|
|
PGSD WORKING PAPER No. 5
DRAFT – 8 June 2003
Global Guide to Disarmament and
Non-Proliferation
Education
Prepared by:
Dr.
Kathleen
Sullivan,
Educators for Social Responsibility,
Metro Area, New York, New York
Dr. Natalie
Goldring,
Program on Global Security and Disarmament,
University of Maryland, College Park
With
the assistance of
Christopher J. Fettweis and Haja Kamara
University of Maryland, College Park
Introduction
This is the third edition
of the Global Guide to Disarmament and Non-Proliferation Education.
It is intended as a background document for the June 2003 interagency
meeting on Disarmament and
Non-proliferation Education at the United Nations. It is also
designed as a reference document for those
working on non-proliferation and disarmament issues. We invite you to send
us contact information and brief descriptions of your work for possible
inclusion in future editions.
The UN study was authorized by the General Assembly in
November 2000 (55/33E, 20 November 2000). Its mandate has six parts: to
define contemporary disarmament and non-proliferation education and
training;
To assess the current
situation of disarmament and non-proliferation education and training at
the primary, secondary, university and postgraduate levels of education,
in all regions of the world;
To recommend ways to
promote education and training in disarmament and non-proliferation at all
levels of formal and informal education;
To examine ways to
utilize more fully evolving pedagogic methods, particularly the revolution
in information and communications technology, including distance learning,
to enhance efforts in disarmament education and training at all levels;
To
recommend ways in which organizations of the United Nations system with
special competence in disarmament or education or both can harmonize and
coordinate their efforts in disarmament and non-proliferation education;
To devise ways to
introduce disarmament and non-proliferation education into post-conflict
situations as a contribution to peace-building.
This Guide had
its genesis in two documents prepared for the third session of the United
Nations Study on Disarmament and Non-proliferation Education (Geneva,
11-15 March 2002) by staff members from Educators for Social
Responsibility and the University of Maryland’s Program on Global Security
and Disarmament. One document provided summaries of all of the submissions
to the study to that point, while the other included summaries of several
dozen additional institutions involved in disarmament and
non-proliferation education that had not submitted material to the UN
group. This Global Guide merges the two documents, and provides a
snapshot of the current state of education in this field. Roughly half of
the listings originated in submissions received as of spring 2002 by the
Department of Disarmament Affairs, and the other half is the result of our
research seeking to identify other institutions involved in
disarmament and non-proliferation education. It is meant to be a
suggestive, but by no means exhaustive, list.
With your help, we
intend to regularly expand and update this guide. If you have information
on any institution, university, group, or individual that is actively
working on issues related to disarmament and non-proliferation education,
please e-mail us at pgsd@gvpt.umd.edu. We will be happy to consider adding
that information to the next version of the guide. We are particularly
interested in gathering information from groups in traditionally under
represented regions such as Africa, Central and South America, and the
Middle East.
Please forward this web address to anyone you think
might be interested in this guide or our other work:
www.bsos.umd.edu/pgsd/Global_Guide.htm
These summaries are in
7 sections:
The Global Guide is also available in
Word format.
Participating UN
Agencies
Comprehensive Test Ban Treaty
Organization (CTBTO)
http://www.ctbto.org/
Support to academic
activities on disarmament and non-proliferation – how can educational
activities be supported, and at what level of the education cycle, how can
existing curricula and courses be enhanced, what key goals could be
achieved?
Collaboration and
concerted effort in educational activities with other UN
bodies/international organizations, as promoted by the UN Millennium
Declaration, which contains among its objectives the declared aim of
promoting peace, security and disarmament.
Relationships with the NGO community.
Different
organizations will have different mandates and areas of expertise. How
can these best be utilized in awareness raising as opposed to advocacy
and/or lobbying?
How can
education be incorporated into professional training? What professions
will benefit most?
How can an understanding
of these issues and of their context be enhanced in media practitioners?
International Atomic Energy Agency
(IAEA)
http://www.iaea.or.at/
Concept and
cooperation: the concept of education may also need to manifest positive
linkages as the various dimensions of disarmament and security are
addressed – the ethical, cultural, legal, political, economic and
scientific dimensions.
Public
Opinion and Influence: links with inter-parliamentary institutions should
be developed, particularly with the involvement of young parliamentarians,
the general media, and the business community.
NGO Role:
the distinction between facts and opinions. The constructive role of
well-informed and concerned NGOs as interlocutors in reaching the wider
NGO Community should be fostered.
·
Academia:
should be selectively targeted.
Organisation for the
Prohibition of Chemical Weapons (OPCW)
http://www.opcw.org/
“OPCW has only just started to develop its own educational
programs. At the moment, no specific budget is allocated for this
purpose (emphasis added).” No formal recommendations.
United Nations
Institute for Disarmament Research
(UNIDIR)
http://www.unog.ch/UNIDIR
(also see
Disarmament Forum No. 3 Education for Disarmament)
Summary of existing
programs. Current work involves “producing an English/Arabic lexicon that
will explain major concepts and terms relating to arms control.” Entitled
Coming to Terms with Security: A Lexicon for Arms Control, Disarmament
and Confidence Building, it will be organized as a thematically
structured glossary of 400 cross-referenced terms. Also highlighted, a
collaboration with VERTIC related to a book focused on verification and
confidence-building, likewise published in English and Arabic. Through
participation in the study, the stated aim is to “identify where UNIDIR,
as a UN research institute, could best serve as an interface between
international organizations and the research community for the promotion
of education for disarmament, as well as co-ordinate with other
international organizations, governmental initiatives and non-governmental
and civil projects.”
The University
for Peace (UPEACE)
http://www.upeace.org/
Description of existing
programs on disarmament education as regards WMD and small arms. Aim to
“promote new thinking and innovative approaches to the formidable task of
establishing the basis for effective disarmament.” No formal
recommendations put forward.
Permanent Missions to the
UN
(listed alphabetically)
Please note: all contact information for Permanent Missions to the United
Nations in both New York and Geneva, including details of disarmament
delegation spokespersons (where relevant) is available on the Reaching
Critical Will website at
www.reachingcriticalwill.org. Contact details on this site are
regularly updated and maintained. Reaching Critical Will is a project of
the Women’s International League for Peace and Freedom’s UN Office, New
York (see submission).
Letter of Acknowledgement to the study, which also stipulates two areas of
disarmament education. With regards to the general public, “the study of
Disarmament Issues is confined… to Economics and Political Science
facilities in Egypt” at Cairo University. Disarmament education is taught
within the context of International Relations, discussed in seminars and
periodicals, and debated within the participatory learning experience of
‘Model UNs’. For military personnel “these issues are studied in
military academies.”
Letter of Acknowledgement to the study, which also details existing
programs in Higher Education: with reference to the University of Dhaka’s
course curricula in the Department of International Relations, where
disarmament and nonproliferation education is taught at both undergraduate
and graduate levels. Also outlined is the program of informal training
provided by Armed Forces training institutions, including seminars and
entry examinations.
Letter of Acknowledgement to the study, forwarded to Government for
further response.
Letter of Acknowledgement to the study, with attached one page report from
the Minister of Armed Forces. “To date no specific courses on disarmament
and nonproliferation education have been established under this Ministry.
However, our military institutions have been adopting a clear view of the
importance and value of disarmament education and a culture of peace.” To
this end, two institutions have been established to “develop a general
concept not only of disarmament, but also of peace in a broader context.”
They are the Military Institute of Human Rights and the Institute of
Advanced Studies for Defense and National Security. Both military
personnel, members of the police force and citizens are able to enroll in
these programs.
Letter of Acknowledgement to the study, which also details existing
programs in Higher Education with reference to undergraduate and graduate
courses that include or can further include disarmament education.
Regarding the “law on universities” set out in the Universities Act of
1997, a declaration was made that “university education should aim at
teaching students to serve their nation and mankind (sic)”. Disarmament
and nonproliferation education is likewise included in teacher training
courses, military officer training at the Finnish Defense College, while
members of government, NGOs and the media are invited to attend “national
defense courses” that include one lecture on disarmament and
nonproliferation. Since its establishment in 1961, 159 such courses have
been staged with 6113 participants.
Germany
Letter of Acknowledgement to the study, which also describes two
publications supported by the German Federal Government. Annually
submitted to the German Bundestag is a written report entitled,
“Disarmament, Arms Control and Nonproliferation” that details current work
undertaken to strengthen existing disarmament regimes. The report is
discussed in a public debate in Parliament, and later made available to
governmental officials and the general public. It can be accessed
electronically on the German Foreign Office website at
www.auswaertiges-amt.de. An
additional publication, financed by the Federal Government is the
Documentation on Disarmament and Security, edited by Prof. Dr. Joachim
Krause. Currently in its 28th volume, it covers a two-year
period, and contains relevant documents from international bodies in the
field of security and disarmament. Approximately 500 are made available,
at the expense of the Federal Government, for interested parties, such as
universities, think tanks, public libraries and publishers.
Guatemala
Letter of Acknowledgement to the study, with attached paper submitted by
the Ministry of Education. The paper concedes that although there is no
current curriculum for disarmament and nonproliferation education, the
1996 Agreement on Firm and Lasting Peace is a part of growing reform
within education on all levels, public and formal.
Curricula are being developed which include, “education in values,
education for co-existence and citizen training, [with a] strong
orientation towards the development of values and attitudes such as…
education for peace; education for dialogue, consensus and peaceful
conflict resolution; recognition, respect and development of cultures of
peace; respect for the life and dignity of the human person; practice of
consensus and respect for dissent; practice of peaceful co-existence;
solidarity with all people, especially the disabled; respect for gender
equality; practice of teamwork; encouragement of non violent behavior;
[and] respect for nature and improvement of the environment.”
“It
is felt that education in these and other values will help to shape
personalities inclined to peace and accordingly, disinclined to use
weapons of any kind. Thus, this is a contribution to education for
disarmament and nonproliferation.”
There
are further suggestions for teacher training with regards to cultivating
the above values within education. “All of these elements… should afford
both teachers and pupils educational experiences possessing
characteristics such as the development of critical attitudes and capacity
to affect change”.
India
Letter of Acknowledgement to the study, which lists a dozen institutes of
higher education that offer “training” in “disarmament and
non-proliferation topics,” as either courses or segments of courses. The
letter emphasizes the importance that the educational system in India
traditionally places on “the inculcation of values of social and political
responsibility as national citizens as well as world citizens for making
their contribution to international peace and security.” India’s
tradition of non-violence and tolerance is included in an annual pledge
that all Indian civil servants must take.
Letter of Acknowledgement to the study, which also details existing
programs in all levels of education, with particular relevance to Civics
Classes in the primary and secondary levels; and Politics and Humanities
in Higher Education.
“The
official Courses of Study prescribe that students should study the issues
of disarmament and international peace according to their developmental
stage.” Primary school students should learn about the function of the
United Nations. They should come to know that “mutual understanding of
unfamiliar cultures and customs is necessary for peaceful co-existence
with non-Japanese people [and] that international peace and security are
significant goals.” Junior High School students “should come to
understand that both reciprocal respect of sovereignty and mutual
understanding and cooperation among nations are essential for the
realization of international peace and the promotion of the welfare of
humankind. Through this process, students should deepen their
understanding of pacifism as provided for in the Constitution of Japan, be
mindful of the threat of nuclear arms, and develop zealous and cooperative
attitude in working toward the prevention of warfare and the realization
of international peace.” High School students, in studying Contemporary
Society, “should become familiar with issues related to human rights,
sovereignty, the significance of international law on territory, races and
peoples, nuclear weapons and disarmament.”
With
regards to Higher Education it is noted that “at universities with which
experts in disarmament and nonproliferation issues are affiliated,
education in the form of lectures and seminars in this field are carried
out every term.” Following this is a list of relevant courses, including:
Peace Studies in the Department of Education at Nagasaki University, Peace
Studies in the Department of International Relations at Ritsumeikan
University, and International Peace Studies in the Department of
International Communication at Ferris University. Finally, there is a
list of institutions active in the field of disarmament and
nonproliferation education.
-
Hiroshima Prefecture, Japan
-
Conducting a survey of “Peace Education” in Primary, Secondary and HE,
which will include the where, what and how of such educational practices
by identifying the location of institutes which offer peace education,
reviewing teaching materials relevant to the atomic bomb experience, and
distributing questionnaires to every school and higher education
institution in the Prefecture to discover what programs are on offer and
if assistance to establish them is required. Will forward their
findings to the study.
-
-
Nagasaki Prefecture, Japan
-
On-going and future proposals for public education including:
preservation of artifacts for the National Memorial Hall for Atomic Bomb
Deceased (due to open in 2003); improvement of peace memorial
activities; promotion of peace studies through the preparation of the
Nagasaki Peace Studies Program; advocacy for abolition of nuclear
weapons through hosting UN Disarmament Fellowship program; continued
cooperation with NGOs to raise awareness of nuclear abolition; and
collaboration with Hiroshima Prefecture to further this work.
Awaiting translation. Cursory translation of detailed submission is as
follows. Letter of Acknowledgement to the study, with attached paper by
the Secretariat for Public Education discussing subjects covered in
primary and secondary education. Focus also on the connection between
disarmament and human rights issues, implicit here: the dignity and rights
of people. Also within Adult Education, the importance of teaching
respect and tolerance. Regarding WMD, courses are taught at military
educational institutes, and these also included disarmament education and
small arms: landmines, handguns, etc.
Letter of Acknowledgement
to the study, with an attached report from the Government of New Zealand.
The New Zealand government has a “strong and long-standing commitment to
disarmament and non-proliferation.” The letter details the many related
activities that the government has been involved in, from participation in
regional arms control treaties to domestic legislation – in 1987, the
office of the Minister of Disarmament and Arms Control was established.
The government makes grants for scholars and academics under the Peace and
Disarmament Education Trust (PADET). Government officials in the Ministry
of Foreign Affairs, the Ministry of Defense, and the armed forces take
part in “on-the-job training exercises as well as conferences and courses”
dealing with arms control, disarmament, and peacekeeping.
The New Zealand Agency for
International Development (NZAID) “continues to build disarmament and
peace-building education into its post-conflict development programmes in
the Pacific.”
In addition, some primary
and secondary schools in New Zealand include disarmament and
non-proliferation issues as part of their “social studies
curriculum…However, the focus tends to be on peace education.” Resources
and further details can be found at
www.tki.org.nz.
Letter of Acknowledgement to the study, with reference to one lecture
given in Higher Education related to the arms race and arms control,
taught in an International Security Course sponsored by Armed Forces of
Philippines Joint Command and Staff College.
Poland
Letter of Acknowledgement to the study, which describes existing programs
in Higher Education, such as, various university courses offered, also
within select research institutions, and some training provided for
military staff. “The Government understands that peace education is a
contribution to the sustainable peace worldwide. That is the reason why
in ‘education goals’ of the Polish Ministry of Education we find a clear
message that the content of educational programs must be free from ‘war
propaganda’. Education of Polish Youth is aimed at the creation of
free-thinking and aware members of democratic civil society”.
Letter of Acknowledgement to the study, which cites lectures given to
Armed Forces Officials on WMD.
Letter of Acknowledgement to the study, with a reminder that President of
Republic put forward initiative to establish a nuclear weapons free zone
in Central Asia, thus heartily supports disarmament regime. Existing
programs in Higher Education: two courses at Academy of State and Social
Construction. Courses include lectures on NPT, CTBT, NWFZ etc. Requests
Recommendations of Study, including list of Institutions from Survey.
