Global Institute for Peace

The Global Institute for Peace (GIP) is committed to empowering individuals and institutions to become transformative leaders in the pursuit of sustainable peace, inclusive development, and global cooperation. Through rigorous, high-quality intellectual discourse grounded in real-world experience, GIP equips its participants with the knowledge, skills, and ethical foundations necessary to make meaningful contributions to a more just and peaceful world.

Guided by principles of excellence, mutual respect, and shared humanity, the Institute actively promotes deep interfaith and intercultural dialogue as a catalyst for understanding, reconciliation, and social cohesion. In alignment with the United Nations Sustainable Development Goals (SDGs)—particularly those advancing peace, justice, quality education, reduced inequalities, and global partnerships—GIP serves as a platform for innovation, collaboration, and action toward a sustainable and harmonious global future.

We believe that sustainable peace is not passive but intentional. GIP exists to equip individuals and communities with the knowledge, skills, and ethical grounding required to actively contribute to peaceful, just, and inclusive societies worldwide.
(Aligned with SDG 16: Peace, Justice and Strong Institutions)

GIP is committed to delivering high-quality intellectual discourse that is rigorous, innovative, and grounded in real-world experience. We value knowledge that not only informs but transforms—bridging theory and practice to address global challenges effectively.
(Aligned with SDG 4: Quality Education)

We promote deep, sincere, and continuous interfaith engagement rooted in respect, empathy, and understanding. GIP recognizes religious and cultural diversity as a strength and a vital pathway to peacebuilding, social cohesion, and conflict prevention.
(Aligned with SDG 16 & SDG 10: Reduced Inequalities)

Peace is inseparable from sustainable development. GIP advances initiatives that empower people to contribute to economic, social, and environmental sustainability, ensuring that progress today does not compromise the wellbeing of future generations.
(Aligned with SDGs 1–13, especially SDG 8 and SDG 13)

We uphold the inherent dignity and worth of every individual, regardless of faith, gender, ethnicity, or background. GIP champions equity, social justice, and inclusive participation as foundations for lasting peace and development.
(Aligned with SDG 5: Gender Equality & SDG 10: Reduced Inequalities)

GIP nurtures responsible global citizens and ethical leaders who act with integrity, compassion, and accountability. We emphasize leadership that serves humanity and prioritizes dialogue over division.
(Aligned with SDG 17: Partnerships for the Goals)

We believe meaningful change is achieved through cooperation. GIP values strong partnerships with institutions, faith communities, governments, and civil society to amplify impact and advance shared peace and development goals.
(Aligned with SDG 17: Partnerships for the Goals)

The pedagogy of the Global Institute for Peace (GIP) is intentionally designed as a holistic, participatory, and transformative learning model. It integrates theory, practice, reflection, and service to cultivate peacebuilders who are intellectually grounded, socially conscious, and action-oriented. Rooted in academic rigor and community engagement, GIP’s pedagogy is structured around four interrelated pillars: Class Lectures, Field Work, Electronic Knowledge Production, and Community Involvement. Together, these elements advance inclusive education, peacebuilding, and sustainable development in alignment with the United Nations Sustainable Development Goals (SDGs)—particularly SDGs 4 (Quality Education), 16 (Peace, Justice and Strong Institutions), and 17 (Partnerships for the Goals).

Class lectures form the intellectual foundation of GIP’s academic endeavor. Sessions are facilitated by experienced scholars, practitioners, and peace experts who not only present knowledge but also intentionally provoke critical reflection, debate, and dialogue among participants. Learning at GIP is dialogical rather than passive; participants are co-creators of knowledge.

Each participant is provided a structured opportunity to present a scholarly paper to fellow members. This practice promotes rigorous academic research, peer learning, and intellectual confidence, while nurturing a culture of respectful dialogue across disciplines and perspectives. Through this model, GIP advances critical thinking, research competence, and lifelong learning, contributing directly to SDG 4: Quality Education.

GIP firmly believes that peace education must extend beyond the classroom. Following theoretical discourse, participants engage in field work by living and interacting with selected responsible local community members. This immersion allows participants to experience the lived realities, challenges, resilience, and cultural wisdom of local populations.

Learning about communities is fundamentally different from learning with and within them. By staying with local people—particularly in African contexts—participants gain firsthand insight into social structures, peace dynamics, and development challenges. This experiential learning approach bridges theory and practice, deepens cultural sensitivity, and fosters empathy, thereby strengthening commitments to social justice, inclusion, and sustainable peace, in line with SDGs 10, 11, and 16.

