Heavenly Culture, World Peace, Restoration of Light

PEACE EDUCATION

Background of Peace Education

Today, in the era of globalization, various religions, ideologies, philosophies, cultures,

languages, and racial ethnicities are connected and live together. It is no exaggeration to say
that the communities in which two or more individuals with different characteristics will either
live together in harmony or drive each other to be in dissonance.
HWPL emphasizes the importance of transforming violent culture caused by conflicts into a
culture of peace. A “Culture of Peace” is developed in one’s behavior and way of life that promotes
peaceful living while reflecting and changing past behavior such as violence, conflicts, and wars.
Therefore, students should be taught to respect each other's diverse characteristics and
to pursue reconciliation and solidarity.Therefore, from the school─which is a miniature version
of the world community─students will form the spirit and culture of peace.

Purpose of Peace Education

HWPL’s peace education ensures that the youth acquire knowledge and skills needed for the
promotion of a culture of peace and non-violence. HWPL has cooperated with various schools
and educational institutions worldwide to promote skills of peacemaking in their homes,schools,
community, the nation, and the world.
 HWPL Peace Education curriculum
12 Lessons of curriculum

Part 1.
Rebuilding Peace in the Human World through
Heavenly Culture

Lesson 1 Original State of All Creation

Lesson 2 A Reason for All Creation Living in Harmony
Lesson 3 Why Peace on Earth Came to an End
Lesson 4 The Restoration of Order and Relation in the
Human World

Part 2.
Creating a Citizen of Peace Through the Restoration
of an Individual's Character

Lesson 5 A Heart of Thanks for the Grace Received

Lesson 6 Consideration for the Benefit of Others
Lesson 7 Selfless Sacrifice
Lesson 8 Understanding and Forgiving Others
Lesson 9 Respect and Admiration for the Elderly
Lesson 10 Efforts towards Preservation of Heritage
Lesson 11 A Law-abiding Spirit
Lesson 12 The Completion of Peace that Mankind has Longed For
 PART

1
REBUILDING PEACE
IN THE HUMAN
WORLD
THROUGH
HEAVENLY CULTURE

Part 1 provides a fundamental solution for how peace can be achieved.

We learn how the human world can coexist harmoniously through the
harmonious appearance of nature. By understanding that the order
and harmony are broken because of man’s greed, depicts the process
of restoring peace by restoring order and maintaining a harmonious
relationship.
 PART

2
CREATING A CITIZEN
OF PEACE
THROUGH
THE RESTORATION OF
AN INDIVIDUAL'S CHARACTER

Peace education teaches students the character of peace to foster

peace citizens. Based on the content of Lesson 5 through 11, we
fully teach the peace character that the citizens of peace should have.
Lesson 12 recognizes that myself who had peace education is the
peace messenger and urges to work together for peace.
COMMON FEATURES IN PEACE
EDUCATION OF UNESCO AND
HWPL
UNESCO
3. Education for International
Understanding, Cooperation and
2. SDG4 sustainable education
Valued Keywords 1. Education for Global citizen Peace, and Recommendations on
(Education 2030)
Education Related to Human Rights and
Fundamental Freedoms

Realization of one’s responsibility for

Promoting culture of peace and
Peace Peace and human rights sustaining peace Prohibiting the use of
nonviolence
violence and force

Ensuring an inclusive and equitable

Education Education of Citizens Universal value education of humanity
quality of education

Intercultural understanding Respect for Understanding and tolerance among

Diversity Sustainable world to live together
diversity groups in national, ethnic and religion

Respect and understand each other

Understanding and even though ethnic, religion, and Mutual respect and understanding
Embracement, tolerance
respect among individuals and nations
reduction

HWPL PEACE EDUCATION

Value Keywords Training for citizen of peace

Peace Promoting public awareness of the necessity and value of peace for the preservation of a lasting culture of peace

Leadership education to spread the culture of peace on its own by developing the spirit of peace which is common value of
Education
mankind

Diversity Understanding and respect diversity/Coexistence that transcends ethnic, nation, religion, culture, gender, ideology

Understanding and Embracement, tolerance, understanding, consideration, and respectIntergenerational understanding and respectInequality
respect prevention in many ways
 Introduction of Curriculum

WHY SHOULD
WE HAVE PEACE
EDUCATION?

1 Original State of All Creation

2 A Reason for All Creation
Living in Harmony

Keyword Keyword
Diversity Value, Understanding, Respect

Impression of educators Impression of educators

This is because no human being can live alone and An individual learns the value of himself and others,
needs others to coexist.The beauty of life comes influences others, and helps them realize their special
from diversity. Human diversity can lead to peaceful role in making the world better.
coexistence through harmony.

3 Why Peace on Earth

Came to an End 4 The Restoration of Order and
Relation in the Human World

Keyword Keyword
Greed Restoration of Order(Practicing love)

Impression of educators Impression of educators

Order is what guides people to follow a given sequence.
It is unfortunate that not all people understand order.
And they ignore the order to gain their selfish benefits.
This causes disputes and meets greed in such confusion.
We must coexist peacefully in order.
Order and peace can not be broken, and if the link is
broken, we will bring disaster to ourselves.
We need training to be polite to each other in order to
keep order in this world and strive to achieve peace.
Introduction of Curriculum

HOW IS
PEACE ACHIEVED?

