By Ambassador Anwarul K. Chowdhury
UNITED NATIONS, Sep 7 2015 (IPS)

Another reality that emerges very distinctly in culture of peace is that we should never forget when women – half of world’s seven billion plus people – are marginalised and their equality is not established in all spheres of human activity, there is no chance for our world to get sustainable peace in the real sense.

Photo Courtesy of Ambassador Chowdhury

I would reiterate that women in particular have a major role to play in promoting the culture of peace in our violence-ridden societies, thereby bringing in lasting peace and reconciliation. While women are often the first victims of armed conflict, they must also and always be recognised as key to the resolution of the conflict.

I believe with all my conviction that without peace, development is not possible, without development, peace is not achievable, but without women, neither peace nor development can be realised.

Integral connection between development and peace

In today’s world we continue to perceive an inherent paradox that needs our attention. The process of globalisation has created an irreversible trend toward a global integrated community, while at the same time, divisions and distrust keep on manifesting in different and complex ways.

Disparities and inequalities within and among nations have been causing insecurity and uncertainty that has become an unwanted reality in our lives. That is why I strongly believe that peace and development are two sides of the same coin. One is meaningless without the other; one cannot be achieved without the other.It is being increasingly realised that over-emphasis on cognitive learning in schools at the cost of developing children’s emotional, social, moral and humanistic aspects has been a costly mistake.

Education as the most critical element in the culture of peace

A key ingredient in building the culture of peace is education. Peace education needs to be accepted in all parts of the world, in all societies and countries as an essential element in creating the culture of peace.

The young of today deserves a radically different education –“one that does not glorify war but educates for peace, non-violence and international cooperation.” They need the skills and knowledge to create and nurture peace for their individual selves as well as for the world they belong to.

As Maria Montessori had articulated so appropriately, “Those who want a violent way of living, prepare young people for that; but those who want peace have neglected their young children and adolescents and that way are unable to organize them for peace.”

It is being increasingly realised that over-emphasis on cognitive learning in schools at the cost of developing children’s emotional, social, moral and humanistic aspects has been a costly mistake.

Secretary-General Ban Ki-moon asserted at the very first High Level Forum on the Culture of Peace in 2012 that “…. We are here to talk about how to create this culture of peace. I have a simple, one-word answer: education. Through education, we teach children not to hate. Through education, we raise leaders who act with wisdom and compassion. Through education, we establish a true, lasting culture of peace.”

In this context, I commend the initiative of the Soka University of America located near Los Angeles in initiating in 2014 its annual “Dialogue on The Culture of Peace and Non-Violence” as an independent, unbiased, non-partisan, intellectual forum to outline avenues and direction for incorporating the culture of peace and non-violence into all spheres of the educational experience.

Never has it been more important for us to learn about the world and understand its diversity. The task of educating children and young people to find non-aggressive means to relate with one another is of primary importance.

As I had underscored at the conference hosted by the Hague Appeal for Peace on “Educating toward a World without Violence” in Albania in 2004, “the participation of young people in this process is very essential. Their inputs in terms of their own ideas on how to cooperate with each other in order to eliminate violence in our societies must be fully taken into account.”

Peace education is more effective and meaningful when it is adopted according to the social and cultural context and the country’s needs and aspirations. It should be enriched by its cultural and spiritual values together with the universal human values.

It should also be globally relevant. The Hague Agenda for Peace and Justice rightly emphasises that “…culture of peace will be achieved when citizens of the world understand global problems; have the skills to resolve conflicts constructively; know and live by international standards of human rights, gender and racial equality; appreciate cultural diversity; and respect the integrity of the Earth.”

Indeed, this should be more appropriately called “education for global citizenship”. Such learning cannot be achieved without well-intentioned, sustained, and systematic peace education that leads the way to the culture of peace.

The U.N. Secretary-General’s Global Education First Initiative’s essential objective is to promote global citizenship as the main objective of education. Connecting the role of individuals to broader global objectives, Dr. Martin Luther King Junior affirmed that “An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity.”

Let me conclude by asserting that to turn the culture of peace into a global, universal movement, basically all that is needed is for every one of us to be a true believer in peace and non-violence, and to practice what we profess.

Whether it is at events like the annual High Level Forums, in places of worship, in schools or in our homes, a lot can be achieved in promoting the culture of peace through individual resolve and action. Peace and non-violence should become a part of our daily existence. This is the only way we shall achieve a just and sustainable peace in the world.

Part One can be read here.

Edited by Kitty Stapp

Excerpt:

Shumi attends school and does shifts at a brick factory. Credit: Naimul Haq/IPS

By Naimul Haq
DHAKA, Jul 3 2012 (IPS)

At first glance the smart young women in white overcoats, black rubber boots and protective face masks seem out of place in impoverished Bangladesh’s dirtiest industry – brick making. 

