Abstract
Sustainable Development Goal (SGD) 4 targets education whilst 16 focuses on the promotion of “peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels” (www.sdgs.un.org). Within these two goals are numerous targets (www.undp.org). This paper asserts the inherent link between SDG 16 and SDG 4, which targets to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” (www.sdg4education2030.org/the-goal) can be enhanced by the lens afforded by Peace Education which is interlinked with approaches described through Peacebuilding. Indeed, this paper argues that at the nexus between Peace Education and Peacebuilding, SDGs 4 and 16 can be achieved even in post-war societies. This can be achieved, according to the findings of this research, only if Peace Education: (a) becomes the 4th ‘R’ in formal education and is afforded the same significant role as the three-‘R’s of Reading, Writing, and Arithmetic; (b) stresses on behavioural change as the main aim of the Peace Education program; and (c) understand that Peace Education is the ‘social process through which peace … is achieved’ (Brock-Utne 2000, 134) and therefore can assist in success of SDG 4 and 16.
Highlights
The envisioned future of a world with less strife, discrimination and heartache is evident in the Sustainable Development Goals (SDGs) set out by the United Nations and it is achievable through utilizing multiple means and approaches
The core argument of this research is that the nexus between Peace Education and Peacebuilding is a means of achieving SDG 4 and 16
It is important to reiterate that the Peace Education approach discussed above attempts to be a peacebuilding tool, to help transform the conflict using indigenous socio-cultural views and existing resources
Summary
The envisioned future of a world with less strife, discrimination and heartache is evident in the Sustainable Development Goals (SDGs) set out by the United Nations (www.un.org/sustainabledevelopment/) and it is achievable through utilizing multiple means and approaches. The primary argument presented in this paper is that that Peace Education provides an approach for Peacebuilding, if it is ingrained in traditional education as the 4th ‘R’, it can help ensure implementation of SDG 4 and 16. It is imperative to first ponder how Peace Education can become a Peacebuilding tool; to question the possibility of Peace Education to help build these bridges, increase interaction, build empathy and understanding of the ‘other’, and develop a dialogue between each level and within levels This is only possible if Peace Education: (a) becomes the 4th ‘R’ in formal education; (b) it is introduced into the existing curricula as a hidden curriculum; and (c) stress on behavioural change as the main aim of the Peace Education program. The success or failure of a peace education program that is developed as peacebuilding is dependent upon the five questions
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