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School as Zones of Peace

Dates: 2008 – 2015

Funded by: UNICEF

In 2006, Nepal emerged from a decade-long civil war which had major impacts on education in the country. Though much of the violence had ended, the Terai region was still experiencing considerable political turbulence after this time. The UNICEF-funded School as Zones of Peace (SZOP) project aimed to increase children’s access to quality education by ensuring peace in the schools most affected by civil unrest and political activities. World Education worked with local NGO partners and government counterparts in nine Terai districts to address the impacts of political conflict in these regions and build capacity to implement quality education initiatives and plan future programming. Currently, World Education works in 800 schools with 300,000 students through SZOP.

Key elements of the SZOP project included developing a Code of Conduct for each school which was approved by local and district government bodies; mobilizing civil society to keep the conflict out of schools; and advocating for the official endorsement of schools as zones of peace at cabinet and parliamentary levels. This resulted in more than 180 days of schools remaining open for education; the end of school grounds being misused and mismanaged (ex. being rented out for wedding functions, etc.); improved school governance by School Management Committees and Parent Teacher Associations; a reduced presence of armed forces in schools; and the official adoption of Schools as Zones of Peace at the national level in 2011.

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School as a zone of peace: Rhetoric or Reality

Education is the right of every human being. It is also to essential exercise other rights. Moreover, it promotes individual freedom and empowerment and provides development benefit. Needless to mention, the education is the bedrock to march towards the sign of prosperity and development. Despite this fact, millions of children in our country remains deprived from educational opportunities hindering their growth and development. In Nepal, especially in rural areas, many children fail to enroll in school as a result of poverty. From dawn to dusk, they are engaged in agricultural field or other economic activities to support their parents to meet their both ends.

Last year, hundreds of educational institutions were shut down for many days due to strike called by cadres of political parties and other outlawed groups which are clandestinely operating in different parts of the country. The objective of such strike is to exert pressure on authorities to make their demands addressed. While the strike has become a common practice in Nepal to mount pressure on government, the educational institutions are hit hard as they are forced to remain close during the strike depriving students from their inalienable right- the right to education.

Parents send their wards to the school and colleges with a hope that they will be protected and safe within the premises of educational institutions. They view educational institutions as a non violent zone where they are imparted the significance of education in curing the social anomalies existing in the society. Furthermore, the parents expect it be a temple of learning in a fearless environment. Given the existing situation attributed by frequent strikes in the garb of making disgruntled voices heard, the trust of parents have decreased multifold.

Nepali students will continue to learn in fearful environment if the disgruntled groups fail to recognize the adverse effect created by such frequent strikes in educational institutions. According to some credible reports, children tend to develop long lasting psychological effects and irreparable scar owing to frequent shut down of school and colleges. The same reports also laid high emphasis on social anomalies resulting from such frequent disturbances. In another bizarre incident, some member of unidentified groups torched the school bus and vandalized the institution's property worth thousands in eastern district of Nepal. It has been found that the students witnessing such incidents develop sense of fear leading to long lasting mental disorder

In urban areas, the parents do not have adequate time to oversee their wards during their working hours. As a result, the children can be easily misled and indulge into unlawful activities that could adversely affect their learning opportunities. Hence, parents on their part must supervise and provide strategic guidance on regular basis to widen their knowledge and understanding about the significance of education in the present context.

In a recently concluded program aimed to delve into the issues concerning with the impact of frequent strikes in the quality of education, the educationist from across the globe put forth their invaluable views and opinions in collective voice to that end. They said that how all these kinds of frequent strikes and protest rallies involving children increases social anomalies in impoverished region like Nepal. They urged the authorities and other stakeholders to seek an alternative to strikes to make their voices heard. Frequent shut down of educational institutions owing to strikes will not only deprived the children from educational opportunities but also develop irreparable psychological trauma and disorder among them. There is a dire need to end the bandh culture to guarantee the fearless learning opportunities within the school and college premises.

