“Just talk”
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MANILA, DEC. 2 – The Government of the Republic of the Philippines (GRP) and the Moro Islamic Liberation
Front (MILF) peace panels tonight announced the resumption of formal peace talks in Kuala Lumpur on Dec. 8-
9.
The resumption of formal negotiations was announced in a joint statement signed by Undersecretary of
Foreign Affairs Rafael E. Seguis and Mohagher Iqbal, peace panel chairmen of the GRP and MILF, respectively.
Both Seguis and Iqbal also announced the formal establishment of the International Contact Group (ICG) for
the GRP-MILF peace process.
The ICG is initially composed of the United Kingdom, Japan, and Turkey as member countries, The Asia
Foundation, the Centre for Humanitarian Dialogue, the Conciliation Resources and the Muhammadiyah as
international non-governmental organization (INGO) members.
“The formation of the ICG finally clears the way for the formal resumption of the peace talks,” the joint
statement said.
The first organizational meeting of the ICG will be held in Manila on Dec. 4.
Talks between the government and MILF bogged down in August last year following the aborted signing of the
controversial Memorandum of Agreement on Ancestral Domain (MOA-AD) which was ruled by the Supreme
Court as unconstitutional.
Despite the fighting that flared up between government troops and wayward elements of the MILF in some
parts of Central Mindanao after the MOA-AD was not signed, the GRP and MILF continued their back-
channeling efforts to resume the stalled peace talks.
Since being named as Presidential Adviser on the Peace Process, Secretary Annabelle T. Abaya has been
working hard for the resumption of formal negotiations with the country’s two main rebel groups – the MILF
and the Communist Party of the Philippines/New People’s Army/National Democratic Front (CPP/NPA/NDF).
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Japan accepts invitation to join int’ l contact group
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MANILA, NOV. 28 – Japan hasaccepted an invitation to take part in the International Contact Group (ICG), a
body comprising government and non-government organizations, to help restore mutual trust between the
Government of the Republic of the Philippines (GRP) and the Moro Islamic Liberation Front (MILF) to pave the
way for the revival of stalled peace talks.
Japanese Ambassador to the Philippines Makoto Katsura confirmed Japan’s acceptance he said his country
has been very keen in pouring in development assistance through the Japan International Cooperation Agency
(JICA), Japanese Embassy, and International Monitoring Team (IMT).
Last Tuesday, the Turkish Government formally accepted the GRP and MILF’s invitation through a letter sent by
Turkish envoy Adnan Basaga.
Saudi Arabia and United Kingdom have also been invited to join the body.
Non-government organizations that agreed to become members of the ICG include Centre for Humanitarian
Dialogue (CHD), The Asia Foundation (TAF), London-based Conciliation Resources, and Jakarta-based
Muhammadiyah.
In a meeting held last September 15 in Kuala Lumpur, Malaysia, the GRP and MILF peace panels forged an
agreement to create the ICG to break the impasse in the negotiations following the aborted signing of the
controversial Memorandum of Agreement on Ancestral Domain (MOA-AD), which was ruled by the Supreme
Court as unconstitutional last year.
The formation of the ICG is the second agreement among three confidence-building measures identified by
the GRP and the MILF to resume the talks.
GRP panel chair Ambassador Rafael Seguis signed for the Philippines while Mohagher Iqbal signed in behalf
of the MILF, and Datuk Othman Bin Abdul Razak of Malaysia signed as third party facilitator.
The first agreement is the suspension of military operations (SOMO) by the Armed Forces of the Philippines
(AFP), which was reciprocated by the MILF through its suspension of military activities (SOMA), while the third
is the Agreement on the Civilian Protection Component of the international Monitoring Team (ACPC-IMT)
signed in Kuala Lumpur on October 27.
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Lanao school principal cited for championing peace
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BACOLOD, LANAO DEL NORTE, NOV. 29 – At the height of the fighting in southern Philippines, schools were
virtually transformed into instant evacuation centers for internally displaced people (IDP).
