understanding conflict -- introduction and overview of the global peacebuilding, education and...
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Understanding Conflict -- Introduction
and
Overview of the Global Peacebuilding, Education and Advocacy Programme
2012-2015
Conflict versus Violence
Conflict is a ‘normal’ feature of life. In development processes, conflict might lead to positive change.
However, conflict might also lead to violence if not managed constructively.
CONFLICT
Conflicts constructively transformed– more
cohesive and resilient societies
VIOLENCE
addressed constructively
unaddressed
Conflict, Violence, and Children
• Over 1 billion children under the age of 18 live in areas affected by conflicts and high levels of violence.
• No conflict affected country has achieved a single MDG.
• Over the past 1-2 decades(i) Civil wars have become the dominant form of conflict; (ii) New global threats require different responses to violent conflict;(iii) The linkages between conflict and natural disaster have become increasingly complex (e.g. Sahel, Haiti, Horn of Africa).
• The impact on children is multi-faceted and includes child recruitment, gender-based violence, killing and maiming, separation from families, trafficking, and long-term negative impacts on mental health and well-being.
• However, children can make unique contributions to peacebuilding.
SOME GENERAL DEFINITIONS
Conflict-sensitivity: capacity of an organization to understand its operating context, understand the interaction between its intervention and the context, and act upon this understanding to avoid negative impacts, and maximize positive impacts on conflict factors.
Peacebuilding: involves a multi-dimensional range of measures to reduce the risk of a lapse or relapse into violent conflict by addressing both the causes and consequences of conflict, and strengthening national capacities for conflict management.
Peace dividends are tangible results of peace, which might not necessarily address the underlying causes of conflict, but address the consequences of conflict.
Conflict analysis is critical for all of the above. It is the systematic study of the profile, causes, actors, and dynamics of conflict. It should capture the multi-dimensionality (political, social, economic, security, human rights etc.) of a conflict.
It’s easy to know you are being stung by bees, but difficult to know which one is stinging you
– East African proverb
Rationale
• Education can have a significant role in building peace• Provides an early ‘peace dividend’ -reconstruction• Serves as an important preventative strategy• Build the capacity of children, parents, teachers and
community members to prevent, reduce and cope with conflict
• Education can also be a potential driver of conflict
Rationale
Social
Governance
Security
Economic Environmental
EDUCATION
Rationale / Problem Analysis
• Recent research commissioned by UNICEF on the role of education in peacebuilding (Sierra Leone, Nepal, Lebanon) highlights
http://www.educationandtransition.org/category/resources/technical-resources/
• Lack of integration of education in peacebuilding
• Insufficient institutional capacity
• Transformative potential of education is unrealized
• Insufficient access to quality, relevant education
• Weak evidence base
PEACEBUILDING AND EDUCATION PROGRAMME
Impact Indicators# of peacebuilding and conflict reduction policies, analyses and implementation with education integrated# of countries with institutions having measurably increased capacity to supply conflict sensitive and peace education% change in perceptions among representative samples of children and adult community members of their own ability to prevent, reduce and cope with conflict and promote peace# of children (M/F) reached by quality, relevant education that contributes to peace# of relevant policies and programmes adopted at country level informed by programme supported evidence base
OVERALL GOALTo strengthen resilience, social cohesion and human security in conflict affected contexts, including countries at risk of, or
experiencing and recovering from conflict
1Increased inclusion of education into peacebuilding and conflict reduction policies, analyses and implementation.
2Increased institutional capacities to supply conflict sensitive education.
3 Increased capacity of children, parents, teachers and other duty-bearers to prevent, reduce and cope with conflict and promote peace.
4Increased access to quality and relevant conflict sensitive education that contributes to peace.