5 A Heart of Thanks for the

Grace Received 6 Consideration for the Benefit
of Others

Keyword Keyword
Citizens of peace : Thanks Value, Understanding, Respect

Impression of educators Impression of educators

Unit 5 brings the aspect of how we depend and
support each other,and for this to continue, we need
to show gratitude for every effort done. It teaches
how greed is caused by lack of satisfaction and acquire
more sacrifice of others.
Being considerate to others is a virtue that promotes
peace among people. Teaching and practicing
to help people who need one’s help creates love, a
sense of belonging, and a society that is happy and
harmonious.

7 Selfless Sacrifice
8 Understanding and Forgiving
Others

Keyword Keyword
Sacrifice Forgiving

Impression of educators Impression of educators

It is a concept that gives children the idea that life is
for themselves as well as for others. When others
need help, they need to help each other and grow up
as adults who are ready to support each other.
Tolerance and forgiveness begin with acknowledging
that I am imperfect, like any other, who can do harm
or afflict others. It goes ahead explaining that we
are not perfect and we should learn to forgive as we
expect the same to happen to us.
Tolerance and forgiveness brings people together
and fosters a sense of unity among people or
communities who would have otherwise not
accommodated one another.
 Introduction of Curriculum

HOW IS
PEACE ACHIEVED?

9 Respect and Admiration for

the Elderly 10 Efforts towards Preservation
of Heritage

Keyword Keyword
Peaceful Family Peaceful Society and Nation

Impression of educators Impression of educators

Students will have a mindset of “order” in their daily
life, from family, school, and the society. Showing
courtesy and respect helps build the order faster.
By being a part of a global society it is imperative
that we know our heritage and inheritance and by
preserving and developing our inheritance there will
be a willingness to accept and respect others. This
will also maintain one’s heritage and secure their
consciousness in regards to their identity.It also keeps
our integrity as people and allows us to learn from past
successes and failures. The past indiscretions should
not be repeated if we want to spread a culture of
peace and end wars.

11 A Law-abiding Spirit
12 The Completion of Peace that
Mankind has Longed For

Keyword Keyword
Peaceful Society and Nation World of Peace

Impression of educators Impression of educators

In this unit the importance or necessity of law in
achieving peace has been emphasized. Through this,
participants/students will understand that in order to
achieve peace the society needs principles or rules to
observe.
I agree that courage is essential in achieving peace
because it takes courage to turn thoughts into actions
and to hold on to the truth, especially when there are
challenges ahead.
STATUS OF COUNTRIES SIGNING
MOA/MOU FOR HWPL PEACE
EDUCATION
A total of 214 locations in 26 countries.

Status by Continent

Asia Total of 12 countries

Nepal, Mongolia, Myanmar, Bangkok, Sri Lanka, India,

4
Indonesia, China, Thailand, Pakistan, Philippines,

12 Cambodia
Africa Total of 3 countries
South Africa, Ethiopia, Zambia

3 Europe Total of 4 countries

Romania, Armenia, Georgia and Kosovo
Middle East Total of 3 countries

4 3
Israel, Iraq and Palestine
Americas Total of 4 countries

Guatemala, USA, Antigua and Barbuda, Colombia

Status of MOU for Total of 214 locations in 23 countries

Peace Academy South Africa, Nepal, Romania, Mongolia, USA, Myanmar, Bangladesh,
Sri Lanka, Armenia, Israel, Iraq, India, Indonesia, Zambia, Georgia,
China, Kosovo, Thailand, Pakistan, Palestine, Philippines, Cambodia.
Status of MOA for Peace Operation of Peace
Academy Education
Total of 7 agencies in 7 countries Total of 53 agencies in 18 countries

. Commission on Higher Education of Philippines South Africa, Nepal, Romania, Mongolia, USA, Armenia,
. Ministry of Education of Guatemala Ethiopia, India, Indonesia, Georgia, Cambodia, Guatemala,
. Minister of Education and Higher Education of Hong Kong, Malaysia, Iraq, Israel, China and Pakistan.
Sri Lanka
.Minister of Education and Higher Education of
Iraq
. Ministry of Education, Youth and Sport of the
Kingdom of Cambodia
.the City Council of Policarpa, Colombia
.Ministry of Education, Science and Technology of
Antigua and Barbuda
CASE
OF
LESSON 1
the STREAM Labs
USA
Chapter 1 teaches how people should live in a community and the orders they
should keep just like all creation does. These students were between the ages of
4 to 12 and the class was conducted with the title of Peace Harmony Within the
Family Community. The students focused on the family structure.

We started out with two photographs of flower that was alone, on the other
hand, there were many different gardens that show more than 20 plants living in
communities. Later, students shared what they saw and what they thought was
going on in each picture, in a discussion led by the teacher. They all concluded that
an image with a very colorful garden was most beautiful. The students said the
flowers in the picture looked happy and peaceful. From there, we thought about
the definition of peace, and they mentioned that peace is happiness.

