IMPACT STORY – Page 3 – Teach Peace Build Peace Movement

Protecting Your Inner Peace to Share Peace : The Story of Jamellah Alih

To be able to impart peace, Jamellah Alih found that one should be able to foster peace within themselves first.

When Doubt Disturbs One’s Peace of Mind

For Jamellah, fulfilling the role of teaching continues after the usual lessons within classrooms. They pass on to their students the values of compassion and gratefulness. These acts of kindness motivated their students to create thank-you cards that the teacher uploaded to their social media accounts.

However, recalling an instance when a parent went to the school to attack them, Jamellah found themselves doubting their capability as a teacher. Without warning, the parent went straight to the student who was said to be bullying their child. The teacher tried to intervene and mediate between the parent and the child, only for them to become the center of the blame. The enraged parent made Jamellah feel insecure about their responsibility and that they should be held accountable for the accusations.

After this experience, Jamellah always felt that a parent or a child would suddenly come and attack them. They placed themselves in an uncomfortable position of self-doubt and extreme criticism of their actions. The stress brought by the encounter also brought them fatigue and loss of appetite.

The culture of hate and violence can manifest in various forms, including self-hatred brought by doubt and insecurity. Studies show that among the drivers of violent extremism are the individual motivations and processes which become ‘pull factors’ for them to be vulnerable to violent behavior. Jamellah’s experience of contempt for oneself can bring them to mirror that hate toward others.

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When they joined the Peace Education Leadership Formation Course of the Teach Peace Build Peace Movement, she became aware of protecting one’s inner peace through meditation, mindfulness, and cyber peace. They started to focus on protecting their inner peace and found ways to cultivate a peaceful environment for themselves.

At one time, Jamellah was scrolling through social media when they found an album filled with thank-you cards from their past students. These posts reminded them why they took a teaching profession – for the children. To keep this drive, they found protecting their inner peace an essential part of sustainability.

Soon, they became more aware of their thoughts and actions in face-to-face interactions and online conversations. The content they posted and shared was sensitive to other people’s feelings. They also ensured that these posts were not misleading or instigating negative discussions.

Learning that conflict will always be a part of life, Jamellah now faced these struggles with deep breaths and an open mind. They know that how they think, see, feel, and hear will always reflect the peace values they want to impart to their students.

“Since the teacher is at the core of every classroom, it is important that a teacher also protects and nurtures their inner peace.“

June 6, 2023 / by Peace Hero

Making The School A Peaceful Space: The Story of Norhaima Aragassi

How personal conflicts seep into a community

As a teacher-in-charge of the school, Norhaima understood her responsibility to cultivate a peaceful environment where children are nurtured and encouraged. She was happily fulfilling the duties of this position until she was replaced by her cousin to become the school principal.

Because of this substitution, she developed ill feelings against her cousin and was displeased with the decision. These personal issues that hounded the school leadership soon affected the school environment. Citing instances where she took a more proactive approach to school decisions, Norhaima mentioned that there were times when the teachers were forced to side on which person to follow. The pressure that the teachers felt almost made them cry and further divided the school.

Growing up with violence around her, Norhaima developed a normalized thought that conflict is a natural order of the environment.

By having this perception, she did not mind the issues and division that were brought about by her strife with her cousin. Despite being prone to misinterpretation, she continued her antagonism toward the leadership of her cousin.

Given that they are still building their sense of social and communal relationships with others, various studies show that exposure to conflict and violent extremism adversely affects the children that they will bring into adulthood. Enduring from firsthand experiences, these children learned to address any type of conflict in a violent manner. Thus, perpetuating the cycle of hate and violence and influencing others to replicate the approach.

Mending broken bridges for peace

Upon joining the Training of Trainers of the Teach Peace Build Peace Movement, Norhaima saw the effects of the struggle with her cousin on the peaceful environment of the school. She started noticing that there are teachers who would rather stay silent on the issue or who avoided possible confrontations.

During the Culture of Peace Circle activity, Norhaima started to bring down the walls that she raised due to the conflict and sought forgiveness for her actions. The activity made her reach out to her cousin and talk to each other which resulted in a thoughtful discussion. Both of them apologized and decided to be better colleagues to each other.

Unlike before, Norhaima observed that the improvement of her relationship with her cousin also enhanced her relationship with her colleagues. The healing that both cousins cultivated soon nurtured a culture of peace within the school administration. People became more friendly with each other and more open with their feedback.

