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The peace education field in the west by eminent scholars like Johan Galtung, David Hicks, Kenneth Boulding, and Betty Reardon has an extraordinary impact on Muslim educators who desire the field of peace education to flourish in their own communities. However, a new generation of Muslim scholars and practitioners who have studied western approaches to peace education and conflict resolution immediately realized that the transfer of western concepts in itself were deficient and ineffective because it did not resonate in an Islamic context. Recently, Islamic peace education manuals and textbooks have been designed and implemented in several Muslim communities to meet the demands of peacebuilding. Western policy analysts have written disparaging criticism against the Islamic seminary curriculum because it uses pre-modern texts to teach traditional Islam and these outdated non-inclusive texts foster intolerance amongst Muslim seminarians. This essay first examines the challenges and problems Muslim educational NGOs faced in creating peace educational manuals for communities and public schools, then the essay proceeds to analyze various Islamic peace education textbooks and projects specific to seminary teachers and students. Adapted from the source document.

The practice of pharmacy, as well as pharmacy education, varies significantly throughout the world. In Jordan, Kuwait, and Saudi Arabia, the profession of pharmacy appears to be on the ascendance. This is demonstrated by an increase in the number of pharmacy schools and the number of pharmacy graduates from pharmacy programs. One of the reasons pharmacy is on the ascendance in these countries is government commitment to fund and support competitive, well-run pharmacy programs.

The study examined community education as a correlate of participation in community development activities in Ikwuano LGA in Abia State, Nigeria. Descriptive survey research design was adopted for the study, while two research questions and two hypotheses were generated from the research objectives. The target population of the study comprised 2,238 members of community drawn from 10 communities. Proportionate sampling technique was adopted to select 30% (696) respondents and the instrument used for data collection was a questionnaire titled: Community Education Correlates of Participation in Community Activities scale (CECOPCDAS). The reliability index of the instrument was 0.82 determined through the use of Pearson Product moment Correlation Statistics (PPMC). The hypotheses were tested using Pearson Product Moment Correlation (PPMC) analysis at 0.05 level of significance. The findings from the study revealed that community education affected people's participation in community development activities in their communities (Mean = 2.7). It was also found that community education is a social engineering tool for citizen participation in community development activities in Ikwuano LGA (Mean = 2.5). It was further revealed that there was a significant relationship between community education and citizen participation in community development activities and levels of awareness on community development activities (r=0.695, p<0.05). In addition, it was discovered that there was significant relationship between community education and the level of citizens' participation in community development activities (r = 0.510, p<0.05). The study therefore recommended among others that community education should beimproved and given adequate attention to enhance sustainable development in Nigerian communities.

The field of the history of mathematics education, inscribed in the field of research on mathematics education in Brazil, has been developed as a result of the work of many groups of researchers, dedicated to varied themes under the light of various theoretical and methodological approaches. While it is impossible to describe in detail such studies in a single article, the objective of this text is to offer an overview of research results on a specific topic – mathematics in secondary education and training of teachers to teach at this level, over the years. The current situation of the country regarding education in general is related to the past and different Brazilian political periods: Colony, Empire and Republic. We will succinctly examine the beginnings of Brazilian basic school education before the Republic, seeking to highlight characteristics of secondary school studies, especially regarding the teaching of mathematics. Then, we will focus on the same themes during the period after the establishment of the Republican regime. Finally, we will discuss the historical trajectory of the training mathematics teachers who work on secondary education in the country.