Author: Noticias

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George Leeson: Sistema educativo debe apostar por seducir a los jóvenes si los quiere en las aulas

Noticias

Redacción: Monserrat Cordero Parra 

Para el doctor George Leeson, la presión laboral de las familias, es uno de los factores que empujan a los jóvenes hacia la exclusión educativa.

Los sistemas educativos no deben ser tradicionales ni aburridos; al contrario, deben ser dinámicos y seducir a los jóvenes si quiere retenerlos dentro de las aulas.

Esa es la principal conclusión que aporta el director del Instituto de Envejecimiento de la Población de la Universidad de Oxford, George Leeson, un experto en temas de exclusión educativa quien afirma que todos los países sufren este problema y que no es exclusivo de los países latinoamericanos subdesarrollados.

De acuerdo con el Ministerio de Educación Pública (MEP), la exclusión estudiantil en preescolar, primaria y secundaria diurna y nocturna presentó -para el 2017- la mayor disminución de los últimos 10 años.

El año pasado se reportó una baja en el índice de exclusión nacional de 0.9%; es decir, se pasó de un 4.0% en el 2016 a 3.1% en el 2017. Lo que significa que 8.157 estudiantes más permanecieron en las aulas.

El investigador asegura que la presión laboral que ejercen los padres de familia es uno de los principales factores que empujan a los jóvenes a dejar las aulas y que los gobiernos tienen la obligación de brindar a sus ciudadanos oportunidades educativas.

Leeson, quien estudia las desigualdades demográficas del envejecimiento global, las poblaciones cambiantes de América Latina, la migración y la asistencia social, participó en el congreso “100% Cole” organizado por la Fundación Tejedores de Sueños.

Enseguida un extracto de la entrevista que Leeson sostuvo con UNIVERSIDAD.

¿La exclusión educativa es un fenómeno latinoamericano o mundial?

–No es un fenómeno de Latinoamérica. Se pueden encontrar un montón de casos en el mundo. En el Instituto de Oxford en el que trabajo estudiamos el impacto del fenómeno de la exclusión en oportunidades de vida en diferentes partes del mundo como Centroamérica, Sudamérica y otros. En África es más notorio.

¿Cómo se analiza la exclusión educativa dentro de Europa?

-Europa tiene problemas parecidos a los que se discutían esta mañana sobre el sistema educativo costarricense. El hecho de que el sistema educativo no parezca ser estructurado de manera natural para cualquier joven, hace que mucha joven lo deje muy temprano pero no tanto como en Latinoamérica. Por ejemplo, en Gran Bretaña hay grandes porcentajes de niños y jóvenes, tantos como en Costa Rica, de regiones pobres o menos desarrolladas, donde los niños dejan la escuela, tan pronto como pueden legalmente. Es muy difícil en Europa que los estudiantes abandonen la escuela antes de los 12 años.

¿Qué factores favorecen la exclusión educativa?

-Existen muchos factores que producen la exclusión educativa. La familia, la comunidad y el ambiente son factores importantes.

¿La familia es el principal factor?

-Es un enorme factor. Es diferente en hombres y mujeres. Pienso que si el ambiente en que se desarrollan no es positivo, entonces afecta la educación. Pero también hay otros factores. Si el sistema educativo es tradicional y aburrido tampoco va a motivar a los jóvenes. El sistema necesita motivar a los jóvenes y ser atractivo de diferentes maneras.

La presión laboral de las familias subdesarrolladas es un factor determinante para la exclusión educativa. ¿Eso sucede en otros lados?

-Sí. Eso sucede en otros lados. Eso sucede en Asia, África y Latinoamérica. Si el ambiente, la familia y la comunidad no son positivos eso afecta a la motivación jóvenes. Si los mandan a conseguir empleo rápido, ellos están obligados a hacerlo porque son su familia. Ellos quieren terminar la escuela rápido para trabajar y ayudar en la economía de sus casas.

¿Cuáles países son exitosos combatiendo la exclusión educativa?

-Es difícil de responder. Todos los países tienen problemas de exclusión escolar. Los problemas son distintos y también las soluciones que se utilizan. Lo importante en estos países es la voluntad política. Debe existir la voluntad política de educar a la población y de que se queden en las escuelas.

¿Ejemplos de países?

