Strategic
Framework
Fund

Strategic Framework Fund2020 Narrative Report
1 March 2021

Contents
1.

Introduction ..................................................................................................................................... 3

2.

Update from the 2019 Reporting Cycle........................................................................................... 3

3.

Status of projects receiving allocations from 1 January – 31 December 2020 ............................... 6
3.1 Highlights by Strategic Objective................................................................................................... 9
3.2 Implementing Partners ................................................................................................................ 12
3.3 COVID-19 Implications and risks ................................................................................................. 12
3.3 Strategic Enabler Allocation ........................................................................................................ 12

4.

Independent Evaluation of the SFF ............................................................................................... 13

5.

Visibility and Transparency ........................................................................................................... 13

6.

Efforts to Mobilize Additional Donor Support .............................................................................. 13

Annexes ................................................................................................................................................. 13

Tables:Table 1: Update on projects/activities recorded in progress as of 31 December 2019.......................... 3
Table 2: List of projects/activities and allocations made in 2020 by SFF donor source and report status................................................................................................................................................................. 6
Table 3: Grants to Implementing Partners ............................................................................................ 12

Figures:Figure 1: Budget allocated by strategic objective
Figure 1: Budget allocated by region
Figure 3: Beneficiaries by strategic objective
Figure 4: Beneficiaries by region
Figure 5: Budget allocated by strategic objective
Figure 6: Budget allocated by region
Figure 7: Beneficiaries by strategic objective
Figure 8: Beneficiaries by region
Figure 9: Certificates by strategic objective
Figure 10: Certificates by region
Figure 11: Women beneficiaries by strategic objective
Figure 12: Women beneficiaries by region2

1. Introduction
This narrative report of the Strategic Framework Fund (SFF) covers the period from 1 January to 31 December
2020. The report includes an update on incomplete projects from 2019 (Section 2) and a report on allocations
awarded in 2020 (Section 3). This is the SFF’s first full narrative report covering allocations made from all SFF
donors. This narrative report complements a financial report for the same period which has been submitted
under separate cover.

2. Update from the 2019 Reporting Cycle
At the end of the 2019 cycle, 11 of 30 SFF-supported projects were still in progress. During 2020, nine of theseremaining projects were implemented, as summarized in Table 1 below. Three projects, Implementation of a
National NOASP Workshop (Nepal), Introduction to Geospatial Information Technology for Evidence Based
Decision-Making (Kenya) and Introduction to Geospatial Information Technology for Disaster Risk
Reduction/Management are still in progress.
Table 1: Update on projects/activities recorded in progress as of 31 December 2019
Strategic
objective
(SO)
SO1:
Peace
SO2:
PeopleSO4:Prosperity
SO5: Crossfertilization

Multiplestrategic
objectives

Title of project/activity

SourceAllocation(USD)

2019 report2020 update

Towards Shattering the Glass Labyrinth ofFemale Leadership in National Security
Forces
Implementation of a National NOASP
Workshop in Nepal

Sida

60,000Progress

Final

Sida

80,000Progress

Frontier Technologies for Sustainable
Development: Unlocking Women
Entrepreneurship through Artificial
Intelligence in Afghanistan and Iraq
Introduction to Geospatial Information
Technology for Evidence Based DecisionMaking (Kenya)
Upgrading StaTact Application
UN SDG: Learn Stage 2
Introduction to Geospatial Information
Technology for Disaster Risk
Reduction/Management
Democratic Governance
The One UN Climate Change Learning
Partnership
Promoting Gender Mainstreaming and
Women’s Leadership and Empowerment

