peacebuilding in war child 2007
DESCRIPTION
This presentation was given at the 2007 IPM week, to present and discuss findings of a study and to develop War Child policy on this matter.TRANSCRIPT
Peacebuilding
M&M WEEK2007
Session Overview
• Introduction 20• Animal Planet… 20 • Planet Peace? 10• Planet Peace explored 50===LUNCH BREAK===• Outline SoA on Peacebuilding 10• Youth 10• Recommendations Carroussel 60• 21 / 9 Brainstorm 30• Questions/ Next steps ??
Introduction
• M&M WEEK 2005
• Evaluation MoFA Peacebuilding 2006
• Temporary Peacebuilding Framework
• M&M WEEK 2007
War Child Peacebuilding overview
Temporary Peacebuilding Framework• General Intervention Framework
– Overall objective• Peaceful society
– Result 6 • Increased support for peace and
reconciliation
– Activities• Bringing groups together• Awareness raising• Life skills• Staff skills training
BUT...
WHAT IS PEACEBUILDING?
Animal Planet…
• Imitate the sound of your animal and form your ‘animal groups’– Horse– Donkey– Lion– Dog– Frog– Chicken
• Carry out the assignment on your piece of paper
Animal Planet… contradiction
attitude
behaviour
actual or perceived incompatibility of goals
emotive (feeling), cognitive (belief) and conative (will) elements
cooperation or coercion, gestures
signifying conciliation or
hostility
SO...
WHAT IS PEACEBUILDING?
• Peace– The absence of violence
• “negative peace”; and
– the ability to transform conflict in a just and sustainable manner • “positive peace”
Planet Peace?
WHAT
WHERE/ WHEN
WHO
HOW
Planet Peace?
• Violence– The intentional use of physical
force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment or deprivation.
WHAT
WHERE/ WHEN
WHO
HOW
Planet Peace?
WHAT
WHERE/ WHEN
WHO
HOW
• Typology of Violence
• Conflict– A disagreement through
which the people involved perceive a threat to their positions, interests or needs.
Planet Peace?
WHAT
WHERE/ WHEN
WHO
HOW
Planet Peace?
• Conflict transformation– A process of transforming factors that
support the continuation of violent conflict.
– Conflict is potentially constructive and a catalyst or source of change.
– Roles of insiders and outsiders complementary towards sustainable long-term peace.
– Empowerment of local change agents is crucial to gradually transform the conflicting society to a more just society
– Through a series of small and large changes, in which all the actors have an important role to play
WHAT
WHERE/ WHEN
WHO
HOW
Temporary Peacebuilding Framework
• War Child works towards ‘positive peace’, aiming to transform social relationships, structures, and culture in a directionn conducive to reduction of root causes of social conflicts, and enhancing the capacities to manage emerging conflicts non-violently and constructively
Planet Peace explored
• Context typology– Complex emergencies– Post-violent conflict areas– Conflict-prone fragile states
• Phases of violence– Pre-violent– Overtly-violent– Post-violent
• Portfolio analysis
WHAT
WHERE/ WHEN
WHO
HOW
Planet Peace explored
Level of Violence /Intensity
Context typology
POST-VIOLENT
CONFLICTSNO CRISIS
CONFLICT –PRONEFRAGILE STATES
COMPLEX EMERGENCY
WHAT
WHERE/ WHEN
WHO
HOW
Planet Peace exploredLevel of Violence /Intensity
Intervention
Post-conflictrehabilitation
Conflict prevention
No interventions
Escalation De-escalation
Open warWHAT
WHERE/ WHEN
WHO
HOW
CONFLICT TRANSFORMATION
Actors for Peace?InsiderWHAT
WHERE/ WHEN
WHO
HOW
Outsider
Connector Divider
WAR CHILD
Y o u n g P e o p l e
Psycho-social
Socio-economic
Intervention
Level: Track 1,2,3
Military / Security
Political / Institutional
Educational
1 2 3
Cultural
Temporary Peacebuilding Framework: ‘Deficits’
• War Child works in the realm of psychological/social ‘deficit’.
• Increasingly, human rights, education and media activities are becoming part of War Child interventions
WHAT
WHERE/ WHEN
WHO
HOW
Temporary Peacebuilding Framework: Dimensions
Structural public education and advocacy initiatives around the
theme peace on national and international levels.
Relational reconnect children and youth from divided groups,
with the specific aim of (re-) connecting and trust building.
facilitate the creation and strengthening of community platforms or mechanisms to solve disputes / conflicts.
train staff who are working in communities on issues related to conflict, and increases skills in conflict prevention and resolution
Personal implement programmes to increase the psychosocial
wellbeing of children.
