Abstract

This study sought to provide a peace education curriculum framework for Primary and Secondary schools in Zimbabwe.  A qualitative approach was adopted which involved a holistic inquiry.  Phenomenological design was used which revealed how peace education is not taught in schools. A sample of 88 participants was used in this research. Participants who were purposely and conveniently chosen to participate in the study raised that introduction of peace education as a new subject would bring in challenges because of the already packed new curriculum thus integration was greatly supported for the inclusion of peace education the curriculum framework.  Some participants purported that the subject was taught in schools however information retrieved from the textbooks and other participants proved that as incorrect. Lack of peace education in schools has left schools with an increase in indiscipline, misconduct and violence which needs to be curbed. Lack of appropriate and comprehensive peace education curriculum was one factor raised as militating introduction and implementation of peace education. Lack of knowledge by classroom practitioners was also one reason highly cited as a militating factor. There are no government policies that are in place to guide the introduction and implementation of peace education in schools. The study concludes that lack of peace education curriculum framework in schools has contributed in the rise of violence, indiscipline and bullying in schools and has produced a spill over of violence to the community hence the need for the Ministry of Primary and Secondary School to adopt a peace education curriculum framework suggested in the study

Keywords

Peace, Education, Peace Education, Curriculum, conflict