Teachers tend to have a more influential role among children because they spend more time at school than at home. Her participation at TPBPM made Norhaima understand the crucial importance of teachers being role models to their students. Recalling her experience, she knew that her absence of inner peace due to conflict with her cousin trickled into her colleagues and the whole school environment.

A teacher has a role and responsibility to ensure that they reflect peace to their students so that they will bring it home to their own families.

April 7, 2023 / by Mc Jazer Malonda

Peace Education Leadership Towards a Peaceable School

Dr. Azcayah Sacar, Principal of Barimbingan Central Elementary School, has always strived to excel as a mother and as a leader, in the school, she is leading. As a person who always strives to give what is best for her family, she also continues to aspire to be a good leader to the school community.

Challenges have always been there, but Ma’am Azcayah shared that this pandemic has made connection difficult, not just with the learners but also with the school community including the parents and the different stakeholders. During module distributions, attendance of parents is inconsistent and schedules are not being followed and in some instances, teachers who reach out to the parents to assist the learners face the challenge of being unwelcomed by the parents because of the risk of getting COVID-19. These made her more determined to bring about a solution to these challenges and to make the school feel more like a close-knit community.

Joining the Peace Education Leadership Formation Course for Educators, Ma’am Azcayah shared that the most impactful session for her was the session on understanding bullying. This has reshaped her perception of making a school safe from all kinds of violence and handling it proactively. Bullying is a kind of violence that should not be taken lightly because it is one of the associated risks in terms of recruitment in violent groups because for the victim, a study entitled When Kids Hurt Other Kids: Bullying in Philippine Schools by Margaret S. Sanapo, a common reaction is being angry with their bullies and this is a motivation to seek retaliation and for the bully who seeks to have power over those who seem weaker. These vulnerabilities increase the likelihood of children being enticed by groups with ideologies of inflicting violence and harm towards another person. In the same study, it was said that teachers’ interventions are short-term.

Having an Anti-Bullying Policy increases accountability among the school community. This also makes the students aware of the school’s efforts and with this, they will also know how to interact with their peers in school and who to go to for conflict resolution and conflict transformation.

Before the Peace Education Leadership Formation Course, her understanding of excellence in leadership was about accomplishing all requirements and compliances. But upon learning about Peace Education, another lens was introduced. It has added the component of fostering relationships with the community. Ma’am Azcayah emphasized that she now makes it part of her goal to establish a deeper relationship with the stakeholders in her school community. Learn to process with them and peacefully negotiate when necessary.

This is now her definition of a Peaceable School. A school where people do not just get along but we’re striving for the safety and well-being of children are prime. This is what gave a growing desire to establish strong Anti-Bullying policies in school that promote Peace Heroism with the children. She shared that there was no Anti-Bullying Policy in their school before. This endeavor is a milestone for the school in strengthening measures and making sure the whole school is part of making the school community more peaceable for the learners, teachers, parents, and other members of the school community.

While many forms of conflict do exist and it is inevitable, this is a step towards making meaningful relationships within the school community. Safety for the learners also means establishing a deeper and ever-growing relationship between the parents, who are key to the learners’ ability to learn especially now when physical connections are limited. This is a strong start to their journey as a school and Ma’am Azcayah is determined to strengthen the commitment through Peace Education Leadership.

September 30, 2021 / by MICAH EMILLE VERZOLA

Empowered Peace Educator, Proactive Learners and Peace Champions

Teacher Ommo Hani, from Maharlika Integrated School, has experienced living in diverse communities. Having spent her childhood years in Manila, spent her college years in Marawi City and presently living in and teaching in a school in an interfaith community in Taguig, where most of the members of the community are Muslims.

With her exposure to several kinds of conflict growing up, including armed conflict, violences relating to religious beliefs, discrimination, and community conflicts such as RIDO, her understanding of conflict and peace has been shaped by those experiences – viewing peace as the absence of such conflicts and violences inflicted towards other people.

Taking pride in being an educator, she sees and understands her role in shaping the minds of children not just from learning in the classroom but also the way they relate with them. Admittedly, she mentions employing discipline methods in the classroom that are, in her words, “old fashioned.” When getting mad at her students for certain misbehavior, she did not know how to handle some situations in a calm manner which she says affects her physical health and mental well-being sometimes. Learning from the Peace Education Leadership Formation Course, she shared that she learned how to refrain from being mad as a reflex response whenever her students misbehave and that Peaceful Classroom management not only affects what’s inside the classroom but also life outside the classroom.

