INTRODUCTION provide such education regarding peace to the

INTRODUCTION

Peace is actually a term which usually
we all of us declare as the reality, attractiveness and adore. Frequent
substitutes for the peace are a companionship, tranquility, harmony, amity,
unification, appeasement and impartiality. Similarly, the actual peacemaker may
be the appraiser, mediator, intermediary, as well as intercessor. Even through
a few of this kind of explanations are best suited, they are really even now
certainly restricted both in explanations associated with nature from the peace,
oftenthe position with the peacemakers, Each and every examination, the nature
of the actual peace and also the peace development, in order to state,
therefore, should pay these types of circumstance that prefer over other people
concerning the origin. The fundamental concept from the peace really are a
proper rights, autonomy as well as human beings legal rights. Additionally, it
includes a small no of precautionary techniques such as discord remedy, in
order to bloodless activities, development of the local community and also the
democratization from the expert (Leo, Sandy & Perkins, 2001)

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Peace Education considered the most
essential element of Primary Education. It helps the students to improve
cognizance regarding processes and abilities which can important to understand
the patience and information in the present day. It helps to know the
particular ideals and also expertise associated with interpersonal discussion
to support the peaceful dealing with the peoples as well as nations around the
world. Peace Education helps in resolving issues and think critically about the
problems regarding conflict as well as violence. Peace Education is probably
the significant concerns now these days since there is vehemence almost
everywhere. At this time there is dire need to provide such education regarding
peace to the entire world which can eliminate terrorism. In order to brings the
peace in the entire world we have to train our children. Therefore, the subject
of peace essentially included in the curriculum in schools. As this subject
will helpful to the students to know the importance of peace and by practicing
they can develop better situations about peace. In addition the children also
know the significance and importance of the social rights. To provide education
for the peace to the students we need such teachers who are fully trained and
have full knowledge about it (UNESCO, 2005).

In the school, the main requirement is
to have a peaceful and quiet atmosphere that is a culture of peace. Instead of
holding peace in schools should initiate from administration, by mounting
attitude and behavior of cooperation, confidence and spirit of learning.
Development of mutual respect between teachers and student in a friendly way, a
culture of peace will bloom naturally in school. The peace values, norms and
behavior of living systems are necessarily introduced in the school’s daily life
(UNESCO, 2005)

There are multitensional challenges
which Pakistan is presently facing like inadequate governance, bad social disorders
caused by socio-economic backwardness; high growth in population, high
unemployment, insufficient skill development inadequate education, insufficient
facility in the infrastructure as well as political instability. Capped all the
system that, there is a great accelerating pandemic regarding terrorism found
in our kingdom from 2002. According to south Asia Terrorism portal in
conclusion involving till the end of February 2014 Pakistan previously had suffer
almost 393 suicide ballast( in which 76 in 2009,49 in 2010, 41 in 2011, 39 in
2012, 43 in 2013, and at least till now 11 in 2014). Along with a large number
of sniper attempts and activates associated with sabotage, like blasting
explosive device at the places where a huge number of people exists and
targeting the government places as well like control centers of army &
police ,etc. Pakistan really observed the actual assassinations of
the political leaders into civil war that came as a result of army operations.
At this time there is dire need to provide such education regarding peace to
our country which can eliminate terrorism especially in the tribal areas. To
bring the peace in our country we especially need to train our children from
the educational institutions.

To bring the peace ;in the entire world
we have to train our children. Therefore, the subject of peace essentially
included in the curriculum in schools. As this subject will helpful to the
students to know the importance of peace and by practicing they can develop
better situations about peace. In addition the children also know the
significance and importance of the social rights. To provide education for the
peace to the students we need teachers who are fully trained and have full
knowledge about it.

Teacher’s role is very important in
promoting peace education considering a change agent in the society, which can
modify and reshape the attitudes, trends, and norms, cultural and social values
to empower the future generation towards peace. A teacher can provide the best
knowledge to build the image in positive direction.

In order to respond to nationwide the
growing needs in the field of teacher education and training, the Government of
the Punjab took a vital step by establishing the University ofEducation (UE) in
2002 to focus on the discipline of education and teacher training. by offering
a large number of program in various discipline like P.hDEducation, M.Phil
education and M.A Education, playing a significant role in preparedness of
prospective Teachers and Containing material included in the curriculum in
promoting peace Education and peace culture in the society all over Punjab.

Statement of the Problem

Peace education can
promote in a more sustainable way. Teachers are the most reliable source for
promoting peace provided they are developed during their teachers training
courses. So they need to be well aware of the concept of peace education that
could them in preparing prospective teachers in a better way.

This study aims at
studying the preparedness of prospective teachers in promoting peace Education.
Furthermore it will tend to see whether teacher education directly or
indirectly prepares prospective. Teachers to promote peace education among
students.

Objectives of
the Study

This
research has been designed to achieve the following objectives:

                    
·           
To explore the level of preparedness of
prospective Teachers for peace Education.

