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	UN report on sexual violence during conflict singles out some of worst offenders by Margot Wallström United Nations   February 2012   The annual United Nations report documenting conflict-related sexual violence around the world has for the first time named some of the military forces, militia and other armed groups that are suspected of being among the worst offenders.   The groups listed in the report include the Lord’s Resistance Army (LRA) in the Central African Republic (CAR) and in South Sudan, armed militia groups and former armed forces in Côte d’Ivoire, and the armed forces of the Democratic Republic of the Congo (DRC).   The report provides examples of how sexual violence has threatened security and impeded peacebuilding in post-conflict situations, such as in Chad, CAR, Nepal, Sri Lanka, Timor-Leste, Liberia, Sierra Leone, and Bosnia and Herzegovina, and how it has been used in the context of elections, political strife and civil unrest in Egypt, Guinea, Kenya and Syria, among others.   “Conflict-related sexual violence is not specific to one country or continent: it is a global risk. The terror of unarmed women facing armed men is age-old and universal,” said the Secretary-General’s Special Representative Margot Wallström, who presented the report to the UN Security Council.   The report stresses that over the past year there have been several new and ongoing armed conflicts where sexual violence was widespread and, in some instances, may have been systematically targeted at civilians by armed forces and armed groups with the intent of punishing, and humiliating the population.   “Wars have entered the marketplaces where women trade; they follow children en route to school; and haunt the prison cells where political activists are detained,” Ms. Wallström told the Council, adding that when rape is part of political coercion it threatens collective peace and security with long-term consequences.   The report highlights the need to put measures in place not just to address sexual violence in conflict but to prevent it, and seeks to identify early warning signs of sexual violence, and to ensure that peace agreements address this issue so it is not repeated in the future.   “The terms of the debate have shifted from reacting to sexual violence like any other tragedy, to preventing it like any other threat. Instead of talking about women’s wartime suffering – year after year after year – protection mechanisms must be established,” Ms. Wallström said.   The report, which covers the period from December 2010 to November 2011, also underscores the importance of ensuring that sexual violence does not continue in post-conflict situations, as there are many cases when this type of violence will prevail long after wars have ended.   “As a process of intimidation, targeted rape is often a precursor to conflict, as well as the last weapon to be relinquished in its wake. It is important not to exclude from consideration sexual violence that continues after the guns fall silent,” she said.   Under-Secretary-General for Peacekeeping Operations Hervé Ladsous and Amina Megheirbi from the Non-Governmental Organization (NGO) Working Group on Women, Peace and Stability also addressed the Council, with representatives of more than 40 Member States slated to speak later.   Mr. Ladsous stressed that accountability and political will from Member States is essential, and called on all countries to commit to mandates that protect women and integrate them into political life.   Ms. Megheirbi echoed Mr. Ladsous’ remarks, arguing that without full participation of women in society and ending of impunity for those who have committed sexual crimes, there cannot be lasting peace and stability. Visit the related web page
	Peace Education by Education International (EI)   Education is the key to uniting nations, bringing human beings closely together. In many parts of the world, civil society suffers because of situations of violent conflicts and war. It is important to recognise the crucial role of education in contributing to building a culture of peace and condemning instances in which education is undermined in order to attack democracy and tolerance.   A culture of peace and non-violence goes to the substance of fundamental human rights: social justice, democracy, literacy, respect and dignity for all, international solidarity, respect for workers’ rights and corelabourstandards, children rights, equality between men and women, cultural identity and diversity, Indigenous peoples and minorities rights, the preservation of the natural environment to name some of the more obvious thematics. These are all issues of concern to EI and its member organizations, as reflected in many resolutions endorsed at EI World Congresses as well as at regional EI supported events. EI affirms the right to peace and pledges its support for the peaceful resolution of conflicts and practice of non-violence through education, dialogue and cooperation.   In 2000, the then UNESCO Director General, Federico Mayor, stressed that “Education International is not only a vast repository of experience, it also has the know-how and talent to implement innovation and change far beyond what is normally found in government circles […] Education International and UNESCO can work together to achieve the common goals of an educated, intellectually curious and participatory culture of peace and democracy.”   Education is a key tool in combating poverty, in promoting peace, social justice, human rights, democracy, cultural diversity and environmental awareness. Education for peace implies an active concept of peace through values, life skills and knowledge in a spirit of equality, respect, empathy, understanding and mutual appreciation among individuals, groups and nations.   