An Evaluation of the Role of Schools in Promoting Peace Culture Among Children: A Study of Bida Local Government Area, Niger State
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- NGN 5000
Background of the Study
The role of schools in promoting peace culture is increasingly recognized as a vital element in building sustainable peace in conflict-prone areas. Schools are not just centers for academic learning but also play a key role in socializing young people and fostering attitudes of tolerance, mutual respect, and peaceful coexistence. Bida LGA, located in Niger State, has faced numerous social challenges, including ethnic tensions and intercommunal violence, which often affect the younger population. Given this, the need to explore how schools in Bida contribute to promoting a culture of peace among children becomes imperative.
Peace education is a critical component of the curriculum in many schools, especially in regions affected by violence. It equips children with the skills and knowledge necessary to navigate conflicts peacefully, both within their communities and beyond. In Bida, schools have the potential to act as platforms for addressing the root causes of violence and promoting peaceful cohabitation, especially in the face of regional political instability. This study will assess the role of schools in promoting peace culture, focusing on their approach to peace education, extracurricular peace initiatives, and the overall impact on children’s perspectives on violence and conflict resolution.
Statement of the Problem
While peace education is an essential tool in promoting peaceful societies, its integration into the educational system has often been inconsistent and underutilized, particularly in regions like Bida LGA, where ethnic and social tensions are prominent. The question arises as to whether schools in Bida LGA are effectively utilizing their platforms to instill peace values in children. Despite the growing recognition of peace culture, there is a lack of comprehensive research assessing the direct impact of school-based peace initiatives on children in this region. The study, therefore, seeks to evaluate the extent to which schools in Bida contribute to promoting peace culture among children.
Objectives of the Study
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To assess the role of schools in promoting peace culture among children in Bida LGA.
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To evaluate the effectiveness of peace education programs in fostering peaceful attitudes among students.
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To explore how extracurricular activities in schools support peacebuilding and conflict resolution.
Research Questions
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What role do schools play in promoting peace culture among children in Bida LGA?
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How effective are peace education programs in fostering a culture of peace among children in Bida LGA?
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What is the impact of extracurricular peace initiatives on children’s attitudes toward conflict and violence?
Research Hypotheses
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Schools in Bida LGA contribute significantly to promoting a culture of peace among children.
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Peace education programs in Bida LGA have a positive impact on students' attitudes toward violence and conflict resolution.
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Extracurricular activities in schools in Bida LGA enhance students’ understanding and practice of peacebuilding.
Scope and Limitations of the Study
This study will focus on primary and secondary schools within Bida LGA, examining the period . Limitations of the study may include challenges in accessing school records or data from students who are not willing to participate in peace education programs. Furthermore, varying school environments may present challenges in ensuring uniform data collection.
Definitions of Terms
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Peace Culture: A set of values, attitudes, and behaviors that promote peaceful coexistence and conflict resolution.
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Peace Education: The process of teaching children about the importance of peace, non-violence, and conflict resolution.
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Extracurricular Activities: Non-academic activities organized by schools that may include peace clubs, debates, drama, sports, and other forms of engagement promoting social skills and peacebuilding.
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