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PEACE Education Globally (PEG)

The Open Access free for all Journal of Groundwork Cases and Faculty of Judgement on this website, disseminates the groundwork cases that develop good decision making or faculty of judgement in the process of community building. 

Once we have identified a community that is interested in problem solving and becoming self-managing (see our paper of how agricultural extension agents can help communities identify indicators they can turn into models and collect and use data to optimise soil quality, crop nutritional values and harvest yields here and online at: we will move through an iteration of PEACE meetings using the tools ABCDE and APS Learning over one year that will inform generic micro-credential modules that can be mainstreamed to optimise impact of the project in working towards the goals of PEACE Education Globally. 


Due to the lack of resources available for many of the communities, we intend to use mobile phones to collect data and use it to enable communities to make informed choices to meet their goals of problem solving identified during their PEACE Meetings. We intend to use the Journal of Groundwork Cases and Faculty of judgement to publish these groundwork cases that develop faculty of judgement.


When we have done this once with each partner and their community, and published each journey using PEACE, ABCDE and APS Learning (the professoriate who are experts in publishing act as the communities’ secretaries and develop their writing skills with structured report writing), we will have started to build an evidence base with proof of concept of what works and what does not. More importantly the communities’ feedback loops and narratives including their own recommendations for the benefits of using PEACE with ABCDE and APS Learning will be fed back to policy makers and different University faculties. This can inform the University Executive's strategic research agenda setting with and for communities (micro level) where the Universities deliver their civic mission for Empowering Young Societal Innovators for Equity and Renewal (EYSIER) supported by government policy that aligns with national strategic plans (the meso level) that aligns with Agenda 2030 and international financial institutions' and agencies' economic, social, ecological and spiritual strategic plans  (macro level).


This enables the 'gown' (the University) to deliver its civic mission to serve the 'town' (the communities) to meet the communities' culturally relevant needs through education systems.


Education systems are therefore  informed by knowledge generation and exchange for humanitarian goals, and social jutice for sustainable peace. The education systems focus on Kant's categorical imperative which states that a person's intentions realised by their acts are only acceptable if the person would will them as universal laws. That is to say, only do to others what you would have them do to you. The moral virtues therefore are prioritised above the intellectual virtues underpinned by  the teachings of all faiths and none that promote understandings of the offer of the creator in each faith, or the offer of peace in a philosophy/no faith. With the teachings of religions in diverse commuities for inclusion and equity the instructions must be coupled to the Creator's invitation to live forever with the Creator, where there is no death,  in a perfect setting where ther are no more tears. Education systems can therefore teach that for those of faith, the Creator always planned a good life for each person and it is the evil one who has different names in different faiths who has brought destruction and ruin to the Creator's plans.


So for those of all faiths and none, education systems must prioritise good values and good policies and call out evil and eradicate evil policies to enable all communities to be able to learn how to  self-manage their food, water, energy systems and mitigate for climate change with embedded economies that facilitate building communities of peace.  This can be done with PEACE Committees mobilising ABCDE and APS Learning as described in Education as a road Map to Achieving the Sustainable Development Goals. Scarborough: Emerald here


The Journal of Groundwork Cases and Faculty of Judgement  also aims to develop English skills in speaking and listening, reading and writing, thus reimagining teacher training and teacher professional development to synthesise English (which may be the language of instruction) with community languages to ensure democratic access to knowledge for all in the classroom. This prioritises feedback loops of less-heard voices from communities to Government who script policies to serve the communities through democratic full and free participation in the social contract.


University faculty professoriate act as the secretaries of the community by documenting the papers that are sent for peer review. Working closely with professional bodies, the professoriate also credential community members as Faculty of Judgement through Doctoral Degrees, Masters Degrees, Under Graduate Degrees and future micro-credential modules.  


The Journal therefore gives voice to lessheard voices and empowers communities to mobilise culturally responsive education using PEACE, ABCDE and APS Learning to problem solve, self manage and achieve Agenda 2030. The concept was developed drawing on Kant, I. (1785). Groundwork of the metaphysics of morals. London: HarperCollins., and is documented in Chapter 11 of the book: Taysum, A. (2019). Education Policy as a Road Map for Achieving The Sustainable Development Goals. Scarborough: Emerald, available for free in your library or here


This library focuses on International Peer Reviewed Conferences  recently disseminated our research at the American Education Research Association Symposium on Thursday, April 11, 12:40 to 2:10pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 301 available online here:

Kallioniemi, A., Taysum, A., Eadens, D. (2024). Effective and Efficient Investment in High Quality Education and Training; Reversing Unconscious Bias in Finland, American Educational Research Association Annual Meeting, Philadelphia, April, IPG:  Full paper online:

Hysa, F., Taysum, A., and Eadens, D. (2024). Higher Education Doctoral Study Credentialing Educational Leaders: Boosting Albania’s Inclusive, Competitive and Democratic EU Future, American Educational Research Association Annual Meeting, Philadelphia, April, IPG: Full paper online:

Salha., S., Arar., K., Taysum, A., (2024). Palestine Occupied Territory: Scoping Efficient and Effective Investment in High-Quality Education and Training Dismantling Racism, American Educational Research Association Annual Meeting, Philadelphia, April, IPG: Full paper online:

Zohri, A., Taysum, A., Eadens, D., Arar., K. (2024). Higher Education Credentialing Lifelong Learning; King Mohammed VI African Institute, Marrakech Framework and 2030 Agenda, American Educational Resarch Association Annual Meeting, Philadelphia, April, IPG: Full paper online:

Imam, H., Uchi., D., Khan., M., Taysum, A., Arar., K. (2024). Higher Education Mobilizing Vocational Education and Training to Support Nigerian Rural Communities in Optimizing Nutritional Values of High-Yield Crops, American Educational Research Association Annual Meeting, Philadelphia, April, IPG:
Full paper online:

Al-Abdullah, Y., Taysum, A., Eadens, D., Altae, M. (2024). Higher Education Credentialing Lifelong Learning, Participatory Policy, and Public-Private Partnerships: Lebanon and Turkey Boosting Inclusion, American Educational Research Association Annual Meeting, Philadelphia, April, IPG:  Full paper by Al-Abdullah, Y., and Taysum, A. (under review) Oxford Encyclopedia of Education


To build on the events at University of Helsinki:  

Eadens, D., Kallioniemi, A., Taysum, A., Hysa, F., Altae, M., Salha, S. Zohri, A., Imam, H., Al-Abdullah, Y., Uchi, D., Khan, M.I. (2024). Education for Peace in The Middle East, Africa and Strengthening New Partnerships Through Global Diplomatic Relations. UNESCO Pre-Conference Meeting Reimagining Teachers and Teacher Education for Our Futures' Conference, Helsinki University, Finland June (Invited). 12 - 4 pm


Taysum, A. (organiser) Eadens, D., Kallioniemi, A. (UNESCO Chair), Hysa, F., Altae, M., Salha, S. Zohri, A., Imam, H., Al-Abdullah, Y., Uchi, D., Khan, M.I (2024). 'Teachers Building Communities' Languages and Cultures of Democracy to Dismantle Systemic Injustice in Reimagining Teachers and Teacher Education for Our Futures, UNESCO Conference hosted by University of Helsinki, June 2024. You may be interested in a paper that informed this series of presentations online here

PEG is also presenting at the European Conference for Education Research, Nicosia, Cyprus on 27- 30 August 2024 at University of Cyprus with the title: 

‘Teacher Training and Continuing Professional Development for Building Communities’ democratic languages and cultures; informing feedback-loops to policy to dismantle systemic-injustices, 

and at the World Education Research Association at Manchester University, UK on 8 – 12 September 2024 with the title: 

‘Communities Who Know How To Build Their Capacity to Use Conceptual Frameworks and Methodologies to Find Solutions to Achieve Agenda 2030’.


PEG is very keen to learn more about your exciting impact or intention to create impact for building community to meet Agenda 2030. This is  with evolving gender relationships to meet Sustainable Development Goal 5 that Empowers Young Societal Innovators for Equity and Renewal (EYSIER) who became advocates for their human rights and social justice to hold governance systems accountable for safeguarding rule of law. 

The goal of PEG is to use our multivarious meetings to discuss action plans to build community with different communities and organisations and receive feedback from members and their networks on the action plans to optimize building inclusionary communities of trust, that know how to advocate for their human rights.


This includes our most vulnerable people in Palestine and in refugee camps in Iraq, Lebanon, Turkey, France, Azerbaijan and those vulnerable to risky business Globally in the Middle East, The African Union, Asia, The Balkans, Europe, Oceania, and Europe. We work particularly closely with our Finnish partners on the borders with Ukraine and Russia and who have high quality education systems that develop critical thinking and self-management.


Your conference presentations can be linked to this library  so please become a PEG Member for Free  and send in the links to your coference presentations and we will publish the links here.  


The library will grow as PEG realises  next steps  to become indentured as a Charity and raise the funds to facilitate groundwork cases that develop faculty of judgement with each of our partners. This includes a cohort of students who want to enroll in an online or hybrid course that can mobilise PEACE, ABCDE and APS Learning (see Journal of Groundwork Cases and Faculty of judgment).  


Our PEACE meetings will enable us to work with communities and teachers with Agendas using ABCDE so that the communities can identify culturally relevant indicators they need to create models to enable them to monitor and evaluate incremental progress towards meeting their goals.


Assessment for Personal and Social Learning will identify if milestones are missed so that the community can use their PEACE meetings’ agendas to develop strategies that mitigate for the missed milestones in real time, rather than 6 months later when their course is finished which is a barrier to them optimising their wellbeing and learning. Professional Educators and Administrators Committees for Empowerment (PEACE) enable our communities to establish the culturally relevant needs of different communities which will be different in each local and particular situation. PEG will use this information to develop micro credential modules that empower communities to self-advocate and rebuild their communities and their embedded economies with communities that welcome them rather than trying to displace them again. 

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