Letter of Acknowledgement to the study, which describes existing programs
in Higher Education, such as undergraduate and graduate courses offered to
students at Defense Academy under the aegis of defense studies.
Suriname
Letter of Acknowledgement to the study, which states that no disarmament
Education being carried out within Ministry of Defense programs, and no
organizations working in this field at present. Request for further
information and assistance with providing disarmament education and
training.
Sweden
Letter of Acknowledgement
to the study, which states that “a strong commitment to disarmament issues
is a long-standing tradition in Swedish foreign policy.” The letter
details related activity taking place in official Swedish government
educational institutions, such as the Swedish Defence Research Agency and
the Swedish National Defense College, which differ from similar institutes
in other states because of their emphasis on arms control, disarmament,
peacekeeping, and non-proliferation. In addition, some of the projects at
the Stockholm International peace Research Institute (SIPRI) are included,
many of which can be found in the description of SIPRI below.
Switzerland
Letter of Acknowledgement to the study, which describes existing programs
in Higher Education, at Federal Level for graduate officers, and in
programs at select State Universities, such as Geneva Center for Security
Policy. Refers also to disarmament training in the Department of Defense.
Universities and
Educational Institutions
(listed alphabetically by country)
NOTE: The university programs and NGOs listed below are provided as
examples of the work being done worldwide on disarmament and
non-proliferation issues. As such,
many prominent
institutes that focus on peace studies and/or conflict resolution have
been omitted due to the constraints of the mandate. For a good list of
such institutes, see the list compiled and updated by Robin Crews of Communications for a
Sustainable Future at the University of Colorado, Boulder,
http://csf.colorado.edu/peace/academic.html.
URAMA (Unité de
Recherche Afrique-Monde Arabe), University
of Constantine
Contact: Azzouz Kerdoun,
director (phone) +213 (4) 680 272
URAMA is a non-profit research center affiliated with the
University of Constantine that conducts research into conflict
resolution and security issues in the Mediterranean region, the Arab
world, and Africa. The organization also conducts training and
educational programs and publishes the journal
Annals de l’URAMA.
ARGENTINA
University of Buenos Aires
http://www.uba.ar/homepage.html
Contact: Alicia Cabesudo
Awaiting translation.
AUSTRALIA
The Strategic and Defense Studies Center, Australian National University
http://sdsc.anu.edu.au
Contact:
sdsc@anu.edu.au
“Australia's premier strategic research
institution,” the Center offers post graduate education in a wide
variety of strategic and defense issues, war, conflict, and
international security.
School of Public Science and International Studies, University of
Queensland
http://www.uq.edu.au/politics/
Submitted by Dr. Marianne Hanson.
Communication details proposed Masters level course on Arms Control and
Disarmament, to be offered in January 2003. It will make up part of the
Masters in Peace and Conflict Resolution, to be taken primarily by
students of the Rotary Centre for International Studies in Peace and
Conflict Resolution. Hanson also notes recent publication of her book (eds
with Carl Ungerer) entitled, The Politics of Nuclear Nonproliferation,
Allen and Unwin, 2001.
AUSTRIA
Austrian Study Center for Peace and Conflict Resolution
http://www.aspr.ac.at/aspr.htm
Submitted by Nicole Lieger. Existing programs in Higher Education
include postgraduate study in Peace and Conflict Studies (EPU). Through
the International Peace-Keeping and Peace-Building Training Programmes
at ASPR there are special training seminars regarding disarmament and
the re-integration of ex-combatants in post conflict scenarios in Africa
(case cited in Mozambique). All programs include government and
municipal officials, military personnel and NGOs.
European University Center for Peace Studies (EPU)
http://www.aspr.ac.at/welcome.htm
Contact:
epu@epu.ac.at
Grants both undergraduate and graduate degrees. The EPU offers many
peacekeeping and conflict resolution courses, some of which have direct
relevance for disarmament and non-proliferation, such as its seminar on
“Violence, Security and Demilitarisation.” Winner of the 1995 UNESCO
Prize for Peace Education.
The Centre for Peace and Security Studies,
The Free University of Brussels (VUB)
http://poli.vub.ac.be/
Contact:
G. Geeraerts, director,
ggeeraer@vub.ac.be
Also known as the Center for Polemology, this center
offers courses for students of political science and conducts research.
Fields of study include “alternative defense, disarmament, arms dynamics
and security policy.” Staff includes
LaForce Kurt (Kurt.Laforce@vub.ac.be),
whose research interests include the proliferation of chemical,
biological and nuclear weapons, as well as regional and global nuclear
disarmament.
BOLIVIA
Department of Education for Peace and Integration, Nur University
http://www.nur.edu/
Awaiting translation.
BRAZIL
Instituto de Fisica,
Federal University of Rio de Janeiro
http://www.if.ufrj.br/
Submitted by Fernando de Souza-Barros. Major concern about the
potential capacities for nuclear weapons development in Latin American
Countries. Mr. de Souza-Barros recommends that “specific educational
materials should be prepared to Latin America based on the history of
the Argentinean-Brazilian nuclear issue”. He notes that while
government officials had roles in the development of the
Argentine-Brazilian Agreement for the Exclusive Peaceful Use of Nuclear
Energy, members of the media and academia were left out. With respect
to the mandate he recommends that “a project of educational materials
should take into account the available channels for dissemination of
knowledge in the region, in particular ‘public opinion makers.’” He
advocates that the study make “scientific literacy a matter of
citizenship”, and that “special attention be given to expose science
teachers to these educational materials.”
Canadian Institute of Strategic Studies (CISS)
http://www.ciss.ca
Contact: James I. Hanson, director of Programs & Media Relations,
info@ciss.ca
An institute “dedicated to the
research, analysis and discussion of national and international
strategic issues in a Canadian context.” It deals with a diverse set of
issues that affect the national security of the country, including
peacekeeping, conflict resolution, arms control and disarmament.
Publishes the journal Peacekeeping & International Relations.
Lester B. Pearson Canadian International Peacekeeping
Training Centre
http://www.cdnpeacekeeping.ns.ca/
Submitted by David Gairdner. Details of courses regarding effectiveness
of peacekeepers in conflict zones. Of particular relevance to Study is
the course entitled “Hard Road Home: Disarmament, Demobilization and
Reintegration” which focuses on post conflict reintegration as holistic
in approach: “must take into account the social, economic and political
environment in which former combatants must live together”.
Reintegration is considered a vital component to sustainable
disarmament.
The Simons Centre for Peace and Disarmament Studies,
University of British Columbia
http://www.ligi.ubc.ca/simons.htm
Submitted by Dr. Jennifer Allen Simons. Press Release announcing
Canada’s first research Centre “dedicated to the pursuit of innovative
solutions to strategic disarmament and arms control challenges.”
Established in January 2002, the Simons Centre for Peace and Disarmament
Studies will be located in the Lui Centre for the study of Global Issues
at UBC focussing on small arms, nuclear weapons and the “impacts of
rapid environmental change.” The Centre aims to work across communities
of academics, government officials, NGOs and general public.
York
Center for International
Strategic Studies, York University
http://www.yorku.ca/yciss
Contact: David Mutimer, Ann Denholm Crosby
One
of the four major, active research topics at this center is “Strategic
Studies,” which includes traditional and non-traditional aspects of
security from both a Canadian and an international perspective. Issues
studied “encompass theoretical and policy-oriented aspects of strategic
studies, the determinants and formulation of foreign and defence
policies, civil-military relations, arms control and disarmament,
weapons proliferation, confidence building measures, and approaches to
peacekeeping.”
CHINA
Program on Arms Control and Regional Security,
Center for American Studies
Fudan University
http://ftp.hku.hk/fudan/htdocs/English/Academic/Res_Agent/ame_res/content2.htm#keti
Contact:
www@www.fudan.sh.cn
An
academic center that carries out research on the issues of U.S. defense
policy, nuclear arms control and disarmament, nuclear nonproliferation
and limitation of conventional arms transfers (among other topics).
Program in Arms Control and Disarmament, Peking
University
Mentioned on the Monterey webpage under “Principal Organizations in
China's Nonproliferation and Arms Control Community” (http://cns.miis.edu/cns/projects/eanp/pubs/chinaorg.htm),
but no further details are available.
Contact: Hua Han is the project leader.
COLOMBIA
Programa ANPAZ,
Universidad de los Andes
http://www.uniandes.edu.co
Awaiting translation.
Copenhagen Peace Research Institute (COPRI)
http://www.copri.dk/
Contact: Bjoern Moeller,
info@copri.dk
A
research institution whose purpose is to “stimulate debate and research
on international key issues related to Peace and Security Studies.” The
institute does this primarily through research, seminars, and an
enormous number of publications (http://www.copri.dk/publications/books.htm).
Among its research programs is one entitled “Military Restructuring,”
which investigates a variety of post-Cold War arms and security issues.
Al-Ahram Center for Political and Strategic Studies (ACPSS)
http://www.acpss.org
Contact: Mohamed el Sayed Said, deputy director,
acpss@acpss.org
Conducts research on security issues with a focus on military and
security matters in the Middle East. Involved in both education and
public advocacy.
The Åland Islands Peace Institute
http://www.peace.aland.fi/research.html
Contact:
peace@peace.aland.fi
A
foundation which runs a number of courses and seminars on a wide variety
of peace-related issues. According to its website, in the past few
years it has paid more attention to “the narrow and military-oriented
understanding of security,” and has tried to call attention to “new
understandings such as societal security, democratic security and
environmental security.”
Verifin,
Helsinki University
http://www.verifin.helsinki.fi/
Submitted/translated by Sari Nurro. Institute specializing in chemical
weapons verification and analysis methods, which also arranges basic and
advanced level courses on chemical verification analysis for disarmament
purposes. Training has been provided for students from developing
countries and inspectors for OPCW.
Center for International Relations/Peace and Conflict
Studies
The University of Tübingen (Germany)
http://www.uni-tuebingen.de/uni/spi/indexeng.htm
Contact:
Volker Rittberger, director, volker.rittberger@uni-tuebingen.de
Disarmament has been a major focus of research and education at this
Center for
more than 25 years (http://www.uni-tuebingen.de/uni/spi/ab2eng.htm#Disarmament).
It remains at the core of undergraduate and postgraduate degrees that
the University offers in international relations and peace studies.
Institute for
Peace Research and Security Policy (IFSH)
University of Hamburg
http://www.ifsh.de/english.htm
Contact: PD Dr. Reinhard Mutz, Dr. Götz Neuneck
One
of the five research programs at IFSH is “Arms Control and Disarmament.”
According to its statutes, IFSH focuses on “global political and
security issues within a framework of peace research. Its goal is to
promote balanced and innovative academic research, training, and
teaching and to publish its research results.” It does this through
close contact between its researchers and officials from both the German
government and the Organization for Security and Cooperation in Europe,
for which it publishes an annual yearbook.
Peace Research Institute
- Frankfurt (PRIF)
http://www.hsfk.de/eng/index.htm
Contact: Prof. Harald Müller (Head), Dr Alexander Kelle, Dr Bernd W.
Kubbig, Prof. Berthold Meyer, Dr Annette Schaper, Hans Joachim Schmidt
One
of four main areas of research at PRIF is “Arms Control and
Disarmament,” which encompasses active work on
nuclear non-proliferation and disarmament, chemical and biological
weapons, conventional forces in Europe, small arms, landmines, arms
transfers, and other topics. PRIF has concluded a cooperation agreement
with the Johann Wolfgang Goethe University in Frankfurt on joint
research projects and post-graduate studies. In addition, PRIF provides
an average of 15 internships for university students per year. Finally,
it “keeps a critical watch on the attempts of the international
community to get movement in the armaments field under control and works
out suitable options for action within the framework of an ongoing
dialogue with: the German foreign ministry's arms-control department,
NATO office, and planning section; the German delegations to the Geneva
disarmament conference and OSCE security forum; the specialist
departments of the major EU member-states; the relevant
directorates-general of the European Commission; and the NATO
disarmament office.”
GUATEMALA
International Relations and Peace Research Institute
Universidad de San Carlos de Guatemala
http://www.usac.edu.gt/
Awaiting translation.
Disarmament Studies,
Jawaharlal Nehru
University, New Delhi
http://www.jnu.ac.in
Submitted by Kanti Bajpai. Survey of existing programs and related
Institutes in India, including: Centre for International Politics,
Organisation and Disarmament (CIPOD) at Jawaharlal Nehru University;
Core Group for the study of National Security (CSNS) at Jawaharlal Nehru
University; Institute for Peace and Conflict Studies in New Delhi;
Indian Pugwash Society, New Delhi; Movement in India for Nuclear
Disarmament (MIND), New Delhi; and others. Recommendations to the study
include strengthening teaching and research programs within the
aforementioned institutes and organizations; outreach to high schools;
UN documentary or film series on the history of disarmament and
nonproliferation; more visits and talks by UN officials dealing with
disarmament within India. As regards innovative teaching vis a vis the
mandate the following is recommended: develop simulations and games in
teaching materials; more use of audio visual teaching components;
develop websites on global, regional and national disarmament and
nonproliferation issues; encourage distance learning.
IRELAND
Institute of Irish Studies,
The Queen’s University of Belfast
http://www.qub.ac.uk/iis/
Submitted by Dr. Colin Irwin.
Submission to the study constitutes a paper written about the use of
opinion polls to support the Northern Ireland peace process and a
description of Irwin’s book entitled The People’s Peace Process in
Northern Ireland, followed by a separate submission of a paper on
Security Dialogue. No specific recommendations were made.
ISRAEL
Graduate Program on Conflict Management and Negotiation
Bar Ilan University
http://faculty.biu.ac.il/~steing/conflict/programenglish.htm
Submitted by Prof. Gerald M. Steinberg. Submission to the Study
constitutes an outline of course entitled “Introduction to Arms Control
and Non Proliferation.” The course ethos is that all citizens be
equipped with the information necessary to understand the impact of
post-cold war security issues. Broken into two sections, the course
details first the nature of the threats posed then moves onto practical
step by step approaches to disarmament and arms control. Particular
interest in WMD as well as the psychology and history of warfare.
Jaffee Center for Strategic Studies
http://www.tau.ac.il/jcss/index.html
Contact: Shai Feldman, head,
jcss2@post.tau.ac.il
The
Jaffee Center for Strategic Studies of Tel Aviv University researches
aspects of the Arab-Israel conflict, with the emphasis on security
problems and their place in conflict resolution. One research project
is “The Nature of Peace in the Middle East,” which seeks to identify the
factors that determine the development of relations between former
adversaries after the formal resolution of their conflicts.
ITALY
Carlo Cattaneo School Group,
Reggio Emilia
Submitted by Antonio Torrenzano and Margharita Romanelli (awaiting
translation).
International Studies, Meijigakuin University
http://www.meijigakuin.ac.jp/~kokusai/
Submitted by Takao Takahara. Submission to the Study constitutes an
outline of existing programs, which include undergraduate courses on
Peace Studies and Peace Research plus a graduate course on Disarmament
Studies. These are cited under ‘formal education.’ For informal
education, he cites an occasional lecture series on related topics.
Every three years the organization conducts a lecture series open to the
general public, in collaboration with the university. These lectures
“deal with topics related to peace and disarmament.”
