Global Education

Teacher resources to encourage a global
perspective across the curriculum

Peace building

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  • A sign celebrating the removal of weapons is an important part of building a safe environment for peace in Solomon Islands.
  • Young men who have been fighting learn new skills and rebuild communities destroyed by conflict in Solomon Islands.
  • Highly trained, well-equipped de-miners check land to find and destroy landmines and unexploded ordnance in Cambodia.
  • Learning about the types of landmines and unexploded ordnance is important to prevent injury and death in Cambodia.
  • Landmine survivor Koe Kan’s prosthetic leg enables him to work in his garden and sell his vegetables at the market.
  • In Cambodia, former soldier Keth Noeurn runs a business as a barber. His artificial limb means he feels less dependent.
  • Teachers at Makeni Primary School, Sierra Leone, were trained in how to use the integrated peace curriculum activities.
  • Grade 1 students in Sierra Leone singing ‘This is the way we reconcile’ from the Peace Education Kit.
  • Year 8 and 9 students from Makeni Secondary School, Sierra Leone, performing a play they wrote about conflict resolution.
  • Students in Sierra Leone are happier at school and at home after learning peaceful strategies to deal with conflict.
  • Building a culture of peace includes learning about rights and privileges, and putting them into action.
  • Signs warn people of landmines and other dangerous items in Cambodia.
  • A sign warns people to avoid metal objects, helping them to live safely in areas still to be cleared of landmines.
  • These landmine survivors compete in the Cambodian National Volleyball League (Disabled) and gain a new outlook on life.
  • An Afghan man in traditional dress collects a green leafy vegetable from an agricultural demonstration plot.
  • A woman wearing a face-guard and protective apron walks down a marked path, using a hand-held metal-detector
  • A woman stands outside her newly built concrete block home. It has a tiled roof.
  • A Tamil woman stands inside the shell of her bombed out home in northern Sri Lanka.
  • A woman prepares a meal in the kitchen of her concrete block house.
  • Three soldiers in military uniform carrying guns stand in front of a tree.
  • The pock=marked walls of Udaiyarkaddu School in Sri Lanka damaged during the civil conflict.
  • Students line up to compete kicking a ball at six skittles made from drink bottles containing sand. .
  • A de-miner with protective clothing uses a metal detector to search for landmines in farming ground.

Quick facts

  • International Peace Day, 21 September, helps us to commemorate and strengthen the ideals of peace both within and among all nations and peoples.
  • Communities in Cambodia, South Africa, Mozambique and many countries in Latin America have demonstrated that enmities can heal and a culture of peace can be developed.
  • Since 1980 almost one half of the world’s least developed countries have suffered from a major conflict.
  • Since 1948 there have been 69 UN peace keeping operations, 56 of them since 1988.
  • In March 2014 there were around 118,111people serving in 17 United Nations directed peacekeeping operations.
  • UNICEF estimates that there are currently 300,000 child soldiers serving in 30 conflicts throughout the world.
  • The annual budget for United Nations peacekeeping operations in 2013-14 was about US$7.83 billion.

Source

United Nations Peacekeeping www.un.org/en/peacekeeping

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Introduction

Peace is often defined in the negative, as freedom from war. Peace, development and democracy are mutually reinforcing. Without democracy, fair distribution of economic progress and wealth is unlikely. Without sustainable development the disparities become marked and can be a cause for unrest, and without peace, developmental gains are quickly destroyed.

Supporting peace

The United Nations recognises four major stages of conflict resolution and supporting peace.

Conflict prevention

Preventing and resolving conflict before it results in violence is far less costly, both in human and financial terms, than responding to it once it has occurred. Preventing and resolving conflict includes strengthening governance, improving access to human rights, economic and social development, and developing a culture of peace.

Peace making

Once fighting breaks out, negotiation of a ceasefire and an agreement by all parties accepting that no gains are to be won by continuing the conflict is needed before reconciliation can begin.

Peacekeeping

Peace agreements are fragile. The presence of groups of neutral soldiers, observers, police and human rights monitors can encourage hostile groups not to return to the use of weapons. Peacekeepers’ tasks can include establishing and policing buffer zones, demobilisation and disarmament of military forces, establishing communication between parties, and protecting the delivery of humanitarian assistance.

