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PGSD WORKING PAPER No.
5
DRAFT – 8 June 2003
Global Guide to Disarmament and
Non-Proliferation
Education
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.
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