Institute for Peace Science (IPSHU),
Hiroshima University
http://home.hiroshima-u.ac.jp/heiwa/ipshue.html
Contact: Masatsugu Matsuo, director,
ipshu@ipc.hiroshima-u.ac.jp
Seeking to build a new paradigm for peace research that is
interdisciplinary, IPSHU tries to relate Hiroshima's own atomic
catastrophe to a model for world peace. The Institute also promotes
cooperation between researchers and institutes and works to gather
information and develop systematic methodologies to disseminate
collected knowledge.
Strategic and Security Studies Unit, University of Kebangsaan
http://www.jcie.or.jp/thinknet/research_instit/malaysia/UPSK.html
Submitted by Dr. Mohd. Kamarulnizam Abdullah. Submission to the study
describes existing programs of the Strategic and Security Studies Unit,
which was originally established to “cater for the needs of the Malaysia
defense and security forces.” Since 1987 the program has been offered
on a postgraduate level, and maintains close ties with the Center for
Strategic Studies, Colombo and the East West Center in Hawaii; with new
alliances being forged with Colorado School of Mines, Hiroshima Peace
Institute and the Swedish Agency of Research Council. Courses of
interest attached.
NIGERIA
The Center for Peace
and Conflict Studies, University of
Ibadan
http://www.incore.ulst.ac.uk/cds/metadata/ibadan.html
Contact:
Dr.
Jimmi Adesina,
jadesina@cear.org.ng; J.A. Adekanye; F.O. Adisa
Offers a Masters in Peace and Conflict Studies, this Center focuses
primarily on issues of conflict in Africa. Crucial to all such issues
is, of course, disarmament of local actors prior to and following peace
accords. The Center hopes to reverse the “marginalization of the
African continent in the scale of global priority amidst festering
conflicts,” and hopes to help develop mechanisms to manage conflict from
beginning to end.
Institute of
Policy Studies (IPS), Islamabad
http://www.ips.org.pk
Contact:
main@ips.sdnpk.undp.org
IPS
is an independent NGO dedicated to research and debate on public policy
issues, including developing new policy alternatives. The Institute
focuses especially on Pakistan and the Muslim world, but also deals with
international issues. Topics include foreign relations and diplomacy,
religion, culture, and security and defense, among others. IPS also
holds conferences, training programs and publishes in periodicals to
increase public awareness and to stimulate policy debate. As of today,
the Institute is primarily interested in research, but plans to expand
its educational ventures in the near future.
Institute of
Strategic Studies (ISS), Islamabad
www.issi.org.pk
Contact: strategy@isb.paknet.com.pk,
strategy@paknet2.ptc.pk
ISS
is "a non-profit autonomous research and analysis center for promoting
public understanding of the vital issues of international peace and
security." The institution analyzes security issues in the region and
seeks to promote public understanding of these issues as well as the
impact that these issues may have throughout the world. ISS hosts
seminars, conferences, public talks, and in-house meetings on security
issues in the region.
Department of International Relations, University of Karachi
http://www.kuird.org/
Submitted by Dr. Mutahir Ahmed. Submission to the study describes
existing programs, including a full semester course entitled “Arms
Control and Disarmament” which is offered on both graduate and
postgraduate level. Course introduces various theories of disarmament
with a “particular focus on non-traditional concepts of security.”
Collaboration is important in the Department, such as, working with
other research institutes and promoting international exchange.
Programs are made available to government officials and military
personnel. Also of note, the newly established Peace and Conflict
Studies Programme whose remit is to broaden the potential offered by
Conflict Resolution, Confidence Building Measures and Peace Studies in
South Asia. A list of courses is attached.
Programme on Peace, Conflict Resolution and Human
Rights
University of the Philippines
Contact: Maria Serena I. Diokno, programme director (phone) +63 (2) 928
9691
A
part of the Center for Integrative and Development Studies at the
University of the Philippines, this program aims to “redefine and extend
the role of the university as an agent of peace by generating studies
and other activities, such as policy advice and public education, that
will contribute to critical and political knowledge of aspects of peace,
human rights and conflict resolution.”
Center for Arms Control, Energy and Environmental Studies
Moscow Institute of Physics and Technology
http://www.armscontrol.ru/
Contact:
Eugene Miasnikov, eugene@armscontrol.ru
Very
active in research and publication regarding nonproliferation, post-Cold
War nuclear issues, arms trade, conventional arms proliferation, and
post-Soviet arms issues in general. Courses offered include “Strategic
Arms and Problems of Security” (in Russian). Maintains a register
monitoring the international arms trade, and runs a project called
“Strategic Arms Reduction (STAR),”
http://www.armscontrol.ru/start/, which investigates the potential
for post-Cold War nuclear disarmament.
Center for Policy Studies in Russia (PIR)
Moscow Institute of Physics and Technology
http://www.pircenter.org/english/index.htm
Contacts: Vladimir Orlov, Yuri Federov, Dmitry Kovchegin,
Vadim Kozyulin
Founded in 1994, PIR is a “non-profit, independent, Moscow-based
research and public education organization.” Although the Center
conducts research on a broad range of issues that are relevant to the
entire international system, it is currently “focused on international
security, arms control, and non-proliferation issues that are directly
related to Russia's internal situation.” One of the Center’s main goals
is “to educate Russian decision makers, legislators, young researchers,
and students in the areas of international security and arms control.”
Institute of Defense and Strategic Studies
Nanyang Technological University
http://www.ntu.edu.sg/idss/
Contact:
wwwidss@ntu.edu.sg
Singapore’s biggest and most prestigious defense and security research
center, covering a wide variety of issues from many angles and
approaches. Offers postgraduate degrees in security studies and
international relations.
SOUTH AFRICA
The Centre for Conflict Resolution,
The University of Cape Town
http://ccrweb.ccr.uct.ac.za/
Contact:
mailbox@ccr.uct.ac.za
A
huge center with more than thirty full-time researchers whose stated
goal is to “contribute towards a just peace in South Africa and
elsewhere in Africa by promoting constructive, creative and co-operative
approaches to the resolution of conflict and the reduction of
violence.” It offers a variety of undergraduate and postgraduate
courses, and its active research projects cover many security and
disarmament issues, including: demobilization of former combatants;
international peacekeeping; non-offensive defense; arms control and
disarmament; military production and expenditure; national defense
policy; and regional security.
Arms Management Programme,
Institute for Security Studies
http://www.iss.co.za/Projects/Amp/AMP.html
Contact: Sarah Meek, Arms Management Programme Head
smeek@iss.co.za
Submitted by Clare Jefferson. The Institute for Security Studies
conducts surveys “measuring the penetration of firearms and firearms
dependency within communities as a means of designing actions on
disarmament.” Related
findings were posted to the DDA under a separate cover. A manual for
assisting communities in running small arms disarmament campaigns is
also noted.
Pomfret Peace and Disarmament
Education Centre
Submitted by Prof. Hassan O. Kaya. Submission to the
study describes the establishment of Educational Centre for Peace “to
transform the Pomfret military base into a Centre whose activities would
empower the community to achieve sustainable livelihoods.” Fundamental
to this project is to “find a way of transforming the culture of
violence into a culture of peace and non-violence.” The detailed plan
includes social and economic conversion from a military base to a
self-sustaining community informed by values of human dignity and
respect.
Department of
International Relations
University of
Witwatersrand, Johannesburg
http://ssocial.wits.ac.za/ir/
Contact: Dr. Garth Shelton,
161GLS@cosmos.wits.ac.za
Dr.
Shelton teaches security studies classes on the undergraduate level,
with a special focus on arms issues. He does work on a variety of
issues relating to disarmament and nonproliferation, with a current
focus on the South African nuclear weapons experience and its
implications for the global nuclear nonproliferation regime.
SOUTH KOREA
The Graduate Institute of Peace Studies,
Kyung Hee University (South Korea)
http://www.kyunghee.edu/
Contact:
gip@khu.ac.kr
Established in 1984 to
“train and educate potential world leaders through peace
education,” the Graduate Institute of Peace Studies offers post graduate
degrees in peace and security studies. An “Arms
Control and Disarmament” seminar is part of its curriculum.
SPAIN
Chair on Peace and Human Rights,
Autonomous University of Barcelona
http://www.unescocat.org/catedang.html
Submitted by Daniel Luz. Awaiting translation.
Instituto de la Paz y los
Conflictos,
Universidad de Granada
http://www.ugr.es/~eirene/
Contact: Francisco A. Muñoz,
eirene@goliat.ugr.es
Awaiting translation.
UNESCO Chair on Peace and Development
Universitat Jaume I y Fundacion
Caja Castello
www.unesco.org/human_rights/hrana.htm
Submission to the study describes existing programs,
including Masters in Peace and Development, and a Doctorate Program
entitled Peace, Conflict and Democracy, carried out in collaboration
with University of Granada. Other activities include organizing
seminars and conferences at the Bancaja International Center for Peace
and Development. Further research projects and the publication of
articles in academic journals enhance intellectual exchange.
Universities for Peace symposium was held here in December 2000.
International projects inform part of the overall remit to enhance
mutual understanding across cultures, and the program of Communication
for Peace takes this to a level of popular culture: raising awareness
through radio productions, initiating a reconciliation project in the
former Yugoslavia, and “The employment of any media content that
contributes to transmitting and promoting a global culture of peace.”
Regional Centre for Strategic
Studies
http://www.rcss.org
Contacts: Major General (Retd) Dipankar Banerjee (Executive Director);
Sugeeswara P Senadhira (Associate Director)
The Centre conducts research on a range
of security-related issues, including projects on “Small Arms and Light
Weapons Proliferation” and “Non-Traditional Security Issues.” They
focus on the destabilizing effects that small arms and other weapons
have had on the development of conflict in South and Southeast Asia, in
the hopes of creating a security system less dependent on the military.
The Centre held a five day small arms workshop in Sri Lanka in June 2000
with the support of the United Nations Department of Disarmament
Affairs. The Centre is also concerned with “problems of conventional
defence build-up & proliferation of nuclear weapons” in South Asia, and
aims to “promote interaction among scholars and other professionals in
this region and beyond engaged in South Asian strategic and
international studies.”
SWEDEN
Stockholm International Peace Research Institute (SIPRI)
http://www.sipri.org/
Contact:
sipri@sipri.org
Perhaps best known for its authoritative yearbook on armaments,
disarmament and international security, this research institute has a
number of current projects of direct relevance to the UN working group.
Its goal is to “conduct research on questions of conflict and
cooperation of importance for international peace and security, with the
aim of contributing to an understanding of the conditions for peaceful
solutions of international conflicts and for a stable peace.” SIPRI has
traditionally concentrated on questions of armaments, disarmament and
arms control, and in recent years it has broadened its agenda to include
conflict-prevention, management and resolution issues, especially
peacekeeping and regional studies.
Department of Peace & Conflict Research
Uppsala University (Uppsala, Sweden)
http://www.peace.uu.se/
Contact: Peter
Wallensteen (Director,
info@pcr.uu.se ), Lars Van Dassen
(Lars.van_Dassen@pcr.uu.se)
Established in 1971 to conduct research and offer courses in peace and
conflict studies. At present some 200 to 300 students are enrolled
every academic year. “The training offered includes an undergraduate
and a Ph.D. program as well as an advanced program and special
seminars…The teaching offered often reflects recent research or ongoing
projects.” Today, the research activities seem to fall into two broad
areas: first, the origins and dynamics of conflict, and second,
conflict resolution and international security issues, which include
non-proliferation and disarmament issues. In addition, there is
considerable general work, including analysis of peace research itself
as well as production of research-based educational materials.
SWITZERLAND
Center for Security Studies and Conflict Research
Swiss Federal Institute of Technology Zurich
and The
University of Zurich
http://www.fsk.ethz.ch/about/about_us/about_us.htm
Contact:
postmaster@sipo.gess.ethz.ch
Specializes in research, teaching and information – the center maintains
a pair of electronic information services, the International Relations
and Security Network (http://www.isn.ethz.ch/)
and the Information Management System for Mine Action (http://www.imsma.ethz.ch/),
seeking to collect and disseminate security and arms control
information. The center employs 75 people working full-time on these
information services.
Peace and Governance Programme,
United Nations University
http://www.unu.edu/png.html
Contact:. Ramesh Thakur, Peace and Global Governance Programme,
Vice-RectorP&G@hq.unu.edu
Designed to be a think-tank for the United Nations system and to “bridge
between the United Nations and the international academic community,”
the UNU runs a peace program that conducts research in issues relevant
to the operation of the United Nations. It is intended to reflect “the
increasing shift in attention from 'national security' with its focus on
military defense of the state, to 'human security' with its emphasis on
the individual's well-being.”
National
Institute for Strategic Studies (DB NISS)
http://www.niss.gov.ua
Submitted
by DB NISS staff.
Governmental research body which specializes in issues of
arms control, disarmament, nonproliferation and export control. In
1991, when Ukraine gained its independence, DB NISS was established to
formulate “modalities of getting rid of nuclear weapons and strategic
arms in Ukraine [and] developing the principles of Ukraine‚s joining the
MTRC.” Also supports NGOs by helping to establish Ukrainian Pugwash and
organizing discussions about the nuclear weapons free zone in Central
and Eastern Europe. Provided analytical and informational support to
START 1 process and support for strengthening the ABM Treaty. While
practical disarmament measures are the Institute’s forte, there is the
desire to develop more formal‚ educational programs, and the offer to
assist in the development of disarmament and nonproliferation education
as a source of knowledge to any study or course development.
UNITED
KINGDOM
Department of Peace Studies,
Bradford
University
http://www.brad.ac.uk/acad/peace/
Submitted by Prof. Owen Greene. Submission to the study
describes existing programmes that constitute “substantial teaching
relating to disarmament and nonproliferation education at the BA, MA and
PhD level”. Enrollment consists of approximately 180 undergraduates, 80
MA students, and 40 PhD students. Later submission includes a paper on
small arms in Argentina by Dr. William Godnick.
Centre for Defence Studies
King’s
College, University of London
http://www.kcl.ac.uk/depsta/rel/cds/
Contact: Ms. Jenny Smith, Administrator,
Jen.Smith@kcl.ac.uk
Actively involved in teaching, research, policy advice and training on a
wide variety of security-related issues. Of particular relevance are the
Centre’s programs on “Technology and Arms Control” and “Perspectives on
Security.”
Centre for Defence and International Security Studies (CDISS)
Lancaster University
http://www.cdiss.org/
Contact:
PaulineElliott,
Executive Secretary,
p.ellioty@lancaster.ac.uk
CDISS was established in 1990 through the merger of two of Lancaster
University's research institutions: The Centre for Defence and Security
Analysis and the Centre for the Study of Arms Control and International
Security. Today it carries on research and teaching in a number of
areas related to disarmament and non-proliferation, including, “The
United Nations and Arms Control,” “European Security and Defence
Manufacturing,” “Missile Threats and Responses,” and “Defence
Technology.”
Department of International Relations
University of St. Andrews, Scotland
http://www.st-and.ac.uk/academic/intrel/
Submitted by Prof. William Walker. Brief submission describes classes
devised by Prof. Walker including an annual 12 week honors course
entitled “The International Politics of Nuclear Weapons.” Another course
he teaches is called “Weapons of Mass Destruction in International
Politics.” He ends the description of his work with an invitation for
students to apply to do doctoral research on nuclear issues under his
supervision.
