El enfoque territorial.

Peace in schools selected as samples in the study.

Hypothesis 3-

a) It can be concluded that medium of instruction of schools does seem to contribute to difference in the perception of students regarding status of education for Global Peace in aided schools selected as samples in the study.

b) It can be concluded that medium of instruction of schools does seem to contribute to difference in the perception of students regarding status of education for Global Peace in unaided schools selected as samples in the study.

c)It can be concluded that aided and unaided status of English medium schools does seem to contribute to difference in the perception of students regarding status of education for Global Peace in schools selected as samples in the study.

d) It can be concluded that aided and unaided status of Marathi medium schools does seem to contribute to difference in the perception of students regarding status of education for Global Peace in schools selected as samples in the study.

Discussions pertaining to students‟ perception of the status of education for Global Peace in the schools: Global Peace in this study refers to non-violence, cultural understanding, respect for other cultures, religions and castes, awareness of human rights, social justice, harmony with natural environment. Where students‘ perception of Global Peace was concerned, there was no significant difference in the perceptions of students when they were classified on basis of their medium of school. This trend indicates that students of Marathi and English medium schools have the same perception regarding education for Global Peace in their respective schools. Students of aided schools however have a more positive perception of education for Global Peace as transacted by their schools when compared to perception of students of unaided schools. This could be a reflection of academic programmes in schools. Generally where Global Peace is concerned, subjects as History, Civics, Science, Geography and Languages play a vital role in making students aware of diversity, interdependence, need for collaboration among nations, respect for varied cultures and values of universal significance. Where students show low means for perception regarding education for Global Peace, it is a reflection of the nature of academic programmes.

Implications for the schools- It is evident that school programmes need to have more holistic approach to themes related to environmental care, cultural solidarity, human rights and social justice. There is need for more multicultural experiences in schools. More formal training of teachers is also needed. Peace Education should be an integral part of teacher training syllabi. Teachers must have sample lesson plans prepared according to knowledge, skills and values related to Global peace. A repository of such plans could be displayed on the web for wider access. All textbooks could include activities at the end of a unit where aspects of Global Peace are promoted. As students grow up to be adults, if such an apathy towards Global Peace remains, then could affect their attitude towards Global Peace. Sometimes students tend to congregate in groups based on religion or region. Such situations are detrimental to Global peace. Schools need to be watchful of such situations. The aims of education as building commitment to democratic values of equality, justice, freedom, concern for others‘ well being, secularism and respect for human dignity and rights should be focused upon. These to be explicitly discussed with the textbook writers, principals and teachers so that the noble aims do not get diluted during the course of curriculum transaction. For this workshops and orientation

acceptance that the products will be justly distributed in order to ultimately build a common identity. Developing strong and empathic interpersonal relationships for appreciating the viewpoint of the other is to be nurtured. For this teachers need to incorporate more participatory methods as co-operative learning, team learning and project work. An unbiased view of the teachers is necessary while discussing political, ethnic or religious issues. Onscreen violence is often replicated by students. Blind imitation of actors is commonly found. Hence media education is the need of the hour, whereby students learn to discern what they see. They need guidance as to what should be imitated and what should not. Films and TV serials that are too aggressive or which promote hatred against a group, race or religion should be censored for content. It is seen that adolescent students widely use social networking sites to share their views and opinions. In such cases, there is great need to teach students to differentiate between a fact and an opinion. Students can be misled by prejudiced minds and this can be harmful to Global Peace. Thus to make students feel responsible for collective good of the world, the attitudes of interdependence need to be focused upon. The threat of violence hangs like a shadow over the young people of this world. Openly addressing and confronting these fears with information and appropriate pedagogy can help young people gain knowledge, skills and values to be peace loving citizens of this world.

References:

Learning the Way of peace: a teachers’ guide to Peace Education, (2001) report published by UNESCO, unesdoc.unesco.org/images/0012/001252/125228eo.pdf

Conell, Why the need for Peace Education?. www.peace.ca?whypeaceeducationby conell.htm An Introduction to Peace Education: Education in Universal Human Rights,

INFORMATION AND COMMUNICATION TECHNOLOGY: STUDENT‟S FRIEND,