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Organization: National Council of Education Research and Training (NCERT) Department of Educational Psychology and Foundations in Education,
The following information may be cited or quoted as long as the source is accurately mentioned and the words are not taken out of context.
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Postal address of organization/institution

NCERT, Sri Aurobindo marg New Delhi-110016

E-mail address of organization/institution

See website

Website address of organization/institution


Telephone of organization/institution


PRIORITIES: All of the organization's domains of culture of peace activity


TOP PRIORITY: The organization's most important culture of peace activity


PARTNERSHIPS AND NETWORKS: What partnerships and networks does your organization participate in, thus strengthening the global movement for a culture of peace?

ACTIONS: What activities have been undertaken by your organization to promote a culture of peace and nonviolence during the ten years of the Decade? If you already made a report in 2005, your information from 2005 will be included in the 2010 report.


Peace is generally understood as absence of conflicts and violence in society.  Conflicts are pervasive in society and are held in place due to uneven distribution of socio-economic as well as political power, religious and regional differences. Conflicts among culturally or politically diverse groups cannot be wished away but management and effective resolution of conflicts could contribute significantly to the maintenance of peace and friendly relationships across these diverse groups.

• National Curriculum Framework, 2005
The action for nurturing and peace building must be located in the educational system. The National Curriculum Framework (NCF), 2005 by NCERT asserts that education must be able to promote values that foster peace, humanness and tolerance in a multicultural society. The aims of education enunciated in the NCF 2005 include developing commitment to democracy and the constitutional values of equality, justice, freedom, secularism, and concern for well-being of others.  The practice of education in schools needs review to remove systemic violence by way of overloaded curricula, inflexible routines, and expectations incongruent with the ability patterns of students.  The modeling of violent behaviour in and out of the classroom needs to be checked.  Education for peace aims at proactively nurturing such attitudes values and attributes, which would enable students to eschew violence in their lives.

• Position Paper on Education for Peace
Education for peace is different from peace education in the sense that it is not a subject of study rather it provides perspective to the whole of education. The position paper prepared by the Focus Group members clarifies that education for peace is different from peace education. The approach to education for peace at school level is integrative rather than as additive which means values are integrated into the curricular content and processes of education. Critical pedagogy and over-all school climate and interactions are transformed. However, in the teacher training/education, peace education has been proposed as a separate compulsory paper or at least peace concerns attitudes and values may be incorporated in the foundation papers.

• Initiatives on Peace Education since 2005
NCERT has initiated actions on the suggestions emerging from NCF, 2005. The action pertains to the training of teachers and teacher educators, development of reading material, trying out strategies for infusion of peace related concerns in the school system, with in and outside the country, and also in the South Asian (SAARC) region.

• Training course on peace education for teachers was organised at DEPFE

• First Course was organized from 6th June to 15th July, 2005- Report

• Second  Course was organized from 30th May to 7th July,2006-  Report

• Third  Course was organized from 4th June to 13th July,2007-  Report

           These courses aimed at raising the consciousness of teachers about the concerns for peace and peace education, developing knowledge, attitudes, values, skills for conflict resolution, understanding their role as peace educators, ways of integrating peace in the school curriculum and teaching learning context. The states represented in the training programmes were Andhra Pradesh, Arunachal Pradesh, Assam, Bihar, Chhattisgarh, Delhi, Gujrat, Haryana, J & K, Jharkhand, Karnataka, Madhya Pradesh, Maharastra, Manipur, Orissa, Pondicherry, Punjab, Rajasthan, Sikkim, Tamil Nadu, Uttaranchal, Uttar Pradesh, West Bengal. The courses attempted to bring about a qualitative change in teacher’s interactions, relationships and responses to conflict laden situations, in and outside classroom. Interactive and participative training methods were being used to help teachers model and infuse peace values in the teaching – learning process. Experiential learning sessions on conflict resolution, stress management, family relationships, violence, media literacy, classroom interaction and pedagogical aspects were organized. Local field visits to Gandhi Smriti, Bal Bhavan, Craft Museum and few schools were a part of the course.  The trainees also worked on assignments viz., conflict resolution related activities by teachers, identify factors in their school which detract from peace, analysis of textbooks, preparing lesson plans incorporating peace component etc. The participants also drew future action plan for promoting peace in their schools.  A local area network of trained teachers is also proposed to be developed to strengthen peace related efforts.

The reports of the programmes have been circulated to the SCERTs, RIEs, and individual participants.

