Understanding Conflict -- Introduction a nd

1. Understanding Conflict -- Introduction and Overview of the Global Peacebuilding, Education and Advocacy Programme 2012-2015

3. Conflicts constructively transformed– more cohesive and resilient societies CONFLICT VIOLENCE 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 unaddressed

4. 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.

5. 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. Itis 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.

6. It’s easy to know you are being stung by bees, but difficult to know which one is stinging you – East African proverb

7. 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

8. Rationale

9. 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

10. 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 Peacebuildingand Education Programme 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. 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 3 Increased capacity of children, parents, teachers and other duty-bearers to prevent, reduce and cope with conflict and promote peace. 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 AsiaPakistan Middle East and North Africa: Yemen; 4 Reserve Countries Liberia, oPt, Sierra Leone, Uganda

11. Goal • To strengthen resilience, social cohesion and human security in conflict-affected contexts (vision) • Strengthening policies and practices in education for peacebuilding [strategic result]

12. 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

13. 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

14. 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

15. 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

16. 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

17. Programme Allocations Advisory Group Committee PROGRAMME MANAGEMENT STRUCTURETRUCTURE

18. 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 Programmecountries • 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

19. 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

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21. Type your title in this FOOTER area and in CAPS

22. 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

23. 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.