Peace building

Rebuilding society after conflict requires the establishment of a climate of tolerance and respect for the truth. It is built on political, development and human rights programs to reintegrate soldiers and displaced people, economic rehabilitation and social reconciliation. This is a lengthy process and the legacy of conflict can remain in communities for generations.

Building peace

Some of the activities and issues to consider in peace building include the following.

Humanitarian relief and development

Delivering aid (food, water, healthcare and reconstruction of infrastructure) to communities that have suffered conflict needs to be carefully managed to avoid deepening divisions between groups by apparent favouritism.

Disarmament, demobilisation and reintegration of combatants

Transforming ex-combatants into peaceful and productive members of society is a critical but challenging task. Removing weapons, returning ex-combatants to their homes and supporting a return to civilian life are all vitally necessary.

Refugees and displaced people

People returning home after the conflict may find their property has been destroyed, littered with unexploded ordnance and landmines, or occupied by others. Mechanisms are needed for resettling people and helping them return to a safe and productive life and preventing future conflict.

Economic development

Assisting communities to become self-supporting after so much has been destroyed is vital. It can be done through small loans, training, and food for work programs. Rebuilding infrastructure supports these developments through making access to markets and contact with other communities easier.

Women

Armed conflict affects women and men differently. Women bear the brunt of sexual assault as a tool of war. If they suffer the loss of partners and son(s), women may experience a change in their role to the breadwinner and head of the family. Their specific needs may be overlooked, as they are not as obvious as the resettlement needs of ex-combatants.

Children

Children’s lives may have been disrupted severely during the conflict. They may have been forced to flee their homes, gone without food, education and healthcare and even witnessed extreme violence or been recruited or conscripted to be active combatants. Rebuilding their lives entails assisting with social rehabilitation, trauma counselling and peace education.

Reconciliation

All wars are brutal and particularly so when there has been the mass killing of civilians. Developing trust and cooperation within communities of people who have been enemies is a long and difficult process. It involves balancing the competing demands for justice and accountability for perpetrators of violence with the need to reconcile differences and move forward. Timing is crucial as too few compromises may threaten peace in the short run but too many compromises may undermine lasting peace. Reconciliation activities have included public confession, granting amnesty, community involvement to discuss appropriate punishment or acts of reconciliation, community building activities and peace education.

Responses

Australia’s response

Fragility and conflict are priority issues for Australian Aid program.  The Australian Government's approach is to provide aid to reduce poverty, improve governance capacity, achieve sustainable development, preventing violent conflict and building resilient communities. Australian Aid also contributes to the clearance of landmines, cluster munitions and other explosive remnants of war, mine risk education, victim assistance and advocacy activities.

Source

Australian Aid, Fragility and conflict  

International responses

The Charter of the United Nations calls upon the peoples of the world ‘to unite our strength to maintain international peace and security’, and charges the Security Council with the task of ‘determining the existence of any threat to the peace and deciding what measures shall be taken’.

There is ongoing development of processes and programs of conflict prevention and peacekeeping. The New Deal for Engagement in Fragile States, endorsed by over 40 states and international organisations promotes new ways of partnering to achieve better development outcomes in fragile and conflict-affected states.

International Campaign to Ban Landmines

United Nations Peace and Security
 

Teaching activity

Landmines

Learning about the types of landmines and unexploded ordnance is important to prevent injury and death in Cambodia.
Students investigate the use of landmines and other explosive remnants of war and their impact on people’s lives and human rights. They learn about the international campaign to ban landmines, ways of helping people injured by mines to rebuild their lives, and how the work of individuals, communities and projects at a global level can all make a difference.
Read more
Year level: 5-6
Issue: Peace building
Country: Cambodia

Peace building

Students in Sierra Leone are happier at school and at home after learning peaceful strategies to deal with conflict.
Students investigate reasons for conflict at a personal level and more broadly, and explore values, attitudes and actions that can help to promote lasting peace. They deepen their understanding by learning about a peace education project in Sierra Leone, which highlights the key role young people can play in helping communities to recover after war.
Read more
Year level: 3-4
Issue: Peace building
Country: Sierra Leone

