Halpert, Jane A.; And Others (1990). Evaluation of a Peace Education Program: Results, Problems, and Needs. One approach of the peace movement has been the development of peace education course in schools and universities. This paper is an evaluation of the effects of one such course on the beliefs and attitudes of students. Two evaluations were done, one in the spring of 1988 and one in the winter of 1990. University students enrolled in a course titled, "National Security: Its Science and Technology," were assessed before and after the term and compared to a control group of students. Differences were found between the 1988 and 1990 groups of students, possibly due to the shift in world power positions. The primary effect of the course was to increase students' cognitive differentiation among related issues such as nuclear weapons, nuclear power, war, and SDI (Strategic Defense Initiative). Significant patterns of differences also were found between male and female students. A 7-item list of references is included. (Author/DB)…

Adelore, Omobola; Majaro-Majesty, Henry (2008). Literacy Teaching Method and Peace Building in Multi-Ethnic Communities of Nigeria. Australian Journal of Adult Learning, v48 n1 p162-187. The challenge of peace building in Nigeria is increasing as communities continue to show adversary tendencies. This is happening even after many third party conflict transformation efforts have been expended to resolve and set a conducive climate for stakeholders to sustain peace. Some peace building assessment projects have indicated that the peace building process is not fully realised, which justifies exploring the place of literacy education in peace building. Since illiteracy has been identified as one major factor which promotes conflict and violence in Nigeria's multiethnic communities, the importance of functional literacy is further stressed. In this paper, a review of some adult education teaching theories is undertaken, and a model for literacy functionality–a transformative teaching paradigm for peace building called "cemento-conscio education"–is developed. (Contains 1 figure.)… [PDF]

(1990). Education for Peace and Mutual Understanding: A Perspective from the Soviet Union: Valentina Mitina and the Project "Preparedness for Peace." Reprints and Miniprints, No. 689. As part of an effort by the project group "Preparedness for Peace", this publication presents a conversation with Dr. Valentina Mitina of the Research Institute of General Pedagogy, USSR Academy of Pedagogical Sciences. Dr. Mitina, a senior researcher specializing in comparative education, is also an activist in nongovernmental organizations. Mitina offers her definition and views of peace education and explains what role the Soviet Union can play in the field. She explores the terms "disarmament education" and "education for international understanding" and the difficulties of introducing peace studies into a curriculum. The document includes notes about Mitina and presents an appendix that describes the Soviet committee of the movement "Educators for Peace and Mutual Understanding." (SG)… [PDF]

Duckworth, Cheryl (2006). Teaching Peace: A Dialogue on the Montessori Method. Journal of Peace Education, v3 n1 p39-53 Mar. Most educators are familiar with the principles of one of the founding mothers of peace education, Maria Montessori. Bringing an utterly fresh vision to notions of childhood and education, she re-imagined the classroom as one in which children would explore and discover their own interests and passions. With regard to conflict resolution, she specifically stated that such an education made the continuation of man's seemingly endless cycle of war and poverty more likely to continue: further, she argued that if education truly could develop ethically and socially conscious men and women, whose moral sense had been developed as fully as their ability to read and write, mankind could begin hoping for a more peaceful world. The following profiles of international Montessori schools should help clarify the processes an educational philosophy goes through when it is adopted by another culture–essential knowledge as education becomes increasingly global–as well as the contributions of… [Direct]

Hooghoff, J. W. H. (1988). New Developments in the Field of Peace Education. The subject of peace education has shifted in the direction of global education and away from the traditional goal of building peace to include concerns for developing nations. Opportunities for political and social studies at school have widened in the past 20 years and Dutch society has shown increased interest in world politics. Measures taken have been to produce teaching materials to reflect this, and curriculum development has gone forward but it lacks a basic program in the existing curriculum. There is an absence of in-service training and international studies is not part of the curricula of the social sciences. Among new trends is action basic education for 4-15 year olds to develop students capable of coping critically and creatively with social and political problems. In 1994 a new basic education law for 12-15 year olds takes effect with compulsory foreign language, geography, and history in the curriculum and all pupils will reach same minimal knowledge and skills…