Aside from classroom management challenges before, she has also raised the concern in terms of the increasing vulnerability of children and exposure to many violent narratives. Teacher Ommo Hani shared that some children from Marawi City who experienced the devastating effects of the war have enrolled in Maharlika Integrated School. Being a close-knit Muslim community, Maharlika Village in Taguig was home for Muslims who seeked refuge and home after the Marawi Siege happened where many were displaced and children were greatly affected and vulnerable. Teacher Ommo Hani had some students in her class who were from Marawi City. Knowing and experiencing the cultural differences between Metro Manila and Marawi City, she has observed among the students some adjustment difficulties – she saw that the students felt fear and experienced challenges in connecting with other students. This has resulted in some bullying cases and fights among students in their school. She has seen this as possibly a way for children to defend themselves from feeling like they are “othered” which makes her believe that strategies in handling bullying and banter is not only essential for the school but also for the formation of the child and the child’s response to the difficult situations he/she faces. Teacher Ommo Hani shares her appreciation for Restorative Chat, she says “I’m always thinking about practicing the Restorative Chat ever since I have learned about it from the Peace Education Leadership Formation Course.

“That strategy not only is about resolving conflict but it more importantly empowers the children to resolve conflicts because they can voice out what they want and the resolution comes from them.”

Other than that, she also shared stories where other students can’t afford to go to school. This, Teacher Ommo Hani shares, has opened the opportunity for the children and youth in their community to be recruited by what she has termed “extremist groups” and offer the students money. Presently, she shared that she does not hear active recruitment from violent groups but she believes that anytime, it can happen again and children continue to be at risk especially in a difficult time in this pandemic.

Moving forward, she is motivated to share what she has been learning from the Peace Education Leadership Formation Course. Teacher Ommo Hani is looking at opportunities to immediately apply what she has learned and hopefully other teachers can also experience the formation course. She shares..

“I am thinking of ways how I can integrate my learnings when I teach, and I am ready to even conduct activities even once a month with my learners. And hopefully other teachers can do this too because we all have to be reminded that we need this not only for our school but more importantly, how we engage with the learners for them to also champion peace.”

August 13, 2021 / by MICAH EMILLE VERZOLA

Creating a Ripple Effect of Goodness Through Peace

For Asnia B. Salic, a teacher from Pendolonan Elementary School, Marawi City, peace creates a ripple effect of goodness. When a person has inner peace, he’s more able to share and spread goodness to others, the community, and the environment.

“Peace begins within ourselves. You cannot impose peace to anyone if you alone have no inner peace. Before you can motivate others, you must have peace within yourself,” she said.

While the recent Marawi siege brought challenges to the community, she can now say that her community has started to rebuild itself and people exist harmoniously with one another. Parents and teachers are also very supportive of the children.

As one of the participants of TEACHER LEADERS FOR PEACE: PEACE EDUCATION DEVELOPMENT JOURNEY (PEDJ) developed by the Teach Peace Build Peace Movement (TPBPM) for the Pathways for iCOPE Program, Asnia echoed what she learned: “I’m really glad because it’s a great opportunity to be part of this training. Now I have a clear vision of peace, peace education, and how we, as teachers, can integrate it in our curriculum.”

This was co-organized with Save the Children in partnership with Plan International and other members of the Pathways for iCOPE Program consortium to achieve a sustainable positive engagement, collaboration, and convergence of key actors and stakeholders in providing and supporting conflict-sensitive quality basic education services and protection.

She highlighted how useful the peace jargons and peace chants are in her class after observing a change in behavior of her students. “The children have become more cooperative through peace jargons and peace chants. They also fight less.”

When it comes to spreading peace, one thing is clear for Asnia: the role of parents and teachers like her as peace heroes. That’s why she loves the Peace Circle session during the training because it gives her the opportunity to release all her emotions and share, without fear of judgment, what’s happening in their school and community.

Learning more about peace taught her why starting from within is important before you can even motivate others. Whether you’re a parent or a teacher, this lesson still rings true: “You cannot give what you do not have.”

ABOUT PATHWAYS FOR ICOPE PROGRAM

Save the Children, in partnership with Plan International, is implementing a program called Pathways for Integrated and Inclusive Conflict-Sensitive Protection and Education for Children in Mindanao (iCOPE). This program aims to achieve a sustainable positive engagement, collaboration, and convergence of key actors and stakeholders in providing and supporting conflict-sensitive quality basic education services and protection.

