Abstract
This paper was to analyse the voice of stakeholders on key elements for peace education curriculum objectives for Malaysian higher education system as a contribution to the progressive effort on fostering interactions among multiracial community. The larger focus of the study is to develop a peace education curriculum model based on an intercultural context that can be applied at the tertiary level. The model was developed based on Tyler’s Model (Tyler, 1949). The model proposed four domains which were the objectives of the curriculum, curriculum content, and implementation and evaluation. However, this paper only focuses on elements of the curriculum objectives which is also the instrumental domain for curriculum development. Fuzzy Delphi technique and Interpretive structural modelling (ISM) were employed. The findings of model consisted of 19 Objective curriculum elements. All proposed objective elements generated through literature review were accepted by the stakeholders and the four highest agreeable elements were “To create in the learner the knowledge of the concept of peace and conflict”, “To nurture respect for and appreciation of differences”, “To enable students to acquire a sense of belonging towards a larger society, and to empathize and relate with individuals from other groups within that society”, and “To create in the learner, the knowledge of national identity”. The outcome has reflected on the three important dimensions of knowledge and value. The skill dimension was ranked lower, as response to stakeholder views that the importance of knowledge and value (concept of peace, respect, sense of belonging and national identity) should be first inculcated and followed with other skills. The outcome of the study would implicate in the systematic structuring of peace building among the multi-cultural society through peace education.
Highlights
Peace education is not a new agenda; it has been promoted by the United Nations (UN) for a long time
This study only focused on the voice of stakeholders on key elements for peace education curriculum objectives for Malaysian higher education system
To enable students to develop a sense of belonging towards a larger society and to empathize and relate with individuals from other groups within that society. To create in the learner, the knowledge of national identity
Summary
Peace education is not a new agenda; it has been promoted by the United Nations (UN) for a long time. The Peace Education Foundation (PEF) has been educating children and adults conflict resolution skills all around the world for the past thirty years. The United Nations (UN) declared in its resolution 53/243, under Article 1, on the definition of culture of peace: “It is is the absence of conflict, and requires a positive, dynamic participatory process where dialogue is encouraged and conflicts are solved in a spirit of mutual understanding and cooperation” (Delors, 1998); with that promotion and initiative, the curriculum model has been discussed and proposed to be implemented at primary, secondary and tertiary level. The main objective of the programme was to eliminate war, but it included numerous number of peace education and life skills programmes produced by UNESCO in war-torn countries The objective of these programmes was to promote peace as a necessary component of post-conflict recovery process. The package received was supported by UNESCO Addis-Ababa Office, and assisted to test curriculum in Addis- Ababa (Ethiopia) and Yaounde (Cameroon)
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