But rather than being driven to anguish and despair, an innovative school principal took the dismal condition of
her school as a challenge by implementing a new curriculum called peace education that cut off the culture of
violence that pervaded in the entire community.
Godilla V. Lao, principal of Liangan East Elementary School, said that education is the key to achieve a lasting
and genuine peace, and a teacher plays a big role on this aspect, particularly in armed conflict areas where
diverse faiths exist.
In 2006, after attending a Peace Education Training, Lao made Liangan East Elementary School as a model
for a “school of peace.”
To her amazement, the response from both her co-teachers and students and even the parents themselves
was tremendous. Hope filled everyone’s heart. They take pride in their esteemed role as peacemakers.
Inspired by her new found adrenalin, Lao wasted no time in promoting to other school principals and teachers
the integration of peace education into the curriculum and the conduct of peace-related school activities.
She likewise sought the active support of parents and the local government of Liangan in putting up structures
such as peace park and peace garden in the school premises.
In 2008 when she moved to Bacolod Central Elementary School as the new school administrator, Lao
vigorously pursued her vision of a school where teachers and students can truly experience peace and learn
how they can actively promote it within the school and to the community at large.
Lao also believes that personal conviction on the value of peace is a key ingredient for peace work to succeed.
“The work for peace is something that I feel passionate about because it is an extension of what I do in our
church,” she added.
Lao underwent a series of seminars on peace education conducted by the Office of the Presidential Adviser on
the Peace Process (OPAPP), the Department of Education (DepEd) and UNICEF.
The training was aimed at educating teachers and principals in conflict-affected areas on integrating peace
values, concepts, and skills into the school curriculum. Participants also received Peace Education Teaching
Exemplars (PETE) which is a compilation of sample lesson plans integrating peace into subjects such as
history and social studies (HEKASI), English, mathematics and science.
Nurturing the seed of peace
Lao admitted that the promotion of peace education is not without birth pains.
In the beginning, she had to labor hard in rallying for support from teachers, parents, local community leaders,
and the whole community, knowing she could not do it alone.
Like a mother anticipating a brighter future and new beginning, she knows she had to engage the whole
community in this cause.
To ensure that students truly learn the value of peace and skills that promote non-violent ways of resolving
conflict, it has to be reinforced in all school programs, in the family, and the community. School activities
promoted intercultural and interfaith understanding and the collaboration of people of different cultures and
faith.
Among the concrete projects initiated by Lao to promote a culture of peace included the setting up of a peace
park and peace garden.
The Barangay Council and parents of the graduating class helped in establishing the peace park made
unique for its deliberate effort to promote peaceful co-existence.
In this park, everyone who enters will be considered a friend. Students know that no one will quarrel with them
in this place. This has been a refuge for both teachers and students who seek peace.
The park was opened to the whole community as well to encourage bonding moments among families and
friends to provide a relaxing venue for communicating and resolving personal issues.
Peace quotations and rights of a child are likewise hung on the trees for everyone to be reminded of their
responsibility in promoting peace.
Similarly, in the school of peace, Lao would not want poverty to be a hindrance for students to maximize their
learning.
For instance, in anticipation of possible rice shortage, they started a banana-planting project and planting of
other root crops at the back of the school.
The produce is shared among the students, particularly to children from low-income families.
Teachers and students were also encouraged to expand this initiative into their own homes to help the
community in coping with hunger and poverty.
To sustain the gains of peace education in her school, Lao regularly invites priests, Imams/Muslim leaders,
local government official, parents, and community residents to engage them as partners in educating for
peace.
She even initiated the formation of a peace council within the Parent Teacher Community Association (PTCA)
which is actively involved in resolving conflicts inside the school.
Lao believes in a kind of leadership that inspires and influences people to action.
“To get support for your cause, you have to consistently show that you are sincere in implementing the
program. You also have to know well the stakeholders you are engaging with so you’ll know the best way to
present your proposal and identify their appropriate roles in the undertaking,” she said.
She encouraged other principals to actively implement peace education program in their respective schools.