Other pressing issues that affect the learning opportunities of children include rampant corporal punishment in school across the country. There are credible report that says teacher often resort to corporal punishment when student fail to accomplish the assigned task to them. Last year, a student in mid western district of the country was beaten black and blue by the school teacher after he fail to complete the given work assigned by the teacher. Three days later, the student succumbs to injury while undergoing treatment at the local hospital. The deceased family has been demanding stern action against the teacher who is still at large. This is just the tip of the ice bergs. There are number of such incidents that go unreported for many reasons.

Over the years, especially after the restoration of democracy, the top leaders of the successive government have declared the school as a zone of peace and vowed to prohibit any political activities within the premises of educational institutions. In collective voice, they have pledged not to include school children in politically motivated rallies and protest programs. Unfortunately, those who have committed to promote educational institutions as vehicle of development are in the frontline to disturb the learning environment of school and colleges. This is glaring example of their ineptitude to translate their word into action. If they are really committed to transform Nepal in terms of social and economic betterment, they must end the culture of strike and protect and promote educational institutions as a zone of peace.

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Nepal: Making Schools Zones of Peace

Mass strikes are a common tool of protest in Nepal . Frequently, cities are paralyzed by large demonstrations and rallies known locally as “bandhs.” Schools, in particular, are used to conduct various activities for these bandhs by armed groups and political parties, causing enormous disruption to children’s education. Hundreds of school closures are reported every year across Nepal, resulting in hundreds of lost school-days. School walls are covered with graffiti showing political slogans, demonstrating one of the ways political and armed groups, in particular the Unified Communist Party of Nepal – Maoist (UCPN-M), mark their presence across the country during times of conflict.

Several initiatives have been undertaken in Nepal to address this problem. In May 2011, the Nepalese Ministry of Education issued a directive that proclaimed schools as “zones of peace,” and the government and civil society organizations have launched numerous awareness-raising campaigns to stop the use of schools for political purposes. Watchlist’s partner organization in Nepal has been closely monitoring school closures by reaching out to the students themselves. Over 4,000 diaries were distributed to schools in thirteen districts and children have been using them to mark the number of days of school missed due to bandhs. Political graffiti on school walls has also been covered up with child-friendly graffiti—a way for children to reclaim their territory and their zone of peace.

While the conflict in Nepal has subdued in recent years, violations against children have continued to occur, and the UCPN-M continues to be listed as a perpetrator of violations against children in the Secretary-General’s Annual Report on Children and Armed Conflict. As a sign of progress, however, in 2009 the UCPN-M signed an Action Plan for the release of child soldiers with the United Nations and it is expected that the UCPN-M will be de-listed in the Secretary-General’s 2012 report on Children and Armed Conflict.

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Countries learn from Nepal's 'Schools as Zones of Peace' programme

By Rupa Joshi

KATHMANDU, Nepal, 16 May 2012 – Participants from five countries and various ministries and international NGOs gathered in Nepal last week to learn about the ‘Schools as Zones of Peace’ (SZOP) programme.

The countries were either recovering from conflict or were currently enduring conflicts, intra-border, intra-ethnic or otherwise. Though the participants represented diverse cultures, races and languages, they found in the seminar that they were bound by the commonality of their experiences.

Each of the countries – Côte d’Ivoire, India, Liberia, Nepal and South Sudan – has hundreds of thousands of children out of school because of conflict, including some children have never been to a school at all. The intensity of violence varied from country to country, but its impact on the lives of the children, their survival, growth and learning, seemed universal.

Keeping schools open

Over 40 participants gathered in Kathmandu to learn from Nepal’s successful experience with SZOP in a three-day seminar organized by the governments of Nepal and Norway, Save the Children, and UNICEF.

“Nepal has taken many strides in trying to ensure that children and schools remain as zones of peace, and we are very glad and proud that through this south-south sharing we are able to showcase our experiences,” said Kishor Thapa, Nepal’s Secretary of Education.

The closures and strikes currently affecting Nepal offered participants an opportunity to witness first-hand the implementation of the SZOP Code of Conduct. A two-day strike by one political party was set to start the day after participants’ visited schools in Sindhupalchowk District.

