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Role of Peace Education in Sustainability and Development of Pakistan

Author

Listed:
  • Faiza Haseeb

    (Department of Development Studies, COMSATS University Islamabad, Abbottabad Campus, Pakistan,)

  • Shahzad Khan

    (Institute of Development Studies, University of Agriculture Peshawar, Pakistan)

  • Sajid Khan

    (Institute of Development Studies, University of Agriculture Peshawar, Pakistan)

  • Arif Alam

    (Department of Development Studies, COMSATS University Islamabad, Abbottabad Campus, Pakistan,)

  • Ikram Shah

    (Department of Development Studies, COMSATS University Islamabad, Abbottabad Campus, Pakistan,)

Abstract

The study is based on AHP analysis to identify the feasibility of each level of schooling with respect to peace education. The AHP application presented, provided results of each relative factor or criteria to each respondent as well as the overall weightage for these criteria s given by each individual/ respondent in our study. The findings of the study revealed that, the dominant alternative for academic professionals and field experts that can play impressive role in peace education is the primary schooling, while the central criteria having influence on peace education are norms/values, followed by approaches/standards and knowledge/skills with respect to teacher s judgements. On the other hand, significant factors/criteria for student s choice with respect to peace education is approaches and standards. Students also prefer primary education level as the most effective stage for children to learn/ catch peace education skills and adopt peace values. The quantification of impacting factors-like in our study are; knowledge/skills, approaches/standards and norms/values. Decision making with respect to peace building in young generation will play a significant role in achievement of sustainability in the peace. Therefore, at the grassroots level, providing trainings on peace education to the children in primary school can reduce risk of conflicts in Pakistan. The government and policy implementers should prioritize addition of peace education in devising curriculum and its implementation.

Suggested Citation

  • Faiza Haseeb & Shahzad Khan & Sajid Khan & Arif Alam & Ikram Shah, 2020. "Role of Peace Education in Sustainability and Development of Pakistan," International Journal of Economics and Financial Issues, Econjournals, vol. 10(5), pages 317-326.
    • Handle: RePEc:eco:journ1:2020-05-35
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    References listed on IDEAS

    as
    1. Alan B. Krueger & Jitka Maleckova, 2003. "Education, Poverty and Terrorism: Is There a Causal Connection?," Journal of Economic Perspectives, American Economic Association, vol. 17(4), pages 119-144, Fall.
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    3. Diana Saltarelli & Kenneth D. Bush, 2000. "The Two Faces of Education in Ethnic Conflict: Towards a peacebuilding education for children," Papers innins00/7, Innocenti Insights.
    4. Fatemeh Zahedi, 1986. "The Analytic Hierarchy Process---A Survey of the Method and its Applications," Interfaces, INFORMS, vol. 16(4), pages 96-108, August.
    5. Lynn Davies, 2010. "The Different Faces of Education in Conflict," Development, Palgrave Macmillan;Society for International Deveopment, vol. 53(4), pages 491-497, December.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    AHP; Peace Education; Knowledge and Skills; Teachers; Sustainability;
    All these keywords.

    JEL classification:

    • D74 - Microeconomics - - Analysis of Collective Decision-Making - - - Conflict; Conflict Resolution; Alliances; Revolutions
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • Q01 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - General - - - Sustainable Development

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