                    
·           
To discover level of preparedness of
prospective teachers regarding.

a)      Personal
matters related to peace Education

b)      Educational
matters related to peace Education

c)      Social
matters related to peace Education

Research
Questions

1.      What
is the level of Preparedness of prospective Teachers?

2.      Are
Prospective Teachers Prepared for promoting peace Education?

3.      Are
prospective Teachers prepared for peace Education regarding personal matters?

4.      Are
Prospective Teachers prepared for peace Education regarding Educational
matters?

5.      Are
Prospective Teachers prepared for peace Education regarding social matters?

6.      Are
prospective Teachers prepared for peace Education by Gender?

7.      Are
prospective Teachers prepared for peace Education by Location?

8.      Are
prospective Teachers prepared for peace Education by Campus?

9.      Are
prospective Teachers prepared for peace Education by Program?

10.  What
do students want regarding inclusion of peace Education in their respective
program in future?

11.  What
is the difference of opinion by gender, program, location and campus regarding
inclusion of peace education in their respective programs in future?

Significance
of the study

Current scenario in
Pakistan the need of peace Education to be imparted in the country. This study
may be helpful for policy makers in the university in preparing prospective
Teachers curriculum in a way as to equip them more with techniques to inculcate
in understanding the concept as well as learning strategies to promote peace
Education that leas eliminate the violence and fetch harmony in the society.

Delimitation

Keeping in view peace education has very
wide spectrum the study was delimited to the selective universities located in Lahore
which is contributing enormously in the preparedness of prospective teachers
all over the Punjab.

Operational definition of peace
Education

Peace Education involves the development
of human capacities to prevent conflict and violence that can shape behavior in
the desired way to bring in society (UNICEF, 2001,p.5)

 

Null Hypotheses

Ho
1    There is no significant differences
between mean scores of male and female on preparedness of prospective Teacher
in promoting peace Education scale (Current Situation).

Ho
2    There is no significant difference
between mean scores of male and female on preparedness of prospective teacher
in promoting peace Education scale (Future situation)

Ho
3    There is no significant differences
between mean score of male and female in personal Matters on Preparedness of
Prospective in Promoting peace Education scale (Current Situation)

Ho
4    There is no significant difference
between mean score of male and female in Educational Matters on preparedness of
prospective teacher in promoting peace Educational scale (Current Situation).

Ho
5    There is no significant difference
between mean scores of male and female in social matters on preparedness of
prospective teacher in promoting peace educational scale (Current Situation)

Ho
6    There is no significant difference
between mean scores of male and female in personal Matter of preparedness of
prospective teacher in promoting peace Educational scale ( Future Situation)

Ho
7    There is no significant difference
between mean scores of male and female in Educational Matters on preparedness
of prospective teacher in promoting peace Education Scale (Future Situation).

Ho
8    There is no significant difference
between mean scores of male and female in social Matters on preparedness of
prospective teacher in promoting peace Educational Scale ( Future Situation)

Ho9     There is no significant difference between
mean scores of Urban and Rural on preparedness of prospective teacher in
promoting peace Education scale ( Current Situation)

Ho
10  There is no significant difference
mean score of urban and Rural on preparedness of prospective teacher in
promoting peace Educational scale (Future situation)

Ho
11  There is no significant difference
mean score of Urban and Rural in personal Matters on preparedness of
prospective teacher in promoting peace Educational scale ( Current Situation)

Ho
12  There is no significant difference
mean scores of Urban and Rural in Educational Matters on preparedness of
prospective teacher in promoting peace Educational scale( Current Situation)

Ho
13  There is no significant difference
mean scores of Urban and Rural in Social Matters on preparedness of prospective
teacher in promoting peace Educational scale ( Current Situation)

Ho
14  There is no significant difference
mean scores of Urban and Rural in personal Matters on preparedness of
prospective teacher in promoting peace Educational scale (Future Situation)

Ho
15  There is no significant difference
mean scores of Urban and Rural in Educational Matters on preparedness of
prospective teacher in promoting peace Educational scale ( Future Situation)

Ho
16  There is no significant difference
mean scores of Urban and Rural in Social Matters on preparedness of prospective
teacher in promoting peace Educational scale (Future Situation)

Ho
17  There is no significant difference
among means scores of different ages of students on preparedness of prospective
Teacher in promoting peace Education Scale(Current Situation)

Ho
18  There is no significant difference
among means scores of different ages of students on preparedness of prospective
Teacher in promoting peace Education Scale (Future Situation)

Ho
19  There is no significant difference
among mean scores of different ages of students in Personal Matters on
preparedness of prospective teacher in promoting peace Education scale (Current
Situation).

Ho
20  There is no significant difference
among means scores of different ages of students in Educational Matters on
preparedness of prospective Teacher in promoting peace Education Scale (Current
Situation).

Ho
21  There is no significant difference
among mean scores of different ages of students in Social Matters on
Preparedness of Prospective Teacher in Promoting peace Education Scale (Current
Situation).

Ho
22  There is no significant difference
among mean scores of different ages of students in Personal Matters on
preparedness of prospective Teacher in promoting peace Education scale (Future
Situation).

Ho
23  There is no significant difference
among means scores of different ages of students in Educational Matters on preparedness
of prospective Teacher in promoting peace Education Scale(Future Situation).

Ho
24  There is no significant difference
among mean scores of different ages of students in Social Matters on
Preparedness of Prospective Teacher in Promoting peace Education Scale(Future
Situation).

Ho
25  There is no significant difference
among mean scores of different classes on preparedness of preparedness of
prospective Teachers in Promoting peace Education scale (Future Situation)

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