The sustainable development goals (SDGs) are new, universal set of goals, targets and indicators that UN member states expect to frame their agendas and political policies over the next 15 years. During the break from past, the High-Level Panel Report on the Post-2015 Development Agenda has made a strong plea for effective institutions, calling a “fundamental shift” to recognize theirsignificant role in contributing to citizens’ well-being. The Open Working Group (OWG) on Sustainable Development Goals (SDGs) has followed suit by putting forward a goal to “promote peaceful andinclusive societies for sustainable development, provide access to justice for all andbuild effective,accountable and inclusive institutions at all levels.” Institutions rightfully earned their place, making real differences for citizens, economies and societies. Inclusive governments and an active civil society put forward to have moreresponsive, equitable policies; accessible to information and proactive transparency which helps to build citizens’trust;high integrity standards curb corruption and ensure efficient use ofresources; a free, dynamic, and diverse media keeps citizens informed and empowers them tohold government to account for decisions and results.
Why should education be a priority?
Education is the key in uniting nations, bringing human beings closely together. In many parts of the world, civil society suffers because of conflicts and war. It is important to recognize the crucial role of education in building a culture of peace and condemning instances in which undermined to attack democracy and tolerance.These cultures go to the substance of fundamental human rights: social justice, democracy, literacy, respect and dignity for all, international solidarity, respect for workers’ rights and core labour standards, children rights, equality between men and women, cultural identity and diversity, indigenous peoples and minorities rights, the preservation of the natural environment to name some of the more obvious thematic.
In addition, education is a key tool in combating poverty, in promoting peace, social justice, human rights, democracy, cultural diversity and environmental awareness. Education for peace implies an active concept of peace through values, life skills and knowledge in a spirit of equality, respect, empathy, understanding and mutual appreciation among individuals, groups and nations. The educational action for promoting the concept of peace concerns the content of education and training, educational resources and material, school and university life, initial and ongoing training for teachers, research, and ongoing training for young people and adults. It must be take root in classroom since young and reflected in the curricula continuously. However, the skills for peace and non-violence can only be learned and perfected through practice. Active listening, dialogue, mediation, and cooperative learning are dedicating education skills to develop. It is a dynamic, long term process: a life-time experience that provides both children and adults understanding and respect for universal values and rights. It requires participation at all levels – family, school, places of work, news rooms, play grounds, and the community as well as the nation.
Why should peace be a priority?
Peace, however, is also seen as concord, or harmony and tranquility. It views as peace of mind or serenity, especially in the East and defined as a state of law or civil government, a state of justice or goodness, a balance or equilibrium of Powers.
Negative peace occurs when there is absence or fear of violence and is typically measured by indicators of direct physical violence such as homicide rates or violent crime. Conversely, positive peace broadly refers to the key institutions, structures and attitudes which facilitate a non-violent society. Positive peace indicators tend to focus on prevention and drivers of negative peace and may include measures such as the incidence of corruption or government capacities to deliver basic services in an equitable and inclusive way. It is ultimately the progress which aids stability and progress in peace and development. Consequently, it significantly reduces all forms of violence and related death rates.
Conflict is a balancing of powers among interests, capabilities, and wills. It is a mutual adjusting of what people want, can get, and willing to pursue. Hostile actions, violence or war are the examples of conflict behavior. The conflict mutually communicates the relevant interests of each party and their strength of purpose. A new balance means that both parties better in perceiving their mutual interests that were engaged and are willing to live with whatever satisfaction that result from the confrontation.The process of conflict may move through phases, paths, and sub phases which involve the confrontation of different forms of power, a structure of expectations.
First is to enhance and guarantee the freedom of choice and mobility of citizens and groups. That is, policy and institutions should move toward in recognizing and securing the people rights to voluntarily contract into or freely form a group or community, whether or not their internal norms or activities conform to the sense of justice of a majority. In particular, national governments ought to accept gradually the right of national minorities to form their own ethnic, racial, or tribal regions or communities.Violence will end if and only if a new balance of powers is determined by opposing domestic interests, mutual expectations of outcomes, shift in military power, and ideological devaluation.
Ending abuse, exploitation, trafficking and all forms of violence and torture against children
The vision, goals and objectives for the Post-2015 Agenda cannot be achieved unless children are protected from violence, exploitation and abuse. Protecting children saves lives and allows them to participate positively and contribute to future world.Violence against children is also expressed through sexual abuse, harassment, touching, incest, rape or exploitation in prostitution or pornography. Around 120 million girls under the age of 20 (about 1 in 10) have been subjected to forced sexual intercourse in their lives.Boys are also at risk, although a global estimate is unavailable due to the lack of comparable data in most countries. Child labour is largely driven by vulnerabilities caused by poverty; social exclusion and deprivation- adversely affect child’s health including stunted growth, injuries and other lifelong disabilities.Eliminating child labour will have a positive influence on education, health and violence prevention.