Another lesson in the classroom was for students to dye their clothes.

Through this Dyeing activity, different colors could be combined to create

harmonious T-shirts, scarves or wall decorations. Students explained that the last
piece is an example of how all the colors can harmonize us. The goal of this lesson
was to show students that living together with their family and friends and helping
each other is more pleasing and secure than being alone. We are happy when we
are with family and friends, and we have to help each other and live together.

Therefore, we should value and cherish others. When we embrace and respect our
differences, the world will become more harmonious.

We may have our differences. However, if we join together in a peaceful

community, we can achieve many accomplishments.

Not only United States, the world is full of diversity. As somebody says, “In variety,
there is beauty and there is strength.” Diversity without mutual respect only
creates conflicts. HWPL’s peace education teaches harmony and peace. It is an
education that makes students think what is right behavior in family, school, local,
and human community to practice peace and harmony. Also, it focuses on human
beings who are the main agent to solve the fundamental causes of wars and
conflicts and tries to eradicate greedy and selfishness in human beings.
CASE
OF
LESSON 2
Kenya

In my former school, Juja Preparatory and Senior school, upon looking at the
values from HWPL, I picked on one of the values, EMPATHY. The reason for
picking this value is because, I have seen human beings changing to worst this
current world. They don’t care about one another, they don’t love one another and
instead kill each other. In the school this was evident amongst students until when
I picked peace club members who were sample representative of all classes on the
compound. We had a fruitful discussion, they watched video clips and into small
groups they discussed about empathy. They eventually presented their findings
through their group leaders and wrote them on the board. It was amazing that
students could share their life experiences and some were emotionally affected
and shaded tears. I learnt from this experience, what this students’ need, is
empathy. Someone to be there for them in times of difficulty. Colleagues believe
you me, when this is done a culture of loving and embracing one another and pass
it on to their friends, siblings and neighbors is possible.
Contents of students' interview

what does Peace mean to you?

[Understanding diversity, respect]

Everyone must be equal regardless of their gender, ethnicity, or any other aspects
of identity. Everyone has the right to work and live as they want.

Through this class, I learned to understand and sympathize and thought

it is important that I apply it in real life.

I was able to learn that a beautiful world can

only be achieved when we accept each other's individuality.

Having interest in religions and embracing the idea of difference.

The peaceful world that I dream of is a world where peace and moral exist no
matter where I am.

[Harmonious relationship]

Peace is love
I love my friends very much so we never fight.

For me peace is forgiveness. If I forgive my friends and classmates, only then a

peaceful relationship can be maintained.

For me, Peace is to become one with the neighbors.

For me, Peace is to be grateful to our parents.

Q&A

1. What does HWPL offer?

- Basic Textbook (12 Lessons)
- Lesson Plan (Actual Class Cases used in various countries)
* All classes are available for teachers to modify according to the level and the
environment of each country and community.

2. Who teaches?
HWPL introduces the contents of the textbook to the teachers through the Peace
Educator Training Program and helps them study the methods of learning. After the
program, teachers will be appointed as peace educators so that they can teach
students at their schools.

3. How is it managed?
- Government
Departments responsible for education are developing policies to make HWPL Peace
education as a recommended education in all schools. (Currently 6 countries are developing)

- Schools (or Organizations)

MOUs are being signed between schools or organizations with HWPL in order to establish
partnership and promote peace education based on the curriculum provided by HWPL.

- Individuals
Anyone who are/were engaged in the field of education are able to conduct peace education
activities. They are to conduct peace education freely to those of their own students.
Attachment 1 :