Laughlin, Margaret A. (1985). An Emerging Institution: The University for Peace in Costa Rica. Discussion Paper Series, No. 73. A new United Nations college, the University for Peace in Costa Rica, is discussed. After providing a brief historical sketch on peace efforts since the Ancient Greeks, the objectives of the United Nations University are identified. The University for Peace is a new international university that is part of the United Nations University network, a decentralized system of affiliated institutions. Costa Rican President Rodrigo Carazo proposed the establishment of the university to the United Nations, which took into consideration the recommendations of United Nations-affiliated bodies, as well as the comments of 10 nations. The following long-range goals for the university were suggested by the United Nations presidential commission: to seek solutions to psychosocial and natural problems that provoke tension, violence, and war in the world; and to contribute content and forms that may be useful in achieving world peace through education, knowledge, and research. Seven topics for…

(1987). Seminario Regional para el Desarrollo de Materiales Educativos para la Paz (San Jose, Costa Rica, 27-31 de octubre de 1986). Informe Final (Regional Seminar for the Development of Educational Materials on the Theme of Peace–San Jose, Costa Rica, October 27-31, 1986. Final Report). In conjunction with United Nations Educational, Scientific, and Cultural Organization's 40th anniversary, 1986 was named the International Year of Peace. During 1986, UNESCO selected the theme "peace" as an education project to be undertaken in Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, Guatemala, Honduras, Mexico, and Venezuela. The development of educational materials that would seek to emphasize new methods of teaching about peace, while emphasizing each country's economic, social, political, and cultural uniqueness, was stressed. Materials were produced by each country and a conference was convened to: (1) investigate, develop, apply, and evaluate the suggested materials and teaching methods; (2) improve teachers' knowledge and skills in relation to peace activities; and (3) stimulate peace awareness through specific daily activities. Results of the peace projects indicate an increased awareness of and interest in peace education and a desire to…

Bjerstedt, Ake (1990). Towards a Rationale and a Didactics of Peace Education: Progress Notes (1990) on the Project "Preparedness for Peace" in Sweden. Peace Education Miniprints No. 6. The aims and tasks of a set of research and development studies carried out at the Malmo School of Education at Lund University in Sweden, under the umbrella term "Preparedness for peace," are outlined. The general aim of the studies was to increase knowledge of possible ways of helping children and young people at school to deal constructively with questions of war and peace. The work involved a variety of tasks, for example: (1) an inventory and analysis of experiences of peace education in different countries; (2) studies of conceptions (peace, war, enemy images) among children and young people; (3) a collection and analysis of viewpoints on the role of schools in pursuit of "preparedness for peace"; (4) documentation and experiments focusing on practical ways in which schools can organize peace-oriented activities; and (5) publication of brief information pamphlets from the project work that might be used to stimulate discussion and to generate ideas among…

Galtung, Johan (1982). Schooling, Education and the Future. A series of discussions on the present and possible future of education in Sweden is presented. The major themes covered are: the boredom of school; school and the life-cycle; the problem of examinations; a comparison of schooling and eating; a pupil centered school; experimental schools in Sicily and Oslo; the university; distinctions among the terms "learning,""education," and "schooling"; and peace education. An interview focusing on future consciousness and the school which was conducted for the Preparedness for the Future Project of the Malmo School of Education is also included. (RM)…

Haavelsrud, Magnus, Ed. (1976). Education for Peace: Reflection and Action. Proceedings of the World Conference of the World Council for Curriculum and Instruction (First, University of Keele, September 1974). This book contains 30 articles from 20 countries dealing with the substantive and methodological aspects of peace education, from early childhood to the university level and out of school. The articles comprise the Proceedings of the First World Conference of the World Council for Curriculum and Instruction held at the University of Keele, Great Britain, in September 1974. Addresses of welcome and greetings are provided in Section one. Section two discusses issues facing mankind such as the population problem, mass poverty, environmental overload, and human rights. The contributions which education can make toward peace and social justice are emphasized. Section three describes ten action projects in Colombia, England, India, Japan, Kenya, Nigeria, Norway, and the United States. Section four contains 11 articles on the parameters of education for peace. Discussions of the following are included: the myth of equality of educational opportunity in the United States; the…