Sida

80,000n/a –plannedfor 2020
Progress

Qatar*

26,584.89

Progress

Sida
Sida
Sida

90,268
159,878
150,000

n/a -plannedfor 2020
Progress
Progress
Progress

Sida
Sida

60,000100,000

Progress
Progress

Final
Final

Sida

60,000

Final

Sida

77,000n/a –planned2020
n/a –planned2020

Diplomatic Excellence Programme 2020
Notes and
Legend*Allocation made in 2018

3

Final

Final
Final
Progress

Final

2020 Narrative Report, Strategic Framework Fund

Figure 1: Budget allocated by strategic objective

Figure 2: Budget allocated by region

USD
USD
60.000 80.000

USD
297.000USD
186.584

USD 0 USD

80.000

SO1

SO2

SO4

SO5

USD
426.730USD
80.000SO3AfricaAsia and the PacificMultiple

Middle East

Multiple regions/Global

Figure 4: Beneficiaries by region

Figure 3: Beneficiaries by strategic objective

66

30
0

267

USD
80.000USD
597.146

0

35

35

913
1144
SO1

SO2

SO3

SO4

SO5

Multiple

AfricaAsia and the PacificMiddle East

Multiple regions/Global

The allocations in Table 1 supported projects under four of the five objective areas of the strategic framework. As
shown in Figure 1, the largest proportion of funds was allocated to projects with links to SO5, followed by multiple
strategic objectives (SO). Taken together, projects funded covered 10 of the 17 Sustainable Development Goals (allGoals except SDG 2, SDG 3, SDG 6, SDG 7, SDG 11, SDG 12, and SDG 14). 1 The largest proportion of allocations wasmade to projects delivered in multiple regions or globally, followed by those for delivery in Africa or for African
beneficiaries, as shown in Figure 2.
While most of the allocations were made to support projects related to training-related outputs (with 1,245
individuals benefitting from training events from the above-mentioned allocations), one allocation also funded a
project supporting the development of learning platforms, such as the SDG:Learn platform that had 69,951 users.
Figures 3 and 4 above show the breakdown of training-related outputs per strategic objective and geographic
region. The largest number of beneficiaries to date has come from programming supporting multiple goals andmultiple regions, although this distribution may change somewhat with the completion of projects under
implementation and planned.
Some early signs of results from training are visible in some cases. The project “Towards Shattering the Glass
Labyrinth of Female Leadership in National Security Forces” in Burkina Faso led to increased participants’ selfesteem and understanding of the range of possibilities they have as women in the national security forces and the1

See Annex 1 for a complete list of SDGs.

