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: Oceania
Read more about this region in Wikipedia.
Active Countries in the Region Include:
Australia
Summary of Activities
For the purposes of definition the terms peace education and conflict resolution education are blended into a mix of approaches when applied to Victorian schools.
The most common ways that schools incorporate PE & CRE are through:
The provision of safe, supportive learning environments. This will include attention to such things as relationship building, reduction of bullying, social skills development, conflict management, violence prevention, multiculturalism etc. Schools may organise activity around particular frameworks such as National Safe Schools, Values Education, Health Promoting Schools or Essential Learnings
Program approaches such as Civics and Citizenship Education, Human Rights Education, Values Education, Global Education and personal development (these are often hybridised to form the basis of a peaceful school program or
Philosophies such as peer mediation and restorative justice
Such responses are housed within whole school approaches. In general terms this means that:
- there are agreed (shared) values and vision directing school practice
- the curriculum includes student wellbeing, the school organisation, environment, policies and practices
- attention is paid to prevention, early intervention and targeted intervention.
- school leadership, teachers, students, parents and the wider community seek to collaborate and share the responsibility of developing a community of learning
- the practices are inclusive and multidisciplinary
Legislative and Policy Initiatives:
Government schools are governed by Department regulation for managing student behaviour. Conflict resolution can invariably be attached to such regulation. However this can be framed within a rather autonomous and competitive environment. School Councils are responsible for developing local codes of conduct (DSE, 1994). School budgets are linked to student numbers and perceptions of success can be based on the number of students who progress to higher education. Effective school discipline is also seen as a marker of success (DE&T, 2000). Teachers are responsible for developing classroom strategies consistent with their school’s code. Grounds for suspension and expulsion are spelled out and a process for managing school exclusion outlined. However, the document is open to interpretation and this is particularly evident for school exclusions. Perceptions about public or parent expectations can also influence discipline policy and procedure.
CRE Resources:
International Centre for Restorative Practices and Peacebuilding
Conference 17-19 October 2007
Sunshine Coast Queensland Australia
http://www.essentialresources.com.au
Contact: Gary Shaw Office of Learning & Teaching Department of Education and Training Level 3, 33 St. Andrews Place East Melbourne 3002 ph: +61 3 9637 2031 fax:+ 61 3 9637 2170
Guam
Summary of Activities
For a summary of CRE activity in this area please review the OCDRCM website profile for this country.
New Zealand
Summary of Activities
The Cool Schools Peer Mediation Programme has been operating in New Zealand since 1991. It has been delivered to nearly two thirds of our schools nationwide. You can get the latest information on the program via http://www.peace.net.nz/
This proactive programme empowers people by teaching them skills and processes to resolve conflict peacefully. Individuals learn how to use conflict scenarios as an opportunity to build positive relationships with others. Non-violent, constructive, co-operative, WIN/WIN solutions to a problem are negotiated. Agreements are made which are mutually acceptable to all parties concerned. When implemented as a whole-school programme, it has a positive impact not only on students, teachers and parents but also for the wider school community.
Schools successfully implementing the programme report that 80-85% of minor disputes are settled permanently by peer mediators helping to make the school environment (both playground and classroom) a happier, safer, more peaceful place to be. Students are providing a service for other students as “peace-keepers”. They are modelling skills and processes, which will last a lifetime and are readily transferable to the home, workplace, community etc.
New Zealand is becoming increasingly multi-cultural. This cultural and ethnic diversity is often reflected in schools. The Cool Schools Peer Mediation Programme training increases the students’ awareness of cultural differences and fosters understanding and respect of diversity so that every child’s uniqueness is recognised and embraced.
There are three programmes available in New Zealand: Cool Schools Primary (Years 1-8); Cool Schools Secondary (Years 9-13); Cool Schools Parents’ Programme, and we are now developing Cool Schools International.
Roots of Empathy - Puna Atawhai
Roots of Empathy (ROE) is an award winning programme that has shown dramatic effects in reducing levels of aggression and violence among school children while raising social/emotional competence and increasing empathy. It also provides these children with a clear understanding of the needs of a baby and what it is to be a good parent, thus offering the potential to break intergenerational cycles of family abuse.
Culture of Peace Outreach Programme
The Peace Foundation also offers schools the Culture of Peace Outreach Programme. The project was launched by the Minister of Education Mr Trevor Mallard from the Beehive, and operates mostly in the Wellington region.
Outreach educators are available to visit schools to:
- Lead classes in various aspects of peace education
- Assist teachers in developing peace education in their classroom
- Demonstrate, display, discuss and distribute peace education resources
- Discuss other Peace Foundation programmes suitable for schools
- Consult with the principal, teachers and other school officials on problems and needs they have in regards to violence/conflict.
Lesson elements include:
- Affirmation and self esteem
- Communication skills
- Approaches to solving conflicts in the home, school, wider community or internationally
- Co-operative games
- Non-violence
- International law and international organisations including the United Nations and International Court of Justice.
The classes and educational materials offered are designed to conform to Health, Social Studies, Science, English and Environmental Curricula, and are in accordance with the Peace Studies Guidelines developed by the Ministry of Education.
Lessons Offered
Visualising a peaceful world. Creative visualisation and art on creating a peaceful world. Ages 5-12
Affirmation and self esteem. Exercises to develop self-esteem and to learn to affirm others. Ages 5-12
Conflict resolution (a). Role plays and discussions on solving conflicts in students’ lives. Ages 5-15
Conflict resolution (b). Simulated exercise on conflicts between groups. Introduces concepts of identity and conflict, negotiation strategies, what winning means, and equality v equity. Ages 14-18
Advanced conflict resolution. Tools for conflict analysis and resolution. Ages 15-18
Co-operative games. Games to build trust, communication, co-operation and confidence. Ages 5-18
Sadako and the thousand cranes. International children’s response to nuclear weapons. Includes making an origami crane, the Japanese peace bird. Ages 9-13
Non-violence as a response to environmental violence: The example of Greenpeace. Ages 12-18
Nuclear weapons and the Pacific. Nuclear testing, nuclear weapons free zones, the World Court cases and the Abolition 2000 campaign. Ages 14-18
International approaches to peacemaking, peacebuilding and war prevention. The examples of the United Nations, International Court of Justice, Organisation for Security and Co-operation in Europe, and others. Ages 15-18
Legislative and Policy Initiatives:
The Ministry of Education and the Ministry of Health appreciate the positive impact Cool Schools is having on reducing bullying and other levels of aggression and violence within schools. For evidence, see the 2007 Report on Safe Schools and Bullying Prevention. As a result, they provide funding for over half the schools in New Zealand to train the staff and provide key resources FREE of charge!
Peer mediation, conflict resolution and problem solving skills are linked to the Health and Physical Education Curriculum – Strand C, Relationships with Others, Levels 1-8. In the Ministry of Education Draft Curriculum document, the 5 Key Competencies include many achievement objectives related to the skills and processes taught in the Cool Schools Programme. The good news is that teachers can teach these as part of their Health Curriculum.
CRE Resources:
A good selection of resources are listed at the Peace Foundation Website.
Contact:
A list of trainers is available online.
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