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We know that peace education helps individuals transform conflict in their own lives, understand and respect other cultures and ways of living, and treasure the Earth. Teachers of peace education encourage their students to cooperate with each other, think critically, solve problems constructively, take part in responsible decision-making, communicate clearly, and share their feelings and commitment openly. These skills and values are essential for survival in an increasingly interdependent world, where violence has become an instrument of policy. Peace education seeks to enable learners to envision a range of possibilities that could lead from a culture of war and violence to a culture of peace. One widely used method to encourage such envisioning is posing an inquiry into the characteristics of peace. Efforts are being made to educate students and teachers about non-violence and human rights via peace education programs. This book lays a foundation for students, teachers and peace educators to explore the elements necessary to create a peaceful society. Educating for Peace will help to build a peaceful, just and sustainable world for our children.Educating for Peace consists of seventeen chapters. Chapter one deals with the pro-motion of education for a peaceful society; chapter two details how to emphasise the importance of peace to children. Chapter three of this book sketches out peace education in a non-formal way, while chapter four deals with education for peace and non-violence. The following chapter clearly defines the conceptualization of peace education. Chapter six defines what exactly a culture of peace entails, while chapter seven deals with a research study on non-violence. Chapters eight and nine address pressing concerns in peace education and creating a violence-free school respectively. Chapters ten and eleven deal with the

AbstractPeace education aims to equip future citizens with the necessary knowledge, attitudes, and skills to acknowledge and respect all kinds of diversity and understanding with human dignity. This article is based on empirical research to examine the practices of peace‐related activities in secondary schools of Mizoram. Mixed method was employed in this study. The secondary school students and the teachers of Mizoram were the target populations of the study. The total sample of the study comprised of 200 students: 100 boys and 100 girls of class IX; 100 teachers from 20 government secondary schools of Mizoram were drawn through a simple random sampling technique. A self‐made questionnaire consisting of 23 items, semi‐structured interview, and Focus Group Discussion were used as the techniques of data collection. The study showed that peace education components embedded in the existing curriculum were being taught through cocurricular and extracurricular activities. This article concludes by suggesting that teachers need to consider and include the guiding principles of peace and should encourage students to develop their critical thinking, reasoning, awareness of societal problems and issues, broadening their outlook, and concentrating on studies and to be associated with cocurricular activities.

This study is an empirical research aimed at identifying the causes of violence against women in graduate schools in Mizoram, and its effect on higher education. The researcher adopted a mixed approach and used quantitative and qualitative methodologies to analyze the context, dynamics and practices implemented in Mizoram Graduate Schools to minimize violence against women. Four forms of abuse, namely physical, verbal, sexual and psychological violence against women, have been seen in various Mizoram degree colleges. Youth fashion, hostile family environment, pressure of examination, peer group, disabilities of women, influence of drugs and alcohol and computer gadgets are main causes of violence against women in Mizoram severely affecting women in higher education and academic achievement. The Government of India should take initiatives to reduce violence against women to improve higher education of women in Mizoram.

India completing five years since mandatory CSR was implemented under Sec 135 of Companies Act, 2013 compelling Indian companies to contribute 2 % of their last three‐year average net profit in few specified areas of CSR activities as mentioned in the seventh schedule of the Act. In the same period, United Nations outlined the 17 goals based on sustainable development that contains 169 objectives signed by various 193 countries around the globe contributing social, environmental causes to establish a glorious life and opportunities for everyone in the year 2015. The realization of sustainable development goals agenda 2030 lies with the Business sector, corporate as well as Government sector and also the civil society plays a significant role in this regard. The present study aims to map the CSR activities with sustainable development goals and review the mandatory CSR practices of 40 Indian companies and how companies are leveraging CSR thereby attaining sustainable and progressive target.