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Peace Education, Transformation Of Higher Education And Youths

Empowerment For Peace In Africa

Article in International Journal of Scientific & Technology Research · January 2013

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INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 2, ISSUE 12, DECEMBER 2013 ISSN 2277-8616

Peace Education, Transformation Of Higher

Education And Youths Empowerment For Peace
In Africa
Alimba, N. Chinyere

Abstract: Education is the bedrock of human transformation. As a veritable source of socialization, education has the potential to reinforce a sense of
peace in its receiver. Higher education which is significantly an important level of education plays a dominant role in this direction. Overtime the
capacities of tertiary institutions in Africa to empower youths for peace have been thwarted by poor educational reforms, coupled with the prevailing
problems of indiscipline, corruption, poor governance, shortage of resources, and political instability. Therefore, to empower youths for peaceful living,
will entail adopting peace education in all the facets of operations of tertiary institutions in Africa. Peace education has the capacity to transform tertiary
institutions and equally make them to respond appropriately to the inculcation of a culture of peace in people. It will aid in the construction of the right
frameworks in tertiary institutions through its values, which are based on non-violence, justice, equity, trust, transparency, empathy, compassion,
cooperation and respect for people. By acquiring these values, unacceptable behaviours and conducts will be modified to conform to expected societal
standards and norms which will empower youths to develop peaceful attitudes in Africa. Therefore, how peace education can be adopted to achieve
these ends is presented in this study.

Index Terms: Peace Education, Youth Empowerment, Higher Education, Peace, Transformation
————————————————————

Introduction: Perspective on Higher There is no doubt that tertiary institutions in Africa,