Personal peace

Grade 1 students in Sierra Leone singing ‘This is the way we reconcile’ from the Peace Education Kit.
Students use imagination and the senses to explore and express what makes them feel peaceful. They build on this knowledge of personal peace to explore factors that promote feelings of security and safety, and to deepen their understanding of the importance of peace in their own lives and for children who live in areas of conflict around the world.
Read more
Year level: F-2
Issue: Peace building

Case studies

Building peace in Sierra Leone

Teachers at Makeni Primary School, Sierra Leone, were trained in how to use the integrated peace curriculum activities.
A Peace Education Kit has taught teachers and children in Sierra Leone skills in building peace, helping the whole community to recover from civil war.
Read more

Integrated mine action in Cambodia

Learning about the types of landmines and unexploded ordnance is important to prevent injury and death in Cambodia.
Recovering from landmines and unexploded ordnance involves a lengthy process of clearance, medical care, education and rebuilding lives.
Read more

Rebuilding Sri Lanka

A Tamil woman stands inside the shell of her bombed out home in northern Sri Lanka.
In 2009, after 26 years of civil conflict, peace was declared in Sri Lanka. The government and many organisations are now assisting people to return to their homes, and are helping to rehabilitate soldiers, reconstruct the economy and reconcile differences between and within ethnic communities.
Read more

Times of change in Afghanistan

An Afghan man in traditional dress collects a green leafy vegetable from an agricultural demonstration plot.
Afghanistan faces enormous cultural, political, security and economic challenges as foreign military withdraw and the future of aid is uncertain.
Read more

Resources

Australian Red Cross

Australian Red Cross is part of the International Red Cross and Red Crescent Movement whose mission is to provide assistance and improve the lives of vulnerable people, particularly during emergencies and armed conflict. Red Cross offices are to be found in each state and territory and support a variety of participation programs.

http://www.redcross.org.au

Building blocks of peace

The Institute for Economics and Peace's Building Blocks of Peace consists of four modules, An understanding of peace, Peace and sustainability, Education and peace and The peace industry. There are teacher notes, lesson plans, student handouts, assessment suggestions and extension activities based on the Global Peace Index.

http://economicsandpeace.org/education/secondary

Building Bridges

The booklet Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding provides short, adaptable lesson plans and activities that build cross-cultural awareness, respect, and communication in upper primary and lower secondary classrooms. It introduces the concept of culture, and has activities on being seen as different, accuracy of generalisations, expanding points of view, resolving misunderstandings and seeing both sides of an issue. Although written for an American audience it could be easily adapted for Australian classrooms.

http://www.peacecorps.gov/wws/classroom/publications/building-bridges/

Cyberschool Bus Disarmament and Non_Proliferation

The United Nations Cyberschoolbus Disarmament and Non-Proliferation website provides teaching materials for Year 5- 9 students about nuclear weapons, small arms and landmines. There is a WebQuest about child soldiers and the opportunity to engage with the Hibakusha, survivors of the atomic bombs dropped on Japan in 1945. There is supporting background information and teaching tools to assist teachers.

http://cyberschoolbus.un.org/dnp/index.asp

Global dimension

The Global Dimension website, funded by the education charity Think Global in the UK, provides access to teaching resources, case studies and background information. Resources can be searched by a number of criteria including learning area, topic, year level and price range. Access is through free registration and you can sign up for a quarterly newsletter.

http://globaldimension.org.uk

Global Peace Index 2013

The 7th Global Peace Index, produced by the Institute for Economics and Peace, shows that since 2008, 110 countries have become less peaceful, while 48 have improved their peace score. There was more violence within nations than between them, and $9.46 trillion was spent in 2012 containing violence worldwide, equal to 11% of the Gross World Product. The website includes an interactive peace map that allows you to explore the state of peace around the world, compare levels of peace between countries and view the world according to each of the 22 indicators that make up the Global Peace Index. Under the News tab there are links to news, videos and research.

http://visionofhumanity.org

Global Perspectives

Global Perspectives booklet cover
The Global Perspectives: A Framework for Global Education in Australian Schools (2008) booklet is a concise, practical and philosophical guide to including a global perspective across the curriculum.
Read more
Year level: F-2,3-4,5-6,7-8,9-10,11-12
Issue: Australia's aid, Environment, Human rights, Peace building, Poverty reduction

How Do We Make Peace?

