About African Projects/Foundation for Peace and Love Initiative (AFPLI)
African Projects/Foundation for Peace and Love Initiatives, a grassroots proactive peace organization set up with the objective of promoting ethnoreligious and ethnopolitical harmony in Africa through structured education for peace, socio-cultural adjustment programs and indigenous peace-building capacities. A 501(c)(3) NGO, with its headquarters in the United States of America, and accredited by the UNDPI (United Nations Department of Public Information) is developing continental chapters throughout Africa and encouraging the establishment of affiliates in other parts of the world (USA, Canada, United Kingdom, Europe, Asia, Middle East and all the “third worlds”) with a view to starting a new conversation with the rest of humanity about the need for grassroots proactive peacebuilding, conflict resolution, conflict management and conflict transformation in Africa.
What is Our Philosophy?
Proactive Grassroots PeaceBuilding
Proactive grassroots peacebuilding (PGB) is both a concept and a process. PGB is a concept which promotes and builds peace proactively at the grassroots levels. It is process in that the concept identifies various grassroots levels and engages ideals that could promote peacebuilding at such level in advance. Though this process includes and embraces concepts of conflict resolution, conflict management, and conflict transformation, its goal is to engage these concepts proactively through various grassroots apparatuses. Such apparatuses include formal education system (primary, secondary, tertiary and vocational); socio-cultural community systems (religious, society, and the environment). Each of these apparatuses targets appropriate focus groups within the identified grassroots. The channels being engaged for proactive grassroots peacebuilding founding of school and community based peace clubs, creation of peace education centers, design and development of age relevant peace education curricula, workshops, seminars, conferences, programs and events.
The proactive grassroots peace building concept is structured around two pillars: structured education for peace and socio-cultural adjustment programs. The theme of the proactive grassroots peace building is built around peace, love, and social/restorative justice.
Socio-Cultural Adjustment Programs
Peace is a pursuit. Pursuing proactive peacebuilding from the sociocultural perspective is an authentic and a needful approach. Socio-cultural adjustment is therefore an important pillar upon which our organization has constructed its proactive grassroots peacebuilding. Multi-culture and multi-ethnicity are now peculiarities of schools, societies and communities, and therefore factors affecting smooth peaceful coexistence at community, society, global levels. In a world where every family is a tribe, every ethnicity is a nation, where political parties are partisans and religions are sectarian, it has become paramount to design and develop socio cultural adjustment programs that would communities and societies of global citizens based on our common sentient beings of our humanity and the human blood which flows in our veins. With a thorough examination of various concepts and theories of culture and subcultures pervading the sociological and anthropological dynamics of human societies, peaceful co-existence cannot be guaranteed or even expected unless socio-cultural adjustments are pursued and deliberately modified. The need to investigate analyze, interpret and evaluate African anthropology and sociology from the African perspectives of culture, family and community, gender issues, occupations and co-existence (peaceful and Otherwise) cannot be overemphasized. No peace project may succeed in Africa unless the historicity and interpretation of African cultures and subcultures are thoroughly explored. Intense efforts must be made to induce cultures and subcultures into meaningful dialogue, communication and conversation.
Structured Peace Educations
Structured Education for Peace (SEP) is the second pillar upon which the organization builds in proactive grassroots peacebuilding for peace and harmony. The idea of SEP is to design and develop age relevant peace education curriculum to serve the age relevant school and community based peace clubs. These structured educations for peace also explore various peace education pedagogies suitable to relevant grassroots identified among communities and societies. The ultimate goal and objective is to be provide proactive peacebuilding education curriculum that would be relevant to each identifiable demographic setting being target for peacebuilding.
The concept of structured education is well known to educators. Structured education can be described in two ways:
- Almost all education from kindergarten, nursery and primary (elementary) to junior and senior secondary (junior and senior high) can be regarded as structured education because the students are taught nearly the same curriculum.
- A structured education could take a situation of a structured setting. For example, patients or groups of patients who are suffering from a particular stage of ailment, such as type 2 diabetes, could be offered a structured education to deal with their medical situation. Another form of this example is where certain students attend a special class to learn some social or behavioral skills and their attainments are periodically measured with standardized feedback.
The structured education for peace (SEP) designed by APPLI/AFPLI works within the two examples mentioned above. Age-relevant curricula were specifically designed and tailored to meet the need for peace education at different age levels or age brackets. Because the primary target of SEP was the school system, the age-relevant peace education curricula were divided into four parts: (1) nursery and primary, (2) junior and senior secondary, (3) tertiary and (4) vocational.
Global Citizenship Education (GCE) is in itself a form or variety of structured education for peace. Nowadays, GCE is an important trend in UNESCO’s curriculum for peace education alongside the culture of peace education and it is capable of being promoted and mobilized locally, nationally, regionally, and globally. GCE can also be conditioned to be taught across age and gender group. GCE can be conditioned to be taught universally because it can overcome cultural and geographic barriers. GCE can be technologically supportive through the instrumentality of social media in that targeted GCE curriculum could be taught as online courses through smart phone and other electronic gadgets.
APPLI/AFPLI has subscribed to UNESCO’s culture of education as well as global citizenship education. The UNESCO’s culture of peace education consists of six components: human rights education, nonviolence education, multicultural education, global citizenship education, peace education and culture of peace education. Components pertinent to UNESCO’s GCE include regulated curricular approaches, using information and communication technologies, sports- and arts-based approaches, community-based approaches, teacher training, youth-led initiatives, and monitoring and measuring global citizenship education.
APPLI/AFPLI as a recognized and accredited NGO by the United Nations Department of Public Information (UNDPI) promotes its own signature proactive grassroots peacebuilding education for peace and harmony consisting of structured education for peace (SEP), socio-cultural adjustment programs (SAP), school-based youth peace initiatives (SBP), community-based peace initiatives (CBP), community intervention programs (CIP), and conflict transformation processes (CTP).
As a proactive grassroots peacebuilder, it has been the desire of APPLI/AFPLI to pursue initiatives that could result into political goodwill. Through politics of reason and no bitterness, it should be possible to achieve political goodwill proactively at the grassroots. Often, goals are similar if not the same. Conflicts arise when we disagree on the best ways or methods to reach our set goals. This is where pursuit of ethnopolitical harmony becomes paramount. The peace and harmony of many developing countries and third worlds countries are still overstretched by ethnopolitical disharmony. Political leaders and their followers require ability to move beyond partisanships to achieve political goodwill. Through the apparatuses of its structured education for peace and socio-cultural adjustments, APPLI/AFPLI will work to promote political goodwill at the various levels of the national and global citizenship, beginning at the grassroots.
At APPLI/AFPLI we believe interfaith harmony is achievable. We have established a peace and harmony day. Every second Sunday of the month in the church, and every second Friday of the month in the mosques, and every second Wednesday of the month in schools.
Inter-ethnic Harmony and Intra-ethnic Harmony
Inter-ethnic harmony is pursuit that must be embraced in African communities. A contributor to ethnoreligious and ethnopolitical harmony is inter-ethnic and intra-ethnic harmony. Teaching inter-ethnic and intra-ethnic harmony is also important to our structured education for peace. Events grounded in inter-ethnic and intra-ethnic activities will promote societal mutual understanding. It will reduce suspicions among people who speak different languages, yet must live, work, play, and worship together. The goal of our socio-cultural adjustment programs is to improve inter-ethnic and intra-ethnic harmony.