-Escandinavia (se refiere a la región comprendida por Suecia, Dinamarca y Noruega). Yo estuve trabajando en la Universidad de Copenhague y el sistema educativo es muy bueno. El sistema educativo promueve equidad e igualdad. Entonces la gran diferencia que se ve en un país como Costa Rica, México y Brasil y otros es la desigualdad, la diferencia entre el rico y el pobre. Los muy aventajados y los menos aventajados. En Escandinavia, usted no ve eso pues el sistema ya está orientado a la equidad y eso persiste en la educación pero también en esos países se da igual importancia a lo académico y a lo técnico. Entonces es tan importante convertirse en un profesor como en un plomero. Técnica y vocacionalmente son muy igualitarios. Si usted me pregunta cuál sistema es exitoso, yo diría que Escandinavia.

¿Cuáles es la perspectiva que tiene un joven que se sale del sistema educativo?

-El panorama que tiene un joven que se sale muy temprano del sistema es difícil, no es bueno porque las oportunidades en la vida son pocas, se ven reducidas. Esto tiene un impacto en la vida.

¿Cuáles medidas se pueden implementar para combatir la exclusión escolar?

-Una forma muy obvia, aunque quizá no la mejor de todas es tener fuertes marcos legales, que muevan a las familias a enviar a sus hijos a la escuela pero no es así cómo funciona la situación. Estaríamos penalizado a una familia que ya tiene una desventaja. Se necesita un marco legal pero aún es más importante un sistema educativo que motive a los jóvenes, que los emocione y que los haga sentirse que quieren aprender para así estar seguros de que tendrán oportunidades en el futuro.

¿La tecnología es una herramienta importante para combatir la exclusión?

-Tiene que recordar que los millennials, la generación digital tienen máquinas y saben cómo usarles y sacarles provecho. En el sistema educativo, podemos usar estas herramientas que les emocionen para enseñar porque si eso es lo que les emociona más que un libro, tal vez eso es lo que se deba usar para educar, enviar el mensaje. No estoy seguro de que los sistemas educativos en Latinoamérica aún lo empleen al máximo.

¿El sistema debe seducir a los estudiantes?

-Sí, la educación no es solo importante para usted, sino para todo el país porque una nación necesita educar gente con talentos que hagan crecer la economía. No solo para usted sino para todos los habitantes del país. Sí, el sistema educativo necesita seducir porque el país necesita de gente educada.

¿Cuál es el costo de un estudiante que abandona el sistema educativo?

-No soy economista y no puedo darle una cifra en dólares pero creo que los costos de una oportunidad perdida para la persona, para la comunidad y para el país son enormes. En cualquier lugar donde esté funcionando (como en Escandinavia) hay evidencia muy clara de que la inversión en educación da resultados para el país. Es difícil de cuantificar. Yo sé que a los gobiernos les gusta escuchar que si hacen algo van a ahorrar dinero o ganar dinero pero esto no se trata solo de ahorrar o ganar dinero, es más de proveer a los ciudadanos una vida llena de oportunidades en lugar de una vida llena de nada. Esa tiene que ser la responsabilidad de cualquier gobierno en el mundo.

Fuente: https://semanariouniversidad.com/ultima-hora/sistema-educativo-debe-apostar-por-seducir-a-los-jovenes-si-los-quiere-en-las-aulas/
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Education in Nigeria: Overcoming Mass Displacement

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Africa/Nigeria/By Kathryn Quelle/Source: www.borgenmagazine.com.

Boko Haram is a militant group in northern Nigeria that wants to institute Islamic law. The group also operates in Chad, Niger and Cameroon, but it originated in Nigeria in the late 1990s. The ongoing Boko Haram insurgency officially started in 2009, and since then militants have killed at least 20,000 people. The violent attacks have also displaced about two million Nigerians, with little chance of them being able to return home in the near future.

Mass internal displacement has a large impact on a country’s economy as well as its resources and living conditions. Displacement also greatly affects education. An estimated 952,029 Nigerian children have been displaced with little or no access to education because of the Boko Haram violence. At one point, the U.S. Embassy in Nigeria reported that only 28 percent of primary age children attended school in Borno state in northern Nigeria, as opposed to 97 percent in most parts of southern Nigeria.

In the local Hausa dialect, Boko Haram means “Western education is forbidden” and the quality of education in Nigeria will suffer if the group succeeds in their goals. In 2016, Human Rights Watch reported that Boko Haram had deliberately killed more than 600 teachers. Attacks in northern Nigeria have also destroyed more than 900 schools and forced at least 1,500 to close.

In combination with local NGOs, the U.S. Agency for International Development (USAID) launched the three-year Education Crisis Response (ECR) program in 2014 to address the fractured system of education in Nigeria. According to USAID, the program’s goal was to “expand access to quality and protective non-formal education and alternative education opportunities for out-of-school children, ages 6 to 17.”