This resource produced by Unicef UK has ten activities exploring peace suitable for students in years 5–8. It engages students through stories of peace making in Tanzania, Cambodia, Northern Ireland and Scotland. It helps students understand how and why conflicts develop and remain unresolved; understand the stages involved in resolving conflict; and engage in strategies that create, develop or enhance a non-violent society.

http://www.unicef.org.uk/Documents/Education-Documents/Resources-Documents/how_do_we_make_peace.pdf

International Campaign to Ban Landmines

The International Campaign to Ban Landmines (ICBL) calls for an international ban on the use, production, stockpiling and sale, transfer, or export of antipersonnel landmines; the signing, ratification, implementation and monitoring of the mine ban treaty; increased resources for humanitarian de-mining and mine awareness programs; and increased resources for landmine victim rehabilitation and assistance.

http://www.icbl.org

Landmine posters

A young girl learns to walk with her prosthetic leg. Poster image
Three posters produced by Australian Aid illustrating how landmine survivors in Cambodia are rebuilding their lives after surviving a landmine explosion.
Read more
Year level: 3-4,5-6,7-8,9-10
Issue: Peace building
Country: Cambodia

Learn peace

Learn peace: how students can play a role in nuclear disarmament is a collection of 18 activities by the International Campaign to Abolish Nuclear Weapons. They introduce years 3–9 students to the issues of nuclear disarmament while developing their skills in debating, writing and art through English, humanities and art.

http://www.icanw.org/resources/schools

Long Journey Young Lives

Long Journey Young Lives produced by the Australian Film Commission is an interactive documentary that provides unique insight into the experiences of child refugees, who talk about the conflict in their homeland, the dangerous journey away from their homeland and detention. It also presents some opinions of young Australians. Even though this was made in 2002 it still presents a range of interesting ideas.

http://www.abc.net.au/longjourney

Nobel Peace Prize interactives

The Nobel Prize website provides a number of educational interactives, including four related to peace: Conflict Map, Democracies in the World, The Development and Proliferation of Nuclear Weapons and Prisoners of War. The interactives provide engaging ways for secondary students to learn, as well as background information about the focus issues.

http://www.nobelprize.org/educational/peace

Pacific Neighbours

Pacific Neighbours book cover
Pacific Neighbours: Understanding the Pacific Islands (2009) is a resource book to develop understanding of the region, its history and geography, its political and social development, and its people and their cultures.
Read more
Year level: 7-8,9-10
Issue: Australia's aid, Environment, Human rights, Globalisation, Peace building, Water and sanitation
Country: Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Papua New Guinea, Samoa, Tokelau, Tonga, Tuvalu, Vanuatu, Australia

Peace Building Toolkit for Educators

The US Institute of Peace, Global Peacebuilding Center has a collection of teaching resources and multimedia that is valuable for developing peace building skills. There are two versions of the Peace Building Toolkit for Educators, one for upper primary and one for secondary students. There is also a series of lessons based on the themes 'conflict is an inherent part of the human condition', 'violent conflict can be prevented' and 'there are many ways to be a peace builder'.

http://www.buildingpeace.org/train-resources/educators/peacebuilding-toolkit-educators

Peace posters

Food security and education improve in peaceful environments. Poster images
Four posters highlight the importance of peace for a strong, healthy and productive life.
Read more
Year level: F-2,3-4,5-6,7-8
Issue: Education, Food security, Peace building
Country: Indonesia, Laos

Rwandan Stories

Rwandan Stories is a close-up look at genocide and recovery in Rwanda. It explores the origins and aftermath of and recovery from the 1994 genocide using video, photos and stories of both the survivors and perpetrators. Lessons for middle and upper secondary history, English and geography students help students to think through the ideas and actions that either lead to conflict or build peace.. They are downloadable for a small fee.

http://www.rwandanstories.org

Simply Sharing_Peace and development

This ecumenical program provides Year 3-9 students with information about conflict, development, justice and peace building, using case studies from Caritas, Uniting World, Anglicord and Act for Peace. There is also an interactive using engaging graphics, statistics and responses that explores the relationship between peace and development.

http://www.simplysharing.org.au

TeachUNICEF

TeachUNICEF is a collection of free interdisciplinary (English, languages, mathematics, social studies and science) resources for years F–12. They include lesson plans, stories, videos and podcasts to and cover topics ranging from armed conflict to the Millennium Development Goals and water and sanitation. Although the primary audience is North American there are many valuable resources and ideas for action for Australian teachers.