Education in Africa whatsoever their shortcomings may be, have performed
Education, world over, is considered as a life creditably well in the areas of enrolment, institution
transforming activity that empowers its receivers to establishment, staff capacity development, graduate
contribute positively to the growth and development of a outputs and revision of curriculum to reflect local
society. Higher education, which is significantly an peculiarities in an attempt to achieve the above goals in
important level of education, has strategic roles to play in the recent times. In its special report, the Statesman
the realization of these objectives. Higher education is (2007) revealed that between 1985 and 2000, the number
that form of education given after secondary education in of tertiary students increased by 2.6 times (from 800
universities, colleges of education, polytechnics, thousand to 3 million) on the average, by about 15
monotechnics, including those institutions offering percent yearly. If continued at this rate, African tertiary
correspondence courses (NPE, 2004). Osokoya (2004) enrolments will double every five years. Average annual
posited that the aims of higher education in Africa are: enrolment growth is particularly strong in Rwanda (55%),
developing and inculcating proper values for the survival Namibia (46%), Uganda (37%), Tanzania (32%), Code
of the individuals to be self-reliant and useful members of d’Ivoire (28%), Kenya (27%), Chad (27%), Botswana
the society; developing the intellectual capability of (22%), and Cameroon (22%) (The Statement, 2007). It is
individuals to understand and appreciate their local and further reported that out of roughly 3000 universities
external environments; developing physical and operating today in Sub-Sahara Africa, about one-third are
intellectual skills of individuals; promoting and privately funded (The Statement, 2007). Despite these
encouraging scholarship and community service; impressive performances, tertiary institutions in Africa are
promoting national and international understanding and yet to rise to the challenges of optimal productivity. This is
interaction; and promoting national development through due to the fact that research output has lagged behind
relevant high level manpower training. the training accomplishments of African universities. The
lack of national investment in research is one reason for
this weak performance (Saint, 1995). The African
Academy of Sciences reported that African countries
spend as little as 0.1 percent of GNP on research while
developed countries spend twenty times as much (Saint,
1995). Attracting and retaining talented staff has now
become the biggest current problem for many African
universities. Declining salaries, deteriorating working
conditions, and increasing number of students,
sometimes exacerbated by un-supportive political
conditions, have prompted many staff to seek a better
__________________ situation elsewhere. As a result, many universities are left
with young, inexperienced and insufficiently trained staff
 Dr Chinyere N. Alimba is a lecturer at Center for who lack the necessary mentors and role models to guide
Peace and Security Studies,Modibbo Adama them (Saint, 1995). Equally, the long period of military
University of Technology, Yola, Nigeria. intervention in politics in most African states further
 P.O.Box 740, Jimeta, Yola, Adamama State. compounded the problem. For instance, in institutions of
chivoplc@yahoo.com +2348034530609 higher learning, the use of military-style teaching methods
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(Finley, 2003) and gun-control method of interaction Therefore, higher institutions of learning can achieve this
become the normal means of communication. This by totally transforming its receivers to challenge
culminated in arrogant display of military behaviours, stereotypes and sentiments which stand as barriers to the
resulting in unwarranted drive for weapons and hence, its formation of peaceful attitudes as deemed fit by societies.
abnormal usage in the system. Otite (1995) rightly Burns (2000) averred that societies should develop
posited that gun-based and gun-controlled styles of social educational programmes, with long-term goals to
relationships have become part of the Nigerian society challenge the acceptance of war and to build attitudes for
[and Africa in general]. In the same vein, Alimba and peace. Peaceful attitudes can be gardened through the
Awodoyin (2008) asserted that Africa’s educational educational system, but the system can achieve this
environment is highly volatile because of the easy flow of when it is transformed and induced with the capacity to
arms into the system and the abnormal ways they have so. This article advocated for the strengthening of higher
been used to perpetuate different kinds of crime. The education through peace education for youths to learn
presence of intimidation, harassment, cultism, violent those positive values that are needed to empower them
fight, maiming and destruction in tertiary institutions in for peaceful living in Africa. To achieve the purpose of the
Africa made Agekameh (2001) to called them “theatres of study, discussion is based on the following thematic
war” and said that the orgy of violence often witnessed on areas:
university campuses and other higher institutions is due  Linkage between higher education and youth
to the ways students freely brandish pistols or revolvers empowerment
and use them to unleash terror on fellow students.  Peace education: A Conceptual Clarification
Similarly, Okeke and Emenalo (2008) reported that  Channels and Forms of Peace Education
because of the violent nature of youths in our higher  Discourse on peace.
institutions today, which manifest in the forms of cultism,  Peace education and Youth Empowerment for
armed robbery, rioting, killing, arson, prostitution, Peace.
vandalism, rape e.t.c, there is an urgent need for higher  Factors inhibiting the Potential of Higher
institutions to reassess their commitment to the Education to prepare youths for peace in Africa.
realization of goals of higher education. To overhaul  Transforming Higher Education through Peace
higher education to achieve its goals and positively Education to Empower youths for Peace in Africa
empower youths to develop attitudes for peace, call for
the adoption of peace education in all its ramifications in Linkage between Higher Education and Youth
