Index IntroductionDefinition of key termsBackground informationProgramme implementation in post-conflict countries in Asia and the PacificMain countries and organizations involvedUnited Nations treaties and relevant eventsPrevious attempts to solve the problemPossible solutionsBibliographyIntroductionThe problem of strengthening disarmament education to maintain and achieve peace in a globalized world is a difficult issue to understand, due to our rapidly changing world and the current wars occurring in the world today, including More recent conflicts between India and Pakistan and war-torn countries like Yemen, Syria, etc. While it is difficult to find solutions to this problem, it is not impossible to come up with these solutions and apply them to everyday life. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayThis problem does not only affect a specific country, it especially affects war-torn and third world countries which in today's world have no shortage of. Strengthening disarmament education is extremely crucial because children who are the leaders of tomorrow must learn not to resort to violence as it not only causes high mortality rates but also disrupts the social and economic aspects of a country. The Nations Regional Center for Peace and Disarmament (UNRCPD) is committed to assisting Asia-Pacific states that require support in providing peace and disarmament education. Currently, UNRCPD is working with Nepal to implement a new model of peace and disarmament education to address post-conflict challenges – a model that UNRCPD aims to bring to other Asia-Pacific countries. Since 2013, UNRCPD has supported the Government of Nepal. Nepal in its efforts to provide peace education in the national curriculum. Working within existing structures to infuse high-quality technical expertise into teaching materials and pedagogy, the UNRCPD aims to promote non-violent values ​​and behaviors (e.g. tolerance and celebration of diversity). educational and economic statistics of these countries. Reforms are suggested that delegates can further develop in their resolutions. Definition of Key Terms Disarmament The reduction or withdrawal of military forces and weapons. This means that when we debate disarmament, we are discussing the elimination of weapons in particular countries or areas. Military Forces May refer to the armed forces that serve the country or self-funded militias that have their own interests at hand. Globalization Developing or being developed so as to make international influence or operation possible. Background Information Disarmament has been a focus of the United Nations for as long as anyone can remember, however the concept of educational disarmament is fairly new to the United Nations. We must not forget that in the post-war period, countries like Iraq have been left high and dry and it is the young who suffer the most. In 2013, ten years after the invasion of Iraq, 13.5% of Iraqi school-age children (1.2 million children) did not have access to basic education: six years of education in primary school, which is compulsory, plus three years of education in lower secondary school. The pattern is similar in Syria: since the start of the conflict, one in four schools has been damaged, destroyed or is being used as a temporary shelter, leaving around 2.08 million children and young people in Syria without school. As already mentioned, the pattern of post-war basic education has contributed significantly to the large discrepancies between the war-torn Middle Eastern countries andrather developed Middle Eastern countries such as the United Arab Emirates. Therefore, the importance of strengthening disarmament education is the first step towards reducing these discrepancies and further improving stabilization within such countries. On the other side of the world, Somalia has an average primary school enrollment rate of 30%, which drops to 18% in the most isolated regions. Due to the severe poverty and nomadic culture that pervades more than half the population, sending children to mainstream schools is impractical and impossible for many families. This therefore suggests that disarmament education may be crucial, however, the challenge arises where war-torn countries found in the Middle East and Africa (MENA) regions are struggling to educate young people on a daily basis. In 2013, the UNRCPD introduced Phase I of the Program known as the Peace and Disarmament Education Program in Nepal. Over the course of 12 months, PDE content was developed for eighth grade curricula and textbooks, a baseline study on PDEs and student conflict resolution behavior was conducted, and efforts were made to raise awareness of the importance of peace and disarmament education among key government officials. officers were successfully executed. The products of this first phase of the project – curricular content and textbooks – will reach approximately 300,000 eighth grade children per year. From December 2014 to July 2015, phase II of the Peace and Disarmament Program project was implemented. Based on the results of Phase I, the scope of the project was expanded. In addition to the textbooks and curricula for grades 9 and 10, an optional Peace and Disarmament Education course for grades 6-8, teacher guides for grades 8, as well as an analysis of gaps in the training of Peace and Disarmament Education teachers. Teacher guides developed during Phases I and II of the Program will reach more than 700,000 Nepalese children each year. Aimed specifically at ages 13-17, it provides students with the skills to transform conflicts using non-violent approaches during a key developmental period in their lives. By addressing the roots of interpersonal violence and reducing the demand for weapons, the project helps strengthen the fragile peace that Nepal has worked tirelessly to achieve. On the other hand, it is necessary to understand the impact that the issue in question has on socio-economic policies. of the affected countries and also globally. All the countries mentioned above, including those not mentioned and experiencing conflicts, go through large phases of recession or inflation and, therefore, an unstable economy that does not lead to foreign investments and therefore to no real signs of development. Furthermore, there is a lack of jobs in such countries due to the economic situation and, therefore, leading to legal or illegal migration. Furthermore, these countries also had electrical problems caused by these wars and economic problems. It is said that before 2003, Baghdad had 16 to 24 hours of electricity per day, while the rest of the country had four to eight hours. The average household now receives just eight hours of electricity through the public grid: distribution losses are the highest in the Middle East and are mainly due to damage during the 1991 Gulf War, subsequent sabotage and lack of maintenance. Program implementation in post-conflict countries in Asia and the Pacific Using the Nepal model, UNRCPD is seeking to bring peace and disarmament education to other post-conflict countries in the Asia-Pacific. This low modelIt is a cost-effective and high-impact way to