LIST OF MOU SIGNED ACADEMIES BY

COUNTRY
Philippines
- Cotabato City state Polytechnic College - MADRASATO RAHMANIYA AL-ISLAMIE (Tibungco)
- Tarlac State University - MADRASAH RAHMANIYA BUHISAN AL-ISLAMIE
- CotabatoCityNationalHighSchool Annex-Buaya-Buaya - MADRASATO DAROS SALAM
National High School
- EASTERN MINDANAO ISLAMIC ACADEMY
- Cotabato City National High School -Rojas National High School
- BINUGAO ARABIC SCHOOL
- Cot City Central Pilot School
- MADRASAHNOROLISLAM
- Datu Ayunan National High School
- DAVAO LEAGUE ISLAMIC INSTITUTE
- Vilo Central Elementary School
- MAAHAD RABITATU DAVAO AL-ISLAMIE
- Fernanda Borbon Elementary School
- DAMPHA ARABIC SCHOOL
- ND Village National High School
- MADRASAH ABDULLAH AL-ISLAMIA
- Pil ot Provincial Science and Technology High School
- MADRASAH BUNAWAN AL-ISLAMIE
- MAAHAD ASSALAFIE AL-ISLAMIE
- MADRASATOL LICANAN AL-ISLAMIE
- MADRASATO SALAM AL-ISLAMIE
- MADRASATOLHIDAYA
- MADRASATOL ARABIA AL-ISLAMIA
- MADRASATOLARABIA
- MADRASAH NUROL-IYMAN AL-ISLAMIE
- MADRASAH ARABIA AL EBTIDA-EYAH
- MAAHAD PIAPI AL-ISLAMIE
- MADRASAH AS-SAUT AL-ISLAMIE
- MADRASAH BACACA NOROL-ISLAMIA
- MADRASAH SABANG AL-ISLAMIE
- MADRASAH BUISAN AL-ARABIE
- MADRASAH TAMAYONG AL-ISLAMIE
- Sero Central Elementary School
- MADRASAHNUROLISLAM
- Timako Elementary School
- MADRASAH TORIL AL-ISLAMIE
- LR Sebastian National High School
- MADRASAH IBTIDA-IYA AL-ISLAMIE
- PC Hill National High School
- MADRASAH HIDAYA AL- ISLAMIE
- Amirol Elementary School
- MAAHAD SALMONAN AL-ISLAMIE
- Darping Elementary School
- Datu Usman Elementary School
- J. Marquez Elementary School
- Lugay-Lugay Central Elementary School
Indonesia
- ND Village Central Elementary School - Universitas Islam Negeri Syarif Hidayatullah Jakarta
- MADRASAH SARAFA AL-ISLAMIE - Universitas Islam Negeri Alauddin Makassar
- MADRASATOL KHAIRIA AL-ISLAMIA - IAI As'adiyah Sengkang
- MADRASATOL INTISHAR AL-ISLAMIA - Universitas Islam Negeri Sumatra Utara
- MAAHAD SALMONAN AL-ISLAMIE - Universitas Islam Negeri Sultan Thaha Saifuddin Jambi
- BOSINASMADRASAHCENTER - Universitas Islam Negeri Sunan Kalijaga Yogyakarta
- MADRASAH ECOLAND CENTER - Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
- MAAHAD CAMAMARA AL-ISLAMIE - IAI Muhammadiyah Sinjai
- MADRASAHKABACAN-BUCANA AL-ISLAMIE - KOPERTAIS WILAYAH VIII
- MADRASAH ISLAMIC CENTER - IAI Polewali Mandar
- MADRASAH PADAMAN AL-ISLAMIE - Universitas Muslim Indonesia
- BETA MADRASAH AL-ISLAMIE - STAIAlMardiyahMajenne
- MADRASAH BINURING AL-ISLAMIE - GunadarmaUniversity
- LAMPA LAPIDAN ARABIC SCHOOL - Makassar Muslim University
- MADRASAHUPPERMANDUGAL-ISLAMIE
- MADRASAH NOROL YAQUIN AL-ISLAMIE
- MADRASAH PANACAN AL-ISLAMIE
- MADRASATO RAHMANIYA AL-ISLAMIE (Fatima Seaside)
- MADRASAH ZONTA AL-ISLAMIE
Nepal Armenia
- Gurukul Academy - Yerevan State University
- Stepping Stone English School - European college
- Nandi Secondary School
- Padmodaya Public Model Secondary
- National Law College
China
- 北京大脑英才国际教育投资发展公司

USA
- School Without Walls at francis-stevens
- The STREAMLabs
Bangladesh
- GOALS Academy - Shamsul Hoque Khan School & College

Myanmar
Iraq - Myanmar Theology College

- University of Halabja

Thailand
- Islamic college Thailand
Israel
- Mar Elias Educational Institutions
- St. John Middle School
- Peace Drums
Sri Lanka
- Jayasekera Management Center

