Different approaches, one common goal

The application for the DACG project was motivated by the need to address specific challenges in the field of peacebuilding education. Recognising a gap between formal and non-formal education methods, we saw an opportunity to create a more integrated approach. Formal education often lacked the dynamic, interactive elements critical to effective peacebuilding education, while non-formal methods were underutilised in traditional academic settings. Our aim was to develop a comprehensive educational strategy that combined the strengths of both approaches. This was crucial in the face of increasing global conflicts and societal challenges, where effective peacebuilding education is more necessary than ever. The project aimed to improve the quality and effectiveness of peace education by equipping educators and students with essential skills and knowledge. By creating resources such as the online course, the toolkit for educators and the Alliance Roadmap, we aimed to provide educators with innovative tools and methodologies. These resources were designed to meet the needs of peacebuilding education and to foster collaborative networks between NGOs, universities and policymakers.

The primary objectives of implementing the DACG project were centered around enhancing the field of peacebuilding education through a multifaceted approach. The project aimed to: 1.Integrate Formal and Non-Formal Education Methods: Bridging the gap between these two educational approaches was a key goal. The project sought to combine the structured, curriculum-based methods of formal education with the dynamic, participatory techniques of non-formal education, creating a more holistic and effective approach to peacebuilding education. 2.Develop Innovative Educational Tools and Resources: The creation of practical and accessible educational resources, such as the Online Course (PR3), Toolkit for Educators (PR4), and Alliance Roadmap (PR5), was aimed at providing educators and students with modern tools and methodologies for learning and teaching peacebuilding concepts. 3.Empower Educators and Students: By equipping educators with new teaching strategies and methodologies, and providing students with critical knowledge and skills, the project intended to empower them to contribute effectively to peacebuilding efforts. 4.Promote Peacebuilding Awareness.

The main activities carried out: 1. Development of educational resources: - Preparation of the mapping study (PR1), which provided an overview of peacebuilding education and identified existing gaps in methodologies and competencies. - Development of the e-learning platform (PR2) and online course (PR3) to provide accessible and comprehensive learning modules on peacebuilding education. - Design and implementation of the Toolkit for Educators (PR4), which provides educators with step-by-step guidance and methodologies for teaching peacebuilding. - Develop the Alliance Roadmap (PR5) to guide and facilitate collaboration between formal and non-formal education sectors in peace education. 2. Blended mobility in North Macedonia (C1), focusing on piloting the online courses (PR3). 3. Staff Training Event in Spain (C2) focused on piloting the Toolkit for Educators (PR4). 4. Transnational meetings and conferences: - Conducted transnational and online meetings between partners. - Initial and final conferences were held in each partner country as multiplier events to disseminate the project results and engage with stakeholders. 5. Local dissemination events 6. Online and offline dissemination activities.

The concrete results are 1.Mapping study (PR1): - A comprehensive study that provided an overview of the current state of peacebuilding education. It identified existing gaps and laid the groundwork for the development of further project resources. 2. eLearning platform (PR2) and online course (PR3): - The creation of an e-learning platform that hosted the online course, offering comprehensive modules on peacebuilding. This platform served as a key resource for both trainers and students, increasing accessibility and flexibility of learning. 3.Toolkit for educators (PR4): - A toolkit to guide educators in implementing effective peace education. It included methodologies, activities and best practices and served as a practical resource for educators in both formal and non-formal settings. 4.Alliance Roadmap (PR5): - This roadmap outlined strategies for fostering cooperation between the formal and non-formal education sectors in peace education. It aimed to bridge the gap between different educational approaches and promote a more integrated model.