Africa. Peace education is proposed because it is a highly
Empowerment
fundamental instrument in moderating unwanted
Harvey and Green (1993) posited that the objectives of
behaviour in a society. It can change the physical,
university education are instruction in skills, production of
intellectual, emotional and spiritual abilities of people
general powers of the mind, advancement of learning and
within the context of their cultural, political and social
transmission of a common culture as well as meeting the
milieus for sustainable peaceful living. Peace education
needs of the economy. The assertion is a signal to the
can encourage the cultivation of peaceful attitudes in its
fact that there is a positive correlation between higher
receivers and create conducive climates in tertiary
education and youth empowerment. This, therefore,
institutions that will promote its effective and efficient
suggests that the level of empowerment of youths is a
management for optimal performance. The point is that
function of the degree of responsiveness of higher
peace education can modify the behavioural orientation
education to the needs and aspiration of a society at a
of youths and strengthen the capacities of tertiary
particular time. According to Bagudo (2005)
institutions in Africa. The European Platform for Conflict
empowerment is an act of building, developing, and
Prevention and Transformation (2000) reported that
increasing power through cooperation, sharing
schools can be agents of change and can provide an
responsibility and working together. Empowerment is a
arena for developing critical thinking, serve as a forum for
people-based activity that involves the infusion of power
analyzing violence in society, and provide means for
into people to enable them to act. Olorode (1997)
young people to acquire and practice the values,
described it as an act of taking power. It is a phenomenon
attitudes, knowledge, and skills associated with tolerance,
that involves giving power to people to enable them to
conflict management, dialogue and peacebuilding.
perform optimally. This power-based approach to the
Therefore, schools, most especially tertiary institutions,
definition of empowerment can be misleading, especially
“have a responsibility to teach for tolerance, to create and
when it is totally associated with politics. When this
reinforce a sense of belonging, and to increase social
happens, it tends to narrow down its meaning
cohesion and cultural understanding” (The European
theoretically and practically. Short and Greer (2001)
Platform for Conflict Prevention and Transformation,
stated that empowerment is the ability to take care of
2000), so that the acceptable societal values can be
one’s own growth, to solve one’s own problems and to
sustained and transmitted to coming generations for
believe that they posses skills and knowledge necessary
sustainable peaceful living. One of the ways to propagate
to improve their own situation. One can glean from the
and sustain a culture of peace in a society is to teach
foregoing analyses that empowerment is an act as well
students about peacebuilding, peace-affirming and
as a process that deals with the impartation of skills,
peace-loving world inside the classroom as well as
knowledge and values that are required by people to
outside in the world (Wells, 2003). These assertions
make them act and sustain their modes of operations for
attest to the fact that schools can empower youths
optimal productivity. Therefore, empowerment can simply
appropriately for peace as designed by the society.
be defined as a state of knowing, conceiving, deciding
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and acting. Youth empowerment, therefore, is creating the miseries of the A-bomb. Hence, anti-nuclear bomb
the enabling environment for youths to learn and act. It education becomes the theme that guides the definition
means providing young people with the needed values, of peace education. In Korea, peace education is
material resources and the legal backing to be centered on how to reunite the North and South Korea.
productive. In the Commonwealth Plan of Action for Consequently, reunification education becomes the yield
Youth Empowerment, the concept is considered as stick for the interpretation of peace education in the
creating and supporting the enabling conditions under region. It is important to stress that in Africa, peace
which young people can act on their own behalf, and on education should be defined as that programme that
their own terms, rather then at the direction of others should inculcate tolerance and mutual understanding in
(Commonwealth Youth Programme, 2007). World Bank order to challenge ethnic and religious sentiments which
(2007) reported that reducing risk-taking among youth are the main bane of violent conflicts in the continent. The
requires that they have the information and the capacity specific regional variation in peace education profile is an
to make and act on decision. This is an indication that indication that peace education reacts to the respective
youth empowerment involves providing the youths with prevailing diverse forms of violence (Harris, 2000 and
the required skills, knowledge and material resources that Bar-Tal, 2000).These analyses reinforce the idea that the
will enable them to conceive, decide and act. Therefore, skills, attitudes and knowledge which can be gardened
higher education is essentially an important channel through peace education can be used to tackle a whole
through which youths can acquire skills and knowledge range of problems which can be personal, interpersonal,
that will make them to gain the needed power to act in the national, regional and international in nature. Therefore,
most desirable way. Ejiogu (2001) posited that the some of the skills, knowledge and attitudes that can be
education of the youths must be so designed and acquired through peace education for the transformation
implemented as to equip them appropriately for this new are presented in figure 1.
century of supersonic technology. The pattern of
adjustment of youths to the prevailing situations in their
domains is a function of the nature of education received
by them. Their behavioural tendencies are a reflection of
the packaged curriculum imparted on them. Based on
this, youth empowerment is significantly a function of the
responding patterns of higher education to the demands
of youths for appropriate action.