Ethiopia
- Addis Ababa University
- Hawassa University- Nandi Secondary School
- Kotebe Metropolitan Uiversity
- Rift Valley University
- St. Mary's University
- Leadstar Theological College
- Haramaya University
- Oromia State University
- Ethiopian Civil Service University
- Alpha University
- Arsi University
Republic of South Africa
- Holy Cross Girls High School
- Liesbeek Primary School
- Boundary Primary School
- Reygersdal Primary School
- Grosvenor Primary School
- Arcadia Primary School
- Mimosa Primary School
- Rosewood Primary School
- Bonteheuwel High School
- Modderdam High School
- Arcadia High School
Georgia
- Cervantes Gymnasium AIA-GESS
- School Kai Khma
- Georgian-American School "PROGRESS"
Zambia
- Given Lubinda Foundation
- Kamwala secondary school
- Kamulanga secondary school
Romania
- SOTRILE Elementary and Secondary school
- 1 Mai" Vocational High-school
- I. L. Caragiale National College
- "Constantin Stere" Gymnasium School
Mongolia
- Ulaanbaatar 31st kindergarten
- Togs Bilig Elementary school
Kosovo
- University of Prishtina
Pakistan
- St. John Vianney Boys High School
- Ala-ud-Din Academy Girls’ High School
Cambodia
- Preah Norodom Primary School
- Tuol Sovannaran Secondary School
- Bakheng Secondary School
- Chatomok Secondary School
- Chamroeun Roth Secondary School
- New Generation School
- Baktouk High School
- Preah Sisowath High School
- Chea Sim SanthorMok High School
- Hun Sen Borey 100Khnang High School
- Teuk Laak High School
- Chea Sim Chhoukva High School
- Indrak Devy High School
- Chea Sim ChamroeunRoth High School
- SamDach Hun Sen Phnom Penh Thmey
- Preah Yukunthor High School
- Toul SvayPrey High School
- Royal University of Phnom Penh
- National University of Management (NUM)
India
- Bluebells School International
- City Montessori School
- Samsara the World Academy
- Ramagya School
- Vamakshi High School
- ST. JOSEPHS A.M. high school wttan- Baktouk High School
- M.B.M.C school No. 26
- The cornation english school
- Noida Internatinoal University
- Ahlcon Public School
- Jaypee Public School
- Kaushalya World School
- Modern School Noida
- Indian Height School
- Savitri Bai Phule Balika inter College
- Jagran Public School
- Greater Valley School
- Fortune World School
- Navyug School
- Jaypee Public School (Green)
- TS Model School
- Wisdom the blooms
- Ushodaya High School
- Reena Mehta high school
- M.B.M.C school noll chouk
- J.H poddar high school
- Bishops school
- Dsilva high school
- Rubina Academy
- THe don bosco high school
- M.B.M.C school No.17
- M.B.M.C Murdha Khadi School
- St.Josheph (Pri Uttan)
- M.B.M.C school No.25
- SMMARD's
- Subodh Vidyalay
- El jibean High School
- Saint little terresa High School
- Sadhana group of college
- Jagruthi Degree College& PG College
- MKBT School
- Kiran International school
- Kalogisainik school
- Goodwill School
- St. Nizamis High School
- Jawarhar high school
- Geetha High School
- Universal Educational Academy
- Vijay mary High School
- MOUNT MARY
- Adaksm Vidya Mandir Rai
- Bharati College
- The Palm Tree Academy
- Kulachi Hansraj Model School
Attachment 2 :

INTRODUCTION OF
DPCW
MUTUAL VALUES

Article 10 of the DPCW shares core values of the Constitution of UNESCO.

It is agreeable that a war begins from the minds of people as stated in the
Constitution, therefore peace can be also restored starting from the minds of people.
The DPCW strengthens role of civil society to bring peace in our reality. If ignorance
and misunderstanding was a fault in our past, Article 10 encourages all humanity to
start understanding and embracing each other via education, communication and
various activities that tolerates each other’s culture and background.

DECLARATION OF PEACE AND CESSATION OF WAR

・ Proclaimed on March 14, 2016

・ 10 Articles and 38 Clauses
・ Drafted by renowned international law experts from 15 different nationalities

Aiming to enhance fundamental human rights and to secure the sovereignty

of States, the DPCW calls upon States to repurpose the production facilities of
weapons, so that they may serve purposes that are beneficial to humanity and
leave the legacy of peace to future generations. In doing so it presents a holistic,
global and universal framework that is able to reflect the interdependent and
interconnected causes of wars throughout the world.

Securing
Conflict Conflict
Sustainable
Prevention Mediation
Peace

The ten articles of the DPCW are introduced in sequence under the following three
overarching values: conflict prevention, mediation, securing sustainable peace
GLOBAL PEACE NETWORK

The strength of HWPL lies in the fact that it not only calls on state governments
and leaders to advocate for the implementation of the DPCW, but it also charges
all global citizens, regardless of social standing, to participate in the movement as
well. In this manner, comprehensive cooperation between governments and civil
society actors can be achieved, which is the key to establishing sustainable peace
that can be passed down to future generations.

170 158 506 7050000

HWPL HWPL Publicity Legislate Peace
branch Advisory Council Ambassadors Campaign
Signatures

Number of Signatures Received

CONTINENT TOTAL
Asia 429,728

Middle East 18,066

Europe 60,710

Africa 138,608

Americas 68,595

Oceania 18,455

TOTAL 734,162
 Introduction to HWPL Peace Education

Today, the social structure of the global village is developing in a way that allows
diverse cultures and individuals to coexist. But there is still violence and conflicts
throughout society. This means that with the development of social structure and
policy, every citizen of society must become the owner to protect their society and
join in by creating and maintaining a harmonious social climate.

To create such a world, HWPL Peace Education helps all citizens feel the importance
of peace and co-existence from childhood and grow into peaceful citizens.
The main goals of HWPL Peace Education are for students to learn the way to
communicate correctly, understanding different views, cooperating, promoting
social responsibility, and the students who learn these can feel that bullying, verbal
abuse, and selfishness in their school life are a wrong behavior and fix them. If the
students who grew up like this and enter society and practice this, then society
would become a peaceful world without any conflict that everyone dreams of.
HWPL Peace Education is creating a harmonious world that is the dream for all but
never realized.