Lessing, Clemens; And Others (1984). Peace and Security Education in the Federal Republic of Germany. Three Essays. Three essays related to peace and security education in the Federal Republic of Germany (FRG) are presented. The first essay, "An Example of Controversial Themes in Education: Peace and Security," by Clemens Lessing, uses a 1980 controversial discussion of the Committee of the Cultural Ministry as an example of controversial themes in education. In this discussion, controversy between ministries in various lands in the FRG arose over a proposal that there should be more basic instruction in the schools concerning the duty of the federal government for defense and the necessity of service in the military to assure or defend the peace. One view emphasizes training for decision making and careful weighing of arguments, while another emphasizes the importance of learning controversial views about security and defense politics, encouraging students to draw a unified opinion from controversy. The second essay, "Analysis of Schoolbooks: Peace and Security," by Falk…

Aspeslagh, Robert (1992). Tragic Pages: How the GDR, FRG and Japan Processed Their War History–Lessons for Education for Peace. Peace Education Miniprints No. 39. This document describes the ways in which Japan and the German nations have taught the history of World War II. According to the document, the former German Democratic Republic (GDR) took a pro-communist and anti-fascist approach to the subject. At the same time, the Western Allies pressured the Federal Republic of Germany (FRG) to institute a political education system designed to prevent the Germans from starting anew on the track toward fascism. In recent years, the FRG took greater responsibility for the War, and the mass media were instrumental in bringing information to the German public. Japanese teaching about the War downplays the nation's aggression in Asia and the Pacific and emphasizes the atomic bombings of Hiroshima and Nagasaki by the United States. The document argues that there is a continued need for peace education concerning World War II, but there is also a need to avoid negative politicization of the issue. Eighteen endnotes are included along with 47… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1998). Integration of Peace Education Conflict Resolution with the Arts and Humanities: A New Agenda for a New Century. This paper discusses the integration of peace education into early childhood education through the arts and humanities curricula, considering several pedagogical developments which indicate a more favorable climate for this integration, including: (1) aesthetic literacy programs, including peace museums and the role of children's literature; (2) neuroscience developments such as whole brain learning which recognizes the importance of infant and early childhood development; (3) interdisciplinary experiences within an integrated curriculum framework; (4) social/affective education beginning with early childhood; (5) ecological and social responsibility as an expression of the integration of learning in science and social studies; (6) technological literacy; (7) cultural contexts for learning; and (8) spiritual and philosophical hopes for humanity expressed as goals for the new century. The paper argues that these new insights hold the promise of addressing humanity's most perplexing… [PDF]

Nass, Marcia; Nass, Max (1993). Songs for Peacemakers: Conflict Resolution. Handbook. This teacher's guide was designed as part of a kit that includes a video tape and sound cassette recording, but may be adapted for independent use. The resource is based on the premise that teaching conflict resolution is becoming a necessity in an increasingly violent world, and that using music to teach peace education is successful with young children. This guide presents 12 lesson plans based on 12 original songs. Ideas for interdisciplinary activities, games, role-playing and brainstorming exercises, writing activities, take home assignments, and tips for teachers are included. Reproducible activity masters and song lyric sheets are included. (MM)…

Walker, Gregg B. (1989). Peace Communication Research and Scholarship Opportunities in Related Disciplines and Forums. A number of academic and professional organizations offer peace communication scholars opportunities for cross-disciplinary dialogue. These include the: Consortium of Peace Research, Education, and Development (COPRED); Peace Studies Association; International Peace Research Association; Peace Science Society (International); International Studies Association; and International Association of Conflict Management. In addition to academic organizations, specialized conferences which may interest peace communication researchers are regularly listed in the "COPRED Peace Chronicle." A variety of academic journals appear receptive to interdisciplinary peace studies work, including peace communication scholarship. These include: "Peace and Change", a Journal of Peace Research, Norway's"Journal of Peace Research" and "Bulletin of Peace Proposals,""International Journal on World Peace,""International Studies…

Alina Jasmin Felder; Merli Tamtik (2024). How Geopolitics Shapes Higher Education Internationalization: Institutional Responses to the Russian Invasion of Ukraine. Journal of Comparative and International Higher Education, v16 n3 p163-177. Values such as peace, mutual understanding, and solidarity have long been subsidiary to the aim of pursuing competition and revenue through the internationalization of higher education (HE). With the full-scale Russian invasion of Ukraine in February 2022, higher education institutions demonstrated strong support for peace and solidarity. Yet, the extent to which we are witnessing a return to an international politics rationale driving HE internationalization remains unclear. Using Canada and Germany as case studies, this paper compares how international conflict impacts HE internationalization practices from a host institution perspective. The developed theoretical framework connects HE crisis literature with novel approaches to HE institutions in global geopolitics. Data were analyzed through critical policy analysis, focusing on university presidents' statements and institutional press releases. The key finding suggests the dominance of the logic of appropriateness whereby a… [PDF]