Peace Education: A Conceptual Clarification

Peace education is a holistic education. Its slippery and
flexible nature motivated its various interpretations. It was
noted that peace education is a multifaceted educational
programme that encompasses different approaches
capable of transforming the behavioural patterns of
people through the inculcation of desired knowledge,
attitudes and skills for effective contribution to the
cultural, social, economic and political development of
their countries (Alimba, 2007). Hicks(1985) described
peace education as activities that develop the knowledge,
skills and attitudes needed to explore concepts of peace,
enquiry into the obstacles to peace ( both in individuals
and societies), to resolve conflicts in a just and non-
violent way, and to study ways of constructing just and
sustainable alternative future. Similarly, peace education
is the process of promoting the knowledge, skills,
attitudes and values needed to bring about behaviour
changes that will enable children, youth and adults to
prevent conflict and violence, both overt and structural; to
resolve conflict peacefully, and to create the conditions
conducive to peace, whether at an intrapersonal,
intergroup, national or international level (Fountain,
1999). It is imperative to note that the skills, attitudes and
knowledge which peace education propagates can be
employed to tackle diverse problems confronting
humanity. Hence, the conceptualization of peace
education is based on the problem to be tackled. For
instance in North America and Europe, peace education
is defined within the border of conflict resolution
education or conflict management education. In Japan,
peace education is defined within the context of mitigating