4

2020 Narrative Report, Strategic Framework Fund

importance of their meaningful participation. Moreover, the training immediately boosted participants’motivation, carrier ambitions and gave them a better understanding of the skills, knowledge and experience
required to progress and move into leadership positions. Finally, the highly participatory and experiential methods
and formats employed contributed to the creation of a strong support network and to strengthening young
women’s insider knowledge and access to opportunities.
In conjunction with the online course on “Frontier Technologies for Sustainable Development: Unlocking Women’s
Entrepreneurship through Artificial Intelligence” in Afghanistan and Iraq, which received SFF support in 2019, an
Impact Story was published in December 2020 to review the results from course participants and to share stories
on the most significant changes from three of them. The Impact Story found that while the three participants
reported changes to their daily work and an increase in commitment and motivation to continue learning as aresult of the course, the transfer of knowledge and skills to their workplaces and notably through theimplementation of their respective course business plans proved difficult because of the lack of process supportand structures within their respective workplaces.
In the framework of the project “Upgrading StaTact Application”, an application that has been redesigned toensure an improved user experience and functionalities such as the reorganization of key stages into problem
statement, problem analysis and action plan stages and the addition of a functional implementation (monitoring)stage, as well as new functionalities, including user panels for national administrators, working group leaders andregular users; good practice library; and a share function. Overall, 851 participants have improved their knowledgeof data governance and statistical planning through three editions of the Massive Open Online course on “Datagovernance for the SDGs”. Ninety-two per cent of participant respondents rated the course as overall useful.
Moreover, 140 government officials from 37 countries were trained on StaTact, with 97 per cent of workshop
participants confirming overall usefulness of StaTact and 93 per cent finding StaTact relevant to their work.
The “UN SDG:Learn Stage 2” initiative, a smart gateway launched in July 2019 by UNITAR and the United Nations
System Staff College (UNSSC) with high-level support of the United Nations Deputy Secretary-General, is a meansfor promoting the accumulated knowledge and building competences related to the SDGs. This project aimed tofurther upgrade the gateway and increase its outreach and effectiveness. The UN SDG:Learn currently has 59
partners, including UNITAR and UNSSC, and features 280 courses and 151 micro-learning events. It registered
69,951 users as of 31 December 2020, including 54.4 per cent male and 45.6 per cent female, and 242,008 pageviews. Most of the learners using the gateway were between 18 and 34 years old. A self-evaluation of UNSDG:Learn
undertaken in August-September 2020 has produced some of the following evaluation findings, including 79 percent rated the gateway as useful or extremely useful, and 30 per cent took the learning they have identified andmost of them felt this learning was related either to policy coherence, leaving no one behind (LNOB) or gender.
Moreover, more than 50 per cent of those learners who took learning applied good practices related to policy
coherence, LNOB or gender.
The project “Introduction to Geospatial Information Technology for Disaster Risk Reduction/Management” aimed
to provide training participants with Geographic Information System (GIS) and Remote Sensing (RS) methodologies(i.e. risk assessment and satellite based response mapping) related to natural hazard management in for least
developed countries, namely Rwanda, Nepal, Tanzania and Republic of Congo. The courses sought to increase
women’s participation at all levels of DRR planning and decision making, thus they aim to achieve a 50:50 genderratio. In total, the courses were attended by 62 professionals working in governmental, private and academicorganizations in Rwanda, Nepal and Tanzania who wished to strengthen their practical skills in applying geospatial
technologies for DRR. Participants appreciated the local case study approach as it allowed them to identify withthe content and increased their motivation to come up with innovative solutions to address DRR/M challenges
using the available tools. Moreover, they expressed eagerness to learn more and to benefit from future training
opportunities. 94 per cent agree of the participants agreed that the training was useful, 71 per cent agreed theinformation was new to them and 91 per cent agreed the course was relevant to their job.
The individual project reports (final or progress) are compiled in Annex 2 by strategic objective and provide further
description on outputs or other results.

52020 Narrative Report, Strategic Framework Fund

3. Status of projects receiving allocations from 1 January – 31
December 2020
During the 2020 reporting period, UNITAR Programme Divisions/Units submitted 33 requests for SFF allocations,
23 of which received allocations (or 70 per cent) for a cumulative amount of $1,521,650. As shown in Table 2
below, the allocations varied widely, from $5,200 to over $270,000 (average $65,000). Projects cover all objective
areas of the strategic framework, with the largest proportion of projects covering multiple objectives. Eight of the
projects are cross-divisional/programmatic, requiring inter-programme collaboration in design andimplementation.
Ten of the 23 projects are completed, 12 are under implementation and one project has not yet begun. Most of
the projects under implementation are scheduled to be completed by the end of the second or third quarter of2021, and one or two by the end of the fourth quarter. Reports of the individual projects are attached as Annex 3.
Table 2: List of projects/activities and allocations made in 2020 by SFF donor source and report status
Strategic
objective
(SO)
SO1:
Peace

S03:
PlanetSO4:
Prosperity

SO5: Crossfertilization
Multiplestrategic
objectives

Title of project/activity

SourceAllocation(USD)