As part of ICOPE Program, Teach Peace Build Peace Movement’s (TPBPM) Peace Heroes Formation Program (PHFP), formerly called Schools and Communities of Peace Heroes Formation Program will be introduced for the purpose of helping schools institutionalize Peace Education to nurture a Culture of Peace and Resiliency amongst children with the whole school community being involved.

August 11, 2020 / by JANESSA TEKING

Peace Starts From Within

Inculcating a culture of peace is more than just providing a community with basic necessities or educating teachers and children of its importance. It requires going back to the core of every individual: if a person is not at peace with himself or herself, he or she can never be at peace with everything around him/her.

This is Acmidah A. Bocua’s realization after undergoing through the TEACHER LEADERS FOR PEACE: PEACE EDUCATION DEVELOPMENT JOURNEY (PEDJ) created by the Teach Peace Build Peace Movement (TPBPM) for the purpose of nurturing a Culture of Peace and Resilience in children. This was co-organized with Save the Children in partnership with Plan International and other members of the consortium as part of Pathways for Integrated and Inclusive Conflict-Sensitive Protection and Education for Children in Mindanao (iCOPE) Program.

A teacher at Sultan Alauya Alonto Central Elementary School, Acmidah is one of the 36 teachers who was given the opportunity to participate in the program, which aims to turn teachers into agents of peace to be able to build a citizenry of peace heroes in schools.

Acmidah admitted that she wasn’t a perfect teacher. Before the program, she had a tendency to act in ways that would sometimes scare students. Now, she realized the impact of a teacher in a child’s life. “I hope I was more patient with them,” she said.

But it’s never too late.

While Acmidah’s community in Lanao Del Sur does not have a serious threat to peace and security, Acmidah still pointed out cases of discrimination in their school where some children are judged because of their gender or physical attributes. However, after learning from the program, Acmidah is determined to integrate what she learned in any way possible.

“When I came back from the seminar, I shared everything I learned with my children and students. I started integrating the concept of peace in subjects like Edukasyon sa Pagpapakatao.”

Acmidah is also grateful for the opportunity to bring several peace hero children with her to the training. These kids were also taught about the importance of peace and how to incorporate peace in their everyday lives.

According to her, the students had become more aware of their actions towards others and have learned to respect other children. “They now try to teach other kids to stop bullying others,” she observed.

For a person who doesn’t like to share her problems with friends and family, Acmidah now knows the importance of starting from within, “The Formation Session taught me a lot especially when it comes to reflecting. I was able to share and express my feelings and it helped me a lot in terms of realizing what peace really is all about.”

When asked what her most important learning is from the program, Acmidah responded with a genuine smile on her face, “If you don’t have inner peace, how can you encourage your students to have inner peace? It really starts from within, especially for teachers who are supposed to be agents of peace.”

“If you don’t have inner peace, how can you encourage your students to have inner peace? It really starts from within, especially for teachers who are supposed to be agents of peace.”

ABOUT PATHWAYS FOR ICOPE PROGRAM

August 11, 2020 / by JANESSA TEKING

Small Steps In Peace: A testimony from little Adzam

“… I throw the trash away, I sweep the floor, and now, my teacher can even ask me to go up the board and answer in front of the class.” This is what Adzam, 12 years old, said when asked about the changes he observed since joining the Teach Peace Build Peace Movement’s peace education sessions. He ignored those simple tasks back when he was still, as he described himself, “stubborn”. But now, Adzam sees himself as more obedient and diligent in and out of their home.

Adzam shared having one particular friend who he partners with to clean their classroom after school. He described his friend as having a good heart telling us about how he would offer to lend his pen during class or share his food with others.

At such a young age, Adzam went beyond just learning the importance of these little acts of peace. He is also putting them into practice. It often gives him positive feelings not for but from doing good deeds.

With joy and pride in his eyes, Adzam recalled how happy his parents were since he started showing positive changes in his behavior and recounted the times he peacefully heeded their guidance. This makes him genuinely happy, both as a son and as a Peace Hero.

“If not for TPBPM, I wouldn’t be a Peace Hero.” Adzam felt that he would not learn about the virtues of doing good if not for the peace education sessions he attended.

Little did he know that peace has always been inside him; the sessions just served as a tool to let the inherent good in him manifest. Adzam’s transformation, together with the other children who have undergone TPBPM’s Peace Education Program, is a testament to how Peace Education has contributed to these children’s cognitive, emotional, and interpersonal skills which in turn, resulted to positive behavioral transformation.

