Peace Education for the Younger Generation

Completion Report of the workshops conducted in Gujarat

February-March 2016

Organized by

Vishwa Yuvak Kendra,

New Delhi

Yuvak Vikas Trust,

Supported by
Henry Martyn Institute,
Hyderabad

Gujarat

Peace Education for the Younger Generation

Completion Report of the workshops conducted in Gujarat
February-March 2016

CONTENTS
ACKNOWLEDGEMENTS
PROJECT SUMMARY .PAGE 5
PEACE EDUCATORS DIALOGUE: SHARING PEACE
BUILDING MODULES AND OUR REFLECTIONS.PAGE 8

WORKSHOPS PEACE EDUCATION FOR YOUNGER GENERATION

-THE FIRST WORKSHOP FEB 19-20 AT ISCE, AHMEDABAD. ...PAGE 12
-SECOND WORKSHOP FEB 22 23(AHMEDABAD) .....PAGE 15
-THIRD WORKSHOP

MARCH 19 -20 (RAJKOT) PAGE 20

WAY FORWARD: PEACE EDUCATION WORKSHOP... PAGE 25

ANNEXURE
1. THE PEACE EDCUATION WORKSHOP PROCESS....PAGE 26
2. POWER POINT PRESENTATION ......PAGE 30
3.PARTICIPANTS LIST....PAGE 40

Peace Education for the Younger Generation

ORGANIZED BY

VISHWA YUVAK KENDRA

CIRCULAR ROAD, TEEN MURTI MARG, OPP. CHANAKYAPURI POLICE STATION,
CHANAKYAPURI, NEW DELHI, DELHI 110021

&

YUVAK VIKAS TRUST

NEAR INCOME TAX, OFF ASHRAM ROAD, OPPOSITE NAVJIVAN PRESS,
NAVRANGPURA, NAVRANGPURA, AHMEDABAD, GUJARAT 380014

SUPPORTED BY

HENRY MARTYN INSTITUTE

SIVA RAMA COLONY, SIVARAMPALLI, HYDERABAD, TELANGANA 500052

ACKNOWLEDGEMENTS
Yuvak Vikas Trust has a long standing relationship with Vishwa Yuvak Kendra.(VYK) We
acknowledge with thanks for the support given by Mr.Uday Shankar Singh and Mr.Ajit
Singh of Vishwa Yuvak Kendra for conducting series of Peace Education Workshops in
Gujarat during February-March 2016.
We also want to thank Dr.Jayprakash and Dr.Sheetal of Shikhan Mahavidyalaya (IASE),
Gujarat Vidyapith, Ahmedeabad who warmly welcomed the proposal for having workshop
for B.ed College students and provided all support for the programme. We also want to
thank Mr.Niranjan Shah, who volunteered to support the process by interpreting and
assisting the workshop
Yuvak Vikas Trust was able to organize progamme in Rajkot with the support from
Mr.Mansukh Joshi, Trustee, Yuvak Vikas Trust; Mr. Yashwant Janani (Gujarat State Youth
Council) and Mr.Saiyed Buhari took keen interest in making Bal Bhavan venue available for
the programme. Mr. Maheshbhai and Rajesh Bhatelia helped us in organizing programme
smoothly. We thank all of them.
We also take note of initiative by Mr.Hakim Ansari, regional representative of Henry Martyn
Institute,(HMI) Hyderabad, to garner financial support from HMI for the programme. We
sincerely thank HMI and also Mr.Hakim him for being with us for all the three workshops
and conducting interesting Peace games..
Lastly, want to thank the dedicated team from Gandhi Peace Foundation led by
Dr.Kullandaisamy for sparing their valuable time to conduct workshops in Gujarat.

Vijay Bharatiya
Programme coordinator
Yuvak Vikas Trust
Opp Navjivan Press
Ahmedabad 380014
Email yuvakvikastrust@gmail.com

Peace Education for the Younger Generation

Completion Report of the workshops conducted in Gujarat
February-March 2016

We live in an age when to be young and to be indifferent can no longer be synonymous. We

must prepare for the coming hours. The claims of the future are presented by suffering
millions; and the youth of a nation are the trustees of posterity. ..
If we are to reach real peace in this world, and if we are to carry on a real war against war,
we shall have to begin with children
--Mahatma Gandhi
PROJECT SUMMARY
In India youth constitutes more than 60% of the population. It thus becomes important to engage
them creatively in activities to build their capacities and empower them with life skills which are
required to become effective and peaceful leaders of tomorrow. Today there is a need to develop
critical thinking and inspire young leaders to bring forth innovation for social transformation. A space
needs to be created where they can interact with each other recognizing and dismantling their
biases and prejudices in order to work together to uphold the spirit and vision of India as stated in
the preamble of its constitution. It is with this perspective that this programme tries to inculcate
peace education for empowering younger generation for effective leadership.
ADDRESSING PEACE EDUCATION CONCERNS
Today, the peace education has been understood as a process of acquiring the values, the
knowledge and developing the attitudes, skills, and behavior to coexist and live in harmony with
oneself, with others, and with the natural environment.
Peace Building happens to be one of the most critical issues today in our society. With the amount
of exposure to active and passive violence that we have started witnessing in our daily lives and
society at large, what does it mean to inculcate the values of Peace in our children? How to make
them understand the fundamental principles of Love, Kindness & Humanity? How can educational
institutions participate and lead in inculcation of moral values for justice, love and truth.
The challenge here is what tools could be used in an assertive and affirmative way to demonstrate
to our children how to develop their ability and courage to help them raise questions and seek
answers to their enquiries. Thus as a Peace Educator it would be imperative to explore the need for
a fundamental change in life and the role of the individual in the process, listing out the changes that
one can bring by undertaking micro actions.
CONTENT OF THE PROGRAMME:
The workshop was based on the Course material on Peace Education based on Gandhian Values
which contains 51 lessons. This course material was selected to initiate basic dialogue among the
younger generation in exploring innovative, explorative and creative ways of resolving conflicts that
they face day to day and by which they emerge as effective and assertive leaders.
OUR TARGET BENEFICIARIES: TEACHERS AND COMMUNITY EDUCATORS
We invited educators to play an important role in transmitting the knowledge and understanding
gained in this workshop. Thus we invited primarily teachers working in school, B.Ed students with
interest in teaching and other people interested in imparting peace education to the community.

OUR CRITERIA

Any adult enthusiastic young person with commitment to peace education

Good communication skill in English, or basic knowledge of Hindi or Gujarati.

