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Nepal: Lessons From Integrating Peace, Human Rights, and Civic Education Into Social Studies Curricula And Textbooks
Abstract:
A collaborative and systematic curriculum revision process was undertaken in 2007 to integrate PHRCE into the social studies curriculum, supported by UNICEF funding from the Government of the Netherlands. The initiative built on work by UNESCO to introduce policy-makers to peace education through the use of peace education materials endorsed by the Inter-Agency Network for Education in Emergencies (INEE). Prior to the project, Save the Children US, in coordination with the Ministry of Education in Nepal, also piloted peace education trainings for more than 500 teachers using the INEE peace education materials. The key institutional actors, including the Curriculum Development Centre of the MoE, Save the Children, UNESCO, and UNICEF, developed two Memoranda of Understanding (MoUs), which outlined the purpose of the collaboration and the role and commitments of the participating partners. The Curriculum Development Centre (CDC) targeted the social studies curriculum for integration of these concepts and skills. This process involved revision of the national curriculum, textbooks, and teacher guides. A parallel revision process for non-formal education was implemented with the Non-Formal Education Centre (NFEC) of the MoE. The CDC director and deputy director appointed a curriculum writing working group comprising CDC staff, social studies teachers, and curriculum writers to undertake the work of developing content for the curriculum and adapting textbooks and teachers’ guides with technical support from partners. #SocialStudies #PeaceEducation #EducationalCariculumDevelopment
Publisher: UNESCO, IIEP, PIEC Type / Script:
Progress Report  in  English
Keywords:
PEACE, HUMAN RIGHTS, DEVELOPMENT, EDUCATION, TEACHER TRAINING, EDUCATION FOR PEACE, CAPACITY BUILDING, CAPACITY DEVELOPMENT, FINANCIAL RESOURCES, CIVIC EDUCATION, DISCRIMINATION, PRIMARY EDUCATION, DEMOCRACY, TECHNICAL ASSISTANCE, HUMAN RIGHTS, HUMAN RIGHTS EDUCATION, DALITS, CIVIL SOCIETY, PEACEBUILDING, CURRICULUM DEVELOPMENT, TRAINING PROGRAMMES, NON FORMAL EDUCATION, GROUP WORK, CHILDREN RIGHTS, CITIZENSHIP, HUMAN RESOURCES, SCHOOLS, NON VIOLENCE, NATURAL DISASTERS
Thematic Group:
UNESCO, (2015)
Thesaurus:
11.04.00 - Non-Formal Education
PDF | File Size: 1.41 MB   Download
Feeder: ALISHATHAPALIYA, Editor: SANJIYA SHRESTHA, Auditor:
...
Nepal: Lessons From Integrating Peace, Human Rights, and Civic Education Into Social Studies Curricula And Textbooks
Abstract:
A collaborative and systematic curriculum revision process was undertaken in 2007 to integrate PHRCE into the social studies curriculum, supported by UNICEF funding from the Government of the Netherlands. The initiative built on work by UNESCO to introduce policy-makers to peace education through the use of peace education materials endorsed by the Inter-Agency Network for Education in Emergencies (INEE). Prior to the project, Save the Children US, in coordination with the Ministry of Education in Nepal, also piloted peace education trainings for more than 500 teachers using the INEE peace education materials. The key institutional actors, including the Curriculum Development Centre of the MoE, Save the Children, UNESCO, and UNICEF, developed two Memoranda of Understanding (MoUs), which outlined the purpose of the collaboration and the role and commitments of the participating partners.The Curriculum Development Centre (CDC) targeted the social studies curriculum for integration of these concepts and skills. This process involved revision of the national curriculum, textbooks, and teacher guides. A parallel revision process for non-formal education was implemented with the Non-Formal Education Centre (NFEC) of the MoE. The CDC director and deputy director appointed a curriculum writing working group comprising CDC staff, social studies teachers, and curriculum writers to undertake the work of developing content for the curriculum and adapting textbooks and teachers’ guides with technical support from partners.