University of Southampton
http://www.prospectus.soton.ac.uk/subpages/PO.html
Contact: Dr
Darryl Howlett, Senior Lecturer
dh@socsci.soton.ac.uk
The Department of Politics offers undergraduate and
post-graduate education in arms control and disarmament. The bachelor's
course includes a third year option on International Security and the
MSc/Diploma includes options on arms control and disarmament. Dr Darryl
Howlett also offers doctoral supervision in arms control and disarmament
topics. In addition, Professor of International Relations John Simpson
(j.simpson@soton.ac.uk) has had many doctoral students in arms control
and nuclear non-proliferation.
The Post-War Reconstruction & Development Unit (PRDU)
University of York, Derwent College
http://www.york.ac.uk/depts/poli/prdu
Contact:
prdu@york.ac.uk
A
program specializing in the “research,
consultancy and training of professionals in issues of management
and planning of reconstruction after war, humanitarian intervention in
complex emergencies, and post-war recovery.” Also offers an MA in
Post-war Recovery Studies. Affiliated with similar centers in Croatia,
Jordan and Lebanon.
UNITED STATES
Air Force Institute for National Security Studies
http://www.usafa.af.mil/inss/
Submitted by Major Brent J. Talbot. Submission to the study describes
course entitled “The Proliferation of Weapons of Mass Destruction,” and
includes course syllabus. This is an annual course with admission of
7-12 students. Also attached is a power point presentation stating the
overall aims of the Institute.
Department of Peace Studies,
Chapman University
http://www.chapman.edu/wilkinson/socsci/peace_studies/catalog.html
Contact: Donald Will, Program Director,
will@chapman.edu
A
large multi-disciplinary major in the division of social sciences.
With a
specialization in "Disarmament and International Peace" and courses such
as "Reversing the Arms Race," the BA in Peace Studies at Chapman appears
to give a more prominent role to arms issues than is the norm in peace
studies programs.
John Jay College of Criminal Justice,
City University of New York
http://www.jjay.cuny.edu/
Submitted by Charles Strozier. Reference to the development of a
program of fellowships for young faculty to develop new courses on
issues relating to the nuclear threat.
Peace Studies Program,
Cornell University
http://www.einaudi.cornell.edu/PeaceProgram/
Contact:
psp@admin.is.cornell.edu
"The Peace
Studies Program is an interdisciplinary program devoted to research and
teaching on the problems of war and peace, arms control and disarmament,
and more generally, instances of collective violence."
Cornell offers both graduate and undergraduate minors in peace studies,
and they seem to be more focused on arms and security issues than most
peace studies programs.
The Five College Program in Peace World Security Studies
(PAWSS)
Hampshire College
http://pawss.hampshire.edu/
Contact: Michael Klare, Director,
mklare@hampshire.edu
The
Five College Program in Peace and World Security Studies is a
multidisciplinary educational endeavor of the
Five College Consortium of
Amherst,
Hampshire,
Mount Holyoke, and
Smith Colleges, and the
University of Massachusetts at Amherst. Its mission is to improve
undergraduate education in the fields of peace and international
studies. It gathers and publishes curricula from universities all over
the world dealing with all aspects of peace and security studies, career
guides, and other projects attempting to coordinate undergraduate
education in the field.
International Association of University Presidents/
UN Commission on Disarmament Education, Conflict Resolution and Peace
Submitted by L. Eudora Pettigrew (also see Select Recommendations from
Invited Contributors to the Study). Submission describes outline of
points to be expanded in presentation to the Second Session of the
study. Pertaining to existing programs and the ethos of the IAUP’s
project with the UN, Dr. Pettigrew writes: “The Commission… has
conducted conferences, seminars and workshops on disarmament education,
conflict resolution and the achievement of world peace, at universities
in various parts of the world as well as at the Fourth UN Conference on
Women held in Beijing China (1995) and the UNESCO World Conference on
Higher Education held in Paris (1998). The Commission has supported the
development of university coursework devoted to disarmament as well as
for peace and security in several universities in developing countries
and in the United States.”
The Baker Institute,
Juniata College
http://departments.juniata.edu/pacs/index.html
Submitted by Dr. Andrew Murray. Submission to the study describes the
International Seminar on Arms Control and Disarmament Education, which
was a two week intensive course for “scholars from developing nations
who want to include arms control and disarmament curriculum in their
teaching.” Over a four year period, the program provided training for 58
scholars from 26 countries representing 47 universities. “Alumni from
the Seminar have written numerous books and articles, have founded two
institutes and have started a number of peace studies programs including
one which is country wide.” This successful project was administered by
the Baker Institute in collaboration with United Nations Center for
Disarmament Affairs (now the DDA). Included in submission to the study
are participant reports, schedules of events and participant
biographies.
Center for Nonproliferation Studies
Monterey Institute of International Studies
http://cns.miis.edu/
Submitted by William Potter (also
see Select Recommendations from Invited Contributors to the Study).
Submission details existing programs of CNS whose mission is “to combat
the spread of weapons of mass destruction by training the next
generation of nonproliferation specialists and disseminating timely
information and analysis. To carry out this mission, CNS offers a
number of programs designed to provide education and training on
nonproliferation issues to a worldwide audience of policy professionals,
students and teachers.” The educational program offered by CNS
includes: a Masters Level Certificate in Nonproliferation Studies;
Workshops and Winter Seminars in Nonproliferation; International
Organizations and Nonproliferation Internships with the UN Conference on
Disarmament, IAEA, OPCW, the Defense Threat Reduction Agency and other
participating organizations; English Language Nonproliferation Seminars;
a Visiting Fellows program; Washington Intensive Nonproliferation
Studies for policy makers from China, Russia, other Former Soviet States
and other countries; a Train the Trainers workshop; further training
workshops for the IAEA; and a High School outreach program to develop
curricula in secondary education. The CNS Critical Issues Forum
provides opportunities for distance learning, interactive tutorials and
educational resource databases. The experience in distance learning and
web based curricula should be of particular relevance to item 4 of the
Mandate.
Joan B. Kroc Institute for International Peace Studies
University of Notre Dame, Indiana
http://www.nd.edu/~krocinst/about.html
“Established in 1986 through a generous donation from Joan B. Kroc, the
Kroc Institute emerged from the need felt by faculty and students for a
more imaginative and ethical response to the nuclear arms buildup and
the chronic problem of war. In addition to offering an innovative
undergraduate concentration in peace studies, the Institute established
one of the nation's first graduate programs in peace studies. Inspired
by the Rev. Theodore M. Hesburgh, CSC, then President of the University,
the program attracted students and visiting scholars from around the
world to study peacemaking while building cross-cultural understanding
among themselves.”
Program on Science and Global Security
Princeton University
(formerly the Center for Energy and Environmental Studies)
http://www.princeton.edu/~globsec/
Submitted Dr. Zia Mian. Submission to
the study describes existing programs, which have provided “independent
technical analyses of nuclear arms control, disarmament, and
nonproliferation policy initiatives; and supported and educated an
international community of technical experts in nuclear disarmament and
nonproliferation.” One recommendation to the study is to encourage
“interest in arms-control physics and to place arms control physicists
in the academy or non governmental organizations. For their part, some
international institutions have established very strong research
capabilities, for example the World Bank and United Nations Development
Programs expertise on economic and social development, but no comparable
effort has been made on building technical strength on issues of
international security and disarmament” (emphasis added). Submission
also includes description of activities and a list of collaborators in
educational institutes, which will be useful for the study’s Survey.
Cooperative Monitoring Center
Sandia National Laboratories, New Mexico
http://www.sandia.gov
Submitted by George Baldwin. Submission refers to presentation entitled
“Training Tools at the Cooperative Monitoring Center” given at the
Second Session in Monterey, August 2001.
The Center for International Security and Cooperation
Stanford University
http://cisac.stanford.edu/
Contact:
chena@stanford.edu
An academic research center addressing a wide variety of
issues of interest to the UN working group, including chemical and
biological weapons proliferation, the future of nuclear weapons, and
“preventive defense.” Formerly known as The Center for International
Security and Arms Control.
Center for International Trade and Security
University of Georgia
http://www.uga.edu/cits/home/default.htm
Submitted by Gary Bertsch. Submission to the study describes existing
programs on nonproliferation studies with a focus on collaboration in
Russia and former Soviet Republics. Attached web pages detail course
and program outlines including export controls and trade and technology
controls. Of special interest to the study, there are courses and
training seminars about Nuclear Security in the former Soviet Union and
the Minatom Training Program.
Program on Arms Control, Disarmament, and International Security
University of Illinois at Urbana-Champaign
http://www.acdis.uiuc.edu/
Submitted by Clifford Singer. Submission to the study, describing
existing programs and course outlines, consists of pages from website.
Course topics include nuclear arms control, security in South Asia,
issues pertaining to energy and the environment, human rights and
military history.
The Program on Global Security and Disarmament
University of Maryland, College Park
(formerly the Program on General Disarmament)
http://www.bsos.umd.edu/pgsd/
Submitted by Dr. Natalie Goldring (also see Select Recommendations from
Invited Contributors to the Study). Submission to the study included a
description of the program, as well as sample publications and related
material. The program is a long-term, integrated program of research,
analysis, international networking, training, and public education.
Program activities include research on successful disarmament efforts,
as well as consideration of factors that may inhibit efforts at
disarmament. The program sponsors undergraduate research and
internships and graduate student research, as well as international
visiting fellows. The program offers an undergraduate seminar on general
disarmament (syllabus submitted to the study), and is developing
additional curricula. Program staff are currently building a global
network of academics, analysts, and activists interested in security and
disarmament issues.
Yale Law School
http://www.law.yale.edu/yls/index.jsp
Submitted by Dr. Theodore Hirsch. Submission to the study describes
course devised by Hirsch entitled “The New Nuclear Arms Control:
Limiting the International Spread of Nuclear Weapons.” The complete
course syllabus includes website references, books and articles. Should
be useful to the study if there is a survey of relevant texts and
web-based resources.
Center for Defence Studies, University of Zimbabwe
http://uzweb.uz.ac.zw/units/cds/
Contact: Project
Manager Monila Kuchena
A research center whose primary mission is to, “act as a conduit between
civil society, business and the armed forces in dealing with peace and
security issues of national and regional importance.” One of its main
projects focuses on “demilitarization, demobilization and
reintegration,” and others deal with conflict resolution and management
issues. In addition, the center has a number of outreach activities
aimed at both the local and scholarly communities.
Non-Governmental Organizations
(listed alphabetically by country)
Armenian Centre for National and International Studies
http://www.acnis.am/
Contact: Raffi K. Hovannisian, director,
root@acnis.am
An
independent research institution with policy-oriented studies and public
education as its main fields of activity. Major research focuses include
the political developments around the Nagorno-Karabakh conflict,
relations between Armenia and Azerbaijan “and regional security issues,
such as the arms trade and the internal and regional situation regarding
human rights.”
Bangladesh
Development Partnership Centre, Dhaka
http://www.geocities.com/Broadway/Balcony/1744/organization.html
Submitted by Sharif A. Kafi. Submission details Centre’s aim to develop
"informal disarmament and nonproliferation training modules" for NGOs
and government officials, although at present they have no links to
formal educational institutes. Centre is beginning a survey on
disarmament and nonproliferation education and training in Bangladesh.
Also conducts training on disarmament for media, human rights and peace
activists through workshops, press conferences, rallies, etc. Have
conducted opinion polls and research on the confluence of human
insecurity and small arms proliferation.
BELARUS
International Institute for Policy Studies (IIPS), Minsk
http://iips.virtualave.net/eng/publs.html
Submitted by Vyachaslau
Paznyak. Submission details existing programs. IIPS was established in
1995 by Belarusian academics and US scholars of the Center for
Nonproliferation Studies of the Monterey Institute of International
Studies. Since then, the Institute in collaboration with CNS has
organized a series of seminars on nonproliferation and export controls for
government officials, journalists and NGOs in Minsk. In addition, IIPS is
organizing an “information disarmament program for parliamentarians, the
military and the media.” The submission also includes a listing of
publications and previous seminars.
BRAZIL
Viva Rio
www.vivario.org.br
www.desarme.org
Contact:
Jessica Galeria,
jessica@vivario.org.br
Viva Rio is one of the biggest NGOs
working on disarmament issues in South America. It does extensive work on
disarmament, including educational community awareness campaigns,
congressional advocacy, outreach in the print media, TV, and radio, and
collaboration with public schools. Among many other projects and
accomplishments, Viva Rio coordinated
the destruction of 100,000
guns in Rio on June 24th, 2001.
BURUNDI
Burundi
Peace Initiative of the Burundi Quakers
Information available
at
http://www.quaker.org/fptp/41agli.html
Contact:
daniy@cbinf.com
The Quakers are active
in many levels of peace making and conflict resolution in Burundi and the
surrounding Great Lakes region. The approximately 10,000 Quakers
headquartered in Burundi have been actively reaching out to improve
primary and secondary education in the region, from running (and
physically rebuilding) schools to speaking about peace and conflict
resolution in other communities across the region.
Working Group for Weapons Reduction in Cambodia
http://www.wgwr.org/
Contact: Neb Sinthay,
Executive Coordinator,
wgwr@bigpond.com.kh
A coalition of local
and international organizations and individuals working to reduce the
number of weapons (especially small arms) in Cambodia. Public education
is one of their main tasks.
CAMEROON
The Paul Ango Ela
Foundation (FPAE), Yaounde
Submitted by Kalliopi
Ango Ela. Brief email references the Foundations publications which
include a recent book entitled Conflicts Prevention in Central Africa:
A Perspective for a Culture of Peace. The Foundation has also
organized a photo exhibit: “Pictures of War and End of War in Africa.”
They publish a newsletter, ENJEUX (“stakes”) addressed to decision makers
and academics concerning a geopoltical analysis of issues relating to war
and peace in Central Africa.
CANADA
The Markland Group
http://www.hwcn.org/link/mkg/
Submitted by Cornel
Konig. Brief email references the Group’s newsletter, which concerns the
“problem of ensuring compliance with disarmament treaties.”
Project
Ploughshares, Waterloo, Ontario
http://www.ploughshares.ca/
Submitted by Kenneth
Epps. The submission details the educational programs of the Project
which are organized around four basic themes: abolishing nuclear weapons,
controlling the arms trade, reducing reliance on military forces, and
building peace as a means to prevent war. Education is provided through
“the use of instruments such as workshops, consultations, and conference
to engage a range of actors, from community activists to government
officials, in policy discussion and development.” Of particular relevance
to the study please see “The Armed Conflict Report,” an annual publication
available to students and educators at the high school and university
levels, and “The Armed Conflict and Underdevelopment Learning Module”
designed for informal and formal educational use.”
Project
Ploughshares Calgary, Alberta
http://www.cadvision.com/projectp/
Submitted by Sally
Hodges and Bev Delong. The submission details existing programs (whose
aims are similar to their sister organization in Waterloo, Ontario) and
also includes recommendations to the study, which are as follows.
-
“We are aware that there is
a need for colorful, up to date and inspiring [educational] materials for
leaders, as well as for our future leaders (youth). Materials should show
what is at stake, what progress has been made and what the next steps must
be.”
-
“Harnessing the energy and
vision of NGOs is one place to turn for people who are already engaged in
trying to carry out a disarmament education mandate. Having and
supporting people among the latter who are very capable in the area of
discussion with parliamentarians and other government representatives is
essential.”
- “In terms of the military,
and media, we suggest that high level politicians and military personnel
can be drawn into this work… There is a long list of former ranking
leaders who could be approached. Of course, thanks to television, having
numerous movie stars speaking out on this issue, would also help.”
- Disarmament education
should span the age groups in formal education, and be incorporated into a
variety of subject matters.