5Increased contribution to generation and use of evidence and knowledge in policies and programming related to education, conflict and peacebuilding
Outcomes (Results)
10 Primary Target CountriesWest and Central Africa: Chad, DRC, Sierra Leone; East and Southern Africa: Burundi, Somalia, South Sudan; East Asia and Pacific: Myanmar; South Asia Pakistan Middle East and North Africa: Yemen;
4 Reserve Countries Liberia, oPt, Sierra Leone, Uganda
Strategic ResultStrengthened policies and practices for education and peacebuilding in conflict affected contexts
Goal
To strengthen resilience, social cohesion and human security in conflict-affected contexts (vision)
Strengthening policies and practices in education for peacebuilding [strategic result]
Outcome One
Increase inclusion of education into peacebuilding
and conflict reduction policies, analyses and
implementation
Focus on:- conflict analyses, including education sector analysis- Participation in peacebuilding dialogue at national and
global levels - Linkages between education and peacebuilding actors
Outcome Two
Increase institutional capacities to supply
conflict sensitive education Focus on:- Institutional capacity building/training in conflict sensitive
education- Use of data to inform education sector policies, plans and
programme, - support government ministries and other institutions to deliver
conflict sensitive education - support for equitable and conflict sensitive education for
marginalized children and youth
Outcome Three Increase capacity of children, parents, teachers
and other duty-bearers to prevent, reduce and
cope with conflict and promote peace
Focus on:- Support training in peaceful conflict resolution, tolerance, social
cohesion, peaceful classroom management and disaster risk reduction
- Access psychosocial support - Foster peaceful school and classroom management processes- Provision of peace education programming
Outcome Four Increase access to quality, relevant conflict
sensitive education that contributes to peace
Focus on:- Improving the quality and relevance of learning environments - Re-integrating children formerly recruited/used by armed groups or
forces - Increasing protection of schools (including personnel and students)- Provision of education as a peace dividend - system building and
restoration of education services
Outcome Five
Contribute to the generation and use of
evidence and knowledge in policies and
programming related to education, conflict and
peacebuilding
Focus on:- Promoting use of evidence to advocate for appropriate
policies, increased resources - Increased engagement of national and regional research
institutes
PROGRAMME MANAGEMENT STRUCTURETRUCTURE
Programme
Management Team
Technical Working Group
Regional Offices
Country Offices
Allocations Committee
Programme Advisory Group
Programme Update• First allocations have gone out to COs (conflict analysis)
• Country consultations with target (10) and reserve countries (4) ongoing , CA trainings & planning sessions with all Programme countries
• CA training has been tailored to this programme and piloted in the TWG
• Partnership discussions with: INEE, GCPEA, UNESCO, UNHCR, Education Cluster, PBSO, UNDP/BCPR, GPE, USAID, World Bank, CIDA, donors, academic institutions, etc.
• Thorough preparatory work and careful planning pre-conflict analysis is critical. Things take time.
• Preparatory steps to designing a context-specific conflict analysis process and developing a plan include: Reading HQ guidance note on preparation for conflict analysis
and UNICEF Technical note on conflict sensitivity and Peacebuilding
Mapping existing analyses, policies and plans/ Desk Study Mapping key stakeholders to participate in the conflict analysis
(national and subnational levels) – ensure good representation from both Education and Peacebuilding
Identification of capacities for the process and gaps, incl. identification of CO staff to lead process and, if required, additional staffing/ consultant to support (co-faciliation of workshops, drafting of report etc.)
Thorough briefing of CO staff, government, partners
Sierra Leone Conflict Analysis Pilot - Process
• Context specific conflict analysis was launched through workshops designed and conducted in 3 sites across the country
• Additional consultations with additional stakeholder groups ongoing (children, adolescents, students, political and security personnel)
• Different methodologies to address range of stakeholders targeted at all levels (Education & PB)
• Research for baseline data
• Conflict analysis to inform preparation of programme planning
UNICEF Type your title in this FOOTER area and in CAPS
Type your title in this FOOTER area and in CAPS
Sierra Leone Conflict Analysis Pilot –Feedback
ON PROCESS:
• Adequate preparation to develop conflict analysis process
• UNICEF Country Office ownership and leadership and capacity building
• Engagement of education and peacebuilding communities
Sierra Leone Conflict Analyses Pilot –Feedback
ON ANALYSIS
• Conflict Analysis Workshops: one excellent vehicle for information gathering and capacity building on linking education to peacebuilding
• Conflict drivers in Sierra Leone remain strong – a decade after the end of the conflict
• Many interfaces of education with other broader areas contributing to peace identified.