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Fig 1: Basic Skill, Knowledge and Attitudes

Skill Knowledge Attitude

 Critical thinking Knowledge on issues relating to;  Self respect
 Problem solving  Self awareness  Honesty
 Self solving  Peace and conflict  Open-mindedness
 Self awareness/reflection  Justice and power  Fair play
 Assertiveness  Human rights  Obedience
 Reading  Globalization  Caring
 Orderliness  Duties and rights of citizens  Empathy
 Perseverance  Environment/ecology  Tolerance
 Cooperation  Social justice and power  Adaptation to change
 Cheerfulness  Non violence  Sense of solidarity
 Self control  Conflict resolution and  Respect for differences
 Self reliance transformation  Gender equity
 Sensitivity  Culture and race  Sense of justice
 Compassion  Gender and religion  Sense of equality
 Active listening  Health care and AIDS  Reconciliation
 Patience  Arms proliferation and drug  Bias awareness
 Mediation trade  Appreciation
 Negotiation  Transparency
 Conflict resolution
Source: Alimba (2010)

Figure 1 revealed the skills, knowledge and attitudes that Channels and Forms of Peace Education
can be acquired by people through peace education. The For peace education to achieve its set target, the
acquisition of these values will empower people to channels of propagation, implementation pattern, and
embrace peace, live for peace and work for peace resources to be used should be given a priority attention.
anywhere they find themselves. Their thinking patterns There are three main channels through which peace
and conducts will be positively influenced in such a way education activities can be dispensed. We have the
that their behaviours concerning people and material informal, formal and non-formal channels. The informal
objects will be heavily controlled in nation. Controlled channel of propagating peace education involves
behaviours are such that are devoid of recklessness. developments at home and family settings, which have
Conflict and deviant behaviours are reckless in nature. bearing on how peaceful behaviours are nested and
Peace education brings about controlled behaviour, promoted. The informal channel is characterized by
which based on thinking critically before acting to avoid approaches that border on role model, imitation and other
being reckless. Therefore, peace education is all about means such as storytelling, proverbs, use of poems e.t.c
empowering people with skills, attitudes and knowledge in homes, families and the immediate environment. The
to: build, maintain and restore relationships at all levels of formal channel for propagating peace education entails
human interaction; develop positive approaches towards the use of schools to educate people for peace. It
dealing with conflicts from the personal to the involves the incorporation of peace education values into
international; create safe environments, both physical and the school curriculum, so that people can be taught how
emotionally, that nurture each individual; create a safe to pursue peace with self and others in the environment.
world based on justice and human rights; and build a Non-formal channel of peace education involves training
sustainable environment and protect it from exploitation people through workshops, seminars and conferences at
and war (Harris, 2004). Reardon (1988) stressed that the the local level, so that they can be aware of how to live
general purpose of peace education is to promote the peacefully and harmoniously with others. These channels
development of authentic planetary consciousness that are essential outlets through which peace education can
will enable us to function as global citizens and to be dispensed to specific or wider audience to promote the
transform the present human condition by changing impartation of a culture of peace. There are various forms
social structures and the patterns of thought that have of peace education. Harris (2004) identified five types of
created it. Peace education is a participatory education peace education which are: conflict resolution education,
that is essential for people to imagine, conceive, decide human rights education, environmental education,
and act constructively for the collective benefit of all in a international education and development education. Any
society. Peace education promotes skills, attitudes and of the channels can be used to educate people about any
knowledge that are germane for the inculcation of problem relating to the types of peace education.
peaceful behaviour and the promotion of a culture of However, it is paramount to emphasise that spiritual
peace in a society. The general purpose of peace education is the sixth type of peace education. Peace
education therefore, is simply about how to cultivate a education has a spiritual component, hence, Quisumbing
culture of peace in people and to sustain it in a society. (2000) asserted that peace education is in fact
wholesome and holistic education, which takes into
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consideration the whole body and soul, mind, heart and fear, and conflict at individual, national, regional and
will. Also, it was pointed out that peace education “has international levels; while positive peace is the absence
the tendency to change the physical, intellectual, of unjust structures, unequal relationships, and the
emotional and spiritual abilities of people within the presence of justice and inner peace at individual level. It
context of their cultural, political and social milieus for is necessary to note that whichever angle peace is
peaceful and harmonious living. It is an essential considered from, the ideas of justice, cooperation,
instrument for changing the behaviour and perception of security, integration and collaboration should be
people for positive thinking and creativity” (Alimba, 2008). incorporated into it to give it a status of a definition that
The spiritual aspect of peace education is less can be consumed by scholars. Therefore, the centrality of
emphasised by peace educators. It is a very important peace in achieving sustainable development in any
component part of peace education because it gets society cannot be overemphasized. Peace is essentially
people to understand the issue being considered from the needed for:
deepest region of their hearts and bring them into deeper (i) individuals to have peaceful mind, pursue their
touch with the whole selves, with others and the legitimate means of livelihood, and develop their
environment. potentials to the full.
(ii) smooth and full social interaction between
Discourse on Peace individuals and groups within and across nations.
Peace is a virtue as well as a condition and it is essential (iii) rapid scientific and economic development that
for the productivity and development of the family, catalyze people’s welfare;
organization, community and country. It is a term that has (iv) the removal of war and its damages
a point of tangency with concepts such as freedom, (v) ending the diversion of resources from welfare
equity, justice, development and so on, and has assumed needs to war efforts; and
various interpretations because of its elastic nature. The (vi) safe trade and political interaction (Nwolise,
early definition of peace originated from the ancient 2003).
Romans. It was called “pax” and was defined as
“absentia belli”. Juxtaposing the Latin words will interpret Peace Education and Youth Empowerment for
“peace” as the “absence of war”. While this description Peace
formed the template for understanding peace in the past, The transformative power of peace education has been
it has been seriously challenged in the contemporary attested to by research findings. For instance, in a study
time. For instance, Ibeanu (2006) argued that this way of conducted by Bar-Tal (2002), it was discovered that
conceptualizing peace though attractive, is inadequate for peace education “changed attitudes, increased tolerance,
understanding the nature of peace. He advanced the reduce prejudices, weakened stereotypes, changed
following reasons to back up his argument. First, it is conceptions of self and of “other” and reinforced sense of
tautological and circular in logic there is peace because collective identity”. Fountain (1999) reported that peace
there is no war and there is war because there is no education has been used to develop a life skills education
peace. Second, it really tells us nothing about the in Zimbabwe for handling AIDS; in Angola for creating
meaning of peace, which, going by this definition, we landmines awareness; in Croatia for school-based
have to arrive at by first defining war. However, even programme for psychosocial healing; in Tanzania for
common sense would suggest that peace does exist enhancing knowledge of community mechanisms for
independent of war. Third, the definition is inapplicable in building peace and resolving conflict and in Lebanon for
situations of structural violence, as Johan Galtung called understanding interdependence between individuals and
it. War is a form of violence and structural violence is societies. Equally, Salomon (2003) revealed that a series
equally a kind of violence, which has to do with social of peace education quasi-experimental studies carried
conditions such as poverty, exclusion, intimidation, out with Israeli-Jewish and Palestinian youngsters
oppression, want, fear and many types of psychological revealed that despite the ongoing violence, participation
pressure built into the structure of a country. Based on in various programs yield positive attitudinal, perceptual
this “it would be wrong to classify a country experiencing and relational changes manifested in, for example, more
pervasive structural violence as peaceful” (Ibeanu, 2006). positive views of “ peace”, better ability to see the other
However, Howard (1971) described peace as the side’s perspective, and greater willingness for contact.
maintenance of an orderly and just society. He reiterated Salomon (2003) argued further that these changes
further that “orderly” in being protected against the depend on participants’ initial political views. Going by
violence or extortion of aggressors, and “just” in being this, Gavriel Salomon justified the fact that peace
defended against exploitation and abuse by the more education can directly or indirectly cause a positive
powerful. Einstein (1968) posited that peace is not merely change in the behaviour of people. Ohanyan and Lewis
the absence of war but the presence of justice, of law, of (2005) assessed the impact of peace education on
order-in short, of government. The issues of “absence of shaping the attitudes of people in an interethnic contact
war” and “presence of justice” can be conspicuously and they showed that “feelings for the other side have
noticed in most of the definitions. Galtung’s (1990) changed since taking part in the (peace education)
insightful elaboration of peace captured these two programme. The analysis of the relationship between
elements as forming the basis for a better understanding interethnic contacts showed statistically significant
of the concept of peace. He referred to them as negative outcomes, meaning that “specifically interethnic contact
and positive peace. Based on Galtung’s idealogy, has made students more tolerant and open minded of the
negative peace is the absence of direct violence, war, other side (Ohanyan and Lewis, 2005). They also found