WHAT
WHERE/ WHEN
WHO
HOW
MoFA Evaluation 2006Strategies / Instruments
Networkin
g
Lobby Advocacy and public
aware-ness
raising
Research and analysi
s
Suppor-ting
local peace
initiatives
Organi-sing
dialogue
Capacity
building
Psycho-
social assis-tance
Horizontal
linking[1]
ECCP X X X X
Int Alert
X X X X X X
Pax Christi
X X X X X X X
War Child
X X X X X
IKV X X X X X X X
Saferworld
X X X X X
[1] This means linking Dutch groups and individuals to groups and individuals in conflict areas as well as linking groups in conflict areas to each other.
WHAT
WHERE/ WHEN
WHO
HOW
Interventions: Impact on conflict?
• Peace practice• Humanitarian assistance• Development aid
WHAT
WHERE/ WHEN
WHO
HOW
Intervention types and Impact
Development assistance
CONFLICT
Humanitarian aid
Peace practice
Resources IMPACT
IMP
AC
TResourcesImplicit ethical messages
CONTEXT
CONTEXT
DO NO HARM: HOW CAN WE REDUCE NEGATIVE IMPACTS
AND INCREASE POSITIVE IMPACTS?
REFLECTING ON PEACE PRACTICE: HOW CAN WE BE
MORE EFFECTIVE?
Intervention types and Impact
Development assistance
COMPLEX EMERGENCYCONFLICT PRONE FRAGILE STATES
POST-VIOLENT CONFLICTS
Humanitarian aid
Peace practice
CONTEXT
CONTEXT
IMPA
CT PEACE AND CONFLICT IMPACT ASSESSMENTS
AND CONFLICT SENSITIVE PROGRAMMING
IMPACTIM
PA
CT
Conflict Sensitivity
• Being conflict sensitive means:– understand the context, – understand the interaction
between the intervention and the context and
– act upon the understanding of this interaction, in order to avoid negative and maximize positive impacts on the socio-economic and political tensions, root causes of conflict and structural factors.
WHAT
WHERE/ WHEN
WHO
HOW
The Road to Peace
• “If you don’t know where you’re going, any road will get you there…”
• Well intended, successful interventions do not automatically add up to PEACE!
• It is possible – and necessary – to identify effective peacebuilding
Effectiveness
• Positive impact
• Negative impact
• Means of work
• Partnerships
WHAT
WHERE/ WHEN
WHO
HOW
Effectiveness criteria (1)
• Positive impacts (Maximizing the good)– Own initiatives for peace are developed
by participants and communities – Social and political institutions are
created or reformed to handle grievances
– Violence and provocations to violence are increasingly resisted
– People’s (sense of) security is increased
WHAT
WHERE/ WHEN
WHO
HOW
Effectiveness criteria (2)
• Negative impacts– Worsening divisions between
conflicting groups– Increasing danger for participants
in peace activities– Reinforcing structural or overt
violence– Diverting human and material
resources from productive peace activities
– Increasing cynicism – Disempowering local people
WHAT
WHERE/ WHEN
WHO
HOW
Effectiveness criteria (3)
• Means of work (Reflecting on peace)Principles - Peace practice:
– is honest– values life– is reliable– respects differences– eschews violence and intimidation– commits to justice as essential to
peace– honors that peace belongs to those
who make it
WHAT
WHERE/ WHEN
WHO
HOW
Effectiveness Criteria (3)
• Means of work (Lederach, Galtung)Key Peace Competencies – Practitioners should
– Have capacity to show empathy– Value creativity– Have willingness to risk– Understand centrality of
relationships– Encourage curiosity– Uphold Non-violence– Tolerate tension and ambiguity
WHAT
WHERE/ WHEN
WHO
HOW
Effectiveness criteria (4)
• Partnerships– Insiders
• Motivation, passion / Knowledge / Reputation, credibility / Leverage, contacts / Continuity
– Outsiders• Lobby / Leverage, pressure /
Global constituency / Comparative experience / Host safe space / Resource mobilization
WHAT
WHERE/ WHEN
WHO
HOW
Effectiveness criteria (4)
• Partnerships– Successful partnerships are
result of interaction rather than ‘intrinsic rightness’• Horizontal, mutual consultations• Clear definition of roles and
responsibilities• Identification of shared criteria of
success• Assess and value differences• Insiders make the agenda• Design strategy for sustainability
WHAT
WHERE/ WHEN
WHO
HOW
Impact: Analysis (1) and Approach
WHAT
WHERE/ WHEN
WHO
HOW
• Analysis– Often not analyzed, but important:
• What is the conflict not about?• Who needs to be stopped?• International, regional dimensions?• What has been tried?
