Achieving Sustainable Development Goals: Role of Universities in Pakistan
DOI:
https://doi.org/10.53575/irjei.v3.02(22)11.109-113Keywords:
Sustainable, Peace, Universities, Role, PakistanAbstract
Achievement sustainable development goals is the priority of the nations in the world. Sustainability is dependent on the peace and cannot be achieved without enhancing the vision of peace in youth. Universities have a significant role in enhancing the vision of in youth. The question is that whether our universities are meeting the needs of peace in society when violence and criminal attitude has been observed in the graduate youth as well. Therefore, this study has been conducted to explore the existing role of the universities in enhancing the vision of peace in youth to achieve the sustainable development goals. The participants of the study are faculty members of the universities and doctoral students in the faculties of social sciences. Before the collection of data, participants’ were ensured to keep their names confidential. Unstructured interviews have been used as tool of research. Questions in qualitative research are wide-ranging & ask for an investigation of the central concept in a study and are supportive in giving greater depth of understanding of a phenomenon that is largely unknown (Creswell, 2009). The study is an empirical addition in the knowledge about the existing role of the universities in enhancing the vision of peace in Pakistani youth. The study is supportive in revising the higher education policies and curriculum for further enhancing the vision of peace in graduates of the universities. The study is beneficial for the researchers and doctoral students in understanding the existing challenges in enhancing the vision of peace in universities students.
References
Banta, B. (1993). Peaceful Peoples: An Annotated Bibliography. Metuchen, N.J.: Scarecrow Press. Bey, T. M. & Turner, G. Y. (1996). Making School A Place Of Peace. Thousand Oaks, CA: Corwin. Fountain, S. (1999),Peace Education in UNICEF.
Dwyer, K., Osher, D., & Warger, C. (1998). Early warning, timely responses: A guide to safe schools. Downey, J. (2014). Indispensable Insight: Children's Perspectives on Factors and Mechanisms That Promote Educational Resilience. Canadian Journal of Education, 37(1), 46-71.
Colvin, G. (2004). Managing the cycle of acting-out behaviour in the classroom. Eugene, OR: Behaviour Associates.
De Wet, C. (2007a). Educators as perpetrators and victims of school violence. 20(2), 10-42. Johnson, D. W., & Johnson, R. T. (1995). Reducing school violence through conflict resolution. Alexandria, VA: Association for Supervision and Curriculum Development.
Galtung, J. (1981). Social cosmology and the concept of peace. Journal of Peace Research, 18(2), 183–199.
John W. Simon ( 2013).Understanding Peace Teachings in School Climate; New Comprehensive Publications, Romania.
Jonson (2012). Peace Teachings in School; Brilliant Publications press.
Kampel, S.(2017). Peace Practices: New Reflections, Green House Publications press. Journal of Peace Research; Vol.: 18; 1981; p-178
Irny, S.I. and Rose, A.A. (2005) “Designing a Strategic Information Systems Planning Methodology for Malaysian Institutes of Higher Learning (isp- ipta), Issues in Information System, Volume VI, No. 1, 2005.
Nicolai, S. (2009) ‘Chapter 1: The best and worst of times’, in S. Nicolai (Ed.) Opportunities for change: education innovation and reform during and after conflict, UNESCO, International Institute for Educational Planning, Paris.
Ilfiandara, S Riswanda( 2019)Peace Education Pedagogy: A Strategy to Build Peaceful Schooling ; Universitas Pendidikan Indonesia.
UNESCO. (2005). Peace Education: Framework for Teacher Education. New Delhi: UNESCO.