EXPECTATIONS:
To enable any adult enthusiastic young person working as a teacher or involved in reaching out to
schools and community, to conduct a workshop on the same theme for age 11-13 or students of
classes VI-VIII.

THE WORKSHOP PROCESS (See annexure 1.for details)

TO EMPOWER THE TEACHERS AND COMMUNITY EDUCATORS AS PEACE
EDUCATORS.FOLLLOWING PROCESS WAS FOLLOWED
1. PEACE EDUCATION : THE TEN STEPS
2. EXPLORE WHO IS PEACE EDUCATOR: RAISING QUESTIONS AND A SKIT
FOLLOWED BY INTERACTION.
3. INTRODUCTION TO PEACE EDUCATION :PEACE EDUCATION V/S EDUCATION
FOR PEACE:(PPT
4. INTRODUCTION TO LESSON MODULES FOR PEACE- FROM THE BOOK
GANDHIAN WAY TO PEACE FOLLOWED BY DISCUSSION

THE PROGRAMME IMPLEMENTATION PROCESS

Peace Educators dialogue
To implement Peace Education for Younger Generation programme effectively it was felt necessary
to have a dialogue with those engaged in peace education. This was held on Feb 16-17. Here
peace educators shared their modules and experiences.
The first workshop was held on Feb 19-20, 2016. This was a pilot workshop that was conducted
by Dr.S.Kulandaisamy. We invited selected educators working with children in schools and with the
community, so that we could get feedback from the participants and also get support for conducting
programmes in Gujarati.
The second workshop was conducted in Gujarati at Gujarat Vidyapith on Feb 22-23 and
The third workshop was held in Rajkot on March 19-20 with the help of interpreters.

Peace Educators Dialogue

First Workshop
Second Workshop
Third Workshop

Participants
14
16
45
62
137

REFLECTIONS ON THE PEACE EDUCATION WORKSHOPS AND WAY FORWARD

A series of Peace education were held in Gujarat in February and March 2016. It was a collaborative
effort. We received good local support and organizations were enthusiastic about organizing these
workshops.
The first three workshops had together 137 participants. At the end the phase a meeting was held
to reflect upon Peace Education workshops and way forward at Jeevan Tirth, Koba on March 23.
Among key reflections were
1. Need to platform for peace educators and also there is need for creating support group.
2. Gujarati Version of the module needs to be introduced as soon as possible.
3. Important to build the capacity of Trainers. During the workshops we were able to identify
people who can be trainers. There is felt need to build capacity building of these people
both teachers / Peace Educators.
4. There is need for workshop focusing on exploring different ways of presenting Value
Lesson innovatively.
5. A training programme is being proposed inviting key resource persons from in the areas of
Art & Craft, Theatre, Story telling, Comics, Games, Poetry, etc.
6. Designing newsletter for Peace Educators containing news and happenings and lessons
learnt from the process.
7. The concept of spreading Peace Education is very relevant and important today in our
society. But the method seems boring in parts. If the method can be improvised through
more of Action.
8. Bring innovation -How to make it more interesting and motivate the spirit of attendees.
Presentation / Short Movie Clippings / Games / Skit by Chennai team / Presentation or skits
by trainees. Designing Flash Card Game
9. There is need for workshop focusing on exploring different ways of presenting Value
Lesson innovatively. A training programme is being proposed inviting key resource
persons from in the areas of Art & Craft, Theatre, Story telling, Comics, Games, Poetry, etc.
10. Designing newsletter for Peace Educators containing news and happenings and lessons
learnt from the process.
11. Ideas at Micro level : Peace Club / Quiz / Soft Board Posting / Peace Boys / Skits

Peace Educators Dialogue

Sharing Peace Building Modules And Our Reflections
16th-17th Feb, 2016 Ahmedabad.
In 2015-16 the Yuvak Vikas Trust initiated a programme of Peace Building among the youth. To
develop a proper understanding of the Peace Building process, it decided to bring people who have
worked on those issues together for a workshop which facilitated discussion on the problems and
challenges that society is facing regarding violence, the role of youth, parents, teachers in such
efforts and as citizens the role of every one to bring peace in society.
Peace building happens in a context and it also involves using of various tools and techniques. The
other important intention of the workshop was to give opportunity to peace builders to share the
tools and techniques used by them to resolve such conflicts and have a reflection on it.
There were Total 14 participants. (Photo Below)

NEED HEART WHICH BEATS FOR PEACE

OUR KEY PRESENTERS

(In Photo from Left to Right)Among Key Presenters were: S.Kulandaisamy, (Gandhi Peace Foundation, Chennai),
Afroz (Samerth, Gujarat) and Thayaparan (Peace & Community Action, Sri Lanka)

THE THREE MODULES

1. GANDHIAN WAY TO PEACE
2. SHANTI SHIKSHAN-SAMERTH MODULE FOR PEACE EDUCATION ACTIVITY
FOR SCHOOL
3. PCA TRAINING MANNUAL : BREAKING THE CYCLE OF VIOLENCE

1. Gandhian Way To Peace

2. Peace Education Module for School

Children

3. PCA Training Module

The Presentations
S.Kulandaisamy He has been associated with Gandhi Peace Foundation, Chennai
and has laid the foundation of the Peace Education programme based on Gandhian
ideology in India. He shared how the Gandhian values can be the holistic parameters
for establishing sustainable peace and harmony in the society.
Peace in the society cannot be established without an effort taken at the individual
level. Transformation of the individuals based on the eternal values only will pave
way for a permanent change in our life as a whole.
The following Gandhian values are important and that needs to be pondered upon.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.

Swaraj through Self Realization

Decentralization through Self Reliance
Ideal Democracy through fulfilling duties
Sustainable Economy by working for the welfare of all
Basic Education by Manual labour
Religious Harmony by sticking to Truth as God
Empowering oneself by fighting for ones rights
Trusteeship by sharing ones wealth
Satyagraha by renouncing oneself to Truth

