Monday, 18th November 2013
AMANI CLUBS GUIDELINES DEVELOPMENT
[W1] Whereas the National Cohesion and Integration Commission (NCIC) continues to work with various stakeholders to ensure principles that promote respect for diversity are upheld, it endeavours to invest in the youth, especially in learning institutions. The youth in schools are at a stage of experimenting and have access to a lot of information. Their mindsets and attitudes are malleable and are therefore formed at this stage. Hence, it is crucial to inculcate values of diversity and tolerance in them at this formative stage.
Cognizant of the pivotal role the youth play in nation building and their potential in making a difference in eliminating discrimination on the basis of ethnicity and other traits that undermine cohesion and integration, the Commission seeks to strengthen the establishment of Peace Clubs in primary and secondary schools and institutions of higher learning. The clubs dubbed “Amani Clubs” are a frontline initiative aimed at enhancing appreciation of diversity among young people in schools and other institutions of higher learning. The clubs are aimed at planting seeds of tolerance and appreciation of diversity among young people. Club members would then influence their peers to participate in activities that promote diversity, peace, tolerance and national unity.
It is against this background that the NCIC in partnership with the Ministry of Education has convened a stakeholder’s consultative workshop to develop guidelines for the establishment and promotion of the Peace Clubs in learning institutions. This consultative process is critical in finding best practices and innovative ideas that will help in establishing sustainable models of peace clubs in schools.
The workshop will be held from Tuesday 19th to Friday 22nd November, 2013 in Eldoret. Participants include teachers from primary, secondary and tertiary institutions as well as selected peace practitioners. The workshop is supported by the United Nations Children Fund (UNICEF).