Global Guide to Disarmament and

Non-Proliferation Education

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).

Arab Republic of Egypt

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".

Bangladesh

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.

Côte d’ Ivoire

Letter of Acknowledgement to the study, forwarded to Government for further response.

Dominican Republic

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.

Finland

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 28^th 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.

Japan

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.

Mexico

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.

New Zealand

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.

Philippines

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”.

Qatar

Letter of Acknowledgement to the study, which cites lectures given to Armed Forces Officials on WMD.

Republic of Uzbekistan

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.

Sri Lanka

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.

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