at the regional or school level.
- The number of participating schools should be increased.
3. In addition to the various kinds of school-based activity described above, research and development centers exist at all of the universities. There are also several national peace centers, including:
A. The Givat Haviva Peace Center (
) is a major producer of innovative models for peace education. The methods employed by the Center include encounter, dialogue, partnership, study, and research.
B. Neve Shalom (http://www.nswas.com) – a Jewish-Arab locality. In Neve Shalom there is a mixed Jewish-Arab school, as well as a Pluralistic Spiritual Center that serves as a venue for educational activity for pupils, teachers and others.
4. Again, no precise data are available regarding the scope of peace education activity around the country. There is no clear, distinctive definition of what “peace education” actually is. Does a lecture series on democracy fall into this category? Do 2-3 encounters between pupils representing different subcultures fit the definition?
At a minimum, one may say that all Israeli children are exposed in one form or another to some kind of program related to this field. However, only about 6% take part in comprehensive, long-term programs.
With regard to efficacy – many programs that have been developed and undergone evaluation research have indeed demonstrated a significant and immediate change in pupil attitudes toward the “other” – greater acceptance, empathy. These findings have been obtained both from programs dealing with the Arab-Jewish conflict and from the less intractable conflicts between secular and religious, immigrants and veteran Israelis, etc. However, these attitudinal changes prove only temporary if efforts are not invested in maintaining them. The new, positive attitudes quickly succumb to everyday reality if they are not continuously supported.
Prof. Solomon of the University of Haifa’s Center for Research on Peace Education distinguishes between the kind of temporary attitudinal change that may be effected relatively easily, and change in convictions that is more difficult to achieve. According to him, there is no proof supporting the “ripple effect.”
The main conclusion to be drawn from existing research: today’s most pressing issue is not that of changing attitudes and opinions regarding the “other” or the adversary, but rather that of preserving the changes actually effected by peace education.
For another summary of CRE activity in this area please review the OCDRCM website profile for this country.
Contact: Judy ben Ezra State of Israel Ministry of Education and Culture Pedagogic Administration Psychological Counseling Service 2 Dvorah Haneviah, Jerusalem 91911 Tel.: 02-5603243, 02-5603237, Fax: 02-5603256 http://cms.education.gov.il/EducationCMS/UNITS/Shefi
Active CRE Organization:
Centre for Tolerance Education
The Van Leer Jerusalem Institute is a leading intellectual center for the interdisciplinary study and discussion of issues related to philosophy, society, culture and education. The Institute gives expression to the wide range of opinions in Israel, and takes particular pride in its role as an incubator and creative home for many of the most important civil society efforts to enhance and deepen Israeli democracy.
Israel
Summary of Activities
In Israel thousands of initiatives dealing with peace education are targeted at pupils from kindergarten through university. In most cases the focus is on Jewish-Arab relations (an “intractable” conflict), but numerous initiatives exist that address conflicts of a different nature, whether those subsisting between the religious and secular publics, veteran Israelis and new immigrants, etc. Some of these initiatives are administered by the Ministry of Education, while others are operated by various non-governmental organizations and institutes (NGOs).
Education for peace and conflict resolution lies within the purview of two separate units within the Education Ministry – a unit responsible for teaching democracy and civics at the cognitive level, and the Psychological Counseling Service, which deals with the emotional-social side of these issues. An estimated 300 NGOs are currently active in this field, whether directly or indirectly. An effort is underway to organize them within a Jewish-Arab coexistence network (http://www.coexnet.org.il).
It is very difficult to assess the scope of activity represented by the various existing initiatives. The initiatives may be divided into two main types:
A. Jewish-Arab encounter programs: “mixed” and bilingual schools, “twin” schools, joint delegations abroad, summer camps, etc.
B. Study and enrichment programs: programs within the education system that deal with education for coexistence and democracy, for multiculturalism, humanism, mediation, etc. Israeli universities operate teacher training programs based on principles of social justice, as well as programs that focus on research and development.
Research has recently been conducted at the University of Haifa on the topic of peace education. The findings indicate that, despite all efforts, only about 6% of the pupil population is exposed to education of this kind. There is reason to believe that a more precisely-formulated and binding standard regarding peace education would produce more precise findings.
Numerous cooperative endeavors exist between the formal education system and the NGOs. These partnerships generally spring up at the local (school or locality) level; occasionally they are driven by key units within the Ministry. High motivation and initiative on the part of teachers, along with knowledge and budgets provided by involved organizations, are what make efforts of this nature possible. We have no hard data regarding the scope of these activities.
Long-term programs characterized by continuity and tenacity are among the most successful ventures in this area. Of particular note are the bilingual schools where Jewish and Arab pupils study together in mixed classes. The Seeds of Peace program, in which participants spend extended periods of time together in a structured summer-camp format, is also recognized as a success story.
Ministry of Education policy encourages the development and implementation of programs of this kind:
Allocation of 1 study hour per week throughout the education system, from kindergarten through high school, to the subject of life skills.
Encouragement of local initiatives aimed at developing and incorporating relevant programs.
Promotion of contact with bodies external to the schools.
At a minimum, one may say that all Israeli children are exposed in one form or another to some kind of program related to this field. However, only about 6% take part in comprehensive, long-term programs.
Legislative and Policy Initiatives:
In the Israeli situation, with pupils studying in separate schools (Arab or Jewish, religious or secular), infrequent encounters and classroom activities are not enough.
There is a need for legislation or explicit directives, backed by continuous budgeting from within the system, to ensure continuity and adequate depth of study.
There is a need for increased knowledge of, and familiarity with, the culture, language and customs of the “other” group. This must also be embodied in a binding regulation, rather than left to the judgment of personnel at the regional or school level.
The number of participating schools should be increased.
CRE Resources:
Research and development centers exist at all of the universities.
There are also several national peace centers, including:
The Givat Haviva Peace Center ( ) is a major producer of innovative models for peace education. The methods employed by the Center include encounter, dialogue, partnership, study, and research.
Neve Shalom (http://www.nswas.com) – a Jewish-Arab locality. In Neve Shalom there is a mixed Jewish-Arab school, as well as a Pluralistic Spiritual Center that serves as a venue for educational activity for pupils, teachers and others.
Contact: State of Israel Ministry of Education and Culture Pedagogic Administration Psychological Counseling Service 2 Dvorah Haneviah, Jerusalem 91911 Tel.: 02-5603243, 02-5603237, Fax: 02-5603256 http://cms.education.gov.il/EducationCMS/UNITS/Shefi
Jordan
Summary of Activities
For a summary of CRE activity in this area please review the OCDRCM website profile for this country.
Lebanon
Summary of Activities
For a summary of CRE activity in this area please review the OCDRCM website profile for this country.
Active CRE Organization:
Permanent Peace Movement
The Permanent Peace Movement is a non governmental organization advancing peace and conflict resolution through elevating civil society and spreading awareness and education.
The Permanent Peace Movement was established in Beirut, Lebanon in 1991.
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