provide governments with the technical expertise they need to deliver conflict resolution and peace education. As a Regional Centre, UNRCPD is committed to adapting its approach to meet the specific needs of requesting States. The UNRCPD's peace and disarmament education activities seek to shape students' values, skills and behavior towards non-violent responses to conflicts at individual, national and global levels. Major Countries and Organizations Involved Nepal As stated earlier, Nepal has attempted to implement these curricula can help teach students who have lost everything not to resort to violence and possibly not to start another civil war. This program not only contains disarmament education, but also contains general education which is very useful for Nepalese students who have lost a lot in natural disasters and can finally start their life again. This is why Nepal has been so helpful to the UNRCPD. Cuba Cuban society has increased its awareness of issues related to disarmament, non-proliferation and peacekeeping. The mass media have prepared public service messages on the topic, especially to commemorate the International Day for the Total Elimination of Nuclear Weapons which falls every year on September 26. In addition to their educational work, Cuban education centers also help raise students' awareness of the importance of peace, disarmament and non-proliferation. Specifically, in Cuban military education centers where senior, mid-level, and junior officers are trained for technical and leadership positions, a higher standard of military ethics is required, including humanitarianism, internationalism, and respect for peace. Cuban non-governmental organizations also play an important role in disarmament education. For almost 20 years, the Movimiento Cubano por la Paz y la Soberanía de los Pueblos (Cuban Movement for Peace and the Sovereignty of Peoples), together with the Sociedad Económica de Amigos del País (Economic Society of Friends of the Nation), have been organizing national seminars of peace education in various national educational institutions. The United Nations Association of Cuba also often organizes events on this topic. El Salvador El Salvador recognizes the important role of education in promoting a culture of peace, with particular emphasis on the protection and respect of human rights and on raising awareness of the serious consequences resulting from various attacks, conflicts and threats to peace and security international events occurring globally, primarily the humanitarian impact of the continued existence of weapons of mass destruction, the irresponsible use of firearms, and the actions of transnational organized crime and terrorist groups. It is therefore essential to promote peaceful coexistence and ensure security at national, regional and global levels through the dissemination of educational material on disarmament and non-proliferation and on the prevention of conflicts and armed violence. In El Salvador, several awareness campaigns have been carried out on the safety of young Salvadorans in schools, with the support of the Ministry of Education and the National Civil Police, aimed mainly at reducing armed violence, peacefully resolving conflicts and preventing participation of young people to criminal groups. Reports on the humanitarian impact of weapons of mass destruction, in particular on the consequences of the use of nuclear weapons, have also been prepared, with the support of international organizations and civil society organisations, tomake known the catastrophe that such weapons could cause to human life and the importance of promoting their complete elimination. United Nations Treaties and Relevant Events The University of Peace The University of Peace (UPEACE) is an intergovernmental organization with university status, established by treaty in 1980 and headquartered in Costa Rica. Its stated mission is to " to provide humanity with an international institution of higher education for peace with the aim of promoting among all human beings the spirit of understanding, tolerance and peaceful coexistence, to stimulate cooperation among peoples and to help reduce obstacles and threats to world peace and progress, in line with the noble aspirations proclaimed in the Charter of the United Nations The Human Rights Act 1998The act used to establish fundamental and basic human rights which include education as the fundamental right of every being. human. Safe Schools Declaration 2015 The Safe Schools Declaration is an intergovernmental political commitment that was opened for approval by countries at an international conference held in Oslo, Norway, on 28 and 29 May 2015. The Declaration provides countries the opportunity to express political support for the protection of students, teachers and schools during times of armed conflict; the importance of continuing education during armed conflicts; and the implementation of the Guidelines for the Protection of Schools and Universities from Military Use During Armed Conflict. The program for the right to education. Phase one of the UNRCPDA mentioned above Phase two of the UNRCPDA mentioned above Previous attempts to resolve the problem In 2001, the United Nations Secretary-General convened a group of Government Experts to examine the topic of disarmament education and training and non-proliferation. It was during this period that it was stated: “Disarmament and non-proliferation education is a crucial tool that will build a culture of peace and, in the words of the preamble of the United Nations Charter, will save future generations from the scourge of war” . . While this is a long-term investment and requires ongoing attention, it is one that we simply cannot afford to neglect.” However, there have been no relevant or noteworthy attempts to resolve this problem prior to the measures taken by the UNRCPD. Events like Poetry for Peace, Art for Peace and Posters for Peace were rather small steps taken to solve the problem at hand. Possible Solutions Awareness of this problem is very important, the reason for this is because spreading awareness about the lack of disarmament education can encourage schools to incorporate it into their school systems, which will not only help the UNRCPD but will also benefit of students. Students can learn how they can play a crucial role in this issue and how they can use violence to save this planet. Implementing steps one and two could be very helpful because they help educate students and the curriculum they are using is more directed towards teaching young children and also teaching children in grades 8-12. This program can help educate not just a small number of students, but an entire school. Integration of the program in countries in the midst of conflict or post-conflict. This is of great importance as there is little to no evidence of such programs in countries such as Somalia. The comprehensive integration of such programs is not only necessary, but should be mandatory for primary school children. Appeal of the program to the various bodies involved. Such programs not only must attract the students who benefit from them, but they must. 2019.