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Gender Analysis
Wars conducted primarily with small arms and light weapons kill mostly women and children. Women have strong reasons to welcome reduction and elimination of these weapons. Additionally, in most cases and specifically in the four countries targeted for this project, women are the primary caretakers and first educators of children. Their ability to carry out this role is significantly affected by the amount of gun violence in their child's environment. Moreover, women are the first victims of the diminution of democracy associated with the proliferation of weapons. Finally, in three of the countries participating in this programme (Albania, Cambodia, and Peru), women constitute the overwhelming proportion of elementary and secondary school teachers, and thus will be the main cadre of instructors for the school-based components of the proposed peace education curriculum.
Population groups adversely affected
Each of the four countries in which the programme is to be implemented has been deeply affected by violence. The most adversely affected groups are women and children; but the burden of small arms and light weapons is borne by all.
Health aspects
The economic and health impact of gun violence will be particularly highlighted in the curriculum.
National/Government Commitment
In each of the four countries where the proposed project will be established, the national government is fully committed to the DDA's programmes on small arms. Indeed, the success of these efforts has reinforced this commitment. Additionally, both the contacts between DDA and the governments of the states hosting this project, as well as the extensive contacts and conversations experience by the DDA/Hague Appeal representatives during their visits to each of the four countries, make it clear that there is strong support on the ground for this project.
There are no prior obligations or prerequisites required to start the implementation of this programme, either at headquarters or in the host countries.
During the two-year time line proposed for this programme, it will make no demand on the budgets of the national governments of the host countries. Sustaining this programme at the end of two years will require host-country government support for continued teacher training and for some of the extra-mural educational projects described herein. Their commitment to continue this programme at the end of this period, and to replicate it as appropriate in other regions of their country, will be actively sought. Much of the "social capital" developed by this programme, e.g. a cadre of trained teachers, will reduce host-country government costs after this two-year period. | 