– Crucial information:• What needs to be stopped / who will
resist?• What needs to be supported?
Impact: Analysis and Approach (1)
WHAT
WHERE/ WHEN
WHO
HOW
• Basic Approaches– More people strategy– Key people strategy– Individual / personal level– Socio / political level
• Most Effective Approach– Connecting the Individual level and
the Socio / Political level– Connecting More People and Key
People strategies at the Socio / Political level
Impact: Analysis and Approach (2)
WHAT
WHERE/ WHEN
WHO
HOW
Strategy
Level
More People
Key People
Individual
Socio/political
LUNCH?
Outline State of the Art Paper
• Chapter 1: Introduction• Chapter 2: Understanding Peacebuilding• Chapter 3: Understanding Young people
in violent conflict• Chapter 4: Global Peacebuilding overview• Chapter 5: War Child Peacebuilding
overview• Chapter 6: Reflections and
recommendations
Defining Young People
• Children, Adolescents, Youth– Biological – Youth = age group:
• Age ranges 10-19, 15-24, 15-30
– Sociological – Youth = identity group:• Complexities of transition child - adult• Lenses of own ‘agency’
Young people
• Almost half of the world’s population is below 25 years old.[1]
• Young people aged 12-24 amount to 1,5 billion, of which approximately 85% live in so-called developing countries.[2].
• In Africa and South Asia in particular, children and youth make up more than 60% of the total population.[3]
[1]The World Bank, “Why invest in children and youth?”[2]World Development Report 2007: Development and the Next
Generation[3]United Nations Population Fund (UNFPA) State of the World Population
2005: The promises of Equality.
Young People and Violent Conflict
• Demography – They fight because there are too many of
them
• Coercion– They fight because they are forced to
• Youth crisis– They fight because they are alienated
and disenfranchised
Engaging Youth
• Active agents during armed struggle • Primary producers of violence in the
post-violent conflict period • Victims of post conflict violence • Actors in grassroots community
development and peacebuilding• Holders of the right to participation
Peace Programming for Youth
• Aims:– Resilience– Socio-political engagement
• Approaches:– Service-based approaches – Partnership approaches– Youth-led approaches
Peacebuilding Areas
• Community Activities and Creative Youth Work– including community development activities,
sports and art activities• Education and training
– including capacity building and training of ‘multipliers’, trainin for the workplace, teacher training
• Advocacy, awareness raising, Media, Policy and research– including campaigning, youth led advocacy
and research
Global Overview
UNDP communit
y based projects in different fields and
war-affected
areas
Youth aActivities
by the Catholic
Relief Service:
Trainings of
Professionals
United Religions Initiative: Ugandan
Youth Peace
Building Workshop
The Academy for
Educational
Development’s Young Leaders for Peace and Development Program
(YLPD)
Re'ut-Sadaka youth
project in Tel Aviv
Youth Action for Peace (YAP)
Play for Peace Leadership
programmes
World Vision Waajid Grass Root
Peacebuilding Project
Search for Common Ground
Jamaa Burundi"The Best
Choice"
Amani Peoples Theatre (APT) Kenya
Recursos de Animación
Intercultural - RAI
Mostar Intercultural Festival
Peace Links Young
Generation Sierra Leone
Youth Education Pack by the Norwegian
Refugee Council
AED Young Leaders for Peace and
Development (YLPD)
Southern Caucasus
Grupa Hajde Da…Balkans
YOTRACON – Youth Transformin
g Conflict Online
training course,
The Network University
YouCan – Youth Canada
Association
YMCA WorldwideScout Movement
Worldwide
UNDP Youth Engagement
and Job Opportunity Project in
Sierra Leone
Kosovar Youth Council
UNDP Youth, Peace and
Development Forum, Guinea
UNDP ICNYP/UNDP Sub-Regional
Training Seminar on
National Youth Policy
Community Youth Mapping (CYM) in
Egypt
UNESCO Education for
Peace Programme
In Somalia
Catholic Relief Services
„Kosovo: Interweaving Lives“
AED Peace Media Sri
Lanka„Take This
Road“
Liberia Communit
y Peace Building
and Development “Youth
Peace Radio
Corps “
Barefoot Journalism in Nepal,
AED
Young People Vote for Peace in
Colombia
South East European
Youth Network
UNDP Pan-African Youth
Leadership Summit
UNESCO -Youth Network for
Peacebuilding - Spain
Youth Alliance for Peace and
Development in Sierra Leone
Mitrovica City-Wide Youth Council supported by
Catholic Relief Services
State of the Art Peacebuilding:
Key Findings (1/4)• Peacebuilding is not only an
activity or series of activities, it is an impact. This impact is twofold: 1) stopping violence and destructive conflict; and 2) building a just and sustainable peace. Interventions aiming at peacebuilding should increase positive and minimize negative effects.