But this factory in Savar, 35 km outside Dhaka, is no ordinary brick kiln. It is a Hybrid Hoffman Kiln (HHK) which uses modified German technology that drastically cuts down the smoke and soot associated with firing blocks of clay into bricks.    

HHKs also use semi-automatic machines that do away with heavy manual labour, allowing women to be employed in brick-making in large numbers.   

Since production started at this demonstration unit last year, many of the women in nearby villages  have switched from being low-paid farm labourers to skilled brick makers. 

Says Salma Begum, 34, from the nearby Bhatiakandi village: “I used to toil nine hours at a stretch daily on a potato farm just to earn about 1,400 Bangladeshi taka (17 dollars) a month. 

“Now, working six hours daily as a supervisor at the loading section of this modern brick factory, I earn 64 dollars as monthly salary.” 

Rehana Begum, 42, a former labourer at a nearby vegetable farm, says her life changed after she took a five-month training stint at the same brick field. 

About six months ago, Rehana and her husband, Motin, signed on as regular workers. “My husband and I together make about 120 dollars a month, enough for my family of six that includes my mother-in-law,” she tells IPS. 

It was in 2010 that the United Nations Development Programme (UNDP) in Bangladesh introduced new brick making technologies to replace the polluting fixed chimney kilns (FCK) that release large  amounts of carbon into the atmosphere. 

Traditionally, the brick industry in Bangladesh was unregulated, ran  during the six dry months of the year and depended heavily on male bonded labour. 

Md Hisham Uddin Chisty, research officer of Clean Energy Alternatives (CEA), consultants for HHK technology, told IPS: “The new design allows women to participate in production as the heavy work is mechanised.”   

The women are happy to learn new skills. “I joined as an apprentice three months ago after five days of training at the factory. I learnt how to operate some of latest machines and make good quality bricks,” says Shahera Begum, 27. 

Md Murtoja Ali, marketing manager of CEA, told IPS: “Women are preferred in certain sections where heavy work is not involved and where they perform far better than their males because they have more patience. 

“We give opportunities to all the women living in the nearby villages so that they get some experience. About 82 of the women are on short-term contracts which allow them to take time off to attend to family matters and return when they can.” 

“Because I get a one-hour lunch break I can go to my home in nearby Ganakpara village to cook for the family and be back at work on time,” she tells IPS.  

Shumi, 16, a school girl from Ganakpara village, says she works at the production line and attend school between shifts. The youngest worker at the factory, Shumi earns 56 dollars a month and plans to continue with her education.

“My supervisors have been very generous. Because of such worker-friendly atmosphere we enjoy working here,” she says. 

The factory, built at a cost of 841,575 dollars, has modern facilities like changing rooms, clean toilets and rest rooms. 

“All workers are required to take a shower after completing their shifts, and those who work near the hot oven chamber are also required to drink oral rehydration solutions,” says Kabir Hossain, a manager. 

“The idea of short-term employment is to have pool of trained workers available in the surrounding villages at all times,” Hossain explains. 

Also, when the project ends in 2014 and it is handed over to the owner he will not face any shortage of workers, says Khondker Neaz Rahman, project manager of ‘Improving Kiln Efficiency in the Brick Making Industry, to IPS. 

The UNDP-funded pilot project currently has four such factories in operation, two in Savar and one each in Natore and Gazipur districts, all of them designed to transfer the technology and produce skilled manpower. 

“There is tremendous enthusiasm among the workers to learn how to operate the machines and earn money,” says Neaz adding that there is a proposal to open a formal training centre. 

The new factories have provisions to allow women to breastfeed infants and run routine health checks of the workers. Fire drills are carried out every month and attention paid to safety. 

Mosammet Khadiza, 35, from Ganakpara, is appreciative of the discipline. “We are not allowed to gossip during production but we have tea breaks to relax and freshen up.” 

Kabir said, “Any worker feeling sick can always seek permission to take rest or go home. We can always replace him/her with extra hands who are usually prepared to work on short notice.” 

Mizan ur Rahman, president of Bangladesh Brick Manufacturing Owners’ Association, told IPS that the new system of recruitment and the modern equipment are welcome because they greatly improve productivity. 

“We prefer skilled women workers because they tend to be more efficient and far easier to manage than male workers,” Mizan said. 

Monwar Islam, director-general of department of environment, told IPS, “We want to see more women working in this industry. In fact, we are in the process of formulating a policy to encourage women to find jobs in brick making.” 

Things are expected to improve further after the government stops renewing existing licenses on factories that have not adapted to the new technology by September and implements a complete ban on all FCK brick factories a year later.