Stephanie Ashley Damas (2024). Investigating Institutional Support for a Minority Engineering Program at a Historically White Institution. ProQuest LLC, Ph.D. Dissertation, Clemson University. Engineering programs at historically White institutions (HWIs) often perpetuate stereotypes and racism against Black students, impacting their experiences and opportunities in the field. Minority engineering programs (MEPs) provide support and resources to minority students in engineering, challenging stereotypes and fostering positive identity development. MEPs push back on cultural norms by rejecting the stereotypical narrative of what it means to be Black in engineering. Despite their significance, MEPs face challenges in garnering institutional support and recognition within engineering departments. It is imperative to understand what institutional support for MEPs looks like to mitigate barriers identified in the literature. To address these barriers and promote equity, this dissertation study explored the impacts of racism on the alignment between the perceived value of MEPs, institutional commitment, and MEPs' designated structures with the following overarching and… [Direct]

Junko Oishi; Maho Fuchikami; Ryan T. Miller; Satbyul Estella Kim; Satoshi Shimizu; Shinichi Nagata; Takahiro Sato; Taku Yamaguchi; Tsuyoshi Matsumoto (2024). Japanese Graduate Students' Experiences in Online International Development and Peace through Sport Courses Using English-Medium Instruction during the COVID-19 Pandemic. International Journal of Educational Reform, v33 n2 p221-245. The purpose of this study was to investigate five Japanese graduate (master's level) students' experiences in online courses in international development and peace through sport that used English as the medium of instruction. The study was situated in the framework of andragogy theory and used a descriptive-qualitative design using an in-depth, semistructured interview approach using online oral and written interviews. Three emergent themes were established. These recurrent themes were (a) "learning online specialized content using English as a second language", (b) "students' struggles in group projects through online education", and (c) "students' opinions about the improvement of online education". To better support Japanese graduate students' online learning, this study encourages academic departments, administrators, and faculty to better design appropriate courses and online activities. This will contribute to a greater appreciation for the… [Direct]

Brandhorst, Allan R. (2004). Identity-Centered Conflicts, Authority, and Dogmatism: Challenges for the Design of Social Studies Curriculum. Theory and Research in Social Education, v32 n1 p10-23 Win. One of the greatest challenges to a peace education curriculum is preparing young people to deal with conflicts over issues central to identity. These kinds of conflict can threaten beliefs derived from authority and, accordingly, may be characterized by cognitive rigidity. Various factors central to constructive conflict resolution are problematic for conflicts that threaten identity. Specifically, teaching critical-rational-logical thinking about identity conflicts may create public backlash. Attempts to activate empathic concern across us-them cultural divides are exceedingly difficult. Creating altruistic trust for dealing with others across the us-them cultural divide is problematic. These are issues that social education research can address…. [Direct]

Emrah Cinkara (2024). Navigating Higher Education in Conflict Zones: The Role of Professional Capital and Community Engagement in Northern Syria. Journal of Professional Capital and Community, v9 n4 p309-319. Purpose: This study examines the critical role of higher education in conflict zones, focusing on the northern regions of Syria affected by Operation Olive Branch and Operation Euphrates Shield. It explores how educational leaders navigate security challenges, community relations and curriculum development to sustain academic activities during ongoing conflicts. Design/methodology/approach: Employing a qualitative research design, the study utilizes semi-structured interviews with higher education administrators in Northern Syria. The data were analyzed using thematic analysis, allowing for the identification of key themes related to security, community integration and educational quality. Findings: The study highlights how administrators' professional capital — encompassing skills, knowledge and relationships — enables them to manage complex situations. It underscores the role of education in maintaining normalcy, promoting peace and providing psychosocial support during… [Direct]