Chatomok Secondary School / Cambodia Darping Elementary School Cotabato City / Philippines

Cervantes Gymnasium Aia-Gess / Georgia IAI As'adiyah Sengkang / Indonesia

2
Peace Education Features
In order to maximize the effectiveness of Peace Education, the contents reflect the
educational goals of each society, as well as the expertise of the teaching materials
and systems.
HWPL has worked hard with education experts from each country to develop
educational materials so that Peace Education can be applied in various environments
as well as in conflict areas. In addition, over the past two years, we have worked with
214 schools in 36 countries to verify the effectiveness of the education by operating a
pilot training program. Currently, we are spreading Peace Education around the world
through UNESCO National Committees in each country.

Signing the MOA of Peace Education

National government education institutions in a total of 9 countries, including the
Philippine Higher Education Commission, the Cambodian Ministry of Education, Youth
and Sports, etc
Signing the MOU for Peace Academy
A total of 214 schools in 36 countries, including the United States, Romania, Israel,
South Africa and the Philippines, etc
Signing the MOU of UNESCO's National Steering Committee
Comoros, Gambia

Ulaanbaatar 31st kindergarten/ Mongolia Commission on Higher Education / Philippines

St. John Vianney Boys High School / Pakistan Peace Drums / Israel
3
 Collaborative Developer of HWPL Peace Education Textbook
47 education experts from 19 countries participated in supervising teaching materials.

Nepal Sunita Suri Gurukul Academy Principal

Islamic State University (UIN) Alauddin
Indonesia Prof., Dr. Nur Hidayah Vice Dean
Makassar
Islamic State University (UIN) Alauddin
Indonesia Prof., Dr. Nur Hidayah Vice Dean
Makassar
Philippines Catherine Silvan Imus National High School Educator
Philippines Harold F. Fallarcuna Casa Real Montessori, Inc. Educator
Hong Kong Kurt Omer ROSEBUD PRIMARY SCHOOL Principal
USA Deryka Nairne Loyola University Maryland Assistant Director
Department of Family Services, Foster Care
USA Ready Berehe Educator
and Adoption and Prevention
USA Arazoo Rashid Othman Koya University Dean
Pakistan Faiza Waris Al-Karam Campus Educator
India Iqra Saleem The Palm Tree Academy Educator
India Harshi Rastogi Ramagya School Educator
Bhutan Kusum Sharma Yangchenphug Higher Secondary School Educator
South Africa Michelle Arendse Holy Cross Girls High School Educator
South Africa Carlos Grovers Bloekombos Secondary School Educator
Malaysia Maryam Binti Abdullah The Malaysian Association for Education Educator
Malaysia Zokhri Idris The Malaysian Association for Education Educator
Georgia Tamar Lolishvili Cervantes Gymnasium Aia-Gess Educator
Andrew Zondwayo
Zambia Given Lubinda Foundation Chairman
Lwenje
the State of
Ariunjargal Gursed National University of Mongolia Educator
Mongolia
Romania Muntean-Mihai Maria Scoala Gimnaziala Mihai Botez Educator
Albania Eva Cipi Ismail Qemali University of Vlora Assistant Professor
Greece Maria Ivrinteli University of Crete Assistant Professor
Kenya Mathias Kevin Osimbo Teachers Without Borders-Kenya Educator
John Collins Otieno
Kenya Mpesa Fopundation Academy Educator
Opondo

HWPL collaborates with various educational experts from different continents in various fields including teaching
materials, teaching methods, and training for peace educators for the continued development of peace education.
Currently, we are developing teaching plan for each level of children, teenagers, and the youth.
4
 The Core Value of HWPL Peace Education Textbook
The World Peace starting from Me

To cultivate one's Each student is to be correctly taught about the

mind and behavior
by fighting off evil
meaning of peace and discover the value of peace to
and raising the good become a citizen embedded with the value of peace.

Take good care of the Present ways to practice the values of peace in one’s
house home and school, a small community.

By practicing peace in a wider range of communities

To led the country
and countries, we will promote peace culture to
well and bring
the whole world maintain world peace.
to peace

Part1. Understanding and Recognizing the Meaning and Values of Peace

within the Community

Part 1 recognizes that all members of the community cannot live alone and must
live in harmony with others. And it helps recognize the conditions of accepting
diversity, human equality, etc. needed to maintain a harmonious society.

Part2. Application and Practice of Virtues Necessary for Harmony with Others
Part 2 teaches students concrete ways to live in harmony with everyone in their
community and the global community beyond their families and neighbors. It
also fosters the character that must be built in order to coexist peacefully with
others and solve all problems peacefully.