State of the Art Peacebuilding:
Key Findings (2/4)• Not all conflicts become violent; they
should be seen as potentially contributing to positive change. Conflicts are complex social, political, cultural, economic phenomena, which warrant in depth and continuous analysis and reflection. The most appropriate way of dealing with conflict is therefore not to prevent or resolve it, but to try to transform it.
State of the Art Peacebuilding:
Key Findings (3/4)• Separate, well-intended
programmes aimed at contributing to peace, do not automatically add up to the BIG Peace. The main consideration to be given to peacebuilding from a programming perspective is whether the intervention is effective in contributing to the BIG Peace.
State of the Art Peacebuilding:
Key Findings (4/4)• Youth should not be seen as a homogenous
group, but rather as a heterogeneous group with widely differing needs, interests and ambitions. Young people have great, largely untapped peacebuilding resources. They should be regarded as active agents in their own lives and capable participants in their communities. Increasing their resilience and socio-political engagement should be the main foci of peacebuilding interventions for young people.
Culture of Peace and Non-violence
Culture of War and Violence
1. Belief in power based on force
2. Having an enemy
3. Authoritarian governance
4. Secrecy and propaganda
5. Armament
6. Exploitation of people
7. Exploitation of nature
8. Male domination
Culture of Peace and Non-violence
1. Education for a culture of peace
2. Tolerance, solidarity and international understanding
3. Public participation
4. Free flow of information
5. Disarmament
6. Human rights
7. Sustainable development
8. Equality of women and men
Peace keys
1. Developing attitudes and skills for living together
2. Rediscover solidarity
3. Participate in public sphere
4. Listen to understand
5. Reject violence
6. Respect all life
7. Share with others and preserve the planet
8. Work for women’s equality
Recommendations (1)
1. War Child should be more conflict sensitive throughout its programme cycle
2. War Child should strive for a longer presence in countries that are “out of conflict”, but still in high need of peacebuilding support
3. War Child should explore potential of involvement (through partners, networks) in areas that are violent and involve youth, but are not on lists of “conflict countries”
Recommendations (2)
4. War Child should explore themes related to peacebuilding, such as violence; truth and reconciliation; and the role of children and youth in these themes
5. War Child should focus more explicitly on youth in peacebuilding. Children are the future, but youth can act now
6. War Child should be willing to take innovative approaches to peacebuilding, while cherishing current practices
Recommendations (3)
7. War Child should translate the Key Peace Competencies and Culture of Peace Principles into staff competencies and related processes and procedures
8. War Child should set 21 / 9 on the annual calendars for joint public events to increase its peacebuilding image
9. War Child should make the collection, documentation and dissemination of its peacebuilding best practices a priority
International Peace Day
On the annual calendars for joint public events to increase War Childs peace building image?
Example last year DRC – NetherlandsObjectives:Positioning War Child as a peace
building organisationDeepening the image of War Child by
communicating content about what we do in peace building
Results WPA
• Different objectives and results possible
• International context can have assets
For example:• Awareness raising• International backgrounds > impact
Results Netherlands
• Inform our donors and broader public about the importance of peace building and War Child activities for peace building
• Other organisations know War Child as a reliable expert on this subject
Activities
• 2 Peace signs in DRC and Holland• Live satellite connection• Live broadcast on the internet with
portraits of DRC children• Virtual peace sign in Habbo Hotel
Demo
Outcome
• 10.000 people watched film• 1 million TV-spectators in Holland• 2 national radio broadcasts + several
local• Website special visited by 3500 people• Website traffic from 1650 > 2550 per
day• Habbo Hotel: 23.000 children in peace
sign
Brainstorm
• Do you have ideas for celebrating International Day of Peace in your country?
• Do you have ideas about how to link our activities internationally, to create a joint international event?
It’s a long and winding road…
• Questions?
• Suggestions?
• Next steps?
Peace of Cake!