Berlowitz, Marvin; Kmitta, Daniel (1993). Evaluation of the Center for Peace Education Programs 1992-1993. Final Report. The Center for Peace Education is an ecumenical nonprofit organization that provides educational programs for peace and social justice in the Cincinnati (Ohio) area. In the 1980s, through a gradual process, the Center introduced nonviolence and conflict-resolution training into several urban schools in and around greater Cincinnati. In 1992 the Center began to offer college credit to some participants in its nonviolent conflict-resolution training. Two of the Center's programs are conflict-resolution curricula. The "Students' Creative Response to Conflict" (SCRC) and the Cooperative Discipline Program give both students and teachers the skills to resolve conflicts without violence. The Peer Mediation program uses trained student peer mediators to resolve conflicts that have already occurred between two students. These programs were evaluated in 1992-93, with the SCRC's receiving the most attention. Direct observation and surveys of participants provided evaluation data…. [PDF]

Burnett, Jeanie (1997). Opening the World to Children: Using Books to Develop Problem-Solving Strategies. This paper shows examples of thought-provoking picture and chapter books that can be used as springboards for discussing, analyzing, and solving authentic problems by pre-school through middle-level children in diverse settings. The paper begins with a description of a conference presentation which introduced participants to the notion of using books to develop problem-solving strategies. It then discusses specific examples of works in children's literature that deal with: everyday classroom problems (sharing, taking turns, etc.); difficult issues (violence and abuse); sensitive issues (stealing, lying, and cheating); and peace education issues (respecting others, their property, and their ideas). Contains 17 selected references. (RS)… [PDF]

Elsherif, Entisar (2017). An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program's Affordances and Constraints in Libya as a Conflict Zone. ProQuest LLC, Ph.D. Dissertation, Indiana University of Pennsylvania. This adaptive methodological inquiry explored the affordances and constraints of one TESOL teacher education program in Libya as a conflict zone. Data was collected through seven documents and 33 questionnaires. Questionnaires were gathered from the investigated program's teacher-educators, student-teachers, and graduates, who were in-service teachers. Interviews were not conducted because all participants who agreed to be interviewed withdrew as a result of prolonged electrical blackouts in Libya during the data collection period. The findings revealed that even though the participants were positively satisfied with their program's basic components, they showed dissatisfaction toward a number of issues. Participants' perceived affordances of their program included offering teacher preparation and training courses, offering language development courses, and offering school-based teaching practices. The program's constraints, as perceived by the participants, were the following: the… [Direct]

Freund, Carol A. (1989). A Peace Education Curriculum for Preprimary Children. A lead teacher in a privately-owned preschool designed and implemented a peace education program. Primary goals of the practicum used were to provide developmentally appropriate experiences for: (1) increasing understanding of being a peacemaker; (2) gaining respect for nature and the environment; (3) showing compassion toward the exceptional other; and (4) becoming aware of other cultures. Practicum implementation involved use of the word "peace" in appropriate circumstances. Parents and children made peace dolls and children made peace art books that included quotations concerning peace. Peaceful resolution of problems was practiced. Songs and traditional nursery rhymes with new soothing endings were learned and presented in a play format to relatives and friends. With regard to the environment, aluminum cans were recycled; paper towels and water were used sparingly; supplies were collected for a bird-of-prey rehabilitation center; and gentle care was given to classroom…

Maddy-Weitzman, Edie (2006). Educating the Future Leaders of the Middle East. Journal of College Admission, n193 p10-17 Fall. In this article, the author, a volunteer college counselor for Palestinian and Israeli members of "Seeds of Peace"–students who want to study in the U.S., describes her experience working with these youths as they embark upon their voyage to acquire a U.S. university education. Founded in 1993 by the late John Wallach, Seeds of Peace is a peace education program for young people from conflict regions. Teenagers from regions of conflict attend a three-week summer camp in Maine and have opportunities for follow-up participation at home. Participants are nominated by their schools, must be able to converse in English, and undergo a rigorous selection process held by their governments. While the media continually broadcast scenes of violence and despair from the Middle East, the author has been privy to another story–one in which Israeli and Palestinian youth constructively interact with one another. Today, over 120 Seeds of Peace alumni are enrolled in 50 U.S. universities…. [PDF]