He discussed about the great meaning in itself. He shared his challenges in teaching Peace
Education.causes of violence and the various ways by which it can be resolved. He said that
children are innocent. Parents pollute their childrens minds. Children are original thinkers in fact. He
also discussed some tools for peace building. Advice never brings peace. These words had a
To bring any changes in society we need to bring changes in ourselves first. Parents and teachers
have a direct effect in the upbringing and nurturing of a child. So parents should always be very
sensitive and careful in the way they bring up their children.
Getting our mind into exploring alternatives and thinking outside the box is a big challenge. He also
shared how he could evolve the 51 lesson modules out of his experience of nearly 50 years of trying
to spread Gandhian thought among the younger generation and how those modules were
publicized by the daily newspaper The Hindu Young World- and then the book Gandhian Way to
Peace was published. His sharing of his journey in the path of promoting peace revealed that one
has to swim across the current lifestyle with a hard pledge to swim across. Though it would seem
difficult, -according to him, this is life.
T. Thayaparan He is a regional Trainer for South Asia Peace Alliance in Sri Lanka.
He was earlier associated with the Liberation movement. But he felt a disconnection
between his head and heart. The Quakers in Britain (QPSW) helped him to come out
of those critical times and directed him towards nonviolence. He said Forgiveness
should come from heart. He emphasized on trust and cultivating listening habits. He
said when he went through the transformational process it was very painful to him. He
added, When pain crosses the limits your liberation starts. When you surrender yourself to nature
the transformation begins. You are reborn.
He shared his training module and gave presentation on understanding the Cycle of Violence. He
explained how events or incidents in life trigger a feeling that leads to asking ourselves whos
responsible and then make a judgment about that person and punish him or her. And his
presentation moved on how to break this cycle. One of his wonderful statements was I take
ownership for judgement.

10

Afroz She is associated with Samerth Foundation since 2002.Her contribution to

bring peace education and nonviolence among children, youth and community is
tremendous. She said that initially reaching out in schools to teach about peace
education was a difficult Job. It took her 6 months to get permission from government.
Here innovative approach and creative engagement made the children participate
enthusiastically. She applied many new methods like feeling faces, through art and
craft, drawings etc. She also shared her module-Peace Education for children through activity.She
also shared the EXHIBITION ON CASE STUDY ON GLOBAL PEACE BUILDING EFFORTS. (Sample in
Annexure)

Harshadbhai He is associated with Antar Bharti and Sadbhavna group. He

expressed that teachers should remove fear from their mind and start promoting value
education in schools. Emphasis on value education must be given in every school. He
shared few of his personal experiences also. He has been innovative and always took
lead in organizing programme for children.
Hakim Ansari He started his social activities since 1999. He is associated with Henry
Martyn Institute and he is regional facilitator. Through collective thinking in groups he
started his social work. He solved issues through dialogues between groups. Dialogue
is an important tool for peace building. He constantly engages himself in dialogue with
youth. He has expertise in peace games. He volunteered to support the peace
education programme in Gujarat.
Waquar: He is associated with UrjaGhar. He narrated his journey of working with
youth for peace and justice, how the organic process that empowered youth and how
youth led advocacy work was done. He was eager to continue the peace education
process among adult youth.

Niranjan: He shared his experience working with VicharValonu, a publication bringing

out best Churning Thoughts of the world to the Gujarati readers. This publication
became a tool for dialogue. He is eager to work with youth and engage them in
dialogue to enrich life. He also offered voluntary support for Peace education
workshops.

Shakeel: He is young and deeply involved with communal harmony and peace activity
in Gujarat. He was a member of the Hiren Gandhi Theatre group and has performed
on various social issues. He has also led the Heritage walk. He shared his experience
working on peace issues.
Feedback
In the evaluation, participants expressed that it was an enriching experience listening to the
presentation and discussion that they had. It was almost first time that people working on Peace
Education came together on one platform. They were of the opinion that such a platform is
necessary and suggested that a forum of peace educators be formed. Secondly, they felt that we
should focus on building new leadership. Most of them agreed to support the peace education
programme in Gujarat.
11

THE FIRST WORKSHOP

Report of the Workshop on Peace Education for Younger Generation

Feb 19-20 at ISCE, Ahmedabad.
YuvakVikas Trust, Ahmedabad and VishwaYuvak Kendra, New Delhi and with support from Henry
Martin Institute organized its first workshop. This workshop was organised with the intention of
bringing selected teachers, educators to prepare the base of the forthcoming workshops.
In this preliminary workshop, we had targeted 25 participants but only 14 participants turned up.
Due to school inspections and annual day preparations we had fewer participants. Nevertheless the
dialogue and interaction were intense and enriching.
Dr.S.Kulandaisamy,
Secretary of
Gandhi Peace
Foundation, Madras was our resource person who began
the workshop initiating a dialogue with teachers. All
teachers want their wards to develop good character. That
is right. But by character they mean that they must be
obedient to them, be attentive in the class and they use
punishment as a method of disciplining the children. Is it
not high time we rethink about the role of punishment in
our education system?
Another example is that the teachers taking the role of
police and judge and assumes that only by them the
students get moulded. Teachers and Educators shared
their experience. Two different attitudes were visible. Educators who were trainers and were
working with community children held the view that Punishment is neither desirable nor sustainable.
The teachers on the other hand believed that punishment is the only way to bring change but were
in doubt regarding the sustainability of the change brought about in this manner.

12

Teachers should teach holistic views to students in every subject apart from regular syllabus.
Forgiving and accepting ones own mistakes becomes the basic prerequisite of conflict resolution.
And finally he stressed that if you want to bring peace you need to develop peace with yourself first
and you need to take the First step towards it.
Kulandaisamy introduced the Module and the also talked about the values that a peace educator
must internalize:
I.

When one person speaks, the other person should listen carefully and holistically.

II.

If you speak, raise your hand, get permission and speak assertively.

III.

Never complain about the second person to the third person. Resolve yourself directly.

IV.

Do not blame that which you cannot change.

V.

Do not gossip.

VI.

Accept your mistakes voluntarily.

Thereafter based on module there were two demonstrations in the form of skits presented bythe
Chennai team led by Dr.Shenbagavalli. At the end of the day, each participant was asked to
prepare one lesson and present it the next day.
2nd Day
We had a review of the first day and then participants presented their lesson plan. Each lesson plan
presented resulted in a long discussion on the various points of teaching the values. Exploring the
alternatives and looking beyond was stressed.Again in the next round, Kulandaisamy tried to
deepen the understanding focused on how I is important in the process of bringing change. He
called upon participants to explore.
Explore answers for questions that can be answered only from within:
1.

What are the challenges that I face (being a teacher)?

2.

What are the methods I adopt to resolve them?

(Is it temporary or permanent?)

3.

Do I succeed? If so, how? If not, why?

(Do I evaluate?)

4.

What do I need to be innovative, explorative and creative?

(How do I define i-e-c?)

5.

What blocks prevent me from being i-e-c?

(Have I asked this ever?)

6.

How do I empower me in i-e-c, the root of education?

(Is there a place for i-e-cin our education system?)

7.

Can a child go beyond the system and also be with the system?
(Ex: Examination and certificates-creating disparity based on judgement, comparison and
competition.)