Publisher: UNESCO, IIEP, PIEC Type / Script:
Progress Report  in  English
Keywords:
PEACE, HUMAN RIGHTS, DEVELOPMENT, EDUCATION, TEACHER TRAINING, EDUCATION FOR PEACE, CAPACITY BUILDING, CAPACITY DEVELOPMENT, FINANCIAL RESOURCES, CIVIC EDUCATION, DISCRIMINATION, PRIMARY EDUCATION, DEMOCRACY, TECHNICAL ASSISTANCE, HUMAN RIGHTS, HUMAN RIGHTS EDUCATION, DALITS, CIVIL SOCIETY, PEACEBUILDING, CURRICULUM DEVELOPMENT, TRAINING PROGRAMMES, NON FORMAL EDUCATION, GROUP WORK, CHILDREN RIGHTS, CITIZENSHIP, HUMAN RESOURCES, SCHOOLS, NON VIOLENCE, NATURAL DISASTERS
Thematic Group:
UNESCO, (2015)
Thesaurus:
11.04.00 - Non-Formal Education
PDF | File Size: 1.41 MB   Download
Feeder: ALISHATHAPALIYA, Editor: PRAGYA POKHAREL@GMAIL COM, Auditor:
...
Nepal: Lessons From Integrating Peace, Human Rights, and Civic Education Into Social Studies Curricula And Textbooks
Abstract:
A collaborative and systematic curriculum revision process was undertaken in 2007 to integrate PHRCE into the social studies curriculum, supported by UNICEF funding from the Government of the Netherlands. The initiative built on work by UNESCO to introduce policy-makers to peace education through the use of peace education materials endorsed by the Inter-Agency Network for Education in Emergencies (INEE). Prior to the project, Save the Children US, in coordination with the Ministry of Education in Nepal, also piloted peace education trainings for more than 500 teachers using the INEE peace education materials. The key institutional actors, including the Curriculum Development Centre of the MoE, Save the Children, UNESCO, and UNICEF, developed two Memoranda of Understanding (MoUs), which outlined the purpose of the collaboration and the role and commitments of the participating partners.The Curriculum Development Centre (CDC) targeted the social studies curriculum for integration of these concepts and skills. This process involved revision of the national curriculum, textbooks, and teacher guides. A parallel revision process for non-formal education was implemented with the Non-Formal Education Centre (NFEC) of the MoE. The CDC director and deputy director appointed a curriculum writing working group comprising CDC staff, social studies teachers, and curriculum writers to undertake the work of developing content for the curriculum and adapting textbooks and teachers’ guides with technical support from partners.
Publisher: UNESCO, IIEP, PIEC Type / Script:
Progress Report  in  English
Keywords:
PEACE, HUMAN RIGHTS, DEVELOPMENT, EDUCATION, TEACHER TRAINING, EDUCATION FOR PEACE, CAPACITY BUILDING, CAPACITY DEVELOPMENT, FINANCIAL RESOURCES, CIVIC EDUCATION, DISCRIMINATION, PRIMARY EDUCATION, DEMOCRACY, TEACHER TRAINING, TECHNICAL ASSISTANCE, HUMAN RIGHTS EDUCATION, DALITS, CIVIL SOCIETY, PEACEBUILDING, CURRICULUM DEVELOPMENT, TRAINING PROGRAMMES, NON-FORMAL EDUCATION, WORKSHOPS, GROUP WORK, CHILDREN RIGHTS, CITIZENSHIP, HUMAN RESOURCES, SCHOOLS, NON-VIOLENCE, NATURAL DISASTERS
Thematic Group:
UNESCO, (2015)
Thesaurus:
11.04.00 - Non-Formal Education
PDF | File Size: 1.41 MB   Download
Feeder: ALISHATHAPALIYA, Editor: , Auditor:
...