Journal of Research in Peace, Gender and Development Vol. 1(4) pp. 155-160, May 2011 Available online http://www.interesjournals.org/JRPGD Copyright © 2011 International Research Journals Review Designing a peace education programme for secondary schools Lokanath Mishra At-Oringabalisahi,Po-Mathakaragola Dist-Dhenkanal Orissa India E-mail: mishra_loknath@yahoo.com Accepted 19 May, 2011 Peace education programme in a school is basically a character building intervention based on a human, civic, moral, and spiritual value system with stress on developing peaceful living competencies in children. A peace education programme can incorporate all such good efforts. The innovation should be evolutionary, i.e. building on the existing efforts rather than to be revolutionary in trying to be different or go against them. In this paper we discuss designing a programme at the management level. Designing a programme begins with identifying the existing needs& needs have to be stated in form of objectives. In deciding the objectives it is necessary to analyze the existing apparent conditions. A school has to continuously work to strengthen and nourish the existing school culture. With this objective in mind the school can select current world issues to raise the global awareness in the students. A peace education programme can put together all the character-building efforts of school into a single project with a view to ensure the effective implementation. Key words: Peace education, conflict resolution and secondary school INTRODUCTION The school timetable should have enough planned activities and provision of incorporating value of peace in life, so that students are adequately exposed to peace making behaviors. Enough opportunities should be given to students for participation in activities which are conducted to fulfill the aims of peace making behaviors. Such participations are bound to help the children to drive a sense of peace and harmony. School should try to develop a suitable teaching-learning environment, so that the students can develop the traits of leadership for tomorrow. With the help of such activities, their minds become fertile grounds for conceiving ideas based on peace and harmony. On the base of this trait the students start doing services in and around their areas for extends and doctrinarian of peace when an individual is able to transcend the levels of selfish existence through the helps and services rendered to others, and he becomes the guardian of peace. Around him, a team can be built, consisting of like minded individuals. Encouragement for participation in scouts and guides, cubs and bulbuls, sports, National Cadet Core, national service, cultural programs, and several healthy contests conducted by various approved agencies; motivation towards becoming the members of local peace organizations, visit to the riot-affected areas , are some of the methods through which school can develop the culture of spreading peace education practiced in the form of social service rendered to needy people and society in and around the school. If a school has to be effective and successful in such endeavours of developing and spreading peace through timetable and curriculum transaction and experiences, it should have a strong team of suitable teachers, who are interested and are keen in undertaking suitable activities. The role of schools imparting peace education is many folds. In the different dimensions of the role of schools in spreading the peace education. It is in this context that the school has to play a positive and constructive role to strengthen the innate human potentials and natural one's true self. it is useful to go in details about the school's organizational climate, because the role of school in peace education mostly dependents upon the organizational climate. As per Dr. M. Sharma 2007) "Organizational climate may ultimately be defined in