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Home 
OrganizationEFP-BalkansOverview - Constitution - History - Program
reach - Partners - Impact
Impact of Education for Peace
Through its conceptual framework and method of application, the Education for Peace program has had an impact at the following levels:
A. Empowers the participants with the knowledge and skills to become “authentic peace-makers”.
“This invaluable project was conceived in such a away that the soul-searching process of reflection which the participants undergo as the project unfolds – be they pupils, teachers, parents, administrators, ordinary school workers – results… as we have ascertained ourselves, in a heightened holistic awareness of the war period and its tragic consequences, and indeed triggers the desire among them to become authentic peace-makers.”
- Claude Kieffer, former OHR Senior Education Advisor, from a Letter written on April 2001
“I discovered something really great when I read ‘Peace Moves’ (an EFP Material). I learned that the world can transform and become a better place – that we are all a part of humanity and we just have to change our thinking.” Student, Mixed Secondary School, Travnik“The children have tried to break down the lines of hate through their presentations and create unity in diversity.”
- Teacher of Biology, 3rd Primary School, Ilidza
“We should be able to recognize a good opportunity which would help us to create justice and equality. Education for Peace is that chance and it gives us some very good instructions. This project helps us to become peaceful and optimistic. This project puts us in the position to use our own will and best thoughts to make human life better. “
Student, Banja Luka Gymnasium
“The project has helped students to understand the peace-making process better; it has urged them to think about these issues more profoundly.”
Teacher of English, Mixed Secondary School
“It is a hard project, and it is something new in our school and in our whole country. We have to do better things in order to build peace… It should be a tradition in our school.”
Student, 2nd Gymnasium, Sarajevo
“The idea of this project should have been realized before here… I found out that this project has made one big step in our pupils because they are giving the best of themselves. This project is very important and it is an excellent example of how to build unity between peoples of different ethnic backgrounds. My opinion is that we should continue with this project and to include other parts of BiH…”
Pedagogue, 3rd Primary School, Ilidza
“This program wasn’t what we expected, but if even only one student starts to think about these ideas, it will have been worth it. “
Student, Banja Luka Gymnasium
“This project has changed our vision and worldview. I feel that the vision of every teacher and student in this school has been in some way changed through this project.”
Teacher of Language and Literature, 2nd Gymnasium, Sarajevo
B. Establishes a process of healing at the individual and community levels to help with the trauma of conflict and violence and lays the foundations of a “culture of healing” in the society.
“When we speak about trauma recovery, it is very important for it not be done in an intrusive way. If we do it spontaneously, without putting pressure on participants of the process, only then we can expect some results. Since EFP takes that approach, results are already obvious.”
“The EFP approach is definitely needed in the whole country for all the reasons I have mentioned… but also having in mind the participating schools in Banja Luka, Travnik and Sarajevo that are proof of the successful approach that has been taken to the healing of wounds and creating a culture of peace.”
Teacher of Language & Literature
“I think it (healing process) has had the biggest effect amongst staff. Contacts and relationships with other schools, in other cities which used to represent the “aggressors”, have become normal and usual….”
“The EFP program, thanks to media support, has really impacted the healing process in our local community. Thanks to this program and its implementation in our school with so many students, the program entered into the life of many families. They started to speak more intensively about the need for healing and rebuilding of torn-bonds and broken bridges and all of this in order to provide our children a bright future.”
Primary School Director
C. Encourages positive changes in teaching styles to a more interactive, consultative, creative, student-centered classroom with the use of diverse and advanced learning and teaching methodologies.
“Through EFP, our school has become a new one. Before, everyday we just had ‘school’, but through this project we have been given a new way of learning through creative presentations.”
Student, Mixed Secondary School, Travnik
“Before this project, things were imposed in our classes, but with EFP we do it because we love it.”Student, Nova Bila Primary School“This is a good project because it gives students an opportunity to express themselves in a different way from what we have done and through creativity and the arts.”
Teacher of Math, 2nd Gymnasium, Sarajevo
“The EFP project has helped us look at our syllabus in a different way, from a different perspective, giving us a chance to enrich it with issues not dealt with so thoroughly before. Although it has not always been easy, especially at the beginning, I think that we have become more confident in applying the principles of peace. “
Teacher of English, Mixed Secondary School, Travnik