- “These courses could be
placed on the Internet and accessed by every distance learning institution
in the world, as well as by regular institutes of learning.”
- However, there is a note of
caution regarding “virtual learning”. Hard copies of materials should be
made available for those who do not have computer access. Teachers may be
wary of assigning Internet based lessons due to the temptation of students
to log-on to inappropriate websites. Schools should make provisions
against this risk by instituting override mechanisms within public
computer terminals. Computers should be viewed as a tool, and not
cultivated as the most advanced form of new learning. For some students,
distance learning is well suited, for others it may not work at all.
“Research in the theory of play (and socialization) says that children
under the age of 10 should not spend a great deal of time at the
computer.”
-
And regarding how UN organizations can coordinate efforts on disarmament
and nonproliferation education, Hodge and Delong state that “this issue
is too important for individual organizations to claim ‘territorial
rights’… Funding for local people would also bring positive
results.
Also included in the
submission is a description of courses offered in formal education, and
the difficulties experienced by educators in establishing these programs.
PUGWASH, Conferences on Science and World Affairs
http://www.pugwash.org/about.htm
“The
purpose of the Pugwash Conferences is to bring together, from around the
world, influential scholars and public figures concerned with reducing the
danger of armed conflict and seeking cooperative solutions for global
problems. Meeting in private as individuals, rather than as
representatives of governments or institutions, Pugwash participants
exchange views and explore alternative approaches to arms control and
tension reduction with a combination of candor, continuity, and
flexibility seldom attained in official East-West and North-South
discussions and negotiations. Yet, because of the stature of many of the
Pugwash participants in their own countries (as, for example, science and
arms-control advisers to governments, key figures in academies of science
and universities, and former and future holders of high government
office), insights from Pugwash discussions tend to penetrate quickly to
the appropriate levels of official policy-making.
The
Pugwash Conferences take their name from the location of the first
meeting, which was held in 1957 in the village of Pugwash, Nova Scotia,
Canada, birthplace of the American philanthropist Cyrus Eaton, who hosted
the meeting. The stimulus for that gathering was a Manifesto
issued in 1955 by
Bertrand Russell and Albert Einstein -- and signed also by Max Born, Percy
Bridgman, Leopold Infeld, Frederic Joliot-Curie, Herman Muller, Linus
Pauling, Cecil Powell, Joseph Rotblat, and Hideki Yukawa -- which called
upon scientists of all political persuasions to assemble to discuss the
threat posed to civilization by the advent of thermonuclear weapons. From
that beginning evolved both a continuing series of meetings at locations
all over the world -- with a growing number and diversity of participants
-- and a rather decentralized organizational structure to coordinate and
finance this activity. By the end of 1999, there had been over 250 Pugwash
Conferences, Symposia, and Workshops, with a total attendance of over
10,000. The Conferences, which are held annually, are attended by 150 to
250 people; the more frequent topical Workshops and Symposia typically
involve 30 to 50 participants. A basic rule is that participation is
always by individuals in their private capacity (not as representatives of
governments or organizations).”
CHINA
Chinese People’s
Association for Peace and Disarmament (CPAPD)
Contact: Wu Kesheng (phone) +86 (1) 6827 1736
A nation-wide NGO with
24 affiliated member organizations founded in June 1985 by several
prominent public figures from all sectors in China, this Association works
for the promotion of mutual understanding, friendship and cooperation
between the Chinese people and peoples of the world, in joint efforts in
China as well as abroad. It “aims to safeguard world peace, strives for
disarmament and prevention of a new world war…One of the major focuses of
the CPAPD's work is peace education in China.” The Association cooperates
with 300 non-governmental peace organizations, research institutes and
universities in 90 countries, as well as international organizations. “In
1996 it organized, together with the United Nations Institute for
Disarmament Research (UNIDIR) and the Global Non-Offensive Defense
Network, a multilateral seminar on security, arms control and disarmament
in East Asia.”
COLOMBIA
Fundacion Gamma
Idear, Bogata
Submitted by Amparo
Mantilla de Ardila. The submission details the aims of the organization,
which include the promotion of “harmonic coexistence” between people,
groups and organizations. This harmony is obtained through peace
education. Several projects are listed, including principal initiatives
in Columbia and Peru. Ms. Mantilla de Ardila has offered assistance to
compile a more complete list for the Central and South American region.
She would like to do this in Spanish.
COSTA RICA
Arias Foundation for Peace & Human Progress
http://www.arias.or.cr/
Contact:
arias@arias.or.cr
A non-profit
organization founded and run by Nobel Laureate Oscar Arias, the mission of
the Foundation is “to build just and peaceful societies in Central
America.” Increasingly, however, the Foundation's activities are extending
beyond the region to encompass Colombia, the Caribbean and even Africa.
The Foundation consists of three centers dedicated to different topics,
all of which touch on conflict prevention and resolution, whether directly
or indirectly. The one that is perhaps of greatest interest to the UN
working group is the Center for Peace and Reconciliation, which runs a
program dedicated to “Demilitarization and Security.”
Centro Int. para el
Estudio y la Promoción de Zonas de Paz
Contact: Fabio Castillo Figueroa (phone) +503 245 1579
An NGO that strives to
“promote peace through the establishment of non-conflict areas.” The
Center seeks to declare the Salvadoran province of Usulutan a “Peace
Zone,” and believes that Peace Zones should be established in Central
America and the Spanish-speaking Caribbean. Such Peace Zones could “help
to secure democracy, human rights, regional integration, conflict
resolution and disarmament.”
Berlin Information Center for Transatlantic Security
http://www.bits.de/
Contact: Otfried
Nassauer,
bits@bits.de
An institute with
projects that focus on landmines, the arms trade and small arms, “European
Nuclear Non-proliferation,“ and many others. It aims to use its research
to affect government policies, by informing “politicians, government
officials, NGOs, the media, and the general public.”
Bonn International
Center for Conversion
http://www.bicc.de/
Contact: Michael
Dedek, Head of Public Relations,
bicc@bicc.de
An international
think-tank working on a wide variety of arms-related issues, including,
“the conversion of military sources to civilian activities.” Its scope
includes a focus on demobilization and reintegration and the destruction
and control of small arms and light weapons. “Through research and
analysis, technical assistance and advice, retraining programs,
publications and conferences, BICC supports government and NGO initiatives
on reducing military-related activities.”
German Foundation
for International Development, Berlin
http://www.dse.de/dse-e.htm
Submitted by Sigrid
Göbel. Submitted a Summary Report of an international policy dialogue
entitled “Development and Disarmament.” (Awaiting document for review, in
order to summarize).
GHANA
ActionAid Ghana
http://www.africaonline.com.gh/nghonet/actionaid.html
Contact:
Isaac Richard Osei, program coordinator
aaghana@africaonline.com.gh
ActionAid
Ghana is a development and conflict prevention/resolution organization
that among other things operates a pilot peace education program in junior
and senior secondary schools in Northern Ghana, with the goal of providing
the students with conflict resolution skills and attitudes.
The Centre for
Conflict Resolution (CENCOR)
Info available at
http://www.ciaonet.org/wps/car01/
Contact:
Arnold Quainoo, executive director,
cencor@africaonline.com.gh
The mission of this
center is to promote peace in West Africa, through research, education and
training. CENCOR has taken a leading role in developing and building
support for proposals focusing on the control of light weapons in the West
African region.
GUATEMALA
The
Institute of Education for Sustainable Development IEPADES
Submitted by Mayda de
León Wantland. Submission details the Institute’s aim to enhance its
existing program, which is working on arms control issues in Guatemala.
IEPADES works in collaboration with IANSA and FEWER on this topic.
Specific activities in the field include: arms control work with
civil society and governmental institutions to promote disarmament, arms
control, nonproliferation and education to private police in the
“manipulation of arms.” Further activities include police education
in the promotion of Human Rights and a culture of peace, as well as
providing information to the media and general public. A campaign of
nonviolence education has been initiated and will continue through this
year.
Development
Education for Youth (DEFY)
http://www.defy.ie/
Submitted on behalf of
the organization by Liam Wegimont of the North South Centre, Lisboa,
Portugal. Submission details existing programs pertaining to youth
outreach, youth work and empowerment under the auspices of ‘development
education.’ “Development education is education for a more just world.
It is not just about economics and the Third World, it is also about the
localities in which we live. Development education does have some
recreational elements, as the issues are often introduced and explored
using activities that are creative and entertaining. The more serious
side of development education is the discussion of the issues and the
action to bring about change that follows.” Implicit to the ethos of this
organization is that in order to engage young people in issues of concern,
there is a need to inspire first. Finding the inspiration to engage in
issues of war and peace can be nurtured and enhanced by interactive and
often times playful approaches to education. This model of
participatory and experiential education challenges the power structures
of an ordinary classroom where students are instructed in a passive,
top-down manner. DEFY should be able to provide useful (and successful)
examples of inspirational learning. Cultivating experiential learning is
an important assumption of the study.
The Japan Center for
Conflict Prevention (JCCP), Tokyo
http://www.jccp.gr.jp/
Submitted by Cameron
Noble. Submission describes items sent by post for the study’s
consideration, such as, the Directory of Organizations for Conflict
Prevention in Asia and the Pacific. There is mention made of the group’s
website (http://www.dwcw.org) which has contact details for of all
the organizations in the Directory, plus an additional 50 who have
registered on-line. Also the Center’s annual report has been posted,
detailing existing programs on preventative diplomacy.
The Pacific Campaign
for Disarmament and Security (PCDS)
http://www.island.net/~pcdsres/
Contact:
CXJ15621@nifty.ne.jp
PCDS is a consistent voice for peace and disarmament in Northeast Asia.
It works to promote a variety of nuclear nonproliferation and disarmament
initiatives, including the establishment of a “Northeast Asia Nuclear
Weapons Free Zone,” which is the subject of one of its active research
programs.
Peace Boat
www.peaceboat.org
Contact:
pbglobal@peaceboat.gr.jp
Organizes educational cruises on disarmament, peace and sustainable
development issues. Develops disarmament education presentations and
workshops in English and Japanese.
Peace Resource
Cooperative
http://www.euconflict.org/euconflict/guides/orgs/as_aus/262a.htm
Contact: Hiromichi
Umebayashi, director
peacedepot@y.email.ne.jp
Together these two
Japanese NGOs research and publish reports on a many different security
and defense topics (especially on nuclear weapons) and on the Pacific Rim
regional security network. They “aim to provide citizens with an
international perspective on the security situation in East Asia and the
Pacific.”
Peace Depot,
Yokohama
http://www.peacedepot.org/e-news/whatspd/whatspd.html
Submitted by Hiro
Umebayashi. Independent peace research and educational institution, which
provides information in the field of disarmament and nonproliferation
education to a wide audience: media, parliamentarians, activist
communities, and municipal leaders. Peace Depot publishes bi-monthly
periodical “Nuclear Weapon and Nuclear Test Monitor” (with a readership of
800), and the annual publication entitled “Nuclear Disarmament and Nuclear
Free Local Authorities” (distributed to 300 local municipalities).
Plutonium Action
Hiroshima, Hiroshima City
http://www.wise-paris.org/english/ournewsletter/2/whoiswho.html
Submitted by Satomi Oba.
Reference to existing programs which include public education about the
dangers of the nuclear fuel cycle, nuclear weapons, the containment of
plutonium, the proposal to reprocess plutonium and the risks involved with
transporting fissile materials. Public education is conducted through
organizing lecture series, informational video screenings, dialogue with
other activists and NGOs, and the publication of a regular newsletter that
has focused on a variety of issues, such as, the World Court Project (see
submission under UK), the NPT Review Conference proceedings, and non
violent civil resistance meant to call attention to nuclear weapons on an
international scale. The Project also serves as a translation service for
useful materials, and assists in the organization of Hibakusha activities
as a means to educate younger generations. There is also included a list
of publications regarding nuclear weapons disarmament, as well as their
effect on people and the environment.
JORDAN
The Center for
Research on Arms Control & Security (CRACS)
http://www.euconflict.org/euconflict/guides/orgs/meast/438.htm
Contact: Ayman
Khalil, director,
Hostmaster@jo.rdg.ac.uk
The Center is “actively
engaged in initiating a conflict resolution program specifically oriented
towards the Middle East region.” One of the immediate objectives of the
program is to “establish the nucleus for a 'Regional Council for Conflict
Resolution in the Middle East', to address the growing conflicts and
disputes in this troubled area.”
Africa Peace Forum
Contact:
Raymond Kiteva, coordinator,
kilenem@africaonline.co.ke
An organization engaged
in research and advocacy around peace and security issues in the Horn of
Africa and the Great Lakes Region. Its specific areas of research
interest include “political and constitutional reform, demilitarization,
mediation, community participation in peace processes and conflict
management structures. Project activities include collaborative research,
workshops, and a recently launched internship program.”
Interchurch Peace
Council
http://www.ikv.nl (Dutch)
Contact: Mient Jan
Faber, general secretary,
HCA@antenna.nl
An organization created
by the Dutch Christian churches to study current issues of war and peace,
attempting to “identify activities that can prevent or stop war and foster
peace, reconciliation and civil integration.” The Council also “remains
vigilant and active on arms issues, particularly nuclear arms and
proliferation” with the argument that “now that the Cold War is over,
there seems to be less justification than ever for these weapons.”
International
Resource Group on Disarmament of Security in the Horn of Africa (IRG)
http://www.ploughshares.ca/CONTENT/BUILD%20PEACE/IRG.html
Contact: Josephine
Odera, programme manager,
kilenem@africaonline.co.ke
NGO designed to promote
peace and stability in the Horn of Africa. Began with the mandate to
disarm and reintegrate soldiers in Somalis in 1994, but soon expanded to
cover broader security issues and disarmament issues in all states on the
Horn. Conducts “extensive research” on how to deal with disarmament
issues from the grassroots level.
Liberian Women’s
Initiative
(information can be
found in “Women's Advocacy for Peace and disarmament: a long history,” UN
Department for Disarmament Affairs, 2000,
http://www.un.org/Depts/dda/gender/note2.htm)
Contact: Etweda
Cooper, secretary general (phone) +231 227 095
An NGO that has engaged
in a sustained campaign to bring an end to the country’s civil war. Prior
to the 1997 democratic elections, it played a major role in bringing about
disarmament, and engaged in voter education activities, adopting
“disarmament before elections” as its “primary advocacy point.”
LUXEMBOURG
The Cercle de
Coopération des Organisations Non Gouvernementales de Développement de
Luxembourg (ONGD)
http://www.ongd.lu/
Contact: Marie-Ange Schimmer, staff member (phone) +352
298 724
The national platform
of NGOs in Luxembourg. “The 53 member organizations of the Cercle are
increasingly focusing on conflict prevention.” In early 1998 the Cercle
organized an international conference on conflict prevention and arms
trade, connecting Luxembourg NGOs with international experts in the field
of conflict resolution and prevention.
International Institute for Peace and Security
Contact:
Rokiatou Ndiaye Keita,
SKEITA@spider.toolnet.org
A research center
established in 1998 after Mali’s Touareg rebellion came to a close, in the
hopes of preventing a recurrence of the violence and consolidating the
gains of that peace process. Individuals involved include leaders of the
rebellion, representatives of the government, and other leaders of civil
society who “participated in a program of disarmament and re-integration
of rebels into security forces or society.” Goals include conflict
prevention through education and arms for development programs, and
research on arms proliferation.
