Finding the ways to introduce disarmament and non-proliferation education and training into post-conflict situations as a contribution to peace-building.

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The transition from a violent conflict to a more peaceful and secure society is a long, complex and multi-staged process. Disarmament and non-proliferation education and training is a component of larger peace-building efforts, aimed at saving lives, restoring hope and strengthening a culture of peace. 

The cessation of violent conflict does not necessarily mean enhanced security for the population. Landmines await the footfall of a child. Small arms remain in circulation, whether in the hands of a still frightened population or in those of groups competing for power and resources. These weapons represent an omnipresent and long-term threat to security and stability. In addressing these post-conflict dangers, disarmament and non-proliferation education and training can make a significant impact. For example, mine-awareness education must be undertaken, former combatants disarmed and demobilized, democratic security forces trained, surplus and illicit arms collected and destroyed whenever possible. Without relevant and immediate education, training and awareness on these and other issues, an opportunity to foster and strengthen peace ó among all sectors and levels of society ó might be irreversibly lost. 

The successful implementation of peace agreements, including their disarmament and demobilization provisions, requires targeting disarmament and non-proliferation education andtraining to the specific needs of diverse target groups. Military and security forces as well as leaders at both the local and national levels must be sensitized to these issues. Other measures must meet the special education and training needs of women and children, groups that are disproportionately affected by armed conflict. 

Disarmament and non-proliferation education and training are essential elements of programmes for the demobilization, return, resettlement and reintegration of former combatants. These programmes strengthen educational initiatives through a broad, comprehensive approach covering primary, secondary and higher education as well as professional and technical training. 

In many post-conflict situations, disarmament, demobilization, and reintegration programmes must be adapted to the special educational and emotional needs of child soldiers, and serve as a transition to their reentry into formal education systems. Disarmament, demobilization and reintegration programmes must also address the needs of the communities that absorb former combatants, whether adults or children. As they are on the ground and directly involved in concerned communities, civil society organizations, especially NGOs, are key players in developing and delivering formal and informal disarmament education in post-conflict situations. 

Women have an essential role in helping to create the conditions for the cessation of violent conflict, in such activities as monitoring the peace, dealing with trauma among the victims and perpetrators of violence, collecting and destroying weapons and rebuilding societies. The United Nations Security Council, in its resolution 1325 (2000), recognized women's contributions to peace and security and urged Member States to ensure increased representation of women at all levels of decision-making in these areas. 

The media, particularly radio, are an essential tool for public information and education on disarmament, demobilization and security topics. They are especially important when extensive destruction has been caused to the infrastructure and social fabric of a country during conflict. 38. Innovative approaches have been made to introduce disarmament and non-proliferation education and training in post-conflict situations, especially highlighting United Nations and civil society partnerships. Several examples are worthy of mention. 

The United Nations Department for Disarmament Affairs, its regional centres and the Hague Appeal for Peace, a non-governmental organization with a strong educational component, are implementing a peace and disarmament project entitled "Education for action", intended to demilitarize the mentality of young people and mobilize community support for weapons collection programmes in four countries (Albania, Cambodia, Niger and Peru). Key elements of the project are a sustained teacher-training programme and the use of local customs for conflict resolution and peacemaking. 

The UNICEF project entitled "Disarming the minds of children and youth: raising awareness andaddressing the impact of small arms"is being implemented in four post-conflict situations (Kosovo, Somalia, Sudan and Tajikistan) that are affected by an uncontrolled presence of small arms. Project activities include developing teaching materials and school curricula on non-violent conflict resolution, building support networks within civil society and strengthening a culture of peace. Future advocacy activities will include both child-focused and more general community-wide efforts, targeting political authorities and key civil society organizations. 

 The global movement to raise awareness of the scourge of anti-personnel landmines and to demand their eradication was led in large part by civil society and NGOs working in concert with like-minded Governments and international organizations and agencies. Those partnerships made an immeasurable positive impact through mine-awareness education in mine-affected areas, the training of mine-clearance workers and raising a new global consciousness about this type of weapon.

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