“The child club members and the school management committee had been explaining to us about how the Code of Conduct had been implemented in their school,” said Shaheen Nilofer, Chief of UNICEF’s Chhattisgarh office in India. “We asked them whether the school would bow down to pressure from the political party to close the school. Then this young child chirped, ‘No question about it! Why don’t you drop by tomorrow to check whether we will be in school or not?’ We were all very impressed with their confidence and ownership.”

It was the community’s ownership of the campaign to keep any kind of conflict out of the school premises that impressed most of the participants.

“Community ownership is a big lesson that I am taking back with me to Liberia,” said Liberian Minister of Education Etmonia Tarpeh. “We came; we saw; we learned. We learned how we can make a difference. Now we will ensure that our plan of action will incorporate mechanisms to take peace initiatives beyond the school into the community just like Nepal has done.”

Bringing children back to the classroom

Participants also shared the projects they had undertaken to return students to school and restore normalcy in the lives of conflict-affected children. These ranged from the art-based therapy used in schools in conflict-affected areas of Chhattisgarh, India, to training child-friendly teachers in Liberia, to attracting students by building drinking water taps in schools in South Sudan.

The delegates also heard from representatives of Nepali media about their dual role in a country in transition. Aside from working as mainstream journalists, the media representatives also functioned as watchdogs ensuring the rights of citizens are protected.

“We have learned how important an ally the media can be to keep schools safe,” said Shadrack Chol Stephen from the Ministry of Education in South Sudan. “Back in our country, we will work out a mechanism such that the media not only help us while we roll out our own SZOP plan, but also watch out for possible triggers and thus reduce the risk of our schools being attacked.”

Education is key to peace

According to UNESCO, there are currently 67 million children out of school throughout the world, and over 40 per cent of them are in conflict-affected countries.

“When natural disasters hit countries already ravaged by conflict, the vulnerability of children is exacerbated,” said Brenda Haiplik, UNICEF Chief of Education in New York. “We have been stressing global replication and adaptation of SZOP because education is key to peace. But just improving the access and quality of education is not enough. Education has to be able to transform the lives of the children.”

The participants agreed that the key to this transformation comes also from being able to take peace beyond the classroom to the family and community.

“It is only when there is a peaceful atmosphere at home that classrooms can be peaceful too,” said Pongathie Abraham, Regional Director of the Ministry of Education from Côte d’Ivoire. “Children can bring the turmoil in their family and community to a classroom. That’s why it’s so important to have this wide network involving the community in the SZOP campaign.”

“It is because of this initiative – implemented through joint collaboration of Government, UN agencies, civil society and committed implementing partners at the central and local levels – that more than 1 million Nepali children in more than 4,000 schools directly benefited from schools being kept open more days as a result of fewer strikes and closures,” said UNICEF Representative in Nepal Hanaa Singer. “And as much as you can learn from us, we can learn from your experiences in promoting a culture of peace in a post-conflict context like ours.”

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, (2011 )	Press Release in English
EDUCATIONAL INSTITUTIONS, PEACE, SCHOOL PROPERTY, FEAR, STRESS,TERROR, BASIC RIGHTS, THRIVE, SECURITY, RIGHT TO EDUCATION, VANDALISM, SCHOOL BUSES, FREE OF VIOLENCE, HUMAN RIGHTS, CHILD RIGHTS, PEACE ZONE
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School as zones of peace.

Schools as Zones of Peace (SZOP) is for conflict zones or fragile contexts where children are facing disruption in education because of military use or occupation of schools, attacks on schools, forced recruitment or use of classrooms for storage of military equipment or weapons. It is a response to the global framework which includes the Safe Schools Declaration and the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict.

This guide presents the purpose of Schools as Zones of Peace, key activities that can be implemented, and information to determine whether this model is appropriate for a given context. In all cases it is important to contextualise any activities chosen, and to be aware that not all tools will be appropriate in all contexts.

Accompanying the guide are a set of illustrated postersavailable also in Arabic, French, Kurdish and Swahili, and the guidance on how to use them in French and Arabic.