http://teachunicef.org

The Enduring Effects of War

The Enduring Effects of War is a series of ten lesson plans created by the History Teachers' Association of Victoria in conjunction with the Medical Association for Prevention of War and Act for Peace. Years 9–12 students explore issues of biological and chemical warfare, the changing nature of war, disease, peace movements and international diplomacy through videos and classroom activities.

http://www.mapw.org.au/news/enduring-effects-war

Thinking Globally

Thinking globally cover
Thinking Globally: Global Perspectives in the Early Years Classroom (2008) provides a detailed description of teaching with a global perspective through cross-curricular activities and multimedia.
Read more
Year level: F-2,3-4
Issue: Australia's aid, Environment, Poverty reduction, Human rights, Peace building
Country: Cambodia, China, Indonesia, Papua New Guinea, Solomon Islands, Vietnam

United Nations Cyberschoolbus, Peace education

This detailed collection of materials for middle primary to upper secondary teachers offers valuable background material for teaching peace education. There are five units for different school levels exploring peace: Ecological thinking and respect for life (years 3–6); Tolerance and respect for dignity and identity (years 5–10); Critical thinking, active non-violence (years 7–10); Social justice and civic responsibility (years 9–12); and Leadership and global citizenship (years 9–12). There are also links to UN documents, websites and quotes.

http://www.un.org/Pubs/CyberSchoolBus/peace/home.asp

United Nations Peace and Security

The United Nations has an active role in working for a peaceful world. Through the Security Council and peace-building activities its operations are based on the principle that an impartial UN presence on the ground can ease tensions and allow negotiated solutions in a conflict situation.

http://www.un.org/en/peace/index.shtml

World of Values

World of Values is a student-centred website that explores values through personal, intercultural and global perspectives. Students are challenged to expand their world view and explore issues beyond their own perspectives. The themes of Communities (Level 1), Peacemakers (Level 2), Boundaries (Level 3), Future Makers (Level 4) and The Big Questions (Level 5) use film clips, animations and photographs to develop understandings. There are teacher guides and the option of creating flexible learning pathways.

