Transcript CLICK AND TYPE TITLE HERE

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.
addressed
constructively
Conflicts constructively
transformed– more
cohesive and resilient
societies
CONFLICT
unaddressed
VIOLENCE
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
Governance
Social
Security
EDUCATION
Economic
Environmental
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/technicalresources/
• 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
OVERALL GOAL
To strengthen resilience, social cohesion and human security in conflict affected contexts, including countries at risk of, or
experiencing and recovering from conflict
Strategic Result
Strengthened policies and practices for education and peacebuilding in conflict affected contexts
Outcomes (Results)
1
Increased
inclusion of
education into
peacebuilding and
conflict reduction
policies, analyses
and
implementation.
2
Increased
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.
4
Increased access
to quality and
relevant conflict
sensitive
education that
contributes to
peace.
5
Increased
contribution to
generation and use
of evidence and
knowledge in
policies and
programming
related to
education, conflict
and peacebuilding
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
10 Primary Target Countries
West 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
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
Advisory Group
Technical Working
Group
Regional Offices
Allocations
Committee
Programme
Management Team
Country Offices
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.
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.