Writing Peace Manual - Training Tools and Resources
After the release of the manual, copies of the book are now available for schools to experiment on a fixed period,, with the help of teachers and pilot facilitators. The objective of these pilot tests will be to demonstrate the impact on children's perception of cultural diversity and of the nature of cultures intrinsically linked to each other. A training series is planned with the network of UNESCO Offices and their local partners.
The first pilot workshop utilizing the recently published Writing Peace Manual took place from 21-22 February 2018 in Rabat, Morocco, in partnership with the Moroccan Ministry of Education and the National Centre for Human Rights, as intercultural dialogue cannot take place without respect for human rights and dignity. Several human rights clubs in Moroccan schools will be involved in an experimentation protocol conducted over several weeks.
The two-day workshop in Rabat began with training of local teachers/facilitators on the Writing Peace Manual, who then led workshop sessions for Moroccan students involved in local human rights clubs. A facilitator debriefing session, as well as student and teacher surveys havefostered opportunities to adjust and improve future training sessions.
This is the first of a series of training sessions with the network of UNESCO Offices and their local partners including UNESCO Associated Schools (ASPnet) designed to demonstrate the manual’s impact on children's perception of cultural diversity and concept of peace. Findings will be presented in the report of the Mid-Term Review of the International Decade for the Rapprochement of Cultures (2013-2022).
Expected Outcomes for “Writing Peace” Trainings
Does the “Writing Peace” Training contribute to the acquisition of cultural literacy?
- Core Competencies
1. Students can explain the difference between language and writing systems.
2. Students can show how writing systems build upon each other.
3. Students can give examples of how the evolution of writing systems reflect cultural heritage.
4. Students understand that cultures are interconnected and always evolving.
5. Students can explain how “peace” is not just a word, but also a shared concept with different visions.
6. Students’ improved cultural literacy should lead to future conflict-prevention behavior.