Le Mouvement
National des Femmes pour la Paix (MNFP)
http://www.ib.be/grip/afri/afip.html (French)
Contact: Marianne
Maïga,
lob@datatech.toolnet.org
A network of Mali women
that played an important facilitating role in activities that helped to
bring the Touareg rebellion to an end. “It spurred local groups to
undertake arms collection activities consistent with the government’s
‘Security First’ policy that reduced the number of small arms in the hands
of civilians and rebel groups, and increased confidence in the prospects
for peace.” Further information on MNFP can be found at the website of
the European Platform for Conflict Prevention and Transformation, http://www.euconflict.org/euconflict/index.html.
MOZAMBIQUE
Transforming Arms into Ploughshares (TAE)
Contact:
aeccm@isl.co.mz
An NGO
established with the goal of collecting and destroying all available
weapons in Mozambique. In addition to the destruction of well over
200,000 weapons, TAE has engaged in a public education campaign seeking to
“reduce violence and educate civil society about its results.”
THE NETHERLANDS
International Association of Lawyers Against Nuclear Arms
http://www.ialana.org/
Provides legal information and analysis to policy makers, diplomats,
activists, and the media on disarmament and international law. Key
projects include follow-up to the International Court of Justice 1996
opinion on nuclear weapons, nuclear weapons convention, and Global
Action to Prevent War. Director of Southern Office (Aotearoa-New
Zealand): Alan Webb
agw@lojo.co.nz
Director of Northern Office (Germany): Phillip Boos
BBH-Marburg@t-online.de
NEW ZEALAND
Disarmament and
Security Centre
Foundation for Peace
Studies Aotearoa/New Zealand
http://www.disarmsecure.org/
Contact: Yvonne
Duncan, coordinator,
peace@fps.ak.planet.co.nz; Kate Dewes,
kate@chch.planet.org.nz; Alyn Ware,
alynw@attglobal.net
New center (est. 1998)
in the Foundation for Peace Studies Aotearoa/New Zealand which works “to
promote a peaceful and nuclear-free world and to work towards a Nuclear
Weapons Convention.” The Centre, and indeed the entire foundation, is
actively engaged in educational activities on all levels, in the classroom
and the broader community.
Parliamentary Network for Nuclear
Disarmament.
www.pnnd.org
Provides briefing materials, reports and other information on nuclear
weapons, disarmament issues, parliamentary actions and international
disarmament initiatives. PNND recognizes and affirms existing
parliamentary activities and initiatives, and aims to cooperate with and
complement these. Coordinator:
alyn@pnnd.org
NIGERIA
The Africa Strategic
and Peace Research Group (AFSTRAG)
http://www.wangonet.org/AFSTRAG/default.htm
Contact:
afstrag@gacom.net
An independent research
and consulting organization focusing on strategic and human security
problems in Africa. Part of its mission is to “carry out peace and
disarmament research as they affect the African continent.” AFSTRAG also
“organizes seminars, workshops, conferences, roundtables and similar
gatherings of scholars, military experts, policymakers and implementers to
further discussion on peace and security issues.”
NORWAY
Norwegian
Physicians Against Nuclear Weapons, Oslo
http://www.ippnw.org/IPPNWStudentBull2.html
Submitted by Prof. Dr.
Kirsten Osen. Submission describes existing programs, to provide public
education, as well as specialized education to those in the medical
profession about the health effects of nuclear weapons manufacture, and
nuclear war. Public education is carried out through multiple means,
including media outreach, the conducting of opinion polls, a regularly
published and disseminated periodical (approximately 1,500 copies produced
three times each year) and maintaining a website. Of particular interest
to the study and Survey is the attached course syllabus, Radiobiology and
Politics. The course was taught to students at Oslo University under the
Medical Faculty with expert lecturers. “The list of themes included
ionizing radiation and cell biology, DNA damage and repair, alpha
radiation, atomic bomb scenarios, treatment of acute radiation sickness,
radiation therapy, psychosocial aspects of nuclear war, risk analysis, the
present nuclear threat, and the Norwegian nuclear policy.” There has been
an additional course created in disarmament and nonproliferation studies
to the School Laboratory for teachers at Oslo University.
The Foundation for
Research on International Environment, National Development and Security
(FRIENDS)
http://www.friends.org.pk/main.htm
Contact:
fr786pak@isb.comsats.net.pk
FRIENDS is a non-profit NGO which "undertakes studies and research on
global, regional as well as national issues for promoting peace,
harmony, [and] progress for the overall betterment of humanity."
FRIENDS performs research on issues such as human rights, environmental
protection, terrorism, peace and security. The Foundation also
undertakes socio-economic development activities in collaboration with
other organizations, such as the UN. One of its issue headings is
entitled "Nuclear Disarmament and Conventional Arms Control, Including
Light Weapons." On the disarmament front, FRIENDS is attempting to
curtail weapons and to ultimately fulfill the UN disarmament agenda.
Asociación Peruana de
Estudio y Investigación para la Paz (APEP)
Contact: Marcial
Rubio Correa, executive secretary,
mrubio@pucp.edu
The mission of APEP
(Peruvian Association for the Study and Investigation for Peace) is to
study “the importance of human security in the world today.” Fields of
interest include terrorism, drug-trafficking, military budgets and direct
violence, especially in the Andes region.
Center for Policy Studies in Russia, PIR
http://www.pircenter.org/english/
Submitted by Dr.
Vladimir Orlov. Submission details the organization’s existing programs.
“A non-profit, independent, Moscow-based research and public education
organization, PIR was founded in April 1994. The Center is currently
focused on international security, arms control, and nonproliferation
issues that are directly related to Russia's internal situation, and is
considered to be the leading Russian non-governmental organization working
in this area.
The PIR Center aims to
-
promote the principles of
democracy and rule of law in Russia;
-
make information on
security issues available to the public and experts via newsletters,
journals, and study papers;
-
independently analyze the
most urgent international security issues from a Russian perspective; and
-
educate Russian decision
makers, legislators, young researchers, and students in the areas of
international security and arms control.”
Malao
Submitted by Dr.
Christiane Agboton-Johnson. Submission details the organization’s
existing program, to provide education about the proliferation of small
arms in West Africa and their effects on local communities with a view to
“establish a national and international network to fight against this
phenomenon.”
SLOVENIA
Peace Institute
http://www.mirovni-institut.si/
Contact:
saso.gazdic@guest.arnes.si
“The Peace Institute is
a nonprofit private organization that conducts research and develops
educational materials on the sociology of war, security policy,
interpersonal violence, conflict resolution and nonviolence, military
conversion and psychological aspects of violence.” Established with
funding from the Soros Foundation.
SOUTH AFRICA
Gun-Free South Africa
http://www.gca.org.za/
Contact:
gunfree@wn.apc.org
“Gun-Free South Africa
(GFSA) was launched in 1994 as a national campaign calling for the hand-in
of firearms. It is now a recognized organization, supported by civil
society organizations and religious leaders…GFSA works at reducing
handguns and assault weapons through research and information sharing,
education, political advocacy, and cooperative efforts at crime
reduction.”
SWEDEN
Life-Link Friendship-Schools
http://www.life-link.org/
Submitted by Olena
Gorova and Hans Levander, “Life-Link Friendship-Schools is an independent
Non Governmental Organisation which aims to promote contact and
cooperation between young people around the world and their schools,
through active participation in shared projects, vital for our time (e.g.
Environment, Human Rights, Conflict Resolution and Constructive
Collaboration). Life-Link projects center around three main areas of
attention: Care for ourselves - Care for each other - Care for the
environment. Realization of these three interdependent areas will lead to
increased common security. The Life-Link philosophy is based on Natural
and Social sciences and is neither politically nor religiously aligned.
Life-Link is today a well recognized non-governmental organization with
international contacts in more than 60 countries worldwide.”
There are
recommendations made to the Study which include:
“The UN Study on
education for disarmament and non-proliferation could promote youth and
schools international cooperation on a large scale. Such an effort and
undertaking has not been introduced ever in history! Youth and schools in
international cooperation around vital topics of our time will help a
process of WMD disarmament and non-proliferation, the youth will not find
interest to rely on destructive devices and nature annihilators when
solving problems and conflicts across old borders. Some resources for
schools worldwide should be considered.”
-
internet access
-
introducing an
international peace curriculum
-
learning a second language
-
instituting
an international program, with vast youth involvement, for building a
Common and Comprehensive Global Security
Teachers for Peace
in the International Association of Educators for Peace
http://www.homeplanet.org/MadridFinalSigningDocument.doc
Submission details the
organization’s aim to “further the implementation of previous UN
declarations, conventions and recommendations for an education for
peace.” Their belief is that “there can be no lasting disarmament and
nonproliferation without an education for conflict transformation and
nonviolence, intercultural understanding, all human rights and
responsibilities, democracy, international co-operation and solidarity.”
The specific
recommendations made by Teachers for Peace include
·
Curriculum Development
Develop curricula that
reflect the content of international documents such as: the Universal
Declaration of Human Rights, and the Tiblisi[s] Declaration of Ministers
and Recommendations concerning environmental education (1977). Supports
compulsory peace education.
·
Teacher Training
It is recommended that
the “study of conflicts and conflict transformation be included in teacher
training programs for all teachers.” In post-conflict situations
“teachers need in service training in how to help children with
post-traumatic syndromes and in how to give young people hope for the
future and empowerment to influence their own situation and society around
them.” Furthermore, teachers should be trained in “how to fight racism
and xenophobia and encourage intercultural understanding.” Such material
should also be made available to journalists, and promoted as part of
their training, specifically as this relates to reporting from conflict
zones.
·
School Textbooks and other
teaching materials
Here the question is
raised “How can sustainable disarmament and peace building be possible
when at the same time children learn in their textbooks to love war and
hate the enemies of their countries?” The study should influence the
transformation of this standard textbook format: that textbooks should be
written from a perspective of peace. This is particularly important in
areas of conflict, where the study could initiate “a comprehensive writing
of history and school books in history that can be accepted by all
[parties] concerned.” The UNESCO Textbook Institute in Brauschweig is
cited as an important example of this.
·
Education for Nuclear
Disarmament
“We believe that young
people have a right to know about the effects of a possible nuclear war.”
The study should investigate the literature available to teach about
nuclear war, and the survey should include a comparison of perspectives
from different nations. The Swedish branch of IPPNW is cited as one
example of possible contributors to such literature development. In 1990,
IPPNW published teaching materials entitled “Facts and Figures about
Nuclear War,” which was distributed to all Swedish schools. It has
subsequently been translated into Russian, English, French and German.
“We would like to see something like [this] developed through the study,
translated to many more languages and put on the Internet.”
·
A Survey of Existing
Curricula
With regards to a
survey of educational institutes and existing curricula, Swedish Teachers
for Peace is part of a nationwide organization, the Swedish Peace Team
Forum. They offer to recommend contacts and resources.
“We hope this study
will lead to many open discussions in all participating countries, to
co-operation between NGOs, government officials, teacher training
institutes, schools and universities, to public debate in the media. In
transforming our education to an education for peace it must be the
responsibility of our governments to give us the framework. But we, the
teachers, want to help. Please use us!”
SWITZERLAND
Association of World
Citizens, Geneva
http://www.unhchr.ch/Huridocda/Huridoca.nsf/
Submitted by Rene
Wadlow. Wadlow suggests reviewing the report of UNESCO-sponsored World
Congress on Disarmament 9-13 June 1980 and its recommendations for
disarmament education. As regards course work and development, Wadlow has
developed a course around the NPT with a focus on “Israel and the Middle
East, and the India-Pakistan-China triangle.” Also of interest regarding
course development are Adam Roberts, Professor of International Relations
at Oxford University (has written on the UN and arms control) and Ibrahim
Fall, on the Law Faculty of Dakar University (has “good ideas on
education”).
International Peace
Bureau, Geneva
http://www.ipb.org/pe/
Submitted by Colin
Archer. Submission describes existing programs such as the Global
Campaign for Peace Education. This successful campaign has been
highlighted in other submissions to the study (see Reardon and Hague
Appeal for Peace under USA in submissions). After considering the role of
NGOs as vital to carrying out the mandate, Archer makes the following
specific recommendations to the study:
-
Composition
of the Expert Group on disarmament education [requires] wide range of
professionals.
-
Consultation with NGOs.
-
International Survey of
existing disarmament education provision.
-
Acceptance of the need for
advocacy in favour of disarmament education.
-
Need for models of
disarmament education as balanced debate.
-
Pilot project on electronic
materials on disarmament education for secondary school courses.
-
Cooperation with COPRED
Global Directory.
-
UN Inter-Agency working
group.
-
Disarmament Forum special
edition.
-
Build in pedagogical links
to globalization, militarism and small arms.
-
Involve municipalities and
religious groups.
-
Dialogue with mass media
specialists.
The World Peace
Centre, Geneva
http://www.humanvalues-is.org/ishvpag/ishvpag.htm
Submitted by Prof. R.
Sampatkumar. Brief submission notes existing programs, including the
Centre’s involvement in the First and Second International Meeting of the
UNESCO Chairs on Peace, Human Rights, Democracy and Tolerance. There is
likewise noted a close connection with UNIDIR in Geneva. Peace and
disarmament education were principal themes in the conference “Science
Religion and Ethics in the Twenty-First Century,” an event organized by
the Centre in 1998. A separate response was prepared to address the
mandate more specifically, and the Centre has offered to make an oral
presentation to the study if so requested.
Centre for Independent
Political Research
Contact: Inna
Pidluska (Foreign Relations Division),
kam@political.kiev.ua
The purpose of this
center is to “enhance the Ukrainian people's awareness of democracy and to
advance the analysis of Ukrainian domestic and international policies.”
It does this by maintaining close ties with both academic and political
communities in Ukraine. It has hosted numerous conferences, workshops,
seminars and round-table discussions on a broad range of issues, including
NATO expansion, arms transfers, national defense and security, mass media
and communications, etc.
Centre for Peace,
Conversion and Conflict Resolution Studies
Contact: Aleksandr
Potekhin,
potekhin@public.ua.net
Carries out research
projects in the fields of peace studies, disarmament and conversion.
Research findings are disseminated among international and
intergovernmental organizations, but are also of interest to the general
public. The Centre holds training seminars and conferences on
conflict-related issues. It is also involved in “the study of
anti-Semitism, conflict resolution in ethnically mixed regions, military
reform, conversion in Central and Eastern Europe and other issues.”
UNITED KINGDOM
Programme for
Promoting Nuclear Nonproliferation
http://www.ppnn.soton.ac.uk/
Submitted by Ben
Sanders. Submission describes existing programs and aims which include,
strengthening the nuclear non-proliferation regime; promoting progressive
abolition of nuclear weapons; creating opportunities for dialogue on
methods of strengthening the nuclear non-proliferation regime and
promoting the abolition of nuclear weapons. Several recommendations, or
“lessons from PPNN’s work” are made to the study.
-
NGOs can support
delegations before and during the NPT process by providing objective and
authoritative information
-
As the NPT Treaty lacks a
secretariat, NGOs have a significant role to play in filling this gap and
providing support.
-
Residential meetings, or
workshops in residence, for NGOs to brief diplomats ought to be
considered, allowing time to consider the complexity of issues, as well as
opportunities to engage in informal manner.
