The Role of Tertiary Institutions on Education for Peace and National Development.

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THE ROLE OF TERTIARY INSTITUTIONS ON EDUCATION FOR
PEACE AND NATIONAL DEVELOPMENT. Presented By;
Prof. S.Y.Ingawa. mnae, mnim.
Department of Educational Management,
University of Abuja.
A LEAD PAPER PRESENTED AT THE 5TH NATIONAL CONFERENCE OF THE COLLEGE OF ADMINISTRATION AND MANAGEMENT STUDIES (CAMS)HASSAN USMAN KATSINA POLYTECHNIC 23RD MAY,2011 AT KATSINA.

Background.
The organizers of this conference tagged the theme as ‘The role of Tertiary Education toward Peace and Development.’ The theme as it is gives me a lot of freedom to explore the vast field and narrow my discourse on any aspect of the role, especially as it did not require me to establish that role as it applies to Nigeria. I am at liberty to restrict my presentation to the generic good practices and allow the listeners to decide for themselves if the good practices are adopted by Nigeria at any level and or what can be practicable within the context of our aims and objectives of the education system as it is today. That is the approach adopted in this presentation.

Education for Peace.
Education is a process that involves the acquisition of knowledge, skills and attitudes. Peace here is seen as a fruit of careful rearing of values, behavior and attitudes that give life to the development of cooperation, non-violence, respect for human rights and cultural diversity, democracy and tolerance that should be in the mind and heart of every citizen. The concept as defined by the United Nations refers to ” all values ,attitudes and forms of behavior ,way of life and of action that reflect and are inspired by, respect for life and for human beings and their dignity and rights: the rejection of violence, commitment to the principles of freedom, justice, solidarity, tolerance and understanding among people and between groups and individuals” Miles Horton in his autobiography said;

I have a holistic view of the education process. The universe is one; nature and mind and spirit and the heavens, and time and the future are all part of the big ball of life. Instead of thinking that you put pieces together that will add up to a whole, I think you have to start with the premise that they are already together and try to keep from destroying life by segmenting it ,over-organizing it ,and dehumanizing it. You try to keep things together. The education process must be organic and not an assessment of unrelated methods and ideas. Education for peace refers to competence in the three elements of the process of education mainly; knowledge, skills and attitudes. Knowledge for peace include facts about disarmaments, the environment and sustainable development, human rights other cultures and religions and alternative ways of managing and transforming conflict. These should be included in the curricular of our tertiary institutions. Skills for peace include communication and conflict management skills, crisis analysis, prioritization, verbal and written reporting skills, team work skills. These should be trained up partly through education methods chosen and routines in the school and well directed training. Attitudes for peace include solidarity, curiosity, and interest in the other and the desire to promote democratic solutions, justice and equality, created through the educational methods and open debate. Access to education and to the various forms of learning is a necessary but not sufficient condition for a culture of peace .A comprehensive system of education and training is needed for all citizens at all levels and forms of education, both formal and non formal. The development of a holistic approach, based on a participatory methods and taking into account the various dimensions of the elements of the education process is the main objective of education for peace. The 44th Session of the International Conference...
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