In recognition of the global shift from the commodification of knowledge to open access, GIP mandates the publication of an Electronic Journal compiled from participants’ research presentations. This initiative ensures that knowledge generated within the institute is freely accessible for the benefit of future generations, practitioners, scholars, and communities.

The electronic journal serves as both an academic archive and a platform for emerging voices in peace and development studies. Consequently, each research presentation is undertaken with seriousness, integrity, and scholarly discipline. This practice instills academic responsibility, enhances research quality, and promotes knowledge sharing as a public good—advancing SDG 9 (Innovation), SDG 4 (Education), and SDG 17 (Global Partnerships).

At its core, GIP exists to equip individuals for service. Learning does not conclude at graduation; rather, participants are expected to actively apply acquired knowledge within their respective communities. The institute maintains post-academic engagement by requesting feedback on how participants are utilizing their training to address community challenges, promote peace, and raise awareness.

GIP firmly holds that unshared knowledge is worse than ignorance. Its pedagogy is therefore oriented toward action, advocacy, and impact. Graduates are nurtured as peace activists, community educators, and change agents who translate learning into tangible social transformation across political, social, economic, and cultural spheres. This approach directly supports SDG 16 (Peace and Strong Institutions) and reinforces community-driven sustainable development.

The pedagogical approach of the Global Institute for Peace is comprehensive, intentional, and transformative. By integrating academic excellence, experiential learning, open knowledge dissemination, and sustained community engagement, GIP produces informed, ethical, and committed peacebuilders. This pedagogy not only educates minds but also transforms societies—contributing meaningfully to the realization of the United Nations Sustainable Development Goals and the cultivation of a more just, peaceful, and sustainable world.

This school was co-founded by brothers, The Rev. Dr Ishanesu Sextus and The Rev. Dr Tapiwa Huggins Gusha. As Biblical scholars from the University and ordained minsters in the Anglican Diocese of Harare we have been contemplating on how we can influence change in the society outside church structures. We have been passionate on the areas of ecology, interfaith dialogue, peace-building, and gender. It was this vision that gave birth to the establishment of this peace school. The formation of the school was a long process that was guided by study, international engagements, prayer, and research. The journey started in 2011 when Isheanesu was invited to Jos Nigeria at an International Youth Conference on Interfaith Dialogue and Non-violent Communication. Appreciation goes to Dr Immanuel Ivogba the director of the school who shared notes with me on how to establish a similar school. At the conference I was given the opportunity of presenting a paper on religious fundamentalism as a barrier to interfaith dialogue. It was from that time that the desire to establish the school grew. The following year I found myself in Yogyakarta and Bali Indonesia meeting with people from all over the world of all faith discussion on the theme of negotiating a space for diversity. This International Summer was organised and sponsored by International Summer School on Religion and Public Life (ISSRPL) now rebranded as CEDAR-Communities Engaging in Difference and Religion. The fire for making this school a reality was ignited and plans to host a similar school under the banner of CEDAR were made. I was made one of the organisers of the school and this has given me enough experience to establish our own school. If all things go accordingly the school will be established in 2016 the same year where our own school will be expected to be inaugurated. The following year Tapiwa found himself in Bulgaria for the Balkan Summer School on Religion and Public Life and affiliate school for CEDAR. Thanks to Professor Adam Seligman the director of CEDAR. The final shaping of establishing the school took place in India when both Isheanesu and Tapiwa were attending a summer school on teaching for peace for teachers. It was a summer school based on the Indian Jainism principle of Ahimsa. The long wait in Mumbai to connect an Ethiopian airways flight to Harare via Addis Ababa necessitated a well thought discussion on the practicalities of establishing the school. Thanks to Dr Shugan Jain the founder and director of International Summer School for Jain Studies who invited us to this school and shared with us on how to start a trustee. This school will focus on the issues that affect peace-building which are; gender, interfaith dialogue, ethnicity, and ecology. The thrust of the school is transforming the society by bringing international scholars that with the local scholars and non-scholars to deliberate things that affect the society in line with our vision and mission. It is from such school that an action of plan is set and sold to stakeholders. The approach of the school is smell it, feel it, touch, and see it. The school will involve practically touring sites of interest thereby providing practical knowledge to participants. As the school we are a non-profit making organisation meaning that we will try to establish potential partners and funders of our programmes.