5) Description of initiative: The International Education for Peace Institute (EFP- International) is a research, training, development, and service institution dedicated to the cause of peace. EFP- International began its work in June 2000 by launching a two-year pilot project of Education for Peace in three primary and three secondary schools in Bosnia and Herzegovina (BiH), with the participation of more than 400 teachers and school staff, 6,000 students and their parents/guardians.

The project had the support of education ministries, municipal leaders, and international authorities. The primary aim of the project was to create a culture of peace, a culture of healing, and a culture of excellence within and among the participating school communities representing the three main ethnic populations—Bosniak (Muslim), Croat (Catholic), and Serb (Orthodox Christianity)—in the highly conflicted post-war Bosnia and Herzegovina.

As of 2006, The Education for Peace (EFP) Program has been implemented in some 112 schools reaching approximately 80,000 students, 5,000 teachers and school staff, as well as thousands of parents/guardians. Currently (2006), plans are underway to incorporate the EFP Curriculum into the BiH education reform process, thus involving all 2200+ schools with about 1.5 million students and 110,000 teachers and school staff in the study of all subjects from grades 1–12 within the parameters of peace.

As this process evolves, the government and peoples of BiH will set a historic example by adopting the goal of educating every new generation of children and youth within the framework of the universal principles of peace so that, as adults, they may become peacemakers, both as citizens and leaders.

The Education for Peace Integrative Curriculum used in BiH comprises the three major areas of focus necessary for the creation of a civilization of Peace—peace education, peaceful leadership, and peace-based conflict resolution.

6) Description of innovation: Peace, in comparison to conflict and violence, is inadequately studied, less understood, and infrequently practiced. This has contributed to general discomfort with peace and much familiarity with and acceptance of conflict. Conflict and violence are most often the areas of focus for current peace-building and conflict resolution programs. Because of its unswerving focus on peace, the approach of the Education for Peace Program differs completely from that of similar programs currently in existence. The main objective of the Education for Peace Program is to create—with the help of teachers, parents/guardians, and students—unique school communities characterized by a culture of peace, a culture of healing, and a culture of excellence. A culture of peace refers to an environment characterized by mutual trust, unity in diversity, the practice of the principles of human rights and democracy, as well as the ability to prevent violence and resolve all conflicts in a creative and peaceful manner. A culture of healing refers to an environment that enables all members of the school community to overcome the trauma suffered individually and/or collectively as a result of the experience of conflict, violence, or war. A culture of excellence is an environment in which the pursuit of personal and group excellence in all domains of life—intellectual, emotional, social, moral, and spiritual— is actively pursued, encouraged, and realized. These three cultures—peace, healing, and excellence— together comprise the foundations of a civilization of peace. Addressing each of these areas in a peace-based and systematic manner is one of the unique elements of the EFP Program. Teachers trained in the theory and application of these principles is equipped to implement them in their classroom on a daily basis. Thus, peace becomes the framework through which every subject is taught, rather than the traditional focus on conflict.

7) Delivery model: Peace education is a multifaceted process involving psychological, social, political, and economic, as well as moral, ethical, and spiritual aspects of the life of the individual and society. In consideration of this reality, the EFP curriculum is specially formulated for every country with the help of local educators and scholars. The principles of peace are then studied in every classroom and subject area so that they may be put into practice within the school environment, at home, and in the larger community on an ongoing and sustained basis. The principles of peace include many concepts including unity in diversity, interethnic harmony, democratic leadership and decision-making, peaceful conflict resolution, and due regard for human rights and responsibilities.

The Senior Faculty of the International Education for Peace Institute are skilled in providing theoretical and practical training to teachers and administrators, which in turn is applied in the participating classrooms and schools. EFP employs a "train the trainer" model to train all school staff (from Janitor to Director) in the basics of the Education for Peace Integrative Curriculum. Additionally, 10-15% of the teachers and administrators in participating schools undergo two years of intensive training and support. These teachers then become the resource persons for their schools and assist their peers with the implementation process in that school.

Furthermore, the Senior Faculty of EFP-International are working with the Pedagogical Institutes in Bosnia and Herzegovina to train their Faculty in these same principles and practices so that future teachers can be equipped with the knowledge and skills to begin their careers teaching through the EFP framework.

Outside Bosnia and Herzegovina, EFP-International is beginning to work with Universities in North America in order to offer training opportunities, various school districts, and also directly offers online courses.

8) Key operational partnerships: The EFP Program stands out as a unique contribution to the development and progress of the society of BiH. It is one of the only programs within the education sector that has been voluntarily adopted by all three ethnic communities and all respective education authorities, without any change to its fundamental components. The EFP Program has been able to transcend differences that have been obstacles to the creation of peaceful, lasting relationships between Bosniaks, Croats, and Serbs which has continued to hinder the political and economic advancement of the country.