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out that peace education makes students more social groups like the clan, peer groups and through arts,
responsive and inclined toward cooperation in joint songs, drama, proverbs and storytelling. In Africa, the
projects with the other side (Ohanyan and Lewis, 2005). family plays pivotal roles in the transmission and
The values of peace education can be employed to tackle inculcation of societal acceptable values and norms.
diverse problems. This perhaps is the reason why it Currently, the forces of globalisation have negatively
approaches are regionally-based. It assumes different influence the family, making it to loose its grip on its
patterns in countries depending on the identified problem individual members and its potency to culture people for
to be solved. Peace education can aid in the peaceful living. The socializing power of the family in
implementation of peace virtues in the school system, helping its members to cultivate the needed values which
which will encourage both students and workers to imbibe higher education will later build upon has rather been
these virtues for the cultivation of peace in their societies. frustrated by modernization articulated by the forces of
globalization. The expectation that these missing values
Factors Inhibiting the Potential of Higher will easily be built into people by the system was equally
Education to prepare Youths for Peace in Africa dashed, because of the challenges confronting it, which
Over the years, the constant experiences of violent are equally created by globalization.
conflict in Africa have redefined its fate into a continent
where the highest number of wars has been recorded in  Poor curriculum orientation about peace:
the history of mankind. In fact, the situation motivated Curriculum dictates what should be taught, when and
researchers to conclude that Africa is indeed a very good how it should be taught. Apart from the fact that the
laboratory for the study of violent conflict and its attendant curricula of most tertiary institutions are obsolete and are
effects (Nwolise, 2003; Alimba, 2004 and Tchombe, in dare need of reform, they do not contain peace
2006) and the production of knowledge in ethnic conflict programmes. They are lacking in all facets to meet up
and its management (Osaghae, Onwudiwe and Suberu, with the developmental trends in the areas of peace,
2002). Mohamedbhai (2003) also revealed that Africa is security, conflict resolution and non-violent education.
in crisis of all forms: economic, social, environmental, Where such programmes are provided, they are
political, and religious, and there is hardly any sub-region inadequate and may not reflect the needs and aspirations
that is not suffering from the aftermath of social instability, of African societies. This is because they are basically
economic crisis, war, or conflict. Therefore, the drawn from foreign experiences which may not found the
educational systems being a subset of the larger African right environment at home for its application.
societies are bound to reflect these happenings. Obanya
(2004) averred that the current crisis in higher education  Poor staff capacity development on the issue of
in Africa is part and parcel of a larger education sector peace:
crisis, which is in itself a subset of an overall societal Staff in tertiary institutions in Africa, whether teaching or
crisis. Therefore, instead of the systems, especially non-teaching have poor orientations concerning the
higher education to help in ameliorating the crises by theoretical and practical underpinning of issues relating to
defining, analyzing and resolving them, it contributed in peace. The financial implication of training people abroad
propagating the problems. Bush and Saltarelli (2000) often stands as a barrier in developing staff in this area.
were rather point blank on the issue when they explained Home grown institutions offering courses in peace studies
that in many conflict around the world, education [i.e are limited in supply, and majority of their staff are not
higher education in particular] is part of the problem and formally trained in the area. Hence, their performance
not the solution. This ugly development was actually a abilities will be adversely affected in terms of
major issue that halted the capacity of higher education in empowerment, productivity and scholarship.
empowering youths to cultivate peaceful attitudes in
Africa. Stories of wars, violent conflicts, miseries,  Shortage of material resources on peace:
calamities and so on were projected and they formed the Material resources such as textbooks, films, tapes,
image in the minds of people. Hence, the resultant effect monographs e.t.c on peace are scarce in African
was the production of graduates, who lack the basic skills environment. The available materials are rather difficult to
and attitudes required to live by peace and promote it in come by and where they are found, they are highly
the African societies. Harber (2008) indicated that expensive to acquire, putting tertiary institutions offering
schooling can be an obstacle to the development of the course in a tight corner to actually to acquire them.
peaceful individuals and societies. This actually was Shortages of materials on peace and staff problems are
visible in the operational patterns of tertiary institutions in the main challenges preventing tertiary institutions from
Africa. With the current pervading wave of democratic empowering youths effectively in the area of peace in
rule, it is believed that the educational systems in Africa Africa.
will be imbued with new life and vitality through
transformation to go a long way to challenge these  Inadequate scholarly research works in the area
problems in Africa. Apart from this, other factors that of peace:
weakened the capability of tertiary institutions to There are limited available research materials in the area
effectively empower youths for peace in Africa are: of peace in Africa. Majority of the materials available are
of foreign origin and may not be absolutely used to reflect
 Poor family support orientation: local peculiarities. Acute shortage of staff, material
Peaceful behaviour does not occur in a vacuum. It is resources, and funds are the main impediments to the
nested within the context of the family and other primary realisation of scholarly research works on peace studies,
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and consequently producing negative effect on youth