5
Introduction of the 12 Lessons of HWPL Peace Textbook and the Expected Effects

Lesson 1 Original The students will recognize that mutual respect must be based on
State of All Creation relationships with other people even despite differences.
Lesson 2 A Reason
The students will acknowledge that mutual respect begins by
for All Creation
accepting and understanding the differences.
Living in Harmony
Lesson 3 What Broke
The students realize that greed has destroyed the order of society,
Peace in the World
broken the peace, and a selfless attitude is needed.
of Humankind
Lesson 4 The The students will know that maintaining cooperative relationship with
Restoration of Order people they work with and social order is important to maintain peace.
and Relation
Lesson 5
The students will be able to recognize and appreciate the grace and
Being Grateful for
gratitude they receive.
Kindness and Grace
Lesson 6
The students can be tolerant of others by empathizing with and
Considerations for
understanding them.
the Benefit of Others
Lesson 7
The students can share and share to others without expectation of
A Sacrifice without
something in return.
Compensation
Lesson 8
The students can also be tolerant of those who are unrelated to them
Understanding and
or of those who have done something wrong to them.
forgiving others
Lesson 9
The students have respect for all the seniors who guide them.
Respect for Elders
Lesson 10 Efforts of
The students have an attitude to develop a world made through the
Forefathers to
efforts of their forefathers into a better world of peace.
Preserve Heritage
Lesson 11 The students recognize that there are principles and rules that society and
Law-Abiding Spirit the state must keep in order to achieve peace, and they need to obey to the
and Law of Peace rules and principles as members of society.
Lesson 12
Students are encouraged to be citizens of peace and to live as
Completion of Peace
peaceful citizens with the courage to spread a culture of peace.
Humanity Has Long

6
Advantages of the HWPL Peace Education Program
HWPL Peace education has a problem-centered design focusing on teaching
students how to look at a problem and come up with a solution to the problem.
Students will look at the cause of wars and conflict and learn how to be apart of
the solution.

Through activities and discussions students are exposed to real-life issues, which
helps them develop skills that are transferable to the real world, i.e. problem
solving, communication, leadership, and diplomacy.

A Process of HWPL Peace Education Program

Stage 1: Identify the educational needs required in each country and local
environment

Stage 2: A Suggestion on the subjects and key contents affordable to

educational needs by HWPL

Stage 3: Selection of a pilot program educator (Connecting to the practitioner)

Stage 4: Making class plan and teaching tools offered by HWPL (selection of
number of classes, the school year)

Stage 5: Implementation of pilot program

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

Identify the Selection of Selection of Preparing the Implementation
needs of contents educators operation of education
organization

7
Case of Pilot Education of HWPL Peace Education
Case1: Israel & Palestine Peace Camp

Israel and Palestine can cross each other's border once a year after nearly a century of
territorial disputes. On March 19, 2019, HWPL held a Peace Camp to promote harmony
between the two countries. Palestinian students from the camp visited an Israeli school to
discuss ways to bring the two countries to peace and reconciliation. After that, students
from both countries made a determination to become peace leaders in the future and end
their dispute.

On March 19, 2019

Place: Israel Mar Elias Institute of Education
133 students of Israel and Palestine participated

8
 Israel & Palestine Peace Camp Program

Topic Activity

1) Watch one video of the peaceful situation and one video of non-
peaceful situations.

2) Students should announce which of the two situations they want

Peace DNA after watching the video.

3) Although the two countries, which grew up in different

environments and cultures, are currently living in conflict, it allowed
students find out that citizens of both countries want peace inside.

1) Students complete a single piece by hand-stamping various

colors.
The completion of a
collaborative work 2) If the two countries respect each other's differences and
cooperate, Students can find out that they can move on the path
of peace and reconciliation,

1) Students from both countries, Israel and Palestine let the

leaders of the two countries write peace letter
A letter of peace
2) Contents of the letter: encourage the leaders to take action to
reconcile and move on the path to peace

9
Case of Pilot Education of HWPL Peace Education
Case 2: Peace in Belize's Daily Life

We've created a program to help kids in Belize recognize the elements(bullying, etc) that
break the peace that often occur in schools as problems and develop the ability to solve
problems peacefully. In this class, students had time to think for themselves about what
was necessary to maintain peace and find answers to what it means to behave properly.

February 11-13, 2019

Place: Ephesus SDA Primary School
1 Wilson St, Belize City, Belize

10
A Peace Program Practiced in Belize’s Daily Life

Topic Activity

Present a variety of non-peaceful scenarios that may occur in

schools and seek a peaceful solution for themselves.

[Example of certain situation]

Friends take his things and call his name, teasing the unpopular
child. If you stand up for him, the group may tease or outcast
What is peace?
you.
Understanding
[Question]
-Is the situation above peaceful? Or not peaceful?
-What are you going to do in this situation?
-What shouldn’t we do?
-How can it be solved peacefully?

Making a Peace Poetry Free expression of peace felt by students

Discussing the concept of different identities and differences,

discover what peace is and what breaks it.
Peace Discussion
- A splitting factor in schools.
- A splitting factor outside schools.

11
Case of Trainings of HWPL Peace Education
Capacity Building Program for Peace Education - Philippines
We've created a program for the faculty and teachers offered by HWPL without costs that
aims to train the teachers to (1) Be equipped with 12 HWPL Peace Education Lessons in
order to become a Peace Educator enlisted in the International Registry of Peace Educators
maintained by HWPL (2) Be enriched with the contents of Peace Education Modules. They
can modify or supplement the peace education curriculum materials provided by HWPL to
best reflect the characteristics of educational institutions (3) Be encouraged in
participating together with their schools division to conduct programs, projects and
activities on peace education.
.
Offline Training Conducted
Place: SDO Cotabato City
Online Trainings: 8 this 2020-2021

12
Case of Pilot Testing of HWPL Peace Education
Pilot Testing in Philippines

The youths are tomorrow’s decision-makers. Therefore, we must raise awareness to them
towards peace and let them speak up their voices. This program will be a channel of
opportunity for the students in joining peace building initiatives.

