You are viewing an archived web page, collected at the request of United Nations Educational, Scientific and Cultural Organization (UNESCO) using Archive-It. This page was captured on 07:44:16 Dec 19, 2015, and is part of the UNESCO collection. The information on this web page may be out of date. See All versions of this archived page.
Loading media information hide

Peace and Human Security

©Carl Michael George
Peace Monument

Living in an environment of peace and security is fundamental to human dignity and development. Given that sustainable development is pertinent to every aspect of human life, teaching and learning for sustainable development must have social, economic, environmental and cultural perspectives. Peace and human security are among the 27 principles of sustainable development, Principle 25 reads: “Peace, development and environmental protection are interdependent and indivisible.” 

Education is vital to the task of acquiring the capacity to live together peacefully. It can help to prevent insecurity and conflicts from thwarting progress towards sustainable development. Education can also be called upon to rebuild a more sustainable society after violent conflict. By ‘learning to live together’, learners acquire knowledge, values, skills and attitudes for dialogue, cooperation and peace. ESD helps develop the capacity to respect differences and diversities as well as to build social tolerance.

ESD and Peace and Human Security at UNESCO

Through the ASPnet Transatlantic Slave Trade Project, UNESCO attempts to empower young people to build a more sustainable future by learning and understanding the past. The project breaks the silence around this chapter of history by explaining in full the account of the Transatlantic Slave Trade to young people.

It seeks to increase awareness of the causes and consequences of the Transatlantic Slave Trade - including modern forms of slavery and racism - through educational exchanges, sharing best practice and developing and diffusing educational material.

In particular, the teaching highlights its social, cultural and economic impacts, and above all the suffering it caused. It targets secondary school students in over 100 schools in 3 regions (Africa, the Americas/Caribbean and Europe). Through this project, learners develop their capacity of critical thinking and problem-solving to create a world free of injustice, discrimination and prejudice.

Back to top