http://www.valueseducation.edu.au/values/wov_landing,29317.html

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A sign celebrating the removal of weapons is an important part of building a safe environment for peace in Solomon Islands.
Photo by Rob Maccoll for AusAID
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A sign celebrating the removal of weapons is an important part of building a safe environment for peace in Solomon Islands. Photo by Rob Maccoll for AusAID
Young men who have been fighting learn new skills and rebuild communities destroyed by conflict in Solomon Islands.
Photo by Rob Maccoll for AusAID
Print | Save
Young men who have been fighting learn new skills and rebuild communities destroyed by conflict in Solomon Islands. Photo by Rob Maccoll for AusAID
Highly trained, well-equipped de-miners check land to find and destroy landmines and unexploded ordnance in Cambodia.
Photo by Kevin Evans for AusAID
Print | Save
Highly trained, well-equipped de-miners check land to find and destroy landmines and unexploded ordnance in Cambodia. Photo by Kevin Evans for AusAID
Learning about the types of landmines and unexploded ordnance is important to prevent injury and death in Cambodia.
Photo by Rodney Evans for AusAID
Print | Save
Learning about the types of landmines and unexploded ordnance is important to prevent injury and death in Cambodia. Photo by Rodney Evans for AusAID
Landmine survivor Koe Kan’s prosthetic leg enables him to work in his garden and sell his vegetables at the market.
Photo by Kevin Evans for AusAID
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Landmine survivor Koe Kan’s prosthetic leg enables him to work in his garden and sell his vegetables at the market. Photo by Kevin Evans for AusAID
In Cambodia, former soldier Keth Noeurn runs a business as a barber. His artificial limb means he feels less dependent.
Photo by Kevin Evans for AusAID
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In Cambodia, former soldier Keth Noeurn runs a business as a barber. His artificial limb means he feels less dependent. Photo by Kevin Evans for AusAID
Teachers at Makeni Primary School, Sierra Leone, were trained in how to use the integrated peace curriculum activities.
Photo by Jane Weston
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Teachers at Makeni Primary School, Sierra Leone, were trained in how to use the integrated peace curriculum activities. Photo by Jane Weston
Grade 1 students in Sierra Leone singing ‘This is the way we reconcile’ from the Peace Education Kit.
Photo by Jane Weston
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Grade 1 students in Sierra Leone singing ‘This is the way we reconcile’ from the Peace Education Kit. Photo by Jane Weston
Year 8 and 9 students from Makeni Secondary School, Sierra Leone, performing a play they wrote about conflict resolution.
Photo by Jane Weston
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Year 8 and 9 students from Makeni Secondary School, Sierra Leone, performing a play they wrote about conflict resolution. Photo by Jane Weston
Students in Sierra Leone are happier at school and at home after learning peaceful strategies to deal with conflict.
Photo by Jane Weston
Print | Save
Students in Sierra Leone are happier at school and at home after learning peaceful strategies to deal with conflict. Photo by Jane Weston
Building a culture of peace includes learning about rights and privileges, and putting them into action.
Photo by Jane Weston
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Building a culture of peace includes learning about rights and privileges, and putting them into action. Photo by Jane Weston
Signs warn people of landmines and other dangerous items in Cambodia.
Photo by Kevin Evans for AusAID
Print | Save
Signs warn people of landmines and other dangerous items in Cambodia. Photo by Kevin Evans for AusAID
A sign warns people to avoid metal objects, helping them to live safely in areas still to be cleared of landmines.
Photo by Kevin Evans for AusAID
Print | Save
A sign warns people to avoid metal objects, helping them to live safely in areas still to be cleared of landmines. Photo by Kevin Evans for AusAID
These landmine survivors compete in the Cambodian National Volleyball League (Disabled) and gain a new outlook on life.
Photo by Kevin Evans for AusAID
Print | Save
These landmine survivors compete in the Cambodian National Volleyball League (Disabled) and gain a new outlook on life. Photo by Kevin Evans for AusAID
Aid is helping to improve agricultural practices and food security, reduce poverty and build resistance to droughts and floods
Photo by Afghanistan Reconstruction Trust Fund
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Aid is helping to improve agricultural practices and food security, reduce poverty and build resistance to droughts and floods Photo by Afghanistan Reconstruction Trust Fund
A female de-miner uses a metal detector to make sure farming areas are clear of landmines.
Photo by Conor Ashleigh for DFAT
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A female de-miner uses a metal detector to make sure farming areas are clear of landmines. Photo by Conor Ashleigh for DFAT
Nirangini carried bricks, sand and water to rebuild her home in northern Sri Lanka.
Viyan Fernando/Caritas Sri Lanka
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Nirangini carried bricks, sand and water to rebuild her home in northern Sri Lanka. Viyan Fernando/Caritas Sri Lanka
Thavalogini stands inside the shell of her home, which is being rebuilt through an DFAT-funded project in partnership with UN Habitat.
Photo by Conor Ashleigh for DFAT
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Thavalogini stands inside the shell of her home, which is being rebuilt through an DFAT-funded project in partnership with UN Habitat. Photo by Conor Ashleigh for DFAT
Nirangini's new home has two rooms, a kitchen, toilet, verandah and garden.
Viyan Fernando/Caritas Sri Lanka
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Nirangini's new home has two rooms, a kitchen, toilet, verandah and garden. Viyan Fernando/Caritas Sri Lanka
There is a strong military presence in the northern areas of Sri Lanka
Photo by Conor Ashleigh for DFAT
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There is a strong military presence in the northern areas of Sri Lanka Photo by Conor Ashleigh for DFAT
Many groups are working to help rebuild schools and homes damaged during the civil conflict in Sri Lanka.
Photoby Conor Ashleigh for DFAT
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Many groups are working to help rebuild schools and homes damaged during the civil conflict in Sri Lanka. Photoby Conor Ashleigh for DFAT
In Vavuniya, Sri Lanka students from local schools participate in celebrations, workshops and games as part of International Peace Day.
DFAT
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In Vavuniya, Sri Lanka students from local schools participate in celebrations, workshops and games as part of International Peace Day. DFAT
Australia supports community-based de-mining and mine-risk education programs for safer movement within communities in Afghanistan
United Nations Mine Action Centre for Afghanistan
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Australia supports community-based de-mining and mine-risk education programs for safer movement within communities in Afghanistan United Nations Mine Action Centre for Afghanistan