empowerment for peace in Africa.

 The problems of globalisation:

The nature of knowledge that globalisation is radiating is
questionable. While in some quarters, the gains of
globalisation are impressive, but in Africa, globalisation is
making people to form unclear picture of the reality.
Ugwuegbu (2004) stated that globalisation has brought
with it confusing and stressful environment for most
people. And they are paying dearly for it…one of those
penalties is failure to form clear values that are congruent
with traditional Nigerian cultures and customs, as we
know them (p.13). Those cherished African values that
served as a guide in sustaining behaviours and attitudes,
and making people to be models in their societies have
collapsed, due to the forces of globalisation. This resulted
in the prevention of people, most especially the younger
generation, from forming clear values about peace and
non-violent behaviours. Higher institutions of learning are
not free from the adverse consequences of globalisation
in Africa. Their coping strategies in reacting to the speedy
occurrences of events are rather slow, manifesting in a
highly demanding environment, with little capacity for
tertiary institutions to cope and response adequately.
Hence, students are ill-prepared to face the challenges of
life.

Transforming Higher Education through Peace

Education to Empower Youths for Peace in Africa
Transforming higher education implies the articulation of
a planned action that will positively influence the
character and structure of the system. Transformation is
a goal achievement exercise. It is a well-orchestrated and
well-led change strategy and transition plan that will
metamorphose into a desired state in which there is a
deep seated adoption of the changes and the associated
values, principles and/or processes (University of
Adelaide, n.d). Olubodun (2008) described transformation
as those practices and programmes that aim at a major
and nationwide change and new development in one or
more aspect of a nation. From the foregoing descriptions,
institutional transformation is all about the positive and
purposeful change of the character, process and
individuals in a system. The transformation of higher
education should focus on how to change the culture,
process and people involved in the system. The existing
culture, process and people in higher education are
interrelated and they dictate and determine what goes on
in the system. To transform the system, peace education
should be modeled to address the state of these
elements to get the desired results. The peace education-
higher education transformation model will be useful in
illustrating how higher education can be transformed to
appropriately empower youths for sustainable life
changing experiences about peace in their societies.

