Understanding Conflict -- Introductionand

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 ofevidence and knowledge in policies andprogramming related to education, conflict andpeacebuilding

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.