PRACTICES OF PEACEKEEPING EDUCATION IN LATVIA AND ESTONIA
Keywords:peace education; educational establishment; education seekers; transformational competences; social-emotional skills; metacognitive capabilities.
The article summarizes and critically analyses the experience of the Baltic countries in the field of peace education and outlines the best peace-making practices and peace-making trends in the light of modern Ukrainian realities. When implementing peace education, Ukraine should take into account the need to solve the following problems: recognition and respect for multiculturalism, involvement of local communities in education policy; reconciliation, struggle against injustice and the consequences of conflict. The research uses a systematic approach that allows considering the education of peace in the education system. In addition, a set of methods of scientific knowledge used in the humanities and social sciences is used, in particular, methods of analysis, synthesis, induction, deduction, analogy, and generalization. A significant part of the information base of the research was formed during the internship at the universities of Latvia and Estonia. Summarizing the results of our research, we can say that the following main events took place in the education of the Baltic countries, aimed at the implementation of effective practices in the field of peacemaking: development of training in peacekeeping skills at various educational levels; emphasis on transformational competences, social-emotional skills and paying attention to the metacognitive capabilities of education seekers; development of more effective interactive forms of training for education seekers; development of informal peace education
Clemens, W. C. (2010). Ethnic peace, ethnic conflict: Complexity theory on why the Baltic is not the Balkans. Communist and Post-Communist Studies, 43 (3), 245–261. https://doi.org/10.1016/j.postcomstud.2010.07.003
Conciliation Resources (2018). Five ways to support youth inclusion in peacebuilding. https://www.c-r.org/news-and-insight/five-ways-support-youth-inclusion-peacebuilding
Danesh, H. (2006). Towards an integrative theory of peace education. Journal of Peace Education, 3 (1), 55–78. https://doi.org/10.1080/17400200500532151
Dehtjare, J., Djakona , V., Lapaine, T., & Riashchenko, V. (2022). Changing approach to the development of higher education in latvia: key drivers. Management Theory and Studies for Rural Business and Infrastructure Development, 44 (1), 13–19. https://doi.org/10.15544/mts.2022.02
Ernst M., Bilagher M. (2018). Assessing the achievement of learning outcomes in peace education. https://kclpure.kcl.ac.uk/portal/en/theses/assessing-the-achievement-of-learning-outcomes-in-peace-education(7ee99872-8db5-4159-9784-e4d23d4aa1e0).html
The Global Campaign for Peace Education (GCPE). Youth Survey Report: Youth Knowledge & Interest In Peace Education (2021). https://www.peace-ed-campaign.org/youth-survey-report-youth-knowledge-interest-in-peace-education/
Harris, I. M. (2004). Peace education theory. Journal of Peace Education, 1 (1), 5–20. https://doi.org/10.1080/1740020032000178276
Hymel, S., Darwich, L. (2018). Building peace through education. Journal of Peace Education, 15 (3), 345–357. https://doi.org/10.1080/17400201.2018.1535475
Ilich, L., Akilina, O., Panchenko, A. (2020). Peculiarities of Implementation of Peace Education in Ukraine. In Proceedings of the 35th International Business Information Management Association Conference (IBIMA) 1–2 April 2020 Seville, Spain (pp. 2198-2206).
OECD (2020). OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development Guidelines 2021–2027. https://doi.org/10.1787/ebc98a53-en
OECD (2021). Outlook Policy Education 2021: Shaping Responsive and Resilient Education in a Changing World. https://doi.org/10.1787/75e40a16-en
OECD (2023). Engaging young citizens: Civic education practices in the classroom and beyond. OECD Education Policy Perspectives, 65. https://doi.org/10.1787/2166378c-en
Setiadi, R., Kartadinata, S., Nakaya I. A. (2017). A Peace Pedagogy Model for the Development of Peace Culture in An Education Setting. Open Psychology Journal, 10, 182–189. https://doi.org/10.2174/1874350101710010182
Topuzov, O., Malykhin, O., Usca, S., & Aristova, N. (2021). Ukrainian-Latvian comparative studies on university education: common European values and current challenges. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 696–706. https://doi.org/10.17770/sie2021vol1.6423
WEF (2016). New Vision for Education: Fostering Social and Emotional Learning Through Technology. http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf
World Economic Forum (2020). The Future of Jobs Report 2020. https://www.weforum.org/reports/the-future-of-jobs-report-2020/in-full/chapter-2-forecasts-for-labour-market-evolution-in-2020-2025
How to Cite
Copyright (c) 2023 Олена Акіліна , Алла Панченко
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.