International
Advisory Board:

  • Sheikh Dr. Muhammad Al-Hussaini
  • Dr. Rosa Alonso
  • Rafael L. Bardaji Lopez
  • Prime Min. Édith Cresson
  • Prof. Hatice Dogan
  • Amb. Luigi Vittorio Ferraris
  • Prof. Andreas Grünschloß
  • Amb. Mezri Haddad
  • Sheikh Dr. Tawfik Hamid
  • Amb. Jana Hybášková
  • Prof. Orit Ichilov
  • Johannes “Hans” Jansen
  • Min. & Amb. Pierre Kipré
  • Prof. Kemal Kirisci
  • Prof. Dana Lindaman
  • Dr. Emanuele Ottolenghi
  • Dr. Daniel Pipes
  • Sen. François Roelants du Vivier
  • Prof. Rogan Randall
  • Dr. Jean-Christophe Rufin
  • Prof. Antoine Sfeir
  • Min. &Prof. Shimon Sheetrit
  • Prof. Emmanuel Sivan
  • Dominique Sopo
  • Amb. Georges Tadonki
 

IMPACT-SE's Applied International Educational Standards based on UNESCO Declarations and Recommendations:

Our unique methodology is based on UNESCO's declarations, recommendations and documents on education for peace and tolerance:

1. Do the curriculum and schoolbooks recognize the “other”? Do they promote tolerance, understanding and respect toward the “other,” its culture, achievements, values and ways of life? Does it address the sources of intolerance?

2. Do the curriculum and schoolbooks develop capabilities of non-violent conflict resolution?

3. Do the curriculum and schoolbooks promote peace and peace processes? Does it promote international understanding and cooperation? Does it bring the pupil to understand and assume his or her responsibilities for the maintenance of peace?

4. Are the curriculum and schoolbooks free of wording, imagery and ideologies that would likely create prejudices and misconceptions, stereotypes, misunderstandings, mistrust, racial hatred, religious bigotry, and national hatred, as well as any sort of hatred or contempt for other groups or peoples?

5. Are all educational materials (textbooks, workbooks, teachers’ guides, maps, illustrations, aids) up-to-date, accurate, complete, balanced, and unprejudiced, and do they use equal standards so as to promote mutual knowledge and understanding between different peoples?

6. Do the curriculum and schoolbooks include full, adequate and objective data and critical analysis of the historical and contemporary factors underlying the contradictions, disputes, conflicts and tensions between countries and groups, together with study of ways of overcoming these contradictions?

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