Professional Documents
Culture Documents
peace agenda as outlined by the Executive Order No. 3the path 6th of
which is
Building and nurturing a climate conductive to peace through peace
advocacy and peace
education programs, indicating that the government recognizes the
genuine and longterm
contribution of peace education to its efforts for a Comprehensive Peace
Process.
Furthermore, this peace education policy can also be found under the
contexts of
peacemaking and peacekeeping as well as peacebuilding and conflict
prevention of
Chapter 14 National Harmony: The Peace Process of the Medium-Term
Philippine
Development Plan 2004-2010. For instance, Element No. 2 provides for
complementary measures to minimize the level of violence arising from
armed
conflicts, in particular, through information education to promote nonviolent means of
conflict resolution. Meanwhile, Element No. 7 of the said instrument
provides for the
conduct of healing and reconciliation programs in conflict affected
communities,
which, it stated, shall include the conduct of community-based interfaith
and
intercultural peace education and advocacy campaigns. Another milestone
in the
development of peace education legal basis in the Philippines included the
adoption of
Executive Order No. 570 institutionalizing peace education in basic
education and
teacher education. This Executive Order paves the way and obliges the
Department of
Education (DepEd) to mainstream peace education in the basic formal and
non-formal
education curriculum, utilizing the existing peace education exemplars and
other peace
related modules, and enhance the knowledge and capability of supervisors,
teachers and
non-teaching personnel on peace education through the conduct of inservice trainings.
Also, it requires the Commission on Higher Education (CHED) to introduce
and
mainstream peace education in teacher education, while OPAPP is
entrusted with the
role to collaborate the two, DepEd and CHED to strengthen linkage with
private
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