200 words each
Explain any 6 methods that are used in educating youths in age group 20 marks
Explain how the preventive system of education helps in the protection of human rights
Explain briefly what you understand by international conflicts management
Explain the application of higher education in conflicts management
Methods of educating youth
Youth is a critical stage in the human life span, where the vital developments occur. Since age groups play a critical role psychological development of most young people, educating the peers (Besen-Cassino, 2016). Peer education is considered a strategy that promotes knowledge that provides psychological support and social learning.
Various methods have been suggested that can be helpful in educating young people (Besen-Cassino, 2016):
i. Cooperative learning:
This is a process that allows youth to work together in teams, to learn and teach each other. This is an excellent way to nurture leadership in adolescents, to develop community and an avenue for youth to have fun.
ii. Homework help:
Homework is incorporated in learning programs, to ensure that young people work under the supervision of adults. It helps the participants to focus, and reflect on what has been learned
iii. Reflection and planning
This is a strategy that opens youth for critical thinking skills on life issues. It is an intentional approach that will help the young people in figuring out where to start when faced with crises, planning for projects and evaluating activities.
iv. Youth voice
The young people should be given options to choose from in the teaching program. The input of the youth should be reflected in whatever is undertaken by the education program.
v. Active learning.
This method exposes the youth to the elements of learning. It helps the young people to appreciate the role of education.
vi. Building community
The method aimed at creating a safe and emotional space for youth. It is a strategy to help youth learn and develop as individuals by been introduced to the community-building process.
Preventive System of Education and Human Rights
The preventive system of education is a value-based which was established in the 19th century. The goal of this scheme is to instill morals in the young people so that they can benefit the economy and become independent as they become honest citizens and good Christians. The preventive system is the foundation of unity for working with youth. This system is proved useful in inspiring educators in different cultures, religions, races, and backgrounds (Palathingal, 2014).
The preventive system and the Universal Declaration of Human Rights are closely related. This pedagogy places a young person in a place of understanding all people are equal and deserve dignity for they are made in the image of God. The main pillars of this system are love, religion, and trust. The aim is to establish a family-spirit that prevents, and lacks corporal punishment. The young men who undergo through this system can grow healthy environment and protect from threatening situations. The preventive system is the rights-based model that protects the human dignity so that we can have a universal culture of human rights in the community (Palathingal, 2014).
International Conflict Management
Conflict management is the aspect of minimizing the negative implications of a conflict and using the situation to instill positive thought on the outcomes of the battles (Butler, 2009). International conflict management involves solving disagreements between parties of distinct cultures. International disputes come up when people from one culture fail to understand the cultural differences in the communication processes, thought processing and traditions. Cultural issues associated with the international conflict management are the essential areas of concern currently, as there has no established literature that is adequate to deal with conflicts that are continually arising among the international parties.
The studies of conflict management in the international context are focused on utilizing the theoretical insights and research in understanding why the conflicts occur (Butler, 2009). Theories are borrowed from political science, but also from sociology, social phycology, law, and economics.
The Applications of Higher Education in Conflict Management
Higher education conflict management offers way which the institutions of higher learning can be used in conflict resolution. The agencies have not fully established themselves in the role of conflict resolution, by conducting research and teaching programs that might be helpful in this field. For instance, incorporating conflict management in the undergraduate programs will help in raising the emotional intelligence of the students. Students need to be imparted with the right skills. Proper communication skills will allow the people who have undergone higher education to accomplish interpersonal conflicts and conditions (Yarn, 2014).
With the required knowledge, the student can gain the propensity to differentiate between the variety and nature of conflicts (Yarn, 2014). This ability also trains the students that procedural and relational conflicts require an immediacy of high degree in solving. If these two conflicts are not handled in time, the individual may become dissatisfied and perform below average.
One of the areas that are experiencing tremendous growth in the scholarships is what is called Conflict Studies. Merging education and development with conflict studies have helped in the growth of this new field. Universities that advocate the theoretical studies of conflict management and practices for the same offer an integrated system which is mutually reinforcing that benefit not only the school but also the broader practice and academic areas (Clare & Sivil, 2014). Additionally, there is a beneficial interest where there is a collaboration between the university sector and the conflict management programs. Academics can have access to resources needed to publish that can achieve better programmatic studies on outcomes.
Besen-Cassino, Y. (2016). Education and Youth Today. [sic]: Emerald Group Publishing Limited,.
Butler, M. J. (2009). International conflict management. London: Routledge, cop.
Clare, J., & Sivil, R. (2014). Autonomy lost : the bureaucratisation of South African HE. South African Journal of Higher Education, 60-71.
Palathingal, P. (2014). You touched us we have grown : reflections on the preventive system as lived and experienced by those educated in the Don Bosco way. Bangalore: Kristu Jyoti Publications.
Yarn, D. (2014). Designing a Conflict Management System for Higher Education: A Case Study for Design in Integrative Organization. Conflict Resolution Quarterly, 83-105.