Responding to
Conflict, Birmingham
http://www.respond.org/
Submitted by Alexandra
Moore. Submission describes existing programs in conflict
resolution, especially concerned with assisting those who work in conflict
zones. The training and residential center hosts workshops and seminars
which provide “practical capacity-building programs to support people
working for peace, rights and sustainable development in conflict-affected
areas of the world.” For example, an upcoming seminar entitled
Strengthening Policy and Practice is described as “a residential workshop
for staff of international agencies with advisory or direct management
responsibility for relief, development, rights and peace-building
programs.” The methods used are experiential and participatory.
Biographies of the Centre’s faculty, course descriptions and a list of
resources are also included in the submission. There is a special
relevance to disarmament education in active conflict zones.
Wilton Park
http://www.wiltonpark.org.uk/web/welcome.html
Submitted by Barbara
Johnson. Reference to the group’s capacity as conference organizer.
“Wilton Park holds conferences on Disarmament and Nonproliferation on a
regular basis.” Attached is a list of existing programs and reports
concerning disarmament and nonproliferation issues [attachment missing].
Mailed separately is a program calendar on upcoming events related to
disarmament and security issues.
World Court Project
http://wcp.gn.apc.org/
Submitted by George
Farebrother. The submission describes existing programs of this
“international citizens' network which is working to publicize and have
implemented the 8 July 1996 Advisory Opinion of the International Court of
Justice which could find no lawful circumstance for the threat or use of
nuclear weapons. The World Court Project is part of Abolition 2000, A
Global Network to Abolish Nuclear Weapons”. Listed for the study are the
educational initiatives currently underway through the WCP, including:
political dialogue and education for and between government
representatives and civil society; public education about the World Court
Advisory Opinion; as well as on-going legal counsel for activists engaged
in non violent civil resistance against nuclear weapons establishments.
UNITED STATES
Educators for Social
Responsibility,
Metro Area’s Nuclear Weapons Education and Action Project,
New York
http://www.esrmetro.org
Submitted by Kathleen
Sullivan (also see Select Recommendations from Invited Contributors to the
Study). Educators for Social Responsibility, Metropolitan Area works in
public schools and community organisations throughout New York City to
help teachers, students, parents and youth activists build skills,
knowledge and community. “Through the Nuclear Weapons Education and
Action Project, ESR Metro is offering an understanding of current nuclear
dangers, and an inquiry based curriculum, Nuclear Controversy, for
use in high school and under graduate level education (distributed to the
Experts’ Panel during the Second Session, in August 2001). We support
teachers and students in increasing their knowledge of nuclear weapons,
nuclear power and nuclear waste issues, as well as developing their skills
in critical thinking, and deciding on socially responsible action.”
Federation of
American Scientists, Washington, DC
http://www.fas.org/
Submitted by Van
Blackwood. Submission details existing programs, including attached
description of internet based education materials to alert biological
scientists and engineers to the potential misuse of biotechnology, and to
cultivate ethical responsibility to curb the spread of WMD. The
collaborative project entitled “The Biological Sciences: Risks, Responses
and Responsibilities,” is the latest educational initiative of this
“oldest organization dedicated to eliminating weapons of mass
destruction.” The Federation of American Scientists was first founded in
1945, as the Federation of Atomic Scientists, and it comprised those
scientists involved in the Manhattan Project who wished to address the
dangers of the nuclear age. A defining factor of this latest educational
program is summed up in the statement that “biological scientists must not
wait, as the atomic scientists did, to react only after the threat has
materialized.” In collaboration with other NGOs, “the project will
develop educational materials and provide free access to them on the
Internet for use in courses to educate biological scientists and engineers
around the world… The educational materials will be promoted for use in
university courses, with the goal of exposing all graduate students in
biological sciences, everywhere, to these or similar materials… An
important factor in encouraging widespread use will be the collaboration
in project with NGOs from many parts of the globe… A web-based module
will be developed containing fundamental information necessary for
understanding the critical and ethical questions that the student’s future
work may raise.” The first test-run of the course is due to occur at the
University of Michigan, and by 2004, the entire course is expected to be
up and running on the Internet, a possible prototype for web-based course
material. Information for those interested in teaching the course will
also be made available.
Hague Appeal for
Peace, New York
http://www.haguepeace.org
Submitted by Cora Weiss
(also see Reardon in Select Recommendations from Invited
Contributors to the Study). Submission describes existing programs of
this international campaign to bring together groups that “focus on human
rights, disarmament, women’s rights, and social justice to work towards
abolishing war in the 21st Century.” Of particular relevance
to the study is the Hague Appeal’s Global Campaign for Peace Education,
which was launched in May 1999. Peace education is defined as including,
or linked to human rights, development issues and environmental
education. “Human security and disarmament issues, reconciliation,
conflict prevention/resolution training, critical media awareness, gender
studies, nonviolence and international relations are all part of peace
education.” The campaign supports educators, concerned citizens and NGOs
“to build support for peace education” worldwide.
Also included is a
description of the current collaboration with the Department for
Disarmament Affairs to implement a ‘Peace and Disarmament Education for
Action’ project. This work aims to “de-militarize the mentality of young
people and mobilize community support for a weapons for development
collection program. This is a two year project to be implemented in four
countries selected by the DDA: Bakan District (Cambodia), Lima (Peru),
Gramsh (Albania) and N’guigmi (Niger)… As a community-based, initiative,
[education] strategies will be tied to mobilizing support in coordination
with local government and UN agencies, for the removal and public
destruction of small arms.”
Institute for Energy
and Environmental Research,
Takoma Park, Maryland
http://www.ieer.org
Submitted by Arjun
Makhijani. The submission describes existing programs of the Institute,
which “provide activists, policy-makers, journalists, and the public with
understandable and accurate scientific and technical information on energy
and environmental issues. [The] aim is to bring scientific excellence to
public policy issues in order to promote the democratization of science
and a safer, healthier environment.” Also included is a course
description of “Science and Society: The Atomic Energy Course.” This
“will be offered at East Tennessee State University in the Fall of 2002.
This course will weave scientific theory and experimental demonstrations
(basic nuclear and radiation physics) into a debate about the ethical and
public policy issues raised by the weapons and power aspects of the
nuclear industry. IEER intends to make the resulting syllabus and as many
course materials as possible freely available in an interactive format on
its website. Materials developed by IEER as well as those published by
others will be used throughout the course, to introduce students to the
nature of the controversies involved in nuclear weapons and power issues
and to the continuing vigorous scientific, political and ethical debate on
them.” Topics covered include: nuclear power generation, atomic weapons
and ecology and environment. If a survey of relevant texts is to be drawn
up, the Institute’s library could serve as a valuable resource.
International Physicians for the Prevention of Nuclear War and Physicians
for Social Responsibility,
UN Office
http://www.ippnw.org/
http://www.psr.org/
Submitted by Merav
Datan. Submission describes existing programs and aims which include
Dialogue with Decision Makers, as part of the Rx (“Prescription”)
Abolition campaign. IPPNW has worked in collaboration with other
organizations to consult with nuclear policy makers in the capital cities
of Nuclear Weapons States. This project has helped to foster UN attention
towards the Model Nuclear Weapons Convention (NWC). The NWC could be used
as a powerful tool for participatory learning from involvement of students
to States Parties of the NPT. The NWC, “a verifiable international treaty
to eliminate nuclear weapons” has been submitted in draft form to the
United Nations. There is likewise the publication The Nuclear Weapons
Monitor that supports public and media education on nuclear
disarmament issues. IPPNW also promotes the proposals of the New Agenda
Coalition, and is working in collaboration with the Middle Powers
Initiative. IPPNW conducts research, educational efforts, and
international advocacy by communicating medical and scientific facts about
nuclear weapons, and sees this contribution as central to the disarmament
debate and disarmament education.
Kurtz
Institute of Peacemaking
Submitted by Colleen M.
Driscoll. Submission describes the inauguration of the Kurtz Institute,
inspired by the work of Howard Kurtz, a scientist dedicated to the
peaceful uses of space technology. Kurtz was the first person to devise
the idea of international satellite monitoring agency. Dr. Driscoll, a
professor of International Law and International Organizations, uses the NPT, CTBT, OST and other UN treaties as teaching tools to further
disarmament education. The specific recommendations that she makes to
the study are as follows.
-
Research where, how and to
what extent education on disarmament and nonproliferation is now taking
place.
-
Create basic guidelines as
to how such education can be conducted
-
Add “community education”
to the mandate audience, which would include adult education, church
groups and members of civil society.
-
Create specific structure
“which leads the student to see disarmament and nonproliferation as a
reality.”
General announcement
and literature on the formation of the Kurtz Institute of Peacemaking is
attached to the submission.
Lawyers Committee
for Nuclear Policy
http://www.lcnp.org/
Submitted by John
Burroughs. “Founded in 1981, the Lawyers' Committee on Nuclear Policy (LCNP)
is a national nonprofit educational association that uses national and
international law to promote peace and disarmament. LCNP has been a vital
link between policy makers, legal scholars and activists. LCNP: provides
legal information and analysis to policy makers, diplomats, activists, and
the media on disarmament and international law; publishes books, articles
and discussion papers for policy makers, lawyers, legal scholars and
laypeople; provides legal resources to individuals and organizations using
law to work for disarmament; works through international diplomatic
bodies, including the United Nations and the International Court of
Justice, to promote peace and disarmament.” Submission to the study
outlines several recommendations.
-
Disarmament education
should be concrete and graphic.
-
Disarmament education
should be conducted at all levels.
-
Disarmament education
should be empowering.
-
Disarmament education
should include consideration of specific political goals or events.
-
Disarmament education
should be visionary.
-
Disarmament education
should include a range of outreach strategies including use of electronic
communications, written materials, mass media and direct person-to-person
teaching.
-
Law schools and other
institutions throughout the world should be encouraged to teach
international humanitarian law, disarmament law and the law of peace and
security.
The NGO Committee on
Disarmament
http://www.igc.org/disarm/
Submitted by Vernon
Nichols. The submission details the existing programs of this long time
organization which has for 30 years provided public information and
outreach on disarmament issues. The NGO Committee is concerned with
disarmament as it pertains to WMD and the export and control of small
arms. The NGO Committee provides journalist outreach, panels and
transcripts of current information on small arms and nuclear disarmament
issues, and office internships as part of its broad educational effort to
promote disarmament. There is a current project to devise college courses
and youth outreach. This follows a successful graduate level seminar at
Fordham University on UN disarmament policy. Future efforts include an
educational program for secondary, primary and college students and
teaching staff. The creation of course curricula will be based on the
Disarmament Primer, an NGO Committee publication. They maintain a
database of undergraduate and graduate level peace studies programs from
around the world (approximately 300).
The
Nuclear Age Peace Foundation
http://www.wagingpeace.org/
Submitted by Leah C.
Wells. Submission written to define and assess disarmament education in
the USA and to recommend next steps to the study. Ms. Wells, the Peace
Education Coordinator at the Foundation, states that “very little
comprehensive education on disarmament exists for students [in the US]
prior to entering college. Considering the natural audience of high
school and the importance of reaching students at a young age, a focused
curriculum for high school students would best serve the goal of creating
a good foundation for lifetime commitment and involvement in [disarmament
issues].” The argument is made that not only in ‘peace education’ but in
the chronicling of history there needs to be a profound change in
emphasis: one which does not recount the past from war to war. Ms. Wells
makes a number of recommendations to the study, which include the
following.
-
Nonviolence education
should be a mandatory component in high school curricula.
-
NGOs should compile
educational materials to create seminars, videos and other materials to
encourage student involvement in the issue.
-
Students should participate
in study abroad programs designed to experience disarmament education in
action.
-
The Internet should be
utilized to facilitate dialogue between students from different countries;
such as setting up video diaries so young people can learn first hand the
experience of other youth in different cultures, and they can share ideas
with one another.
-
The Internet can also be
used to disseminate teacher training materials and resources, and
encourage collaboration between students, teachers, and NGOs with
expertise in the field.
-
“If peace education
toward the goals of disarmament and nonproliferation is to work, then
adequate funding must be provided for its implementation”
(emphasis added).
-
Governments can play an
important role by facilitating the collaboration between NGOs with
expertise and school boards and classrooms to provide courses and teacher
training in secondary and college level education.
Text book writers and
manufacturers must accept a new version of history… To acquire
authenticity in the classroom, these ideas of disarmament and
nonproliferation must be written and viewed in print by students.”
The Nuclear
Disarmament Education Project, at the Institute for Defense and
Disarmament Studies
http://www.idds.org/disarmed.html
Submission details a
planned project to disseminate, on a global scale, an encyclopedic
collection of data about the history, current status and dangers posed by
nuclear weapons. IDDS wants to ‘spread the word’ about non proliferation
and disarmament – to 50,000 institutions worldwide, including
universities, public libraries, research centers, and others, with a
potential audience many fold greater. We are planning a Nuclear
Disarmament Education Project that involves a mailing of a free CD [ROM],
a ‘how to’ packet, and information about follow-up on the internet, by
subscription, or through direct contact with public interest groups and
grassroots campaigns... It is also noted that where necessary, hard copies
will be made available to any individual or organization which has limited
or non-existent computer access.
Wisconsin Project on Nuclear Arms Control, Washington, DC
http://www.wisconsinproject.org/
Submitted by Rick
Hurst. Submission details existing programs, descriptions of which are
provided in webpage format, appended to brief email. The Project is a
nuclear weapons watchdog which provides information to specialized and
public audiences alike designed to curb the spread of weapons of mass
destruction. Since its inception in 1986 the Project has “identified over
2000 companies and projects linked to proliferation. By listing suspect
buyers in sensitive emerging markets, [its database], the Risk Report
helps exporters and governments keep dangerous products out of the wrong
hands.”
The
Women’s International League for Peace and Freedom’s Reaching Critical
Will Project, New York
http://www.reachingcriticalwill.org
Submitted by Felicity
Hill, who is now at UNIFEM (also see Select Recommendations from Invited
Contributors to the Study). “Reaching Critical Will is an initiative of
The Women’s International League for Peace and Freedom that started in
1999 with a single focus: to increase the quality and quantity of
non-governmental organization preparation for and participation in the
2000 Review of the Nuclear Nonproliferation Treaty… Since then, the
initiative has expanded to provide primary resources and information
around other disarmament fora, namely the Conference on Disarmament in
Geneva, and the General Assembly First Committee which is focused on
Disarmament and International Security.” The campaign maintains a website
with a section devoted to resources for disarmament education, as well as
tracking the progress of the study.
Museums
JAPAN
Japanese Network for Peace Museums,
Kochi City
Submitted by Kazuyo Yamane. Submission details existing programs and
describes the role played by peace museums on an international scale, and
as a tool for disarmament education. “The most famous peace museums that
have been playing a great role in disarmament education are the Hiroshima
Peace Memorial Museum and [the] Nagasaki Atomic Bomb Museum.” According
to the guidebook Peace Museum Worldwide, published by the United Nations
in 1998, the role of the peace museum is “to recognize the reality and
significance of the disaster, to inspire fresh desire for the abolish of
nuclear weapons and the creation of a world without them.” The
Japanese Network for Peace Museums was part of an international conference
in 1992, organized by the
Department of Peace Studies at Bradford University (see
submission under Educational Institutes), which established the
International Network of Peace Museums (INPM).