Results in the Classroom

During ECR’s tenure in Nigeria, USAID partner Creative Associates International established more than 1,400 non-formal learning centers and more than 700 formal schools. Creative reached more than 80,000 children, 23 percent more than its target of 65,000. USAID’s final report found that 47 percent of the children reached by the program had never attended school before.

When ECR was launched, USAID performed a baseline assessment. The agency found that 64 percent of the children scored at zero level for Hausa and 50 percent scored at zero level for English, meaning the children could not even recognize letters from the languages. After three years, USAID’s endline assessment found that 49 percent could read Hausa and 37 percent could read English, showing significant improvement.

Besides substantially raising literacy rates in both Hausa and English, ECR also addressed mathematical knowledge. At the beginning of the program, 40 percent of children could not recognize the numbers 1-9. At the end, the same percentage were able to perform basic mathematic functions.

Beyond the Classroom

Beyond simply improving education in Nigeria, the learning centers set up by the program also provide meals and help students get to and from school. For example, ECR established 12 non-formal education centers specifically for children with physical disabilities, and the program distributed wheelchairs and crutches to the students. These 12 centers enrolled 539 children over three years and, in addition to basic knowledge and skills, the centers taught children vocational skills that they can utilize even after the program has ended.

The ECR program also focused on children’s psychosocial development. Many of the children in the program were displaced due to attacks on their homes and villages, leaving them traumatized. USAID recognized that children have a hard time learning when their fears and traumas are not addressed, and it trained facilitators on how to teach children sensitively.

Facilitators encouraged positive, interactive student-teacher relations and used group exercises to encourage children to make friends and interact with each other. Within local communities, organizations also encouraged spreading messages of peace. ECR director Ayo Oladini said, “We make sure that we don’t create any more trauma, either for these children or within the community where they live.”

Ensuring the Continued Success of Education in Nigeria

Throughout its tenure, ECR was supported by Nigeria’s state and federal governments. Officials helped determine which communities to focus efforts in, developed training manuals and sat in on classes. Every learning center established also had two local government education officials assigned to mentor teachers.

Nigeria’s government further demonstrated their commitment to education and ensuring ECR’s continued success by implementing transition plans worth $287,709 in its 2017 budget. The budget has been used to establish 100 more non-formal learning centers following ECR’s model and train more than 8,000 formal school teachers in conflict-sensitive education. At the end of the three years, five Nigerian state governments separately promised to replicate ECR’s non-formal education model.

In addition to government support, ECR mainstreamed 30,154 children who passed its end-of-program exam into formal schools to ensure the children’s continued success. ECR also provided them with additional free scholastic materials. Even though the ECR program has ended, the program has re-established quality education in Nigeria and helped a lot of kids get back to school.

Source of the notice: http://www.borgenmagazine.com/school-fees-in-africa/

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Greece: IOM with EU helps thousands of migrants get education

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Europe/Greece/Source: www.devdiscourse.com.

IOM, the UN Migration Agency, announced today that almost 2,800 children living in Greece in open-accommodation centers for migrants and refugees attended school in 2018, marking the second year when European Union (EU)-funded transportation services enabled these students to return to class.

IOM with EU emergency support, together with the participation of the Greek Ministry of Education, Research and Religious Affairs ensured the safe transportation of students from accommodation centers to nearby schools.

IOM Director General William Lacy Swing praised the outcome of two years of cooperation with the EU and the Government of Greece to give migrant and refugee children a chance to access and continue their education during their time in Greece. DG Swing drew attention to how this programme also has helped to ease children’s integration into Greek society.“I am pleased to see these children get back into the school system, especially after the hardships and deprivations they have endured,” Director General Swing said, adding, “Gaps in education can be devastating, not only to a child’s development but also to society in general.”

“IOM is steadfast in its commitment to supporting the education and the integration of migrant and refugee children in Greece in every way.  Education is priceless in its own right. But less talked about is its power to help the children and their families join in and build links to the local communities,” he concluded.

EU Commissioner for Humanitarian Aid and Crisis Management Christos Stylianides said: “We have a responsibility to act to prevent lost generations and avoid the risk of children growing up without education. The EU is a global leader in bringing children back to school with 8 percent this year and 10 percent next year of our humanitarian aid budget dedicated to education. This project is a great example of the fruitful cooperation between the Greek authorities, IOM and the EU. It brought migrant and refugee children back to school. It contributed greatly to the elimination of mental and physical barriers which hamper a child’s ability to go back to school.”