In its Constitution and resolutions, EI committed itself firmly to international peace activities linked to education promoting human rights and democracy and encouraging international understanding and solidarity.   EI called on its member organisations to develop their advocacy in line with UNESCO"s Charter and aims, the UN Charter, the Universal Declaration of Human Rights and the International Convention on the Rights of the Child.   The educational action for promoting the concept of peace concerns the content of education and training, educational resources and material, school and university life, initial and ongoing training for teachers, research, and ongoing training for young people and adults. A culture of peace must take root in the classroom from an early age. It must continue to be reflected in the curricula at secondary and tertiary levels.   However, the skills for peace and non-violence can only be learned and perfected through practice. Active listening, dialogue, mediation, and cooperative learning are delicate skills to develop. This is education in the widest sense. It is a dynamic, long term process: a life-time experience. It means providing both children and adults with an understanding of and respect for universal values and rights. It requires participation at all levels - family, school, places of work, news rooms, play grounds, and the community as well as the nation.   At the EI World Congress in 1998, EI and its affiliates placed on the record that they wanted "to take every opportunity to promote justice, world peace and education, in the interests of children of all countries.” As a token of EI’s commitment to a culture of peace, General Secretary Fred van Leeuwen, was one of the first to sign the Manifesto 2000 appeal and to support the International Year for the Culture of Peace.   In a resolution adopted in 2004, EI Resolution on Education for Peace, EI member organisations “pledged to promote education for peace and intercultural learning as the best antidote to racist and fundamentalist phenomena in order to prevent social conflict and the recourse to social violence.” In 2007, teacher organizations were also invited to promote peaceful behaviour in school environments through dispute resolution and peer mediation.   Peace Education is integrated comprehensive education focusing on life skills covering human rights, democracy, international understanding, tolerance, non-violence, multiculturalism, and all other values conveyed through the school curriculum.   Promoting Peace Education in the classroom   These are not just lessons for the classroom but lessons for life of immediate relevance, empowering individuals to achieve a just society in which all human rights of all persons are valued and respected.   Peace education applies to the contents of all curricula, at every level in the education system.   Peace education is the all-round education of each individual. Peace education should be extended to all learners, including refugee and migrant children, children from minorities and disabled with the objective of promoting equal opportunities through education.   The training of teachers, education workers and all education stakeholders, including staff from ministries of education is crucial. Educators promote the development of the whole person, so as to enable everyone to contribute to society in a caring and responsible manner.   In order to recruit and retain the best teachers, governments should give priority to adequate salary, which must provide teachers with a reasonable standard of living for themselves and for their families, as well as the means of enhancing their professional qualifications by developing their knowledge and improving their cultural resources.   Governments must also focus on providing attractive working conditions including small class sizes, career paths and more opportunities for professional growth and development, financial and other incentives, and support systems for new teachers, such as mentoring programs.   Education is a participatory and interactive process of instruction and learning, and the curriculum and pedagogy should give prominence to understanding the wealth of distinctive cultural and linguistic characteristics, in response to globalization.   The educational context should provide programs addressing psychological and physical violence, including cyberbullying, through violence prevention, conflict resolution and mediation in all levels of education.   “Schools shall be Safe Sanctuaries”   Schools must be safe and secure to ensure the best possible situation for teaching and learning. It is incumbent upon Governments and the international community to take action designed to prevent violence in schools and to facilitate an atmosphere where children can learn and teachers can perform their job in a positive, healthy and safe setting.   Since September 2008, EI has engaged in multiple cohesive initiatives to protect teachers, students and education worldwide in a context of increased targeted attacks against education.   In 2008, EI adopted a Declaration “Schools Shall be Safe Sanctuaries” demanding that schools be respected and protected as zones of peace. EI’s Declaration focuses on Violent Political and Military Attacks Against Schools and Education Institutions, Students, Teachers, Academics and all other Education Personnel, including Support and Transport Staff, Education Officials, Education Trade Unionists and Education Aid Workers.   It is the responsibility of all Governments to ensure that students, teachers, schools and universities are protected, that the perpetrators of attacks are punished and that education becomes a force for peace. Visit the related web page
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