Adzam’s testimony of how transformative peaceful actions can be is truly inspiring. Take it from a child who continuously strives to lead by example.

“I learned to play, draw, and color.” As small as these may be, Adzam went on to learn beyond his years. Next time we think of grand ways to teach our kids peace, we might want to consider starting small. After all, one small step leads to another.

PEACE HEROES FORMATION PROGRAM

The Peace Heroes Formation (PHF) Program provides a holistic approach to Peace Education by incorporating Conflict Prevention, Conflict Transformation, and Proactive Citizenship Peace Building. It was designed to apply creative and innovative ways and approaches in teaching about knowledge, skills, attitudes, values, and behavior towards a Culture of Peace. It aims to bring about behavior change that prevents the transformation of conflict into violence and war. This program also hopes to show the relevance of Peace Education in our society, and be able to contribute to ways on how to institutionalize educating schools and communities on the art of peaceful living. TPBPM utilizes existing social structures such as family, school, and communities as the primary niche in nurturing the heart of a child to be a Peace Hero.

Get to know more about this program:

October 30, 2019 / by TROJAN TROY PABICO

Being a peace hero starts with the little things

A warzone is also the last place you’d want to raise a child in.

For the students and teachers of Tatak Elementary in Mamasapano just a few years ago, and the chance of a bomb dropping was their normal. Living in constant fear of getting hit by a stray bullet is not how any person should live, but the residents of that area have no choice but to endure.

While this environment of war and conflict can be a traumatic experience for anyone regardless of age, it is the children who are most likely to be affected.

King Paris Ambolodto, a student from Tatak, recalls that time sadly: “Dati pag may bomba kaya di nakakapagaral dahil natatakot ang mga teachers sa school, at natakot matamaan ng ligaw na bala.”

(Before when there were bombs, we couldn’t study because our teachers were scared. They were scared of getting hit by stray bullets.)

King Paris is just one of the many students who have undergone Teach Peace Build Peace’s Peace Heroes Formation Program. The program aims to use creative and innovative ways to teach and build a culture of peace in these conflict areas.

These sessions don’t attempt to address war head on – instead, they use existing social structures, such as family and school to nurture loving hearts and spread the importance of peace in our everyday lives. Usually, this begins within the classroom, with lessons that explain why fighting is bad, and why kindness and respect for one another is needed to keep the peace.

At school, King Paris used to participate in playful fights with his classmates that sometimes wouldn’t end well. “May napipikon sa classmate, may umiiyak,” he says.

(Some of my classmates end up easily angered by the jokes and eventually cry.)

After attending the formation sessions, King Paris says that he learned to be friendlier to his friends and family, avoiding any kind of fighting. He even extends kindness to others, volunteering to clean up after class and even bringing food to his lola (grandma) who lives nearby. Sometimes, he helps his mother wash clothes.

While it is difficult to control the situations in which these children are brought up, teaching them to become peace heroes is one way to prevent the transformation of conflict into violence and war.

PEACE HEROES FORMATION PROGRAM

Get to know more about this program:

October 30, 2019 / by GABY GLORIA

Building a culture of peace starts at home

When we talk about peace education, it should be the work of the whole community. The journey to building peace heroes of the future starts at home, after all.

Enter the Kalilintad Club, a club initiated by our parents for peace as part of their peace education development plan. The direct translation of Kalilintad is peace, and the program’s goal is just that: to get other parents in their communities to be proactive about peace education. The club’s officers are composed of the parents for peace champions who were part of the Peace Education Formation session in their respective communities.

When we talked to Kalilintad officers Racma and Rosda of the Tatak Elementary school community in Mamasapano, both parents expressed how they are grateful for the changes TPBPM brought about. Tatak is a TPBPM Kapatiran school.

The parents observed how the community came to life after TPBP arrived. “Maganda yung kapaligiran, dumami yung studyante, hindi naming naisip na magiging ganyan yan,” says Rosda animatedly.

(The surroundings are nicer and there are more students. We never thought that the community would be like this.)

While the mothers were initially apprehensive about the program, they’ve since seen more improvements and now actively participate in peace initiatives.

TPBPM’s presence, they say, has also improved their relationships with their children. Through their sessions, the parents learn the importance of keeping a peaceful relationship at home through proper communication.