To read this content please select one of the options below:

Please note you do not have access to teaching notes, zone of peace: beliefs, roles, and practices.

Journal of Aggression, Conflict and Peace Research

ISSN : 1759-6599

Article publication date: 1 June 2023

Issue publication date: 5 April 2024

The purpose of this study is to explore the understanding and observance of the program “This School is a Zone of Peace” (SZOP) in schools where conflict and violence are not prevalent.

Design/methodology/approach

This paper followed a qualitative research tradition – narrative inquiry. Eight teachers and a school head participated in the study. Data were gathered through nonparticipant observation, photography and focus group discussion with photo elicitation.

The participants elucidated the declaration, “This School is a Zone of Peace,” as a message of assurance to the community that the school is a home for learners that is welcoming and violence free. Furthermore, learners in a school that is a zone of peace are honed holistically with the participation, cooperation and togetherness of the school community members. Teachers at the forefront viewed themselves as mentors, implementers and models. Teachers contended that peacebuilding practices in schools could be sustained through regular implementation, encouraging others to get involved and have commitment.

Originality/value

A handful of articles have illustrated the essence of the School as Zone of Peace program, which pointed out to create a culture of peace in schools; however, it leaned toward the negative conception of peace – the absence of conflict and violence. This study bared additional insights and fresh perspectives of the SZOP initiative observed in schools with different contexts and experiences that may be helpful to policymakers for the enhancement of the adapted program with the goal of peacebuilding to making schools highly functional.

Collaboration
Participation
Peacebuilding
Peace practices
Positive peace
Zones of peace

Acknowledgements

Conflicts of interest : None to declare.

Jabor, R.M. (2024), "Zone of peace: beliefs, roles, and practices", Journal of Aggression, Conflict and Peace Research , Vol. 16 No. 2, pp. 101-111. https://doi.org/10.1108/JACPR-04-2023-0792

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DO 44, s. 2005 – Declaration of Schools as Zones of Peace

To: Undersecretaries Assistant Secretaries Bureau Directors Directors of Services/Centers and Heads of Units Regional Directors Schools Division/City Superintendents Heads, Public Elementary and Secondary Schools All Others Concerned

Whereas, under Republic Act No. 7610, known as the “Special Protection of Children Against Child Abuse, Exploitation and Discrimination Act”, states that “… Children are hereby declared as Zones of Peace. It shall be the responsibility of the State and all other sectors concerned to resolve armed conflicts in order to promote the goal of children as zones of peace …” (Article X, Sec. 22).
Whereas, under Republic Act No. 9155, known as the “Governance on Basic Education Act of 2001 ”, one of the purposes and objectives of the Department of Education (DepED) is “to establish schools and learning centers as facilities where schoolchildren are able to learn a range of core competencies prescribed for elementary and high school education programs or where the out-of-school youth and adult learners are provided alternative learning programs and receive accreditation for at least the equivalent of a high school education” [Sec. 3(g)].
Whereas, the DepED is a direct service provider to Filipino children by providing quality basic education and is also a member of the Inter-Agency Committee in Children Involved in Armed Conflict (IAC-CIAC), which is under the oversight of the Office of the Presidential Adviser on the Peace Process (OPAPP).
Therefore, DepED affirms its commitment for the children by declaring the “Schools as Zones of Peace”.
Furthermore, all concerned personnel in the Central and field offices are mandated to make necessary actions to make all schools a place where children can receive utmost security and peace.
Immediate dissemination of and compliance with this Order is directed.

Reference: None Allotment: 1—(D.O. 50-97)

To be indicated in the Perpetual Index under the following subjects: LEGISLATION PEACE EDUCATION PUPILS SCHOOLS

DO_s2005_044

Zones of Peace

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First Online: 10 November 2020
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Experiencia de Paz (peace experience) ; Peace community

Definition/Description

Zones of peace (ZoPs) began as geographically based communities of citizens seeking to withdraw themselves from situations of violence in the midst of armed conflict. This definition later expanded to include peace communities in post-conflict areas as well as peace experiences for communities that became displaced due to violence or war. ZoPs are often characterized by a triggering event, high levels of communal participation and cohesion, a wide variety of peacebuilding activities, and the need to continually negotiate their safety by practicing “active neutrality” with respect to groups of armed actors – state supporting, state opposing, or even criminal gangs. First created in the Philippines in the 1980s, ZoPs have been used most widely in Colombia during its civil conflict, but have analogues in El Salvador, West Africa, and elsewhere.