November 25-29, 2019

Place: 6 schools in collaboration with SDO Cotabato City
Mindanao Peace Week

Notre Dame Village Central

Elementary School STI College, Cotabato City

Cotabato City Institute, Inc Lugay Lugay Central School

13
MOU/MOA in HWPL Peace Education
Philippines

In adherence to DepEd Order 032, s.2019 otherwise known as the ‘National Policy
Framework on Learners and Schools as Zones of Peace’, HWPL would like to take part as a
stakeholder in helping to implement this memorandum most specifically in Education for
Peace, one of the building blocks of the policy pertaining to Peace Education. We will
provide the materials for teaching Peace education to our beloved learners as well as
training for this materials without cost. Therefore, we intend to collaborate with different
institutions with one goal to educate the youth about the importance of peace.

Total of MOAs: 5
Total of MOUs: 208

COMMISSION ON HIGHER EDUCATION DEPED LAGUNA - DISTRICT OF PILA

SCHOOLS DIVISION OF COTABATO CITY, DEPED DIVISION OF MAASIN CITY

MBHTE, BARMM REGION VIII
14
MOU/MOA in HWPL Peace Education
Philippines

CENTRAL BICOL STATE MP CUADERNO SR. TORTUGAS CATANING ELEMENTARY

UNIVERSITY OF MEMORIALS ELEMENTARY SCHOOL, SCHOOL, BATAAN
AGRICULTURE ELEMENTARY SCHOOL BATAAN

VICTORIOUS CHRISTIAN MONTESSORI &

FEDERATION OF CHRISTIAN SCHOOLS CAVITE OUR LADY OF LOURDES ELEMENTARY SCHOOL

BO CENTRAL ELEMENTARY SCHOOL, RECTO

MEMORIAL NATIONAL HS, TUMAUINI UNITED CAMARINES NORTE STATE COLLEGE
METHODIST INC., ADVANCED METHODIST
SCHOOL, SCHOOL OF THOUGHtS & PRINCIPLES 15
 HWPL
Achievements Report 2021
ACHIEVEMENTS REPORT:

MOA, ( schools),
MOU in Peace Education

MOU in Peace
Education

 Peace Tree Campaign

February 2021
5 MOU PEACE
EDUCATION
Tortugas Elementary School
School Principal:
MRS. ANNALIZA
TUAZON

February 9, 2021
Victorious Christian Montessori

School Principal:
REV. DR. MELY S. MOJICA

February 17, 2021

Our Lady of Lourdes
Elementary School

School Principal:
MR. ALEJANDRO ICBAN

February 23, 2021

Cataning Elementary School

School Principal:
MRS. AGNES O. MAGDALERA

March 1, 2021
M.P. Cuaderno Sr. Memorial
Elementary School

School Principal:
MRS. JENNIFER N. VICEDO

March 5, 2021
January 2021
3 MOAs (196
schools) & 7 MOU
PEACE EDUCATION
 SCHOOLS DIVISION OF
COTABATO CITY, MBHTE

Superintendent
DR. CONCEPCION FERRER-
BALAWAG, CESO V

43 public schools in Mindanao

Signed: February 7, 2020
 CAMARINES NORTE
STATE COLLEGE (CNSC)
SUC President
DR. RUSTY ABANTO

With 4 campuses with 8000 students

Signed: December 14, 2020
 CENTRAL BICOL STATE
UNIVERSITY OF
AGRICULTURE (CBSUA)
Suc President
DR. ALBERTO NAPERI

With 4 campuses
(approx. 10,000 students)
Signed: January 11, 2021
 DEPED DIVISION OF
LAGUNA, DISTRICT OF PILA
Dr. Maritez Ibanez Rancap
Schools Division Superintendent
Dr. Orlando T. Valverde
CID – Chief Supervisor
Dr. Florentina Rancap
Public Schools District Supervisor

With 16 schools (approx. 12, 554 students)

Signed: January 19, 2021
RECTO MEMORIAL BO CENTRAL ADVANCE
NATIONAL HIGH ELEMENTARY MONTESSORI
SCHOOL (RMNHS) SCHOOL (BCES) EDUCATION CENTER
OF ISABELA, INC
School Principal: School Principal: School Principal:
Mr. Victor Emmanuel Dr. Rufina E. Ramos Mr. Jeric Valdez
Maderazo
 SCHOOL OF TUMAUINI UNITED
THOUGHTS AND METHODIST CHURCH
PRINCIPLES INC., SCHOOL INC.,
School Principal: School Principal:
Mrs. Teresita Marasigan Mrs. Gayrose T. Tamayo
 DEPED DIVISION OF
MAASIN CITY
REGION VIII
Superintendent:
DR. JOSILYN SOLANA

With 137 schools

Signed: January 21, 2021
philippines.hwpl@gmail.com
philippines@hwpl.kr
@hwplph