According to IOM’s latest figures, 88 school buses with 117 bus escorts carried 2,800 children from 26 accommodation centers to 123 nearby schools daily.  These students also were equipped with school kits – including notebooks, pens, pencils and other necessary supplies.

The vast majority (91%) of migrant and refugee students come from one of three countries: Syria (35%), Iraq (31%) and Afghanistan (25%). These are all places where their education often was severely interrupted, or their schools bombed or destroyed.

About 1,200 students surveyed by IOM found the access and experience overwhelmingly positive.

According to the survey, 92 percent of the children indicated their satisfaction with transportation, escorting, and safety precautions.  Eighty-nine percent said they appreciated going to school, learning and interacting with other children, which are good indicators for integration into the formal education system.

“The Greek language course is my favorite, and I don’t find it difficult to learn. I have Greek friends at school. When the bell rings and we go outside for a break, we play with the ball in the schoolyard altogether. I like going to school so much! I dream of becoming a doctor when I grow up,” said 10-year-old Younes, from Iraq. Funded by the European Commission, the project is part of the “Humanitarian and Recovery Support to the Affected Population in Greece” programme.

 

Source of the notice: https://www.devdiscourse.com/Article/52063-iom-with-eu-helps-thousands-of-migrants-get-education-in-greece

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OECD: upward educational mobility ‘possible in Switzerland’

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By Isobel Leybold-Johnson/swissinfo.ch/12-09-2018

People from disadvantaged groups are more likely to participate in Swiss higher education and have better outcomes than in many other countries, says the Organisation for Economic Co-operation and Development (OECD). But there is still room for improvement.

Switzerland does perform better in terms of equity in education (equal opportunities) – the key theme of the 2018 global OECD reportexternal link –  than average in most areas, the OECD confirmed to swissinfo.ch on Tuesday.

Indeed, students in Switzerland have more opportunities for upward educational mobility than on average across other OECD countries, it said in its country report for Switzerlandexternal link.

For example, the country was above average when it came to the likelihood of students advancing to tertiary education (higher education institutions) when they do not have a tertiary-educated parent.

But this group was one that was “still less likely to perform well or attain higher levels of education than those from an advantaged background,” said the OECD’s Marie-Helene Doumet in an email.

There were also other areas needing improvement. Foreign-born adults in Switzerland are more likely to have gone to university or higher education than the OECD average. But comparative to other countries, they have a harder time finding jobs than locally-born degree holders, the OECD said.

Vocational training

Overall, as in other OECD countries, most people have upper secondary levelexternal link (education that prepares for higher education or entry into the workplace) as their highest qualification level in Switzerland (45%).

The country is however above average in terms of bachelor and masters level attainment and has a higher proportion of doctorate holders than any other OECD country at 3% of its adult population.

Vocational training remains a key field in the Swiss educational landscape, with 65% of upper secondary students enrolled in vocational programmes, the report said. This compares to a 44% OECD average. In all, 58% are enrolled in combined school- and work based programmes, “the highest share across all OECD countries,” the report noted.

Tradition, model

Switzerland’s dual vocational and education training (VET) system is often held up as a model for others, with interest from countries such as Singapore and the United States.

*Fuente: https://www.swissinfo.ch/eng/education-indicators_oecd–upward-educational-mobility–possible-in-switzerland-/44389680

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Ghana: Los sindicatos denuncian los planes de dar dinero recaudado de los impuestos a empresas de educación con ánimo de lucro

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Africa/Ghana/PrensaIE

“Dada la escasez de recursos, es lamentable que el Education Outcome Fund (EOF) for Africa and Middle East tenga planeado transferir fondos de contribuyentes destinados al bienestar de los/las niños/as a inversores privados que buscan beneficiarse de la educación”.

Es la postura de las organizaciones miembros de la IE, GNAT, NAGRAT y TEWU, que se reunieron para evaluar su plan para la campaña nacional cuyo objetivo es frenar e invertir la comercialización de la educación en Ghana.

La reunión de evaluación y planificación, que forma parte de la respuesta mundial de la IE a la creciente comercialización y privatización de la educación, culminó en la presentación de un comunicado al ministro de Educación en un acto público al que asistieron representantes de los tres sindicatos y organizaciones de la sociedad civil.

En el comunicado se señala una «profunda preocupación ante la noticia del establecimiento de un nuevo fondo mundial para la educación (Education Outcomes Fund for Africa and Middle East)» que se centrará en actores no estatales.