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Hancock, L.E. (2021). Zones of Peace. In: The Palgrave Encyclopedia of Peace and Conflict Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-11795-5_177-1

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These sample guidelines written by the Ministry of Education and Government of Nepal declare Nepalese schools to be zones of peace. The guidelines commit to keeping schools free from armed activities and other kinds of violence, party based politics, and free from discrimination, abuse, neglect and exploitation. Ministries of Education and education advisors could use these guidelines as an example to follow when developing their own similar guidelines. For supplementary reading see Schools as Zones of Peace .

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DepEd Declaration of Schools as Zones of Peace

Due to the recent incidents of violence and armed conflict in Marawi City and the bombings and firefights near schools in Mankayan Town in Benguet, both of which resulted in the disruption of classes, the Department of Education (DepEd) deems it essential and timely to reiterate DepEd Order (DO) No. 44, s. 2005 entitled Declaration of Schools as Zones of Peace.

August 08, 2005

DepEd Order No. 44, s. 2005

TABLE OF CONTENTS

DECLARATION OF SCHOOLS AS ZONES OF PEACE

Undersecretaries Assistant Secretaries Bureau Directors Directors of Services/Centers and Heads of Units Regional Directors Schools Division/City Superintendents Heads, Public Elementary and Secondary Schools

All Others Concerned

1. Whereas, under Republic Act No. 7610 , known as the “Special Protection of Children Against Child Abuse, Exploitation and Discrimination Act”, states that “… Children are hereby declared as Zones of Peace. It shall be the responsibility of the State and all other sectors concerned to resolve armed conflicts in order to promote the goal of children as zones of peace …” (Article X, Sec. 22).

2. Whereas, under Republic Act No. 9155 , known as the “Governance on Basic Education Act of 2001 ”, one of the purposes and objectives of the Department of Education (DepED) is “to establish schools and learning centers as facilities where schoolchildren are able to learn a range of core competencies prescribed for elementary and high school education programs or where the out-of-school youth and adult learners are provided alternative learning programs and receive accreditation for at least the equivalent of a high school education” [Sec. 3(g)],

3. Whereas, the DpED is a direct service provider to Filipino children by providing quality basic education and is also a member of the Inter-Agency Committee in Children Involved in Armed Conflict (IAC-CIAC), which is under the oversight of the Office of the Presidential Adviser on the Peace Process (OPAPP).

4. Therefore, DepED affirms its commitment for the children by declaring the “Schools as Zones of Peace”.

5. Furthermore, all concerned personnel in the Central and field offices are mandated to make necessary actions to make all schools a place where children can receive utmost security and peace.

6. Immediate dissemination of and compliance with this Order is directed.

FE A. HIDALGO Undersecretary Officer-in-Charge

June 15, 2017

DepEd Memorandum No. 109, s. 2017

PUBLIC MANIFESTATION OF DEPED’S DECLARATION OF SCHOOLS AS ZONES OF PEACE, AS A REITERATION OF DEPED ORDER NO. 44, S. 2005

Regional Secretary, ARMM Regional Directors Schools Division Superintendents Public and Private Elementary and Secondary Schools Heads All Others Concerned

1. Due to the recent incidents of violence and armed conflict in Marawi City and the bombings and firefights near schools in Mankayan Town in Benguet, both of which resulted in the disruption of classes, the Department of Education (DepEd) deems it essential and timely to reiterate DepEd Order (DO) No. 44, s. 2005 entitled Declaration of Schools as Zones of Peace.

2. In the case of Marawi City, where as much as 20,000 learners are believed to be displaced, the Department has initiated interventions to accommodate these learners by extending enrolment until the end of June, and waiving the usual documentary requirements. DepEd believes that education must never stop, and instead should continue for these children to provide them hope, and bring back a sense of normalcy.