8.

What kind of education does a child need for peace and harmony?
(List out)

9.

What kind of training do I need for it? How do I inculcate these in my students?

10.

What are my individual initiatives, being a teacher, for growing in a culture of peace?
13

This dialogue went for long but opened up the minds. Then ORACLE OF LIFE was introduced.
ORACLE of Life. The peace education values of our life and how it has impact on our life.

O Observation Holistically
R Restraint Self
A Accept Oneself
C Celebration of Ones goodness
L Love of Labour
E Evolve Micro actions for Macro Peace
Each of the above values was presented and discussion held one.. Holistic observation includes
keen listening and even going beyond ones thought. It is not possible without restraining oneself.
The art of accepting oneself is the root of self reliance. With self reliance one can celebrate ones
innate goodness. Unless one does manual work and accepts labour a part of life and love it, the
above four values cannot be practised. Such a person would take care of the present and would
automatically undertake micro actions for macro peace and evolve peace in every moment of life.
All participants had gained better understanding about this type of peace education. This workshop
was in English. We also had a discussion on the next workshop in Gujarati at Gujarati Vidyapith and
how it could be effectively done.
It was good that lesser the number of the participants, greaterwas the depth of discussion and
understanding between them and some of them could turn to be our volunteers for the forthcoming
workshops.
THAYAPARAN DEMONTRATING THE TANGLE GAME

14

SECOND WORKSHOP
Peace Education for the Younger Generation
22nd 23rd Feb, ShikshanMahavidyalay, Gujarat Vidyapith
YuvakVikasTrust Ahmedabad and VishwaYuvak Kendra, New Delhi, with support from Henry Martin
Institute organized the second workshop on Peace education for 45 B.Ed students of Shikhan
Mahavidyalaya, Gujarat Vidyapith on 22nd and 23rd Feb, 2016, since one of the important values that
Gujarat Vidyapith has been promoting is Peace.

Faculty and students were interested in the theme and wanted to know how they could help in
inculcating values of peace in the children. They were eager to practice it when they go to the field.
One of the mandates for organizing the workshop was the follow up and the workshop would build
the capacity of the B.Ed students in this regard.
Mr.Kulandaisamy was excited to be at Gujarat Vidyapith to conduct the workshop and said that he
felt honoured at having been invited by an institution started by
Mahatma Gandhi. Every day from 11 am to 11.45, students have their
spinning work and then a speaker is invited. On Feb 22, taking the
opportunity Mr.Kulandaisamy offered to start the workshop with his talk
My Journey: In quest of Peace Education for Younger generation.
A dialogue was initiated What You Would Do? The ten triggering
questions were given by forming different groups.
THE TEN TRIGGERING QUESTIONS FOR DIALOGUE
WHAT WOULD YOU DO??

15

THE TEN TRIGGERING QUESTIONS FOR DIALOGUE

1.

WHAT WOULD YOU DO? WHEN YOUR STUDENT IS NOT ATTENTIVE?

2.

WHAT WOULD YOU DO? WHEN YOUR STUDENT ALWAYS INTERUPTS IN YOUR
CLASS?

3.

WHAT WOUD YOU DO? WHEN YOUR STUDENT COMPLAINS ABOUT THE
OTHER STUDENTS?

4.

WHAT WOULD YOU DO? WHEN YOUR STUDENT ALWAYS MAKES FUN OF
OTHERS PHYSICAL APPEARANCES?

5.

WHAT WOULD YOU DO? WHEN YOUR STUDENT GOSSSIPS ABOUT YOU?

6.

WHAT WOULD YOU DO? WHEN YOUR STUDENT IS ARRANGING A BIG PARTY
FOR GETTING FIRST RANK?

7.

WHAT WOULD YOU DO? WHEN YOUR STUDENT IS VERY DEPRESSED FOR HIS
LOW MARK?

8.

WHAT WOULD YOU DO? WHEN YOUR STUDENT IS SO GOOD AT HEART BUT
FEELS VERY INFERIOR AND FEARFUL?

9.

WHAT WOULD YOU DO? WHEN YOUR STUDENT HATES MANUAL LABOUR
BASED JOBS AND HE ILL TREATES LABOURERS?

10.

WHAT WOULD YOU DO? WHEN WHILE YOUR STUDENT HIMSELF CAN DO A
SMALL ACT TO RESOLVE A PROBLEM BUT PLANS A BIG PROJECT FOR THE
SAME?

After the discussion the participants shared their views on the above questions and then there was
good interaction with Mr.Kulandaisamy. He had responded by saying that teachers punish students
without listening to them. They are not concerned about the impact of punishment. Teachers
should learn and find out alternative ways to divert anger in a productive direction.

16

Teachers should adapt to holistic teaching methods for every subject apart from regular methods.
Teachers should teach holistic views to students in every subject apart from regular syllabus.
Forgiving and accepting ones own mistakes becomes the basic prerequisite of conflict resolution.
And finally he stressed that if you want to bring peace you need to develop peace with yourself first
and you need to take First step towards it.
Kulandaisamy introduced the Module and the also talked about the values that a peace educator
must help internalize:
I.

When one person speaks, the other person should listen carefully and holistically.

II. If you speak, raise your hand, get permission and speak assertively.
III. Never complain about the second person to the third person. Resolve yourself directly.
IV. Do not blame that which you cannot change.
V. Do not gossip.
VI. Accept your mistakes voluntarily.
Thereafter there were two demonstrations based on the module. One was by the Chennai team led
by Dr.Shenbegenvalli. The other was by Ms. Sanjukta from the Arts section of Gujarat Vidyapith and
Ms.DhartiVora, a volunteer from Young Experimenters Group.
Towards the end of day,
participants were given 50
Peace Education Statements for
pondering and making one
minute presentation, the next
day during the Prayer and
Spinning time. Lastly, Mr.Hakim
Ansari from Henry Martyn
Institute conducted a game:
Passing under the stick. It was a
group game. The aim is to create
Figure 1Mr.Hakim Ansari conducting Peace Game
an environment of harmony
among the younger generation by playing. It helps to understand the perception of winning and
losing and how one can deal with it.
2nd Day.
On the second day, participants one by one excitedly shared their opinion on the Education
Statement given to them during the Spinning time.. After listening to all the participants Mr.Niranjan

Spinning & Listening

17

a close associate of YuvakVikas Trust gave a brief talk about Chintan (What pondering over a
thought means.) Thinking deeply is important to bring clarity. The clearer you are about your
thoughts the better is your ability to act on it
Thereafter,
all
participants
were
given different stories
and they had to
present it in some
creative way like
story telling in form of
drama, dance, acting
etc.
Each group
was given 5 minutes
to
make
their
presentation
after
which
Mr.Kulandaisamy
gave his feedback.
Mr.Kulandaisamy
said that students
capabilities
should
not be judged on the
basis of only marks scored .E.g.: Worlds best players
also lose at times. So students should not be
discouraged by low marks. A teacher should motivate
students on their overall development.