Además, indica que «contribuirá a la comercialización y la mercantilización de la educación, legitimará la obtención de beneficios en la prestación de servicios educativos y minará los esfuerzos destinados a fortalecer y ampliar el suministro de una educación gratuita inclusiva y equitativa de calidad para todos/as en consonancia con el Objetivo de Desarrollo Sostenible 4.

Dada la escasez de recursos, es lamentable que el EOF tenga planeado transferir fondos de contribuyentes destinados al bienestar de los/las niños/as a inversores privados que buscan beneficiarse de la educación.

La promoción por parte del EOF de modelos escolares como escuelas subvencionadas/APP y que cobran tasas, las denominadas escuelas privadas ‘de bajo coste’, ignora el creciente número de datos empíricos que muestran que la privatización no mejora el acceso a la educación ni los resultados académicos, sino que agrava la desigualdad y la segregación negando a todos/as los/las niños/as el derecho a la educación de calidad”.

El comunicado concluye pidiendo al Gobierno de Ghana y a la comunidad internacional que demuestren su compromiso con el ODS4 de cumplir su obligación de garantizar el suministro de una educación pública de calidad y gratuita para todos/as.

Se puede leer la versión completa del comunicado aquí.

La IE agradece a la Friedrich Ebert Stiftung (FES) el apoyo brindado para la organización de este acto.

Fuente: https://www.ei-ie.org/spa/detail/15949/ghana-los-sindicatos-denuncian-los-planes-de-dar-dinero-recaudado-de-los-impuestos-a-empresas-de-educaci%C3%B3n-con-%C3%A1nimo-de-lucro

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Filosofía de la UBA se prepara para la asamblea interestudiantil

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América del Sur/Argentina/11.09.18/Fuente: laizquierdadiario.com.

En medio de la semana de toma, la Facultad de Filosofía y Letras de la UBA se prepara para la gran asamblea de este jueves a las 18 hs. en Plaza de Mayo, el centro político del país

En la última asamblea del Centro de Estudiantes de Filosofía y Letras de la UBA (CEFyL), se votó continuar la toma de la Facultad hasta el Viernes donde una nueva asamblea resolverá la continuidad de la medida.

La asamblea del CEFyL votó participar de la asamblea interestudiantil convocada para este Jueves a las 18 hs. en Plaza de Mayo donde confluirán estudiantes universitarios de distintas facultades así como secundarios y terciarios, para votar un plan de lucha frente al ataque del Gobierno y el FMI al conjunto de la educación pública.

Brenda Hamilton, presidenta del CEFyL y militante de En Clave Roja (PTS + Independientes) sostuvo que «queremos ser miles en la asamblea del Jueves para impulsar un plan de lucha conjunto de toda la comunidad educativa fmque enfrentamos los planes de ajuste de Macri, los gobernadores y el FMI. Porque nos dicen que no hay plata para educación pero destinan millones de dólares por día a los intereses de la deuda pública.»

«Por eso, estudiantes de todo el país decimos que queremos plata para educación y no para la deuda que es la verdadera sangría del déficit fiscal del que tanto le gusta hablar a este Gobierno de empresarios especuladores», agregó Hamilton.

«Desde En Clave Roja propondremos a la asamblea participar de un corte en el Obelisco el Miércoles a las 8 hs. para confluir con los trabajadores como los del Astillero Río Santiago que también vienen enfrentando el ajuste del macrismo. Queremos poner en pie la fuerza de la unión entre estudiantes y trabajadores que en la historia de nuestro país ha llegado a protagonizar hechos como el Cordobazo, tirando abajo ministros de Economía y dictaduras militares», apuntó la presidenta del CEFyL.

La facultad ubicada en Puan 480 ya se pronunció, asamblea mediante, a impulsar el corte del próximo Miércoles en conjunto a sectores de trabajadores en lucha. El plan de ajuste recae no solo en educación, sino que es un saqueo abierto al pueblo trabajador encabezado por el FMI y Macri, en conjunto con peronistas y radicales en el Congreso, las burocracias atornilladas en los sindicatos, y los rectores universitarios y agrupaciones estudiantiles en nuestras facultades.

A pesar de ello, los estudiantes vienen expresando su fuerza y predisposición a luchar para vencer a lo largo y ancho del país, organizándose en asambleas, comisiones de base y tomas de facultades.