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Fig. 2: Peace Education-Higher Education Transformation Model

Attitude
Culture Transformed Appropriate
system youth
of Higher Empowerment
s
es Education
oc
Pr
Knowledge Skill

Peace education communicates knowledge, develops outlets can be through TV, radio, door to door
skills and changes attitudes in people. These values are campaign, or through curriculum design. All the
essential to bring about the needed transformation in outlets can be used individually or
higher education in Africa. This is because people are the simultaneously to achieve set goal.
main component of the system. The three destructive (iv) Determination of Target Population: This
factors that halted the dynamic positive interrelationship involves a clear identification of what and whom
of culture, process and people in higher education are to be transformed. The indentified problems to
“greediness, indiscipline and poor supervision”(Alimba, be solved should be defined and estimated. For
2012). The other negative vices that found their ways into instance, the people to be changed in tertiary
tertiary institutions of learning such as injustice, institutions should be defined. Are we dealing
corruption, marginalization, intolerance, inequality, with the teaching staff alone or with the non-
selfishness, oppression, misappropriation and teaching staff. Also, are the students involved in
embezzlement of funds, and partiality are actually the the project. All these make up the people
products of the three destructive factors. Therefore, the operating in higher education.
degree of infiltration of the products of these social vices (v) Administration of Programme: The place of
on culture, process and people should be ascertained, so implementation of the programme essential.
that peace education values that can arrest the Where will the programme be carried out? Is it at
decadence can be fashioned out. To determine the homes, in schools, or at work places? The
values that can be adopted, peace education-task designated place(s) where the programme will
operation processes should be observed. These are (i) be executed have to be prepared and evaluated.
selecting of objective(s) (ii) determination of values (iii) (vi) Allocation of Resources: Human and material
selection of activities (iv) determination of target resources that will be employed in the process of
population (v) administration of programme (vi) allocation implementation need to be defined, determined
of resources and (vii) feedback and evaluation. and estimated. What it will cost to get the
(i) Selecting of Objective(s): The objective is programme executed is essential to know it.
identifying what to change. In this case, the Budget should be developed for the project to
objectives will be transforming the culture, ensure its success.
process and people in higher education for (vii) Feedback and Evaluation: This is the point
effective empowerment of youths for peace in where activities are checked to ensure
Africa. The wrong cultural practices, poor compliance with lay down designs. The expected
process patterns and behavioural problems of operation patterns should be strictly guided to
people inimical to the proper functioning of the prevent deviations. However, where deviation
system, should be determined and understood. occurs, it should be orderly corrected to make
A thorough analysis of the problems inherent in sure that the activities continue according to
each of the variables should be ascertained for a plan. The success of the programme should be
clear picture of which peace education values to evaluated at regular intervals. The outcome of
be adopted to clear them from the system. the whole process will be the formation of new
(ii) Determination of values: Peace education values value system that would overshadow the
that can be administered as a therapy for the identified problems. Based on the formation of
wrong cultural practices, poor process patterns new values the behaviour of the target groups
and behavioural problems of people should be would have been changed for good. The
identified. The identified values should be such knowledge about wrong cultural practices and
that can effectively tackle the problems of each poor process patterns operating in tertiary
variables identified. institutions in Africa would have been naturally
(iii) Selection of Activities: This involves the erased by the new knowledge acquired. The
packaging of programmes that will display the possibility of achieving the expected objective is
selected values through peace education assured because peace education has the
channels. The methods that will be adopted to potency to develop dispositions within people
advertise values identified for administration will that will influence them to behave peacefully
have to be selected at this point. The advert (Nelson and Christie,1995). The peace

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INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 2, ISSUE 12, DECEMBER 2013 ISSN 2277-8616

education values acquired will help to create the [6]. Alimba, C.N. and Awodoyin,O. F. Disarmament
desired atmosphere necessary for building Education: An Imperative for Effective
structures needed to lay down the foundation for Management of Education for Sustainable
educating youths for peace and non-violent Development in Africa. In Babalola, J.B; Akpa,
behaviours in tertiary institutions. This is the G.O; Hauwa, I and Ayeni, A.O (eds) Managing
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peace and be encourage to pursue peace with Developing Countries. Abuja: NAEAP/Ibadan:
other people in their societies. His Lineage Publishing House, 2008, Pp323-
339.
Conclusion
Peace is a value which is essential for the development [7]. Alimba, C.N. Peace Education: An Untapped
of people and their environs. A society that built the Pathway to Managing Ethno-religious Conflict in
elements of peace in its social structures is bound to be Nigeria. In Albert, I.O and Olarinde, O.N (eds)
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peace, prepare for it. Therefore, to empower youths in KIU Journal of Education, 2012,7(May):157-182
Africa for peace, higher education need to be
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material resources and the process of operation of the Education: Towards the Growth of Teaching
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