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The UNESCO-Hamdan Prize for Teacher Development recognizes organizations that have demonstrated outstanding commitment to improving teaching and learning and realizing SDG4. Graines de Paix is one of the laureates that has exemplified innovation in education through the promotion of violence prevention and peace in teacher training.
Graines de Paix is driving positive change in the education sector across countries by fostering violence-free learning environments and empowering educators to employ constructive teaching methodologies. Their outstanding initiative in Benin, Apprendre en paix, enseigner sans violence (Learning in peace, education without violence), earned them the 2022 UNESCO-Hamdan Prize for Teacher Development.
Graines de Paix offers innovative educational solutions, focusing on violence prevention, well-being, peace, security, equity, and inclusion. They empower teachers to shift from punitive authoritarian postures to positive, empowering approaches, resulting in greater teaching satisfaction and enhanced student engagement.
In this interview, we delve into the transformative journey of Graines de Paix, exploring the impact of their work on education in Benin and their experience as recipients of the UNESCO-Hamdan Prize for Teacher Development.
Do you think your project helps make teaching more attractive?
“Yes, indeed. Through our teacher-training programme, teachers develop greater job satisfaction for several reasons.
Firstly, our programme emphasizes learners’ cultures and languages. Teachers are trained to conduct classes through traditional games and tales.
Secondly, teachers have learned to abandon coercive and often violent disciplinary methods such as corporal punishment, by adopting positive discipline, caring attitudes, and appropriate tools. Co-creating a class charter with their students, providing them with constructive feedback, and words of encouragement are among our trademarks. Teachers thus move from a punitive model to that of “gardeners” who cultivate and empower each student, helping them grow while learning. This positive authority has enabled better student fulfilment, and in turn strengthened recognition towards teachers. Students are no longer afraid of their teachers.
Thirdly, we train teachers in collaborative methods, grouping students into teams of two, three, or four for various objectives. These methods allow teachers to better manage overcrowded classes and create a connection with the quietest students. Students reinforce their human values and life skills through interactive learning.
Fourthly, we encourage a positive and joyful school climate through playful and engaging activities, thus reducing conflicts, demotivation, and school dropouts. Overall, our training sessions and resources instill in teachers a strong sense of achievement and pride. This is true to such an extent that teachers within the programme request further training and teachers outside the programme’s current reach are asking to participate.”
How has the UNESCO-Hamdan Prize advanced your project?
“Being honoured by UNESCO, the key UN education pillar, has strengthened our reputation as a partner for quality education. The award has boosted teacher morale and our partners see it as a mark of credibility. In Benin, this award has made it possible to launch a new phase of the programme which includes initial and ongoing teacher training programmes. The collaboration with the Ministry of Education of Benin has also been strengthened.
The Prize’s funds also made it possible to expand the programme in northern Benin in 2023, with the training of 3,500 teachers, 140,000 students, and 5,200 parents.”
What is the next big challenge for your project?
“We would like to research how our approach reduces learning poverty and improves school outcomes, notably for girls. An external evaluation will measure the impact on both teachers and students, examining teachers’ burnout, relationships with students, positive behavioral models, and changes in teaching practices; and examining students’ academic results, reduced violence, and experiences in peaceful classroom environments.
We are most proud to currently develop a teacher training programme on how to incorporate life and peace competencies to specifically raise the levels in math and language for the third phase of the project (2024–2028), the impact of which will be evaluated.”
read more: https://www.unesco.org/en/articles/graines-de-paix-teaching-without-violence-benin