• •Orientation Programme for Teacher Educators on Pedagogy of Education for Peace

This 5 day orientation programme was organized by the Department of Teacher Education and Extension at New Delhi from 19th to 23rd February¸2007.  The programme aimed at generating awareness among teacher educators about the changes in the National Curriculum Framework-2005 with regard to education for peace and to orient teacher educators on pedagogy of peace education.  Thirty-two faculty members from the Colleges of Teacher Education (CTEs) from 14 states across the country participated in the programme.  The group was oriented on various aspects of peace education highlighted by the focus group on peace education.  The participatory approach was followed and activities like group discussions, self reading and presentations by the participants were organized during the programme.  They were also taken for field visits to some organizations and institutions working the area of education for peace.

• Handbook on Peace Education for Teachers

           A Handbook on Education for Peace for teachers is being developed by the Department of Educational Psychology and Foundations of Education (DEPFE). Teachers have a crucial role in orienting children towards peace building. The awareness of teachers regarding peace related attitudes and skills, procedures and their commitment to the promotion of these competencies among pupils can positively influence the overall school climate. As it is not possible to cover all teachers through face-to-face training. It was felt that a handbook may be developed. It will contain guidelines and procedures for organizing teaching and pedagogical processes which will enable teachers to foster appropriate attitudes, skills and values among pupils for resolving conflicts and living peacefully. The handbook would be used for both in-service and pre-service teacher training in line with the recommendations of the National Curriculum Framework, 2005.

• Development of strategies for Promoting Peace Education among the SAARC Countries

        This programme was taken up for bringing together scholars, educationists, educators, activists, representatives of NGOs engaged in peace education activities from within the country, particularly those having experience of working with South Asia. During February 2007 a meeting was organized in this connection aimed at sharing the vision, policy perspectives, approaches, successful experiences and practices for promoting peace through school education among the SAARC countries. The second meeting will be held in January 2008.  Data base on institutions / organizations / scholars working in the area of   peace within the country and in the SAARC region is being developed.  

• Education for Peace: A Training Package for Teachers
The package was developed by Regional Institute of Education (RIE), Mysore. A couple of workshops were held to conceptualize focal themes by the faculty of RIE, Mysore.  The training programme has two parts. Part A contains modules, which are self instructional in nature. It covers peace from the philosophical, sociological and psychological perspectives. Apart from that it includes suggestions on empowering self, family dynamics, school-community linkages, media's role and global concerns. Part B of the training package, which is a manual for school practitioners contains issues and concerns related to different levels and dimensions of peace.  It touches issues such as challenges to teachers in orienting the entire school teaching programme from the perspective of education for peace, need for changing the teaching-learning ambience in the light of education for peace, planning different activities and sensitizing students for peace issues and concerns. For information refer to Regional Institute of Education, Mysore.

• Try-out of a School Based Programme on Peace Education

This project was undertaken to develop guidelines for implementing a programme for promoting peace education in schools. Indicators of peace were identified based on literature review and the ‘Position Paper on Peace Education’. The components of peace education, thus identified, were woven into the school curriculum using whole school approach. Two Kendriya Vidyalayas (primary section) in the near vicinity were taken up as experimental schools for trying out activities. With the active participation of students, teachers, principals and other school staff, parents and NGOs peace education activities were integrated in the curriculum. This was transacted through various workshops, assignments, puppet shows and demonstrations. Exemplar guidelines for schools for implementing programmes for promoting peace education were worked out.

• National Resource Centre for Value Education (NRCVE)
A National Resource Centre for Value Education (NRCVE) was set up in the Department of Educational Psychology and Foundations of Education during 2000 on the directives of MHRD Govt. of India  to promote education for values at school level . The department had been implementing a number of activities and programmes related to development, training, research, coordination, evaluation, dissemination and consultancy on value oriented education.

PROGRESS: Has your organization seen progress toward a culture of peace and nonviolence in your domain of action and in your constituency during the second half of the Decade?


OBSTACLES: Has your organization faced any obstacles to implementing the culture of peace and nonviolence? If so, what were they?


PLANS: What new engagements are planned by your organization in the short, medium and long term to promote a culture of peace and nonviolence?

GLOBAL MOVEMENT: How do you think the culture of peace and nonviolence could be strengthened and supported at the world level??

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Organization: National Council of Education Research and Training (NCERT) Department of Educational Psychology and Foundations in Education,

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