3. Worldwide, schools are universally treated as neutral zones despite being in the middle of intense armed conflict areas, and are free from the presence of armed combatants regardless of what side they are from. It is imperative that this point be stressed, and that the schools be accorded the same respect. Schools are places for learning, caring, and nurturing—a true second home for the learners.

4. Apart from reiterating the aforementioned DO, DepEd is also initiating a nationwide awareness campaign anchored on Schools as Zones of Peace.

5. In light of this, the following are instructed:

a. All schools are instructed to post the official tarpaulin designs size three by eight feet (copy enclosed) declaring schools as Zones of Peace, at least two on both sides of the school front gate, and on all other sides of or around the school to make the message prominent and noticeable;

b. Schools division and regional offices should assist in the reproduction of the aforementioned tarpaulins and ensure that all schools and offices have posted the said posters;

c. The Department enjoins all personnel, stakeholders and the community as a whole to actively participate in and/or establish peace building initiatives to ensure the safety of the learners, personnel, and schools; and

d. Encourage partnership and parallel efforts with respective local government units, local media, and other stakeholders to take part in the campaign.

6. Immediate dissemination of this Memorandum is desired.

LEONOR MAGTOLIS BRIONES Secretary

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Reiteration: Declaration of Schools as Zones of Peace

Due to the recent incidents of violence and armed conflict affecting thousands of people all over the country as well as the threat of various armed groups for continued assaults, TeacherPH deems it essential and timely to reiterate DO 44, s. 2005 which is compliant to both RA 7610 (Special Protection of Children Against Child Abuse, Exploitation and Discrimination Act) and RA 10821 (Children’s Emergency Relief and Protection Act).

In light of this, the following are instructed:

All schools are instructed to post the official tarpaulin designs declaring Schools as Zones of Peace, at least two on both sides of the school front gate, and on all other sides of or around the school to make the message prominent and noticeable (see attached design);

Download Here (Search: Schools as Zones of Peace): https://www.teacherph.com/teacherph-downloadable-resources/

The ideal size for each tarp is AT LEAST 3ft. x 9ft. School may decide to print something larger but the minimum size should be printed.

August 8, 2005

DepEd Order No. 41, s. 2005

DECLARATION OF SCHOOLS AS ZONES OF PEACE

Whereas, under Republic Act No. 7610, known as the “Special Protection of Children Against Child Abuse, Exploitation and Discrimination Act”, states that “… Children are hereby declared as Zones of Peace. It shall be the responsibility of the State and all other sectors concerned to resolve armed conflicts in order to promote the goal of children as zones of peace …” (Article X, Sec. 22).
Whereas, under Republic Act No. 9155, known as the “Governance on Basic Education Act of 2001″, one of the purposes and objectives of the Department of Education (DepED) is “to establish schools and learning centers as facilities where schoolchildren are able to team a range of core competencies prescribed for elementary and high school education programs or where the out-of-school youth and adult learners are provided alternative learning programs and receive accreditation for at least the equivalent of a high school education” [Sec. 3(g)],
Whereas, the DpED is a direct service provider to Filipino children by providing quality basic education and is also a member of the Inter-Agency Committee in Children Involved in Armed Conflict (IAC-CIAC), which is under the oversight of the Office of the Presidential Adviser on the Peace Process (OPAPP).
Therefore, DepED affirms its commitment for the children by declaring the “Schools as Zones of Peace”.
Furthermore, all concerned personnel jn the Central and field offices are mandated to make necessary actions to make all schools a place where children can receive utmost security and peace.
Immediate dissemination of and compliance with this Order is directed.

FE A. HIDALGO Undesecretary Officer-in-Charge

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

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DECLARATION OF SCHOOLS AS ZONES OF PEACE

PUBLIC MANIFESTATION OF DEPED’S DECLARATION OF SCHOOLS AS ZONES OF PEACE, AS A REITERATION OF DEPED ORDER NO. 44, S. 2005

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