All individuals are equal.

Dignity (Self Respect) should be maintained.

Gentle Approach should be applied.(Dont be

aggressive)

Celebration, Recognition

Being Humble, Simplicity

Towards the end of the workshop, we had feedback

from participants, faculty and the organizers of the
workshop.
Participants were happy with the participatory approach
to peace education. How they can use skits, storytelling
and games for value education. One of the students
said, We were able to recognize the importance of
going within oneself and knowing our strength and
weakness to be able to become peace educator.
Another said As Peace Educators we learnt how to
probe issues and attitudes, the importance of being a
teacher, the power a teacher has and what a teacher
can do. One remarked that he understood the values
as a peace educator and how a teacher can learn from
child.
18

From the faculty, Dr. Sheetal N Rawat, Assistant Professor, Shikshan Mahavidyalaya
(IASE) helped in interpretation and provided support in coordination of the
programme. She said she was satisfied with the learning and ensured commitment to
the programme. Another faculty Dr.Ashok Parmar said, I had seen the process for
some time and heard students saying that they liked the workshop. You might have
liked many things in the workshop, but as a teacher it is important to note what we
have learned from it
Other faculty, Dr.Shenbagavalli from GPF, Chennai said she was happy to see active participation
of youth in the workshop. Mr. Hakimbhai from HMI, who had become popular among the youth
through his games said, I am making efforts because I see hope in youth. I believe that the change
would come only through youth.
Mr.Niranjan who did the interpretation said that his passion is reading, writing and
propagating thinking among youth. He asked them to question their motives and
intention of doing anything by asking WHY? Why are you doing it?? If you understand
WHY then, HOW will follow. You will find the way. Why we are talking of values? Why
I am doing? What gives me happiness? Living joyfully and doing things sincerely
should be our aim
From the organizers, Mr.Mayank Upadhya, Director Yuvak Vikas Trust said that we
have seen the enthusiasm and spirit of Kulandaisamy in engaging with the youth. He
has given 50 lessons thus giving 50 tips for change. He explained that the
Harishchandra story has been performed many times and many have read it but it
catches the imagination of few. But when Gandhi heard it, it caught his imagination
and it transformed his life. Truth guided him to live a different life. If even one thing in
a story catches the imagination of a person, his life changes. Similarly, each story of
Mr.Kulandaisamy has a lesson, a value. When we will reach out to children with these stories it can
have an impact and help children to understand peace and live life with values.
Ms.Mandaben Parikh, Yuvak VIkas Trust and the person who was the motivational
force behind organizing the workshop, reflected how impressed she had been when
she had seen this module for the first time. She felt happy that the workshop
happened in Gujarat Vidyapith and this workshop has a value as we have
experienced Gandhi here .Peace is not the absence of war. Or lack of hardships and
struggle. Peace is a constructive thing. For this we need to make an effort.
She added, Peace is needed in society, in family, school-lt is needed everywhere. We need to begin
when one is young. As teachers we have special responsibility. We need to engage with one self
and society if we are to spread the culture of peace. Spreading the culture of peace is what people
expect from us when we move out of the Vidyapith. Human existence is in danger today and so we
need to spread the culture of peace. We need to think of the small role we can play as peace
educators. She called upon the youth to build its capacity not only for teaching peace education but
also conduct similar workshops. She would be eager to hear their experiences when they return
from field and finally she wished them good luck.
Dr.Jayprakash head of the Shikshan Mahavidyalay, Gujarat Vidyapith said this college taught theory
but when he saw the module. It was all activity. I had known that we were going to gain from the
workshop. I was hearing to the feedback from the participants and now I am convinced about it.
When our students go to the schools for four months they have with them a different activity to
demonstrate. We are made to think and explore. All our students are ready to move forward and
Gujarat Vidyapith is committed to it.They will provide necessary back up support to implement the
peace education modules.

19

THE THIRD WORKSHOP

WORKSHOP ON PEACE EDUCATION FOR THE YOUNGER GENERATION
Rajkot, 19th& 20th March, 2016

THE PROGRAMME INNAUGURATION

20

This Peace Education Workshop for Younger Generation in Rajkot was the third in the series of
workshops.
The two day workshop was inaugurated by the key organizers of the workshop -Mr.Mansukh Joshi,
Trustee, Yuvak Vikas Trust, Yashwant Janani(Gujarat State Youth Council) and Mr.Saiyed Buhari.
These key organizers are close associates of YuvakVikas Trust and for this workshop they
supported and mobilized 63 school teachers, B.Ed students and other people interested in Peace
Education. Mr.Mayank Upadhyay, Director, Yuvak Vikas Trust had specially come from Ahmedabad
to give a boost to the participants. He highlighted the need for peace education for the younger
generation. He also gave a brief account of the legacy and the role of YVT in promoting youth
development.
Dr.Kulandaisamy initiated the opening of the 2 day process through a dialogue on the following

Understanding Peace Education

The link -Peace with Justice

Who should work for Peace?

Peace Education v/s Education for Peace

He suggested that if we want to change the society, teachers should come forward. So who are
these teachers was the question raised amongst the audience. It is all of us; each and every
individual will have to come forward. With these core ideas in the backdrop, Kulandhaisamy showed
a few movie clippings on peace. He then raised a point What is Peace? and asked his audience to
base their answers on the images they had just seen. Thereafter he helped participants to
differentiate between Education for Peace and Peace Education.
The discussion concluded that nature functions in peace with itself. The laws of nature are just and
thus peaceful. There is no injustice and inequality practiced in nature. But our society happens to
violate some of these core values and laws of nature. Hence we do not observe peace around us.
Zabardast Skit Highlighting the casual behavior of an individual in their everyday functions
of life.
Peace will prevail only when there is justice within the society. Also then who should be that one
person to promote peace? It was an open ended question raised in front of all the participants. Out
of many answers we finally heard a girl suggesting Me or I. Thus it was realized that it is very
important to change ones attitude and behavior to seek peace. The transformation process starts
with oneself through small acts of kindness. Start with Micro actions that obviously would gather
courage and facilitate team work. At the end of the discussion Kulandaisamy introduced
Mr.Rathinam as a Peace Educator.
Can a Teacher evolve as a Peace Educator?
Rathinam, Teacher Trainer from Tamil Nadu gave a ppt presentation on the difference between a
Teacher and a Peace Educator. In this presentations some of the very key questions were raised
which would make one think about the normal course of conduct of a teacher.
What are the challenges that a teacher faces? What are the methods adopted to address these
challenges? Does one succeed? Thus it was brought forward that we need Innovation, Exploration
and Creativity to tackle some of the day to day situations.
The combination of Inner Peace, Social Peace and Peace with nature will only create Peace in
totality. The participants were encouraged to seek ways which would empower the teacher with I-EC mechanisms. It made the participants look back and think about their own behavior while dealing
with such situations in classrooms or society at large.
After these exercises it was time to loosen up a bit and to engage them more creatively with Peace
games. Hakeem Bhai took forward the game session after the afternoon tea break.

