Organised by the International Peace Bureau in conjunction with the annual conference of the Swiss Group of International Schools; supported by UNESCO and Geneva Forum '98.

A preparatory conference for the Hague Appeal for Peace.

At the end of the century, the need for peace education is greater than ever before. Humanity faces challenges of unprecedented proportions in areas such as the continued development of mass-destruction weapons, conflicts between states and ethnic groups over scarce resources, the spread of racism and the huge and widening gap between rich and poor throughout the globalised economy. These and other challenges represent forms of domination and violence: physical, structural and cultural.

In order to be equipped to tackle these complex and interwoven problems, the coming generation deserves a radically different education -- programmes, methods and resources that we group together under the broad heading of Education for Peace. In our view this includes approaches used in fields such as human rights, development and environmental education, security and disarmament, conflict resolution/transformation, critical media awareness, gender studies, world citizenship and international relations -- as well as elements from more traditional subject areas.  We are convinced that the whole-school or whole-institution strategy is in the long run the best way to achieve results.

We stress as a priority matter that in some parts of the world children, especially girls and those in conflict zones, do not have access to education of any kind; that many schools are under-resourced; and that options at secondary and tertiary levels are often severely restricted.  Education is a universal right, and its denial through poverty, discrimination or war damages both the individual and the community.

Over the last 25 years, much important work has been done on all these issues at the international level, in a host of different forums, from UNESCO's 1974 peace education policy 'Recommendations' to its 1994 Declaration on Peace, Human Rights and Democracy that was signed by 144 governments.   However, while saluting the efforts of the pioneers, we are profoundly disappointed that worthy declarations and even formal commitments have in most countries not made a real impact on curricula, on teacher training, on classroom practice and on resource materials. On the eve of the 21st century we remain too often locked into outdated categories and attitudes.

We strongly promote the view that peace education should be a holistic process, extending far beyond the school's walls into community life, the mass media and popular culture -- and as such must incorporate perspectives from all disciplines.  At the same time it must be recognised as a fundamental part of the formal (and non-formal) system in all countries. If not, it will lack credibility, status and accountability.

A particularly important role should be played by teacher-training institutions, including those preparing for the primary and vocational training levels.  Teachers suffer increasing administrative burdens and need support in preparing programmes that break new ground and develop teamwork and co-operation.  This applies to both initial and in-service training. We encourage publishers too, to promote peace education material and to ensure its effective distribution.  Furthermore, development assistance agencies should promote elements of peace education as a component of their teacher training and materials production activities. Efforts of humanitarian agencies to introduce education for conflict resolution/transformation, reconciliation and peace to refugees and conflict-affected populations should be expected. Above all, we demand that Education Ministries give peace education high priority and take systematic initiatives to implement it at local and national level.

Our conference addressed many specific perspectives and approaches:  gender, human rights, identity analysis, mediation skills, new technology, North-South school twinning and much besides.  We heard from scientists, campaigners, researchers, students and historians.  We stressed the importance of peace education in promoting personal growth; in building both the will and the confidence to take collective action; and in healing social wounds and giving meaning to historical memory.  These different dimensions are evidence of how potentially rich this field is, and how many diverse contributions are needed.

The percentage of young people in the world's population, especially in the Global South, is growing rapidly along with the steep acceleration in overall numbers. At the same time the population in Western states is ageing -- retirements periods have never been longer.  One of the strengths of our conference was its inter-generational aspect, with youth and adults meeting in workshops both separately and together.  Young people actively participated in the planning of the event, chairing sessions and making presentations and reports.

«Many felt that before taking a wider global perspective, we needed to first find peace in our homes, schools, and communities. It was agreed that the themes of justice, tolerance, and peace had to be woven into the education of the children of the world, as they are the future leaders of the 21st century.  Such messages can also be transmitted very effectively to younger children by older ones.»

A sense of urgency was widely felt by the young people present.  Youth are determined to find ways to contribute to peace processes but are stifled by bureaucracy and lack of relevant job opportunities.  The temptation to feel disempowered by the complexity of the world's problems has to be countered by a deliberate focus on peace successes and on figures of resistance to oppression, and through the inspiration to be drawn from compassionate artistic expression.

In a rapidly accelerating culture, it is all the more important that educators learn to learn from their students. The modern role of the teacher as facilitator, enabler, listener, guide rather than lecturer or retailer of knowledge is often recommended but seldom fully practised.  Yet education for peace, human rights and democracy implies -- indeed demands -- such a relationship of trust and mutual exchange.  In particular we would stress that equality between males and females is a prerequisite for a democratic classroom.

We come away from this conference with at least one clear goal.  Peace education must be made available everywhere at all levels of the education system.  Governments need to back up their elegant statements with real commitments in terms of far greater budgetary resources, new programmes of teacher training and staff development, and greater involvement of young people themselves in their own education.  Specifically we call on each country to draw up a peace education plan, as a contribution to the Decade for the Culture of Peace, together with a system for evaluation.  'Good practice' is not enough.  A worldwide campaign must be launched.  To this end, we believe that organisations operating in this field should work together to form a common network.

We commit ourselves to carrying this work forward to the Hague Appeal for Peace conference in May 1999 and beyond.  Peace education is a cross-cutting theme in the Hague process, being a crucial dimension of all four strands:  Humanitarian Law and Human Rights, Disarmament, Conflict Prevention and Resolution, and the Culture of Peace.  We want to see real outcomes from this process of international dialogue -- assembling a toolbox of imaginative initiatives which, given the resources, can be implemented and adapted in differing contexts around the world.

We urge all who care about the future and importance of peace education to get involved in the Hague campaign -- through preparatory events, development of ideas for the conference programme, outreach to others and fundraising to bring colleagues or fellow-students from zones of conflict and the Global South.  In this way we shall be better prepared to contribute to the millennium year -- the International Year for the Culture of Peace.

Peace is a global effort!