Fuente de la noticia: http://laizquierdadiario.com/Filosofia-de-la-UBA-se-prepara-para-la-asamblea-interestudiantil

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Ethiopia Begins the Harmony of Peace through Collaboration of Politics, Education, Religion and Civil Society

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Africa/Ethiopia/11.09.18/Source: www.borkena.com.

Political and social representatives in Africa and Middle East were gathered to discuss international cooperation for peacebuilding through a series of events held in Addis Ababa, Ethiopia including the “Ethiopia Peace Conference” on August 15 with education experts and civil society, the “Addis Ababa Summit” with political leaders from Africa and the Middle East and the “Open Dialogue with Religious Leaders” on August 16.

On August 15, government, educator and youth sought a way to reconciliation for peace at the ‘Ethiopia Peace Conference’ held in the United Nations Economic Commission for Africa (UN ECA) located in Addis Ababa, Ethiopia. At this event, attended by former President of Ethiopia Negasso Gidada, representatives of 10 universities, state minister of education and 700 university students, the DPCW Advocacy Signing Ceremony was held to invent cooperative peacebuilding with the participation of people from every field of society.

Mrs. Dagmawit Moges, Deputy Mayor of Addis Ababa’s municipal government who addressed a speech saying ” Addis Ababa city administration has a deep conviction that the launching of peace education in the Universities could help promote harmony among students regardless of their nationalities, cultural background and religions.” at the event, emphasize about the necessity of peace education and also says that the City Administration pledges to extend every support necessary to institutions engaged in the implementation of this peace education project. In addition, the eleven university presidents and representatives who attended the event laid the foundation for peace education in Ethiopia by signing an MOU to agree on peace education at their universities.

The Chairman of the Heavenly Culture, World Peace, Restoration of Light(HWPL) who visited Ethiopia following a peace tour to the United Nations in May, says “We should also write a letter to the president to support the Implementation of international laws for the cessation of war. It says that the people have all the power of the state. That’s why the president has no reason to refuse what the people want.”. And the Chairman presented a role of civil society for peace and urged them to join peace activities.

In the ‘Open Dialogue with Religious Leaders’, “No religion teaches fighting or killing each other. In order to resolve the religious conflicts, we all must know the Scriptures, and I hope that we can show first from the Ethiopian Protestant Church by Open Dialogue with Religious Leaders.”

In addition, about 50 pastors who participated in a pre-seminar and signed the Pledge for the Regular Operation of Open Dialogue in Ethiopia had time to deliver it to Mr. Lee, Chairman of HWPL. They signed that religious leaders should lead in creating a peaceful environment through holding a regular event for different religious groups starting December this year.

At the “Addis Ababa Summit” held in Medium CR, African Union Commission and co-hosted by international organizations including, Inter-African Committee on Traditional Practices(IAC), International Law Association(ILA) Egyptian Branch and HWPL, politicians from Africa and the Middle East discussed the need for the international law for peace to bring out stability in the regions and promote peace-related projects at each continental level.

RT. Hon. Rebecca A. Kadaga, Speaker of the Parliament of Uganda stressed the role of political leaders for realization of peace. “DPCW draws upon the principles of peace expressed through the ages through which the people of the world expressed their desire for global peace and called upon world leaders to put aside their vested interests that stand in the way of world peace and harmony. ”

With this, prominent leaders had the time to sign on the Signature in Support of the Declaration of Peace and Cessation of War(DPCW).

Before these events in Ethiopia, official declaration of support for the DPCW by heads of African countries such as Eswatini and Republic of Seychelles was followed.

The DPCW deals with the international cooperation to institutionalize and culturally develop peace and cessation of war through the cooperation of world legal experts by HWPL. In this Declaration of Peace and Cessation of War covers the develop friendly relations between nations, prohibit the use of the forces, respect of the international law, foster religious freedom, and spread a culture of peace.

Over 15th to 16th days, HWPL had the time to sign for the support of DPCW with participants from all walks of life. DPCW was created by international law experts for building the peace world without the war. During the two-day peace tour, participants at each event pledged to support and urge the DPCW for sustainable peace.

The Chairman Lee of HWPL, who held the summit with Ethiopian leaders during the 29th Peace Tour, emphasized the importance of peace movement to work as one in which each stratum came together, saying “If there is an answer to peace, then any family of the global village born in this era should become a messenger of peace, ending war and making sustainable peace a legacy for future generations..”

Source of the notice: https://www.borkena.com/2018/08/20/ethiopia-begins-the-harmony-of-peace-through-collaboration-of-politics-education-religion-and-civil-society-press-release/

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