“Dati onting bagay lang pinapalo ko na at sinisigawan, ngayon dapat pala hindi, mahinahon dapat at pakikipag usap. Ngayon hinahanap hanap, naghahalik na siya at nagyayakap siya mas naging kaibigan ko na siya,” says Rosda of her son, Grade 6 Tatak student Rawaha.

(Before, I would spank and shout at my son after he would commit small mistakes. I learned that you shouldn’t do that. Now, he looks for me and gives me hugs and kisses. Now, we are friends.)

Racma also tells us of how she’s noticed that her child takes his role as a peace hero seriously. “Kasi halimbawa ngayon sa mga bata, mag away sila. Sa ‘min sa likod Madrasah, hindi maiwasan na mag-away. [Ngayon], na-express ng mga bata na peace hero daw sila. [Sinasabi nila], ‘para kayong hindi child ambassador’,” she says.

(For example, if the kids end up fighting. In the Madrash, you can’t avoid fights. Now, the kids express that they are peace heroes. They tell each other “it’s as if you aren’t a peace ambassador”.)

Personally, Racma and Rosda have also become empowered as a result of the program. Rosda shares that she realized that she could be a leader even without having studied for it.

Racma and Rosda’s stories as Kalilintad Club officers are great examples of what it takes to advocate for peace. When it comes to making every child and Filipino youth a peace hero, it’s always fun to make it a family affair.

Racma puts it best when she summarizes the TPBPM philosophy: “Sa inner peace, bago tayo mag iba sa kalilintad, unahin muna natin ang sariling pamilya natin. Syempre, gagayahin ka na ng ibang tao.”

PEACE HEROES FORMATION PROGRAM

Get to know more about this program:

July 5, 2019 / by GABY GLORIA

Weaving Words For Peace

It was the innocent look and the genuine smile on his face that will make anyone wonder, “Has this child ever experienced violence in his life?” Most people would probably think “probably not” just by looking at him and hearing him talk.

Bu Jalal Hamdanie, one of the 36 participants of the Artists for Peace Mentoring Workshop, has been through worse and he’s only 12 years old. Having fled Marawi when the siege broke out, Jalal saw dead bodies lying around. Struggling to describe the horror he witnessed, you can’t help but wonder how this child manages to remain optimistic about peace after what he’s seen and experienced. You can only admire this child’s innocence and zest for life.

To hear Jamal speak of peace will make you hopeful: if this child, someone who’s seen war firsthand, still believes in peace then, anyone of us must do so.

It wasn’t just surviving the Marawi siege that makes Jamal a true peace hero, it was also his everyday struggle to continue going to school despite scarce resources. His father, a farmer, and his mother, a housewife, struggle to make both ends meet. Jamal is also bullied in school because of his socio-economic status. “ I am bullied because I don’t have money to pay for my tuition. I don’t even have a bag. People tell me I’m poor.”

But Jamal is persistent. He acts as class president in his school and has dreams bigger than life.

Luckily, Jamal has a sibling who tirelessly helps them in their household needs. One can only hope that this child be provided with the opportunity to finish school because every child deserves a beautiful life.

As a participant to the program, Jamal promised to use his love for poetry in advocating for peace. He shared how the poetry writing session during the program helped him express himself. “You can express your problems through poetry,” he said. By weaving words, Jamal is also weaving strands of peace within himself, and that is more than enough to make him feel better.

He committed to share everything he learned to his family and schoolmates. More than that, he promised to be more loving, helpful, and cooperative. “I will start with myself,” a promise so simple yet so profound; a promise, when fulfilled, can have an immense impact in Jamal’s community.

The Artists for Peace Mentoring Workshop was created by Teach Peace Build Peace Movement (TPBPM) for the Pathways for iCOPE Program. This was co-organized with Save the Children in partnership with Plan International and other members of the Pathways for iCOPE Program consortium to achieve a sustainable positive engagement, collaboration and convergence of key actors and stakeholders in providing and supporting conflict-sensitive quality basic education services and protection.

June 4, 2019 / by JANESSA TEKING

Category: IMPACT STORY

Protecting Your Inner Peace to Share Peace : The Story of Jamellah Alih

Making The School A Peaceful Space: The Story of Norhaima Aragassi

Peace Education Leadership Towards a Peaceable School

Empowered Peace Educator, Proactive Learners and Peace Champions

Creating a Ripple Effect of Goodness Through Peace

Peace Starts From Within

Small Steps In Peace: A testimony from little Adzam

Being a peace hero starts with the little things

Building a culture of peace starts at home

Weaving Words For Peace

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