Since this time, a newsletter of INPM has been published
which makes possible collaborative exchange of information and exhibition
materials among peace museums throughout the world. Such collaborations
have resulted in exhibition materials being sent from Japan to the United
States, for example Grassroots House, a small peace museum in Kochi City,
sharing an exhibit with Swords into Ploughshares Peace Center and Gallery
in Detroit, Michigan. This collaboration was part of commemorative
activities in 1995, in remembrance of the 50th anniversary of
the bombing of Hiroshima and Nagasaki (the Smithsonian Institute’s failed
exhibit, due to congressional pressure, is mentioned here). Other
international collaborations, assisted by peace museums in Japan, are
mentioned, including Dr. Kate Dewes’ speaking tour regarding the
denuclearization of the Pacific. The resulting book from this tour,
Pacific Women Speak Out for Independence and Denuclearisation, is
being used in a class entitled “Peace and Disarmament” taught as part of
the Peace Studies program of Kochi University. The Japanese Network for
Peace Museums was established in 1998 and publishes a newsletter in both
Japanese and English. It is recommended that “more peace museums be
created [in] various parts of the world even if they are small. A small
peace museum can be a center for disarmament education under the motto of
think globally and act locally.”
Individuals
JAPAN
Ms. Junko Abe,
interpreter and translator specializing in issues
related to disarmament and Hibakusha activities in Hiroshima. Ms. Abe has
worked a translator at five international conferences related to nuclear
weapons disarmament in Hiroshima City. She is one of two translators for
Robert Green’s book The Naked Nuclear Emperor, and has translated
the text for Yuko Yamaguchi’s book The Fire of Hiroshima. From
this text, Ms. Abe has made a ‘picture telling book’ with photographs and
music. She describes her personal story of the resistance she has
encountered in Japanese society when speaking about the experiences of
Hiroshima and Nagasaki, and the sometimes oppressive environment that
anti-nuclear activists endure (such as being watched by authority figures
and being wrongfully arrested). Through her work in the community and
involving communications and language she aims to “spread the anti-nuclear
message directly to [the] people.” The recommendation that she makes to
the study is as follows, “we surely need to have conferences and talks at
the higher level but we also need some means for ordinary citizens to
listen to our calls [for nuclear disarmament].”
United States
Dr. Diane Perlman,
clinical and political psychologist, Vice President of the Philadelphia
Project for Global Security. Dr. Perlman argues for a disarmament
education that recognizes the “basic knowledge of the psychological
dimensions, which underlie conflict.” She defines an educational agenda
informed by psychology as divided into two distinct areas of study. “The
first part of the educational agenda would focus on understanding the
human psyche as it relates to relationship, conflict, and life and death
issues. The second part would use that knowledge to inform new, healthy,
adaptive, psychologically informed strategies to foster a quantum shift in
consciousness as a basis to build institutions that can creatively reduce
tension and fear, prevent or effectively address the most extreme forms of
conflict and violence.” Dr. Perlman then proposes a program of study that
could be used for course curriculum development.
Dr.
Joseph P. Smaldone,
Adjunct Professor at Georgetown University, Washington, D.C. and former
U.S. State Department official. He teaches graduate-level courses on war,
peace, U.S. defense policy, and Third World security and development, all
of which address weapons proliferation and nonproliferation/disarmament
issues. An internationally recognized expert in these and related fields,
he has published several books and monographs, and dozens of journal
articles, chapters, and professional conference papers. His current
research interests include the relationships among arms proliferation,
conflict, and arms control in Africa, and the role of arms control in conflict prevention,
management, and resolution. Contact information: Tel: 410-757-4771.
smal@erols.com.
Select Recommendations from
Invited Contributors to the Study
Dr. Natalie
Goldring,
Program on Global Security and Disarmament in
the Department of Government and Politics, University of Maryland
The group needs to decide early whether the study is
focusing primarily on education on disarmament and
non-proliferation issues, or on education to promote disarmament and
non-proliferation. Dr. Goldring stressed five key priorities in her oral
presentation to the panel: dissemination, global integration,
partnership, continuity, and implementation.
Dissemination:
Getting the study materials out both in print and on
line, and ensuring that people without regular computer access still
have access to relevant materials.
Global integration:
Integrating programs in the perm five countries (US,
Russia, UK, France, China) as well as the countries represented on the
panel.
Coordinating activities at the country, regional, and
global level. Developing curricula that are tailored to specific
countries, regions, and circumstances. Considering curriculum modules
that can complement existing curricula.
Partnership:
The United Nations can provide significant credibility
and aid access to resources by being the umbrella under which such
partnerships among governments, universities, and non-governmental
organizations are fostered.
Continuity:
Continuity of education from K-12 to university to
post-graduate is key. We cannot afford to concentrate on only one piece
of this problem.
Implementation:
Ensuring that the necessary resources are available for
implementation. Procure the necessary funding to carry out these plans.
The experts group's mandate cannot be carried out fully without
additional funding. Many of the relevant programs are being run with
sufficiently few resources that modest assistance can make a huge
difference in their ability to function.
Ms. Felicity Hill,
Women’s International League for Peace and Freedom, UN Office, New York
“[Practical and useful annexes should be produced and]
could be suggested curricula, modules or disarmament education tools for
the various constituencies listed in the resolution containing some key
elements of successful disarmament education that you have unearthed
through this process. These could be summarized in the text version,
and be available electronically or on a CD Rom.”
“We hope this process has the effect of strengthening
pre-existing initiatives of the United Nations, like the UN’s School
Bus… which needs more materials on disarmament. We need more of the
high quality occasional papers, studies and reports from DDA, UNIDIR and
the CTBTO.”
“NGOs feel it would be helpful if the Expert Panel
notices the untapped potential in collaboration between the UN system
and NGO experts in the conceiving, producing, promotion, funding and
especially, dissemination of publications on this matter.”
“Some NGOs felt the Expert Panel would benefit from
analysis of the lessons learned from the UN Disarmament Campaign that
emerged from SSOD2. Some frank analysis of the products and programs it
produced could assist the Expert Panel in making recommendations… My
organization was involved in the regional disarmament seminars to which
NGOs were invited, both as speakers and participants. The sense of
those WILPF members involved is that finances played some part in the
campaign’s demise, but the main reason is that governments did not and
still do not want to encourage the development of a strong popular
movement demanding disarmament… WILPF suspects that if governments
really wanted to inform and educate their people about disarmament they
could do it, but if they do not want to do it, UN attempts will fail
again. This, I suspect, will be your most difficult obstacle in this
process.”
“Some NGOs feel that the UN Messengers for Peace and
other celebrities could be brought into this process and could promote
the issue of disarmament… We need to acquire some contemporary
relevance by association, and learn to package the idea of disarmament
so that tabloids can amplify our message.”
“[There is] the potential of the expert group to engage
publishers of text books.”
“A worldwide promotion and use of Disarmament Week, could
focus, in the next year, on disarmament education.”
“Organize or commission an audit of television coverage
and representation of weapons during a one week period in various
countries, monitoring the presence of weapons and giving a report card.”
“I am not at all a supporter of the Global Compact with
Corporations or so-called Partnerships between the UN and the for-profit
sector for a whole range of reasons… However, I think engagement,
rather than partnership, is vital. Perhaps this Expert Panel could test
this form of engagement and call on some of the major arms manufacturers
to give some analysis of the kinds of advertising and educational
materials they produce to go with their various weapons systems.”
Professor Kamel S. Abu Jaber,
Jordan Institute of Diplomacy, Amman
“We must
first disarm mentally.
“Man [sic]
has developed weapons that can blow our planet to smithereens, has
probed the farthest reaches of the universe: the secrets of the atom,
the depths of genes and DNA, but has not been able to devise a
political, legal, ethical or moral system that can deal with, to say nothing of, control the horrific consequences of his [sic] inventions.”
“Initiate
a global, massive reeducation campaign, emphasizing the common
humanitarian aspects of men [sic], wherever they reside and to whatever
race or religion they may belong, with an emphasis on human rights,
international law, gender equality, respect for the Geneva Conventions,
the general principles of humanitarian law, the issue of genocide and
the emergence of the International Court of Criminal Justice.”
“One of
the most important aspects of our education program then must be
concerned with global as well as regional approaches to problems”
“A new
approach sponsored by the UN must strive to literally bring about a
culture of peace and change the deliberations and considerations of
peoples and states from the mode of war preparedness to that of peace
preparedness.”
Dr. Vladimir Orlov,
PIR,
Center for Policy Studies in Russia
Conducting
selective sociological polling in certain states to assess the level of
public awareness and awareness of certain target groups;
Preparing non-proliferation textbooks for high school
students, university students and students of higher educational
institutions;
Dissemination in different languages in hard copy and via
internet of international documents pertaining to disarmament and
non-proliferation, such as international treaties, UN resolutions, etc;
Preparing and disseminating the aforementioned textbooks
and documents on CD-ROM through governments, non-governmental
organizations, at seminars for journalists and during training programs
for experts;
Elaborating general recommendations on lecture courses on
non-proliferation and disarmament, especially in nuclear field, on the
basis of accumulated experience;
Promoting Training-for-Trainers Programs in Disarmament and
Non-Proliferation;
Providing support to efforts aimed at introducing and
maintaining sustainability of such courses, presumably Education and
Training, which could be established in the future;
Creating
video materials to promote non-proliferation and disarmament values, to
explain these principles to widest possible audience and their promotion
through seminars for TV journalists, non-governmental organizations,
schools, and universities;
Assisting
certain major non-governmental organizations in different regions to
establish and expand their disarmament and non-proliferation libraries
with free and open access to their resources;
Promoting
international programs for distance learning;
Promoting interest in disarmament and non-proliferation among
undergraduate students, postgraduates, young specialists and
journalists, keeping them in the field by organizing the International
Program for Fellowships and Internships in Disarmament and
Non-Proliferation coordinated and financed by the United Nations and
conducted at regional level by several selected governmental and
non-governmental organizations concerned.
Dr. L Eudora
Pettigrew,
International Association of University Presidents/UN Commission on
Disarmament Education,
Conflict Resolution and Peace
The
Commission recommends that the UN Advisory Board on Disarmament Affairs
convene a meeting with an international cadre of institutions of higher
education as well as policy-making, higher-education organizations and
government and corporate leaders to discuss the need for disarmament
education and related topics.
The
Commission recommends that the UN Advisory Board on Disarmament Affairs
request the UN to provide funding to support pilot studies on the
development and institutionalization of coursework on disarmament
affairs, conflict resolution and peace education in institutions of
higher education.
The
Commission recommends that the UN Advisory Board on Disarmament Affairs
approve a resolution supporting the role that institutions of higher
education can play in teaching, research and public service of
disarmament education, conflict resolution and peace.
Dr. William C.
Potter,
Center for Nonproliferation Studies, Monterey Institute of International
Studies
Facilitate
access to information on disarmament and non-proliferation education.;
Create an
online, multilingual disarmament and non-proliferation information
clearinghouse
Develop
and disseminate curriculum materials for high schools
Foster
participatory learning
Establish
an international fund for graduate training
Expand
on-the-job training
Utilize
new technologies to provide distance learning
Build
global communities of disarmament and nonproliferation specialists.
Train the
trainers.
Improve
liaison among relevant UN bodies
Dr. Betty
Reardon,
Hague Appeal for Peace, Teachers College, New York
First, we
all do everything we can to ensure that the Department for Disarmament
Affairs has the resources and the mandate to undertake the essential
area of disarmament education in collaboration with other United Nations
agencies. Not only UNICEF and UNESCO, but also agencies dealing with
constituencies and problems related to disarmament but not focussed on
that, including the Division for the Advancement of Women and UNIFEM,
and various NGOs, particularly those NGOs dealing with education.
Further,
that the Department consider working with some of these agencies on some
programs to reach academics, teacher educators and program facilitators.
A very
specific collaboration with the Department to set a goal for the next
NPT that disarmament education would no longer be marginal, but rather
fully integrated into education for citizenship.
Dr. Kathleen Sullivan,
Educators for Social Responsibility,
Metro Area, New York
Disarmament education should be defined as contingent to conflict
prevention, non violent conflict resolution and
humanitarian/environmental ethics.
The study
should provide a critique of standard models of education. Young people
are ill-suited to deal with the global realities of small arms
proliferation and their effect on local and international communities,
as well as the threat posed by WMD, and in particular the time-based
threat of nuclear contamination and radioactive fallout. “Education
needs to address the increasing disparity between the rich and the poor,
escalating environmental degradation, loss of species and wild places –
and especially for the youth, how they can be a part of making a
difference. Reading and writing is no doubt important. But so too is
cultivating a sense of personal dignity and responsibility, developing a
spirit of cooperation and service. The need to transform Western models
of education is an important assumption for your study.”
The study
should emphasize the use of experiential exercises, participatory
learning and using the ‘real world’ as a classroom: to hone critical
thinking skills, boost confidence and inspire respect for students and
teachers alike.
“The
United Nations Study on Disarmament Education could be pivotal in
fostering critical, ethical thinking skills, so that young people are
equipped to deal with the very real problems and dangers that lie
ahead. The current generation of decision makers appears to run
headlong on a path of destruction. Perhaps the next generation will
choose a different course.”
Appendix A -- Methodology and Future Plans
This Global Guide to
Disarmament and Non-Proliferation Education is the result of several
months of research on the state of disarmament and non-proliferation
education worldwide. Roughly half of the entries are summaries of
submissions to the UN Experts Group in response to its spring 2001 request
for brief reports on the work that individuals and institutes were
conducting on disarmament and non-proliferation education. Kathleen
Sullivan of Educators for Social Responsibility led the effort to
summarize the UN submissions. The remaining entries were prepared
primarily by the staff of the Program on Global Security and Disarmament (PGSD)
at the University of Maryland, College Park, led by Christopher Fettweis.
We found these additional institutions and individuals by using several
methods, including months of internet research, a targeted email campaign
overseas, and networking with other professionals in the NGO and academic
communities. PGSD staff nearly doubled the number of initial submissions
through our research and networking, with a very small budget.
The Guide reflects the
results of our first round of research. We believe that it represents
only a portion of what is actually being accomplished in disarmament and
non-proliferation education. We plan to continue updating and expanding
this guide in the coming months in order to craft a truly comprehensive
appraisal of global activity in this field. We welcome your assistance in
this task. Please send us comments and suggestions for others we should
contact.
It was particularly
difficult to identify groups and individuals working in disarmament and
non-proliferation education in the global south, because their web
presence is significantly smaller than their colleagues in the north. In
the next phase of developing this guide, we intend to focus significant
attention on identifying and reaching out to educators and activists in
the global south.
We will need additional
resources to accomplish these objectives. One future strategy for
expanding this network of concerned individuals and institutions is to use
a regional approach, finding people familiar with local conditions and
political systems who are interested in helping to increase awareness of
the guide and our continuing work. PGSD staff members have been successful
in constructing international networks on other security issues using this
method. Core participants in targeted countries can help identify other
individuals and institutions that would be appropriate participants. With
additional funding, we could use additional tactics, such as targeted
mailings and phone campaigns, to reach those without regular computer
access.
Over time, we believe that
we can help establish a “virtuous circle” through wide distribution of
this guide. By increasing awareness of international work on disarmament
and non-proliferation education, we can help encourage additional
participation, and decrease the isolation of those working on these
issues. In the process, we are likely to discover new participants both in
the north and the south.
We are now beginning to
develop a global consortium on disarmament and non-proliferation
education. The consortium offers the prospect of funding colleagues across
the global south who lack the resources, or support from their home
institutions, to carry out extensive work in this field. Our preliminary
research highlights the resource constraints under which so many
institutes and institutions are operating.
This guide will be most
useful if readers continue to offer comments, updates, and additions to
the information it contains. We also welcome your suggestions for next
steps for our education work in general.
|
