1. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 1 A World of Possibilities: Conflict Resolution Education Around the Globe Educators as Change Agents Presented By: Jennifer Batton Global Issues Resource Center www.tri-c.edu/community/girc.htm

2. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 2 CRE Skill Set – Understanding Conflict Identify constructive conflict (whats it look like?) Identify constructive conflict (whats it look like?) Identify destructive conflict (whats it look like?) Identify destructive conflict (whats it look like?) Identify conflict triggers in self Identify conflict triggers in self Identify conflict triggers in others Identify conflict triggers in others Identify needs-based conflict Identify needs-based conflict

3. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 3 CRE Skill Set – Understanding Emotion in Conflict Building emotional vocabulary Building emotional vocabulary Increasing emotional self-awareness (what are my emotions?) Increasing emotional self-awareness (what are my emotions?) Increasing emotional other awareness (reading their emotions) Increasing emotional other awareness (reading their emotions) Increasing cultural sensitivity to emotions (seeing how culture effects emotions and expression) Increasing cultural sensitivity to emotions (seeing how culture effects emotions and expression) Identifying emotional triggers to conflict Identifying emotional triggers to conflict Using the emotional escalation/de-escalation ladder Using the emotional escalation/de-escalation ladder Identify your anger style Identify your anger style Self-soothing/calming strategies Self-soothing/calming strategies Verbally expressing anger (appropriately) Verbally expressing anger (appropriately) Using questions to identify feelings (for self and other) Using questions to identify feelings (for self and other) Using questions to work through conflict (self and other) Using questions to work through conflict (self and other)

4. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 4 CRE Skill Set – Communication Paraphrasing Paraphrasing Summarizing Summarizing Listening for Feelings Listening for Feelings Perception Checking Perception Checking Open v. Closed Questions Open v. Closed Questions I-Statements I-Statements Supporting and Encouraging Messages Supporting and Encouraging Messages Using Neutral Language Using Neutral Language Nonaggressive communication (complaint v. criticism v. contempt) Nonaggressive communication (complaint v. criticism v. contempt) Reading NV behaviors Reading NV behaviors Sending NV behaviors Sending NV behaviors Recognizing NV triggers in conflict Recognizing NV triggers in conflict Adjusting to Cultural Differences in Language (using direct and indirect language well) Adjusting to Cultural Differences in Language (using direct and indirect language well) Adjusting to Cultural Differences in NV Communication (using space, voice, gesture and body orientation in a culturally sensitive way) Adjusting to Cultural Differences in NV Communication (using space, voice, gesture and body orientation in a culturally sensitive way)

5. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 5 CRE Skill Set – Problem-Solving Steps in decision making Steps in decision making Testing options for effective decisions Testing options for effective decisions Developing realistic implementation plans for decisions Developing realistic implementation plans for decisions Facilitating group discussion to consensus Facilitating group discussion to consensus Recognizing emotional and cognitive perspectives Recognizing emotional and cognitive perspectives Effective questioning to assess perceptions Effective questioning to assess perceptions Recognizing conflict styles Recognizing conflict styles Matching conflict styles to the situation Matching conflict styles to the situation Being competent at enacting all conflict styles Being competent at enacting all conflict styles Recognizing interests and positions Recognizing interests and positions Questioning to uncover interests behind positions Questioning to uncover interests behind positions Exploring options/brainstorming Exploring options/brainstorming Developing good positions Developing good positions Creating sound arguments Creating sound arguments Mediation Mediation

6. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 6 APPLICATIONS of CONFLICT MANAGEMENT in SCHOOLS Adapted by Marina Piscolish from Ellen Raider 1987 Institute for International Conflict and Cooperation, Teachers College, Columbia University, NY, NY.

7. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 7 STUDENTCURRICULUMPEDAGOGY SCHOOL CULTURE Problem-solving Based Classroom Management Philosophy and Practice Conflict Management (CM) Curriculum for All Students Problem-Based Learning for Students and Staff Data-driven and Shared Decision Making/ SBM Comprehensive School-wide Student Conduct Plan consistent w/CM CM Infusion into Academics (Math, Soc. St., Science, Lang. Arts) Cooperative and Team Teaching and Learning Facilitative Leadership and Effective Meeting Practices Classroom and Community Service Programs CM Emphasis in Co-curricular Activities (Sports, Clubs Music) Critical Thinking Approaches Common Vision, Philosophy and Shared Commitment to Improvement or Reform Youth Empowerment & Peer Leadership Initiatives Prejudice Reduction, Diversity Education Elimination of Tracking & Use of Innovative Grouping Strategies Active Parent Involvement Program Peer Mediation Values and Character Education, EQ Programs Multi-cultural Curricula Community and Agency Partnerships Violence Prevention Integrated, Thematic Teaching Collaborative Labor – Management Approach Substance Abuse Prevention Programs Individualized Instructional Approaches School-wide Dispute Resolution System Comprehensive Conflict Management: Imagine the Possibilities

8. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 8 Potential Linkages of Conflict Resolution in Education School board development Administrator development Staff development Engaged-Learner Instructional Practices Facilitation of planned change Shared governance practices Labor-management relations Parent involvement Re-invention of discipline and classroom management Prejudice reduction and diversity training Crisis intervention and violence prevention

9. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 9 CRE Program Models 1. Mediation Program Approach 2. Process Curriculum Approach 3. Peaceable Classroom Approach 4. Peaceable School Approach Free 5 day on-line course from USDE/NASP www.disputeresolution.ohio.gov

10. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 10 Stages of Implementation Needs Assessment Secure Administrative Support Select Site Leadership Team Orient Students Select Students and/or Staff to be Involved Provide Training Publicize Programming Utilize the Program Evaluate the Program

11. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 11 United Nations Conference on the Role of Civil Societies in the Prevention of Armed Conflict July 19 th – 21 st, 2005 UN Headquarters, New York, USA July 19 th – 21 st, 2005 UN Headquarters, New York, USA 1000+ Participants 1000+ Participants 10 Working Groups 10 Working Groups 1 Working Group on CRE/PE 1 Working Group on CRE/PE Summary available from: Summary available from:www.conflict-prevention.net

12. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 12 Global Partnership for the Prevention of Armed Conflict (GPPAC) Partnership of global civil society, united in their support and work for the prevention of armed conflict. (15 regions) Formed in response to the UN Secretary Generals Report on the Prevention of Armed Conflict (June 2001) in which he emphasized the need to shift to a culture of prevention and highlighted the important role of civil society. European Centre for Conflict Prevention mobilized civil society actors dedicated to conflict prevention and peacebuilding worldwide to come together to formulate their own recommendations. Include: organizations, researchers, religious leaders, womens groups, educators, etc. working at all levels for conflict prevention and peace worldwide.

13. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 13 GPPAC-UN Conference CRE/PE Working Group - 25 Countries Armenia Armenia Bulgaria Bulgaria Canada Canada Colombia Colombia Cyprus Cyprus East Timor East Timor Germany Germany Ghana Ghana India India Indonesia Indonesia Ireland Ireland Iraq Iraq Israel Israel Japan Japan Kenya Kenya Lebanon Lebanon Liberia Liberia Norway Norway Russia Russia Sierra Leone Sierra Leone South Africa South Africa Territory of Guam Territory of Guam Thailand Thailand Ukraine Ukraine United Kingdom – Northern Ireland United Kingdom – Northern Ireland United States United States

14. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 14 CRE/PE Required or Recommended in all World Regions: Legislation Legislation Mandates Mandates Standards Standards Examples of Topics: Curriculum integration across subject areas in schools Curriculum integration across subject areas in schools Integration of skills or content into teacher training Integration of skills or content into teacher training National mandates to have policies or mission statements in all schools include CRE/PE National mandates to have policies or mission statements in all schools include CRE/PE

15. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 15 Summary of Working Group Outcomes www.disputeresolution.ohio.gov/creworld.htm Statement of Challenges: Acknowledgement of the role of CRE/PE in the prevention of conflict by stakeholders at all levels from international organizations & governments to parents. Acknowledgement of the role of CRE/PE in the prevention of conflict by stakeholders at all levels from international organizations & governments to parents. Need for policies or mandates to encourage support of CRE/PE. Need for policies or mandates to encourage support of CRE/PE. Funding/Resources Funding/Resources Recognition of the challenges of dealing with inter-ethnic conflict and how it effects regional or global approaches to CRE/PE Recognition of the challenges of dealing with inter-ethnic conflict and how it effects regional or global approaches to CRE/PE Determining appropriate training for various groups – adults/children Determining appropriate training for various groups – adults/children Question: Are these the same challenges that you face with this work? If not, what are you experiencing?

16. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 16 Summary of Working Group Outcomes www.disputeresolution.ohio.gov/creworld.htm Strategies to Address These Challenges: Conduct research to illustrate the effectiveness of CRE/PE Conduct research to illustrate the effectiveness of CRE/PE Network across stakeholder groups: government/civil society/educational institutions Network across stakeholder groups: government/civil society/educational institutions Inform policymakers of work that can be achieved Inform policymakers of work that can be achieved Conduct conferences to share information Conduct conferences to share information Question: Are these the same strategies you use? If no, what are some that you have seen work for you?

17. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 17 International Network on Conflict Resolution Education/Peace Education Planning Meeting Hunter College, New York, USA, July 22, 2005

18. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 18 International Network on Conflict Resolution Education and Peace Education (INCREPE) Goals www.disputeresolution.ohio.gov/creworld.htm www.disputeresolution.ohio.gov/creworld.htm Form partnerships with other organizations to find support for CRE/PE and related work; Form partnerships with other organizations to find support for CRE/PE and related work; Develop a clearinghouse of current information on CRE/PE programs, legislative mandates; Develop a clearinghouse of current information on CRE/PE programs, legislative mandates; Create research and evaluation agendas that build on existing knowledge and address current knowledge gaps; Create research and evaluation agendas that build on existing knowledge and address current knowledge gaps;

19. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 19 International Network on Conflict Resolution Education and Peace Education (INCREPE) Goals Clarify implementation processes to fit the cultural and socio-political conditions of the community; Clarify implementation processes to fit the cultural and socio-political conditions of the community; Disseminate best practices/models for designing and implementing conflict management systems in schools, universities, and communities; and, Disseminate best practices/models for designing and implementing conflict management systems in schools, universities, and communities; and, Promote teacher and professional preparation in CRE/PE through the development of materials and delivery processes. Promote teacher and professional preparation in CRE/PE through the development of materials and delivery processes.

20. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 20 INCREPE Planning Meeting and International Conference on CRE Columbus, Ohio, USA September 28 th – October 1 st, 2005

21. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 21 Armenia Since 2002, Peace Education and Conflict Resolution in Schools of Gyumri, Armenia project implemented by Women for Development NGO in frame of UN Decade for a Culture of Peace and Non-violence for the Children of the World and Decade for Education for Sustainable Development. Since 2002, Peace Education and Conflict Resolution in Schools of Gyumri, Armenia project implemented by Women for Development NGO in frame of UN Decade for a Culture of Peace and Non-violence for the Children of the World and Decade for Education for Sustainable Development. Goal: Formation of peace culture and conflict resolution ideas among teachers and school children in curriculum

22. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 22 Armenia Peace Education Centers established in 10 schools Train teachers and students Train teachers and students Peace Education Center established at the Gyumri State Pedagogical Institute Special course on Peace and Conflict Resolution Education conducted for senior and undergraduate students from Psychology Department. Special course on Peace and Conflict Resolution Education conducted for senior and undergraduate students from Psychology Department. Future teachers, passing the course, will be ready not to only teach the subject in schools, but also help pupils and youth resolve everyday conflicts in peaceful way. Future teachers, passing the course, will be ready not to only teach the subject in schools, but also help pupils and youth resolve everyday conflicts in peaceful way.

23. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 23 Australia National Safe Schools Framework Encourages members of the school community to: Value diversity Value diversity Contribute positively to the safety and wellbeing of themselves and others Contribute positively to the safety and wellbeing of themselves and others Act independently, justly, cooperatively, and responsibly in school, work, civic and family relationships Act independently, justly, cooperatively, and responsibly in school, work, civic and family relationships Contribute to the implementation of appropriate strategies that create and maintain a safe and supportive learning environment Contribute to the implementation of appropriate strategies that create and maintain a safe and supportive learning environment

24. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 24 Australia National Safe Schools Framework Nine Values for Australian Schooling Care and Compassion Care and Compassion Doing Your Best Doing Your Best Fair Go Fair Go Freedom Freedom Honesty and Trustworthiness Honesty and Trustworthiness Integrity Integrity Respect Respect Responsibility Responsibility Understanding, Tolerance and Inclusion Understanding, Tolerance and Inclusion

25. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 25 Australia National Safe Schools Framework Restorative Practices Problem solving philosophy in schools that focuses on relationship management and repair. Problem solving philosophy in schools that focuses on relationship management and repair. What happened? What happened? Who has been harmed? Who has been harmed? How have they been harmed? How have they been harmed? What can be done to repair the harm? What can be done to repair the harm?

26. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 26 Colombia The Ministry of Education has formulated national standards of quality per school grade for citizenship education. Conflict resolution is a key component of this Citizenship Competencies Program. The goal of the Citizenship Competencies Program is to promote the incorporation of citizenship education in school curriculum and school culture across the country.

27. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 27 Colombia The Citizenship Competencies Program is responsible for implementation (training, curriculum and development). The Formation and Research Center in Education (CIFE) of the Department of Psychology at the Los Andes University, has been working directly with teachers on implementing standards. In November 2003, standards were created and tests applied to all the 5th and 9th graders of Colombia.

28. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 28 North Cyprus Partnership between N. Cyprus Mediation Association, the N. Cyprus education authorities, and UNDP September 2006 – 224 educators representing all of N. Cyprus participated in two day conference on CRE and three days of workshops on CRE. Paid for as part of their staff development by education authorities in N. Cyprus. Next steps: 1. Fall 2006 – Spring 2007 – Teacher teams to visit schools across N. Cyprus to share what was learned. 2. Intensive training of teams of teachers to build capacity in regions.

29. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 29 Germany Conflict resolution and school mediation programs were first developed in the early to mid 1990's. Nearly 200 schools have mediation and peer mediation programs in classrooms. There are plans to establish mediation-programs into teacher training teacher at universities and training seminars.

30. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 30 Germany Standards for school mediation have been in effect since 2001 and were developed by The Bundesverband Mediation (National Mediation Association), an NGO. The Institut für Friedenspädagogik Tübingen (Institute for Peace Education Tübingen e.V.), an NGO, supports national institutions like the Bundeszentrale für poltisiche Bildung (National Institute for Civic Education), schools and other NGOs.

31. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 31 Ghana The West African Network for Peace building (WANEP) has been working in seven countries in the West African sub-region to promote conflict resolution programming in schools at two levels: 1) Development of peace education tools such as teachers guides and resource books. 2) Development of peer mediation programs in schools.

32. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 32Ghana There have been initiatives moving towards policy making which have included the active involvement of government agencies. WANEP's work has engaged Ministries of Education in Ghana, Liberia, Cote D'Ivoire, Guinea and Sierra Leone. Resulted in the revision of the syllabus in Ghana to include aspects of peace education in five subject areas.

33. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 33 Guam Guam Department of Education is a single unified school district, 36 schools, 30,000 students. Largest government agency on Guam. Guam Department of Education is a single unified school district, 36 schools, 30,000 students. Largest government agency on Guam. Faculty, administrators, school staff, counselors, nurses, parents, students, and community members. Faculty, administrators, school staff, counselors, nurses, parents, students, and community members. Schools work with Inafa Maolek Conciliation in establishing CRE programs such as restorative justice, peace education, bullying prevention, peer mediation, classroom management, and others. Schools work with Inafa Maolek Conciliation in establishing CRE programs such as restorative justice, peace education, bullying prevention, peer mediation, classroom management, and others.

34. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 34 Guam The Department of Education Safe Schools Task Force Plan includes peer mediation as a required program in all of Guams public schools. The Department of Education Safe Schools Task Force Plan includes peer mediation as a required program in all of Guams public schools. School administrators were also provided with training and are now looking at how it can be incorporated into the schools curriculum through staff development training. School administrators were also provided with training and are now looking at how it can be incorporated into the schools curriculum through staff development training.

35. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 35Israel The Ministry of Education and Cultures Department of Psychological and Counseling Services has designed and implemented the following: A pilot Multi cultural education curriculum in Arab, Jewish and Druse schools in Israel. 1)Narrative and conflict resolution (emphasis on mediation skills) processes are taught. 2)Program users are school staff members and students.

36. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 36Israel Training programs for mental health and teaching professionals. Enables them to acquire knowledge and skills for dealing with multiculturalism in education. Training professionals to use interventions in schools and communities where multicultural based conflicts have occurred.

37. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 37 Ireland Glencree Centre for Reconciliation provides facilities and programs devoted to peace building and reconciliation within the island of Ireland, between Britain and Ireland, and beyond. Glencree Centre for Reconciliation provides facilities and programs devoted to peace building and reconciliation within the island of Ireland, between Britain and Ireland, and beyond. Develop learning programs with education advisors within the mainstream education sector: National Association for Religious Education Diocesan Advisors; Curriculum Development Unit, Education for Reconciliation Project; Civic Social and Political Education Develop learning programs with education advisors within the mainstream education sector: National Association for Religious Education Diocesan Advisors; Curriculum Development Unit, Education for Reconciliation Project; Civic Social and Political Education

38. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 38 Ireland Goals over the next 5 years are to develop: Peace education modules tailored to specific curricular areas Peace education modules tailored to specific curricular areas Teaching resources for class and whole-school based approaches Teaching resources for class and whole-school based approaches Teacher training in association with relevant curricular support services Teacher training in association with relevant curricular support services Support for teacher training and substitution costs for peace education with the Department of Education Support for teacher training and substitution costs for peace education with the Department of Education In-class service delivery and support, alongside centre- based work at Glencree. In-class service delivery and support, alongside centre- based work at Glencree.

39. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 39Jordan The Ministry of Education is involved in the integration of peace education into the national Jordanian curriculum NGOs such as the Jordan Society for Human Rights, the Performance Art Center and private schools are actively involved. For example, the Performance Art Center has provided the Ministry of Education with guide books for teachers in the Arabic language on how to promote Human Rights & Democracy values in schools.

40. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 40Jordan The Performing Art Center also produced activity books for children that promote awareness of their rights and responsibilities and develops their understanding of the concepts of democracy and human rights.

41. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 41 Lebanon The Higher Council for Childhood is responsible for capacity building for social workers and educators on the national level on conflict resolution. It is a national body with representatives of all ministries and unions of NGOs and International organizations, the President is the Minister of Social Affairs.

42. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 42 Lebanon The Center for Education Research and Development (CERD), an NGO, is responsible for curricula design and development for public and private schools in Lebanon from grades K-12, national textbook development and in- service teacher training for all levels of education. CERD has developed a national curriculum on conflict resolution for schools.

43. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 43 Northern Ireland, United Kingdom The Department of Education has instituted two programs: 1) The Local and Global Citizenship program is designed to address issues of diversity and inclusion;equality and justice; human rights and social responsibilities and democracy and active participation. Allocated funds over the last four years towards training 5 teachers per post-primary school. Teachers in all schools will be trained by 2006 and the program will become statutory in 2007.

44. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 44 Northern Ireland, United Kingdom 2)Personal Development Program. Focused on bullying, social, emotional and health issues. Currently a pilot program. Training for all schools, including primary will begin in 2006 and become statutory for all in 2007.

45. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 45 Northern Ireland, United Kingdom The Council for Curriculum Examinations and Assessment (CCEA), an NGO, advises the Department of Education on issues to do with curriculum, examinations and assessment. CCEA has developed resources to support the governments Local and Global Citizenship Program and Personal Development Program.

46. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 46 Norway The Ministry of Education and Research has funded peer mediation programs, the establishment of a network of resource personnel and the development of material. 523 primary and lower secondary schools and 90 upper secondary schools have made use of this program.

47. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 47 Norway Section 9a – 3, second subsection, of Norways Education Act, focuses on the The schools psycho- social environment, and deals with such issues as bullying, discrimination, violence and racism. Requires that staff members investigate the situation, notify the schools management and possible directly intervene. Anti-bullying programs are currently in use in 800 schools.

48. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 48 Sierra Leone Childrens Learning Services, an NGO, promotes child development through the enhancement of quality basic education, peace building, and food and nutrition security. Provides teaching resources in basic literacy to help children develop peace-building skills. The organization, trains groups of students and teachers to be peer mediators.

49. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 49Thailand In September of 2003, Thailands Prime Minister signed the Policy to Deal with Conflict by Peaceful Means In September of 2003, Thailands Prime Minister signed the Policy to Deal with Conflict by Peaceful Means Policy focus is the use of peaceful means (beginning first with government officials) to decrease bias and negative attitudes, to stop hate and to solve problems without violence. Policy focus is the use of peaceful means (beginning first with government officials) to decrease bias and negative attitudes, to stop hate and to solve problems without violence.

50. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 50Thailand November, 2005: Cabinet approved the Policy to encourage all the Universities to set up the Centers and Curriculum in Conflict Management and to develop the Agency in the National level to look after the Dispute and Reconciliation in Thailand. November, 2005: Cabinet approved the Policy to encourage all the Universities to set up the Centers and Curriculum in Conflict Management and to develop the Agency in the National level to look after the Dispute and Reconciliation in Thailand. July,2006: King Prajadhipoks Institute (KPI) organized the Meeting to follow up the Cabinets Policy to develop the Plan for Policy. July,2006: King Prajadhipoks Institute (KPI) organized the Meeting to follow up the Cabinets Policy to develop the Plan for Policy. Aug, 2006: Ministry of Justice and KPI organized the Meeting to brainstorm and plan the Restorative Justice and School Mediation to prevent serious dispute in School. Aug, 2006: Ministry of Justice and KPI organized the Meeting to brainstorm and plan the Restorative Justice and School Mediation to prevent serious dispute in School.

51. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 51 England, United Kingdom Home Office is focusing on increasing the use of restorative justice in the Criminal Justice System. Home Offices Youth Justice Board initially provided pilot restorative justice funding to address issues such as bullying and truancy.

52. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 52 England, United Kingdom The Professional Certificate in Effective Practice (Youth Justice) requires familiarity with the Youth Justice Boards Restorative Justice Reader. The Certificate is designed to provide practical skills that can be used by those working with young offenders or those at risk. The Youth Justice Board is establishing a Foundation Degree in Youth Justice, which will include restorative justice approaches.

53. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 53 United States CRE-related legislation in nearly all 50 states and at the federal level on topics including, but not limited to: CRE-related legislation in nearly all 50 states and at the federal level on topics including, but not limited to: school safety; school safety; violence prevention; violence prevention; character education; character education; mediation; mediation; conflict resolution conflict resolution Legislation, mandates and requirements range in implementation from: Legislation, mandates and requirements range in implementation from: Integration into curriculum standards Integration into curriculum standards Integration into school mission and discipline policy Integration into school mission and discipline policy Integration into teacher training Integration into teacher training Funding offered in limited cases. Funding offered in limited cases. Manual, training and other resources available in some states. Manual, training and other resources available in some states. Legislative Database: http://law.gsu.edu/area51/crisp/

54. © 2007 Global Issues Resource Center, Cuyahoga Community College http://www.tri-c.edu/community/girc.htm 54 United States Higher Education Over 200 institutions with ombudspersons Over 200 institutions with ombudspersons Approximately 220 campus mediation programs Approximately 220 campus mediation programs Few system-wide comprehensive conflict management programs: Few system-wide comprehensive conflict management programs: University System of Georgia 1995 Regents Initiative, all 34 campuses University System of Georgia 1995 Regents Initiative, all 34 campuses University of Hawaii System 1998 –1999 CR Initiative, all 10 campuses University of Hawaii System 1998 –1999 CR Initiative, all 10 campuses University of Missouri System 2000 Mediation Initiative, all 4 system campuses University of Missouri System 2000 Mediation Initiative, all 4 system campuses Minnesota State Colleges and University 2001 Workplace Mediation Pilot, 30 to 34 campuses Minnesota State Colleges and University 2001 Workplace Mediation Pilot, 30 to 34 campuses Resources for Higher Education: Campus Conflict Resolution Resources www.campus-adr.org www.campus-adr.org