The success of the EFP Program in BiH is dependent upon the active support and participation of numerous individuals, organizations, and others. These partners include the BiH Ministry of Foreign Affairs; BiH Office of the High Representative (OHR); all educational authorities and institutions including secondary and primary schools, all 13 Ministries of Education in BiH, and all 8 Pedagogical Institutes; school administrators; teachers; support staff; students and their parents; community leaders; members of the International Community; the United Nations as well as local businesses and the wider public. These partners have contributed to the EFP Program in BiH both directly and indirectly. Few programs, globally and particularly in BiH, have had such a profound and sustained impact upon such a large and diverse population of citizens. EFP has enabled the active participation of all segments of BiH society

9) Financial model: In financially planning program delivery, finances are set aside for in-service training programs, on-site visits, as well as through telephone and e-mail communications. As well, an important aspect of EFP Programs in BiH is the institution of Peace Events. Every academic semester, all students involved in the EFP program participate in local, regional, and state-wide Peace Events. Students make artistic presentations based on the principles of peace as they apply to their subjects of study as teachers to their peers, teachers, parents and the wider community. Mayors in the cities of the participating schools have traditionally provided support for these events by formally declaring Peace Week in the city. The media is present and reports on the events, locally as well as nationally.

          • Costs as percentage of income: 10

          • Financing: Currently, the initiative in BiH is financed by grants, donations, and in-kind services and support. Sources of funding have included: Canadian International Development Agency Grand Duchy of Luxembourg Japan International Cooperation Agency Japanese Embassy, Bosnia-Herzegovina Organization for Security and Cooperation in Europe (OSCE), Mission to Bosnia and Herzegovina Rotary Clubs of Zurich and Mostar Rotary World Peace Scholarship Program Swiss Agency for Development and Cooperation United Nations Development Program (UNDP) United States Institute for Peace (USIP) Vectis Solutions for Development, Inc.

In addition to continuing to raise funds, EFP- International plans on utilizing funds from training and consulting services to also assist in this process.

10) Effectiveness

          • Project outcomes: Outcomes from the Program include: •Violence is becoming anomalous, and creative, consensus- based action is becoming the norm in participating schools •Participants feel personally empowered to respond to threats and challenges using non-adversarial methods •Creativity, service-oriented action, and unity have been fostered •Students are achieving positive identity-formation and harmonious interpersonal relationships •Innovation has increased •Incidences of conflict and miscommunication have greatly lessened and •There is heightened awareness of others and an appreciation and celebration of diversity among peoples, cultures, and perspectives. 112 schools with approx. 80,000 students; 5,000 teachers, school staff; & thousands of parents/guardians have benefited from EFP Programs.

          • Number of clients in past year: As the EFP Program is sustained in every participating school and is a continuous process more than 80,000 students, 5,000 teachers/administrators, and 140,000 parents/guardians from the 112 schools who have benefited from our program over the last year. Plans are underway to incorporate the EFP Curriculum into the BiH education reform process, thus involving all 2200+ schools with about 1.5 million students and 110,000 teachers and school staff in the study of all subjects from grades 1–12 within the parameters of peace.

11) Scaling up strategy

          • Stage of the initiative: Scaling Up stage.

          • Expansion plan: At the request and invitation of the BiH government EFP will introduce the program in all schools in the country. Over the next 3 years, EFP-International, together with EFP-Balkans, and the International Community in BiH, plans on formalizing the EFP Curriculum and Programs into the primary and secondary curricula of Bosnia and Herzegovina. This strategy has been developed in collaboration with Ministry Officials, the OSCE Mission in BiH, all pedagogical institutes, and teachers and administrators of BiH. The ultimate objective is that the EFP Program would be fully integrated in the BiH education structure at all levels throughout the country.

Furthermore, as the Education for Peace Program gains more attention, EFP-International has received many requests to implement programs in other countries including Africa, Eastern Europe, and North America.

12) Origin of the initiative: In September 1999 Dr. H.B. Danesh and Dr. Roshan Danesh were invited to hold a three-day workshop on the topic of Conflict-Free Conflict Resolution (CFCR)—created and developed by them—in Sarajevo. Approx. 50 individuals, comprised of journalists, mid-level government officials, and international community agencies in BiH participated. BiH at the time was gradually emerging from the ruins of a barbarous war and the participants who were from all three BiH ethnic groups were extremely fearful and suspicious of one another. They would not even agree to stay in the same hotel at night. By the end of the three days there was a demonstrable change in the atmosphere amongst all the participants. As a result, the Minister of Education of Bosnia and Herzegovina Federation extended an invitation to introduce a program based on the principles of CFCR into BiH schools.

Contact Information:
Hossain  Danesh
Founder and Director
International Education for Peace Institute (Canada)
(NGO)
101-1001 W. Broadway, Suite 900, Vancouver, B.C.
Canada
Tel: +1-604-639-7910
Fax: +1-253-550-0054
Email: info@efpinternational.org
Website: www.efpinternational.org