21

Peace Games
In the post tea session, Mr.Hakim Ansari from Henry Martin Institute, Hyderabad invited the
participants to play a simple game designed to highlight the spirit of teamwork, co-ordination and

trust. In this game they were divided into teams of four and made to form a chain. They had to pass
beneath a rope whose height would reduce after successful completion of each round.
The participants successfully completed the three rounds bypassing beneath the rope. But in the
fourth round the height of the rope was barely 2 feet above the ground and one of the team couldnt
make it. After this engagement a reflection exercise
was carried out to learn from the participants more
about the game and their feelings while playing the
same.
Day Two
The day started with reflections on the sessions of the
previous day. All the participants shared their
reflections and sought clarifications. There was
adequate clarity of ideas.
This was the right time to introduce a module which
justifies the I-E-C concepts and how further a peace
educator can build more tools. Mr.Kulandaisamy then
introduced his book The Gandhian Way to PeaceLesson Modules.
The methodology and the idea of character Gicha was
discussed between the audiences. It was highlighted
that how every one of us can and be like Gicha to
bring the needed transformation. Some of the chapters
were presented to make them see the design and
framework which the module adopts to pass on the
message. Once the clarity was built around it some
stories from the module were shared amongst the
The Resource Persons Mr.Hakim & Mr.Kulandaisamy
participants.
22

Presentation of Stories by the Participants

A group activity in the form of a game was lined up before they all started working in group. It was
conducted by Dr. Kulandaisamy with pieces of chalk. The chalk had to be balanced between the tips

of the forefingers of two persons. Holding it the two persons had to walk. Once they get steady, they
would have more partners on their sides connected with more sets of chalks.
Thus they would from a circle stretching
out both hands, holding the tip of the
chalk in the tip of their forefingers.It was a
unique game which needed a lot of
attention, concentration and co-ordination.
Obviously one had to follow the six rules.
And finally after the game it was time for
the participants to taste the flavor of the
lesson modules and select one of the
chapters and design a strategy of how can
they introduce this technique amongst
their students.
6 groups were made and they decided
to enact skits based on the stories
found in the module. It was a very
inclusive exercise in which all of them
had to participate and explore. They
presented the stories in the most
insightful way. They all were very
excited to come across this module
which will further help and catalyze
their individual processes with the
students.

23

Closure with a Peace Game

Hakeem Bhai further made the participants play another set of
interesting games. In this game the participants were divided
in to two groups. A rope was tied between their hands and
they had to make themselves free from the clutches of the
rope without opening it. The majority tried various sets of
possible combinations but indeed no one succeeded in the
same. Once the technique of getting free was shown they
were stunned to see how one makes things complicated
without giving some basic thoughts to it. Everyone enjoyed
this process and suggested that they had never got a chance
to engage and participate in something like this before.
After the programme, Maheshbhai, secretary, Gujarat State
Youth Council, said that during the two day workshop he
observed visible changes in the behavior of participants. In the
beginning there was problem of drawing their attention. Later
he could see changes and their involvement in the workshop.
Among suggestions were that peace education should reach
out to more and more children, and B.Ed and MSW students.
Youth groups who are trained in peace education. Counselling
centers in the community can also be approached to orient
them. Regular feedback from teachers and educators and
follow up would help. The workshop can be designed in two phases: two days of orientation, then
an assignment and then learning exchange and reflection. This way we can get some case studies
and improvise.

Group Photo of the Participants of the Rajkot Workshop

24

Peace Education Workshop the Gujarat Process & Way Forward

Jeevan Tirth, Koba on March 23
Reflections on the Peace Education Workshops and Way forward
A series of Peace education were held in Gujarat in February and March 2016. It was a collaborative
effort. Three workshops were organized by Vishwa Yuvak Kendra, New Delhi and Yuvak Vikas Trust,
Ahmedabad. And supported by Henry Martyn Institute (HMI). It also contributed to the last
workshop held on March 22-23 organised by Jeevan Tirth.
The first three workshops had together 14 +16+ 45 + 62=137 and the last workshop at Jivan Tirth
had 20 participants. At the end the phase a meeting was held to reflect upon Peace Education
workshops and way forward at Jeevan Tirth, Koba on March 23 from 5.30 to 7.30 pm.
Among those present were: Kulandaisamy from GPF, Chennai, Afroz from Samerth, Rajubhai and
Deeptiben from Jeevan Tirth, Hakimbhai representing HMI and Salim from SMET, Priti from
Anusandhan, Hemadri from YETI, and Niranjanbhai
Following were suggestions from the participants.

Need to platform for peace educators and also there is need for creating support group.
Gujarati Version of the module needs to be introduced as soon as possible.
Important to build the capacity of Trainers. During the workshops we were able to identify
people who can be trainers. There is felt need to build capacity building of these people
both teachers / Peace Educators.
The concept of spreading Peace Education is very relevant and important today in our
society. But the method seems boring in parts. If the method can be improvised through
more of Action.
Bring innovation -How to make it more interesting and motivate the spirit of attendees.
Presentation / Short Movie Clippings / Games / Skit by Chennai team / Presentation or skits
by trainees. Designing Flash Card Game
There is need for workshop focusing on exploring different ways of presenting Value
Lesson innovatively. A training programme is being proposed inviting key resource
persons from in the areas of Art & Craft, Theatre, Story telling, Comics, Games, Poetry, etc.
Designing newsletter for Peace Educators containing news and happenings and lessons
learnt from the process.
A story a week or fortnight. One story exploring different ways of presentation and
empowering educators.
Whenever the workshop is conducted the exhibition can be placed
Facebook page containing live stories of change.
Ideas at Micro level : Peace Club / Quiz / Soft Board Posting / Peace Boys / Skits

25

ANNEXURE -1

THE PEACE EDCUATION WORKSHOP PROCESS

THE WORKSHOP PROCESS

TO EMPOWER THE TEACHERS AND COMMUNITY

EDUCATORS
AS
PEACE
EDUCATORS.FOLLLOWING
PROCESS WAS FOLLOWED
PEACE EDUCATION : THE TEN STEPS
EXPLORE

WHO

IS

PEACE

EDUCATOR:

RAISING

QUESTIONS AND A SKIT FOLLOWED BY INTERACTION.