Erduran, Sibel (1996). Reflections on Turkish Cypriot and Greek Cypriot Students' Perceptions of the Cyprus Conflict: Implications for Peace Education. This study traces Turkish Cypriot and Greek Cypriot students' perceptions of the Cyprus conflict. The data comes from a 1993 Harvard workshop which included 11 Turkish Cypriot and 38 Greek Cypriot students. The workshop was a collaboration of Harvard's Conflict Management Group, AMIDEAST, and US AID. The objective of the workshop was to teach students effective negotiation skills, such as identification of students' perceptions. The primary purpose of the study was to determine how perceptions of involved parties compared. Written workshop products were coded for certain features and examined. Results indicate that students' perceptions differed greatly but their willingness to communicate and seek solutions that would best suit both parties' interests suggest that the negotiation skills targeted towards these ends were initiated. Investigations based on psychology of ethnic and political violence can provide access to individuals' perceptions and, when coupled with other strategies… [PDF]

Clarken, Rodney H. (1988). Education for Peace. Peace is one of the greatest needs in the world today. Until the causes of war are addressed, there can be no peace. Education, justice, and unity are the building blocks to peace and the necessary conditions for its existence. Achieving a peaceful world depends upon our willingness and efforts to remove those things that lead to war and to replace them with the things that lead to peace. Prejudice is the root cause of war and education is the means of overcoming it. Prejudice is the result of self-centeredness and blind imitation. The aggressive and selfish qualities of our past must be replaced by the more mature qualities of cooperation and reciprocity. Five prejudices deserve special attention and are discussed because of the untold suffering they have inflicted upon the world and because of their importance in establishing peace. They are racism, nationalism, classism, sexism, and religious prejudice. Education can help to eliminate these prejudices by teaching the truth… [PDF]

Edward Vickers; Michelle Tan (2024). Thailand: Sufficiency Education and the Performance of Peace, Sustainable Development and Global Citizenship. Compare: A Journal of Comparative and International Education, v54 n5 p804-820. This article analyses contradictions in the Thai engagement with UNESCO discourse by examining how concepts relating to Education for Sustainable Development and Global Citizenship Education have been interpreted in key national policies. Thai education policy discourse signals convergence with certain aspects of the international sustainability agenda while selectively excluding key elements in the name of Thai 'tradition'. Crucially, the Sufficiency Economy Philosophy (SEP) is portrayed as a distinctively 'Thai' approach to modernisation, endorsing hierarchy and inequality. Divergent understandings of key concepts extend to contested notions of democracy, human rights, secularism, and moral education. Analysing these tensions in historical context, we trace the politics of education to Thailand's semi-colonial past, before focusing on contemporary SEP discourse. In conclusion, we situate this case in a wider comparative frame, showing how Thai claims to uniqueness are, in fact,… [Direct]

Volan, Sissel (1980). An Approach to Peace Education. Development Education UNICEF School Series No. 6. This publication contains classroom activities and fact sheets intended to teach intermediate and secondary level students about international understanding, cooperation, and peace. A background paper for teachers and a bibliography are also included. Following a very brief introduction in Part I, Part II contains teacher's notes and suggestions for classroom activities in four areas: conflict study and conflict solving; the arms race, disarmament, and development; peace; and our role in developing the future. Students are involved in many different kinds of activities. For example, they analyze a war film, read and discuss books, make wall posters presenting information about military expenditures and development, conduct research about the functions of the United Nations, and participate in simulations. Part III contains the background paper, fact sheets, and the bibliography. The paper discusses "Conflict Studies and Peace Education." Fact sheets are provided on various…

Faktorova, L., Ed.; And Others (1984). Education for Peace: Collection of Papers and Bibliography for 1972-1984. Information Bulletin, Supplement No. 17. In November, 1982, the pedagogical faculty of the Charles University, Prague, Czechoslovakia organized a seminar called "Soviet Peace Policy and the Training of Teachers for Peace and International Understanding." At the seminar, all departments of the faculty demonstrated how UNESCO recommendations on education for international understanding, cooperation and peace, and for education concerning human rights and basic freedoms are implemented across the curriculum, including Departments of Preschool and Elementary Pedagogics, the Study Center of the Institute of Marxism-Leninism for Students Majoring in Civics, Department of Pedagogics for Students Majoring in General Education, Department of Special Pedagogics, and Departments of Human Biology and School Health Care, Czech Language and Literature, Russian and Non-Slavonic Languages, Mathematics, Chemistry, Work Education and Instruction Technology, Musical Education, Visual Art Education, Physical Training, Languages, and…