Transcript Harmonized Emergency Risk Management in UNICEF

Conflict Sensitivity and
Peacebuilding
Unite for Children
Do No Harm
Key lessons from the Do No Harm Project*
•
Every intervention becomes part of the context.
•
All contexts have “dividers” and “connectors”.
•
All interventions worsen or improve them.
•
Actions and behaviors have consequences
•
Details of interventions matter.
* Mary Anderson: “How aid can support
peace – or war”, 1999
Conflict sensitivity
Conflict sensitivity
refers to the capacity of
an organization to:
 ● Understand the context in
which it operates;
 ● Understand the interaction
between the organization's
interventions and the context;
and
 ● Act upon the understanding of
this interaction, to (a) avoid
negative impacts (do no harm)
and (b) maximize positive
impacts.
 ● Constantly reflect on the
implications of its interventions –
Reflective Practice
* Diagram
from CRS
Conflict Sensitivity in practice
Conflict analysis as basis for planning, management
Tune programme to analysis
Assess identity of organization, staff, and partners
Be aware of staffing issues in management decisions
Participatory mechanisms in programmes
Conflict sensitivity assessment ex post
Peacebuilding: Definition
A multidimensional range of measures to reduce the risk
of a lapse or relapse into conflict by addressing the
causes and consequences of conflict
and
to strengthen national capacities at all levels for conflict
management
Source: SG report 2009
Conflict Sensitivity versus Peacebuilding
Comparison: Conflict Sensitivity and Peacebuilding
Conflict Sensitivity
Peacebuilding
Definition: The ability of to:
Definition: Peacebuilding involves a multi-dimensional range of measures to
Understand the context in which it is operating,
reduce the risk of a lapse or relapse into conflict by addressing both the
particularly intergroup relations;
causes and consequences of conflict, and strengthening national capacities
[1] Adapted
Understand the
interactions
itswith
interventions
all levelsand
for Peacebuilding,
conflict management
in order to Learning
lay foundations for
from Abetween
distinction
a Difference:and
Conflictat
Sensitivity
CDA Collaborative
the context/group relations; and
sustainable peace and development.
Act upon the understanding of these interactions, in order
to avoid negative impacts and maximize positive impacts.
[1]
Aim: Work IN the context of conflict to prevent negative and, if
possible, maximize positive impacts of programme on conflct
and violence factors
Aim: Work ON conflict to explicitly reduce conflict causes and factors to
contribute to the foundations for sustainable peace
Application to Programmes: All programmes of all types
(humanitarian or development) in all sectors, at all stages of
violence and conflict (early/latent factors, open conflcit, postconflict) must be conflict sensitive
Application to Programmes: Integrated into development programmes in all
sectors, at all stages of violence and conflict. Can serve as an explicit
overall goal or objective for a programme, depending on context and the
results framework. (Peace dividends can be an indirect result from
humanitarian action [early recovery approach]).
Adapted from A distinction with a Difference: Conflict Sensitivity and Peacebuilding, CDA Collaborative Learning Projects, 2009.
Peacebuilding: Peace Dividends
Visible, tangible results of peace, which might not
necessarily address underlying causes of conflict but
address consequences of conflict.
Help create incentives for non violent behaviour,
reduce fear, and begin instilling confidence in
affected populations, in their communities and in the
legitimacy of the institutions
Source: SG report 2009
Resource: PBF review
Peacebuilding Dimensions
SG report 2009: peace dividends + role of operational
agencies
Basic social services and peace dividends: CFS, life
skills, peace education, back-to-school, community
management of services
Safety/Security: Mine risk education, child combatants,
police/peacekeeper training
Core Government Functions: Capacity development at
ministerial, subnational levels
Economic: Youth, life skills, livelihoods, social protection
Political/Reconciliation: Youth empowerment, peace
education
Source: adapted from SG report 2009
Integrating PB into UNICEF
• Ensure appropriate attention is given to
children and women in national and global
peacebuilding efforts (national plans, UN/
inter-agency strategies, policies and
frameworks)
• Identify conflict and violence factors
affecting children in Conflict Analysis so
that responses can be developed
accordingly
3 principal directions for programming
1. All strategies and programmes informed
by conflict analysis
2. All strategies and programmes should
be conflict sensitive
3. A more explicit and systematic
approach to peacebuilding, where
appropriate