INTRODUCTION

TO

PEACE

EDUCATION

:PEACE

EDUCATION V/S EDUCATION FOR PEACE:(PPT

INTRODUCTION TO LESSON MODULES FOR PEACEFROM

THE

BOOK

GANDHIAN

FOLLOWED BY DISCUSSION

26

WAY

TO

PEACE

PEACE EDUCATION: TEN STEPS

Step 1: To make them realize how they are presently acting as tools of
Education for Peace which is based on injustice and untruth.
Step 2: Education for Peace creates inequity which results in all types of
crimes-juvenile and adult- root cause of violence and terrorism.
Step 3: It is their responsibility to explore alternative educational modules by
which they can empower youth in self-reliant conflict resolution techniques.
Step 4: This exploration obviously makes them realize that the alternatives
have to be based on certain eternal value systems.
Step 5: Introduction to Gandhian parameters and to the Lesson Modules
based on the holistic eternal values becomes necessary.
Step 6: Empowering ones own self in these values becomes a prerequisite.
Relevance and the practice have to be discussed.
Step 7: Listing out the day to day problems faced by the youth and helping
them to resolve them by themselves becomes the sustainable way.
Step 8: Different methods of empowering the youth in a culture of peace have
to be explored. Experiments undertaken by GPF, MADRAS would be taken
into consideration.
Step 9: The teachers have to prepare their own appropriate lesson modules
based on the problems their students face every day.
Step 10: The teachers in consultation with the management may evolve an
action plan for a year for application, evaluation and re planning.

27

EXPLORE WHO IS PEACE EDUCATOR:

RAISING QUESTIONS AND A SKIT FOLLOWED BY INTERACTION

Do we need change? Why?-We all need peace.

What changes we need? -Justice
Whom do we expect to bring that change and Why? - Police, Court, etc.
How do we try to bring change? by blaming, complaining, escaping
from reality.
Would that method bring sustainable change? If so how? If not, why?resort to simple and holistic and micro and instant actions.
The answer I has to be extracted from the teachers. If the teachers
accept that the I has to come forward, then they become Peace
Educators. In that case what would be their approach to children,
lessons, exams, evaluation?

INTRODUCTION TO PEACE EDUCATION:

PEACE EDUCATION V/S EDUCATION FOR PEACE

It correlates peace with justice allowing space for innovation.

It explores the methods of learning directly from life.

It stresses on one step that is fundamental- the ORACLE.

It aims at micro actions that culminate in macro peace.

It empowers one in SWA, Self-Woven Art, based on Swadharma.

28

INTRODUCTION TO LESSON MODULES FOR PEACE- FROM THE BOOK

GANDHIAN WAY TO PEACE FOLLOWED BY DISCUSSION

Grouping the participants in Four or Six groups and allotment of 4 or 6

stories from the book: Let them read the lessons and come with
innovative methodology of presenting them.
Presentation of lesson modules by the participants in whatever way they
like.
Sharing of lesson modules by participants:
Exploring Innovative, Explorative and Creative aspects of the methods of
Mahatma Gandhi for Conflict Resolution and the youth initiatives to be
taken today- Group presentation followed by interaction.
Exploration of the Methodology of inculcating lesson modules of peace:
in the form of stories, skits, songs or art work, or dance form, or creative
and constructive work or inclusive games etc.
Think of an action plan of conveying to the students the lesson modules
in the book.
Evolve an action plan relevant for the school students in different class
level and the methodology of imparting it- the challenges one would
meet and the resolution --group work and presenting the report
Peace Education with Sustainability with Social Justice.

29

ANNEXURE - 2
Slide 1

PEACE EDUCATION
BASED ON GANDHIAN
VALUES
Micro Movement by Gandhi Peace
Foundation, Madras for empowering the
youth for Macro Peace

Slide 2

What is Education for Peace?

Teaches one to accept the present life which
is based on structured violence-against
truth.

30

Slide 3

What is Peace Education?

Teaches one to accept Justice and work for
sustainable Peace- in tune with Truth.

Slide 4

What is a Gandhian value?

Not a new one. Not a concept.
It refers to the attempts Gandhiji made to live
in tune with truth.
Everyone is unique in pursuit of truth.
Copying the other person becomes irrelevant
and a hindrance to the exploration of truth.
Following Gandhi does not make sense. Be
a light to yourself.

31

Slide 5

The basis of Gandhian Lifestyle:

Sarvodaya: Welfare of all creations - the
Goal.
Antyodaya: Welfare of the least- the Way.

Nishkama Karma: Work without looking

for results- the Approach.

Slide 6

The Sarvodaya Social Order:

(Goal+Way+Approach)
Holistic approach-the good of the individual in
contained in the good of all.
Inter-relatedness-all work is equal and hence the
salary or the benefit has to be equal.
Life in tune with nature: the best life is that of a
tiller or of a manual worker.
Life is one whole: Religion, Education,
Economics, and Politics can not be devided.
Duties are as important as Rights.
Means are as important as Ends.

32

Slide 7
Continued

Trusteeship: ones wealth, skill, intelligence belong to

the society.
Self-rule: one has to rule oneself for attaining selfgovernance.
Basic Education: that educates one through life itself.
Constructive Programme: Activities that empowers
one for Satyagraha.
Satyagraha: Truth force expressed in micro actions for
a macro revolution.

Slide 8

The Eleven Ashram Vows:

1. Truth is that which you believe to be true at
this moment and that is your God.
2. Non-violence - is the greatest force which
succeeds only when we have a living faith in
God.r Truth, a follower of Love cannot hold
anything against tomorrow. He gives us our
daily bread.

33

Slide 9

The Eleven Ashram Vows:

3. Non-stealing - Keeping something which you
do not need, is also stealing.
4. Non-possession - A seeker after Truth, a
follower of Love cannot hold anything against
tomorrow. He gives us our daily bread.
5. Bread-labour - Every one is expected to
perform sufficient body-labour in order to
entitle him to a living.