One is Ms. Josephine Viscaya who later became the principal of Liangan East Elementary School.
Viscaya continued what her predecessor started and came up with other innovative ways to sustain and
promote peace education in Liangan.
“It is very important that we keep on finding different ways to reinforce what we teach.” Lao said.
This school year, the number of Muslim students in Bacolod Central Elementary School which has a
predominantly Christian students increased.
To encourage more interactions among students and thereby promote intercultural and interfaith
understanding, they intensified their physical education and sports program and scouting in the school.
Students were also tapped as active partners. Peace-oriented organizations were established to give
students the opportunity to practice their role as young peace advocates.
Members of the Student Peace Council were also empowered to mediate and resolve conflicts between peers
in school.
Creative Teaching of Peace in Classrooms
Through the use of the peace education teaching exemplars (PETE) earlier developed by OPAPP, DepEd and
UNICEF, teachers were able to integrate peace values, principles, and skills to different subjects. The PETE
also inspired some teachers to make their own lesson plans that incorporate peace-related concepts.
A math teacher creatively used real life conflict into problem solving questions in mathematics. After doing their
arithmetic, kids pondered on the conflict and gave their suggestions on how to resolve them.
On the other hand, a music teacher promoted unity in diversity through the action songs she taught her
students.
An “Alive Program” teacher used dramatization to allow students to conceptualize on the essence of unity and
other acts of kindness. The program caters to Muslim kids and covers teachings on Islamic language, faith,
and universal values.
A very important key to the success of Liangan East Elementary School and the Bacolod Central Elementary
School is the strong support of the Regional and Division Offices of DepEd.
Former Regional Director Estrella Abid-Babano made peace education the banner program of Region X
(Northern Mindanao).
According to her, “education can only be effective in an environment of peace. No amount of investment in
trainings and book can give quality education if it’s not done in an environment of peace.”
Thus, to ensure that the program is implemented and monitored well, she designated regional and division
peace education coordinators to spearhead and coordinate the region’s peace education plan.
In Lanao del Norte, Division Superintendent Maria Luisa Mutia also championed the conduct of innovative
activities that promote tri-people understanding and solidarity.
Babano also invested on a comprehensive program on peace education for school administrators.
Because of what Lao has done in her schools she had been tapped as resource speaker in these series of
trainings for other school administrators like her.
Liangan East Elementary School and Bacolod Central Elementary School became showcase models for the
promotion of peace education. Hundreds of teachers, school administrators, and non-government
organizations have already visited these schools to learn about their peace education initiatives.
Reaping the fruits of peace
Both Lao and Viscaya know that there is still much to be done but they are both happy with the fruits of their
labor.
Parents are now more involved in the activities of the school and the affairs of their children. Local government
and community people are likewise more responsive to the programs of the school.
Teachers and principals are recognized by the barangay as able partners in crafting the community’s
development program.
Lao and Viscaya are proud to say that their students have a more optimistic view of the future.
When asked to draw what peace means, the students showed their hope of a family filled with love and a
community where people of diverse cultures and faiths embrace each other’s differences.
Abdul, a grade sixth pupil at Liangan East Elementary School, shared his artwork among his peers and said
that peace is about respect for each other and unity among Christians and Muslims.
On the other hand, Princess, also a grade 6th student from Bacolod Central Elementary School, echoed her
meaning of peace. She emphasized the importance of “seeing more our similarities rather than our
differences.”
When asked why peace should be taught in class, Renalyn, also a sixth grader, expressed appreciation for the
efforts of her teachers.
“Kailangang matuto at masanay kaming gumawa ng mabuti para sa aming paglaki dala namin ang mabuting
ugali (We have to learn how to do good things so that when we grow up we bring with us our good values),”
she said.
Indeed, the future still holds a promise of peace. With more teachers believing in this promise and
passionately making this happen every day in their respective classrooms and engaging the whole community
as partners, a culture of peace could flourish to break the cycle of violence in our country.
A whole new generation of peace-loving citizens could one day bring a just and lasting peace for our
Motherland.
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