Slide 10

The Eleven Ashram Vows:

6.

Swadeshi - Even as a husband, who being dissatisfied with

his simple looking wife, goes in search of a better looking
woman, is disloyal t0 his partner, so is a man disloyal to
his country who prefers foreignmade things, though
better, to country-made things.

7.

Fearlessness - should connote absence of all kinds of fearfear of death, fear of bodily injury, fear of hunger, fear of
insults, fear of public disapprobation, fear of ghosts and
evil spirits, fear of any ones anger.

8.

Remove the feeling of Untouchability

I consider untouchability to be a heinous crime against
humanity. It is not a sign of self-restraint, but an arrogant
assumption of superiority.

34

Slide 11

The Eleven Ashram Vows:

9. Equal respect for all faiths - Religion is purely a personal
matter. There are, in reality, as many religions as minds. Each
mind has a different conception of God from that of the other.

10. Control of senses A man in the grip of the sensual desire is

a man without moorings. If such a one were to guide society,
to flood it with his writings and men were to be swayed by
them, where would society be?
11. Brahmacharya - it means not suppression of one or more
senses, but complete mastery over them all. The two states are
fundamentally different. I can suppress all my senses today,
but it may take aeons to conquer them. Conquest means using
them as my willing slaves.

Slide 12

The Constructive Programmes:

1. Communal unity
4. Khadi
7. Village sanitation
10. New or Basic
education
13. National language
16. Labourers

2. Removal of
untouchability
5. Village industries
8. Education in
Health and Hygiene
11. Adult education

3. Prohibition
6. Economic equality
9. Lepers

14. Women

12. Provincial
languages
15. Farmers

17. Tribal

18. Students.

He who has no belief in the constructive programme has, in my

opinion, no concrete feeling for the starved millions. He who is
devoid of the feeling, cannot fight non-violently.

35

Slide 13

Seven Social Sins:

1. Wealth without work

2. Pleasure without
conscience

3. Knowledge without
character

4. Commerce (Business)
without Morality
(Ethics)

5. Science without
humanity

6. Religion without
sacrifice

7. Politics without
principles

Slide 14

36

Slide 15

Micro Actions for Youth towards

Macro Peace Initiatives
1) When one talks, listen with your whole being. That is Meditation.
2) If you want to talk, interrupt with respect and exercise your right to talk.
That is Satyagraha.
3) Do not complain. Instead, resolve it directly. That is Self-reliance.

4) Do not waste energy by blaming things that cannot be changed. That is

Humility.nn
5) Do not gossip anything about anyone in their absence. That is Selfrestraint.
6) Do not put the blame on others for your mistake. Accept mistakes. That is
Courage.
7) You first come forward to change. The world will change. That is
Revolution.

Slide 16

The Talisman
Recall the face of the poorest and the most helpless man
whom you may have seen and ask yourself, if the step you
contemplate is going to be of any use to him. Will it restore
him to a control over his own life and destiny? In other words,
will it lead to Swaraj or self-rule for the hungry and also
spiritually starved millions of your country men? Then you
will find your doubts and your self melting away.
- Mahatma Gandhi

37

Slide 17

You are most welcome to join

Our Projects as Volunteers:
Courses on Gandhian Thought and Peace Education.
Courses on Inter Religious Understanding and
Appreciation.
Workshops on Peace Education based on Gandhian
Values.
Publication and sale of Gandhian literature. Sale of
Gandhijis Autobiography through grocery stores.

Constructive activities like Exchange of Neem seeds

for washing soaps and spinning on Takli and Charkha.
Making of Lesson Modules on Peace Education.

Sessions of All Religions Prayer for Peace.

Slide 18

38

Slide 19

Malala Yousafzai invokes

Mahatma Gandhi in her UN speach
Pakistani teen activist Malala Yousafzai,
in her first public speech at the United
Nations since being shot in the head by
the Taliban, has said she is inspired by
Mahatama Gandhi's path of non-violence.
Malala invoked Gandhi and other global advocates of nonviolence stressing that, "I'm not against anyone, neither am I here
to speak in terms of personal revenge against the Taliban, or any
other terrorist group."
"I'm here to speak about the right of education for every child,"
Malala said, in an impassioned address to the UN Youth
Assembly on Friday.

Slide 20

Presented by:
Dr. S. Kulandaisamy

Secretary,
Gandhi Peace Foundation, Madras
332, Ambujammal Street, Chennai-600 018.

Email:kulandhaisamy.gpf@gmail.com

39

Annexure 3

WORKSHOP PARTICIPANTS LIST

40

41

42

43

Peace Education for the Younger Generation

ORGANIZED BY
VISHA YUVAK KENDRA, CIRCULAR ROAD, TEEN MURTI MARG, OPP. CHANAKYAPURI
POLICE STATION, CHANAKYAPURI, NEW DELHI, DELHI 110021
&
YUVAK VIKAS TRUST, NEAR INCOME TAX, OFF ASHRAM ROAD, OPPOSITE NAVJIVAN
PRESS, NAVRANGPURA, NAVRANGPURA, AHMEDABAD, GUJARAT 380014
SUPPORTED BY
HENRY MARTYN INSTITUTE, SIVA RAMA COLONY, SIVARAMPALLI, HYDERABAD,
TELANGANA 500052
THE WORKSHOP LOCAL SUPPORT
THE FIRST WORKSHOP ON PEACE EDUCATION FOR YOUNGER GENERATION
FEB 19-20
VENUE & LOGISTICS SUPPPORT: ISCE (INDIAN SOCIETY FOR COMMUNITY
EDUCATION), COMMUNITY EDUCATION HOUSE, NAVJIVAN PRESS ROAD, OFF.
ASHRAM ROAD., NAVJIVAN, AHMEDABAD, GUJARAT 380014
SECOND WORKSHOP ON PEACE EDUCATION FOR THE YOUNGER GENERATION,
FEB 22 23,2016
VENUE & LOGISTICS SUPPORT : SHIKSHAN MAHAVIDYALAY, GUJARAT
VIDYAPITH ,AHMEDABAD 380014
THIRD WORKSHOP ON PEACE EDUCATION FOR THE YOUNGER GENERATION,
MARCH 19-20
VENUE : BAL BHAVAN RAJKOT,
LOGISTICS SUPPORT : YASHWANT JANANI, GUJARAT STATE YOUTH COUNCIL ,
11-JUBILLEE HOUSE-JUBILLEE CHOWK-RAJKOT-360 001

44