Digital Design Solution for Young African WomenMediators
Peacemaking and Conflict Prevention International andRegional Trainings: Transforming Fellowship Preventive
Diplomacy and Africa Peacemaking Training Programmes
in the COVID-19
Women’s Leadership for Peace: Needs assessment,
operational plan, and design phases**
Youth Imp!act for Peace Liberia
Joint UNITAR/UNICEF online climate change course
How to be e-Waste Literate: A Citizen’s Approach toSolving the e-Waste Course
Joint UNITAR/WHO Online Climate Change Negotiationsand Health Course**
Responding to Crisis: Strengthening Finance and Trade
Resilience to COVID-19 in Sub-Saharan Africa**
Leading Inclusive 4IR: Empowering Women in
Afghanistan for the Future of Work through Digital
Reskilling**
BUILD BACK BETTER - Sustainable and resilient postCOVID recovery in Latin America: Enhancing Trade andImproving Safety by Strengthening Chemicals and Tradelinks and bringing countries closer to OECD Standards*
Division for Prosperity lead**
E-learning course on the use of Geospatial Information
technologies for Humanitarian assistance
Conflict Prevention and an Early Warning System
Development in the Lake Chad Region: Support to theMultinational Joint Task Force (MNJTF) Regional
Intelligence Fusion Unit** (SO1, SO5)

Qatar

55,000

Final

Sida

90,000

Final

Sida

55,000Progress

Sida
Qatar
Sida

60,97635,00075,000Progress
Progress
ProgressSida

54,715Progress

Qatar

55,000

Final

Sida

70,000Progress

Sida

100,000

Progress

Qatar

55,000Progress

Sida

60,000

Final

6

Report2020 Narrative Report, Strategic Framework Fund

Vector-borne disease risk mapping dashboard** (SO2,
SO5)
Levelling the Playing Field (SO1, SO2, SO3, SO4, SO5)

Notes:

Diplomatic Excellence, Bhutan (SO1, SO2, SO4, SO5)
Online Certificate on Essential Professional Skills,
Fellowships (SO1, SO2, SO4, SO5)
e-Learning Fellowships, International Law (SO1, SO2,
SO4, SO5)
e-Learning Fellowships – Multilateral Diplomacy andInternational Law (formerly Kenya) (SO1, SO2, SO4, SO5)
Online Intensive Training Programme in InternationalLaw, Pakistan (S01, SO2)
Diplomatic Excellence (SO1, SO2, SO5)
Overcoming Global Challenges through International Law(SO1, SO2, SO4, SO5)
Ethiopia – Safer Chemicals Management and Gender
Mainstreaming (SO2, SO3)
Strengthening SDG Competencies in the Digital Age***Allocation made on 19 December 2019**Cross Divisional/Programme Unit project/activity

Sida

60,000

Not yetinitiated
Final

Qatar &
Sida
Qatar
Qatar

271,651*
20,000
5,200

Final
Final

Sida

5,200

Final

Sida

50,000

Final

Pakistan

4,998

Final

Sida
Sida

69,00080,000Progress
Progress

Sida

70,000Progress

Sida

120,000

Progress

As shown in Figure 5 (page 7), the largest proportion of funds was allocated to projects with links to multiple
strategic objectives (SO). While SO2 (People and Social Inclusion) was not addressed through a distinct project, it
was part of most projects covering multiple objectives. Taken together, projects funded from the SFF in 2020 werelinked to 16 of the 17 SDGs (all Goals except SDG 7 – Ensure access to affordable, reliable, sustainable, and modern
energy for all). The largest proportion of allocations was made to projects delivered in multiple regions or globally,followed by those for delivery in Africa or for African beneficiaries, as shown in Figure 6.
Most projects were funded solely through the SFF, although eight projects also received co-financing from theUnited Nations Fund for Children (UNICEF), the World Health Organization (WHO), the beneficiary countries, theMinistries of Foreign Affairs of Bhutan, Finland and Norway, and the Hiroshima Prefecture. One project reported
in-kind support from the Organization for Economic Cooperation and Development (OECD).
Most of the allocations from SFF contributions were made to support projects related to training-related outputs(with 2,394 individuals benefitting from training events in from 2020 allocations. Figures 7 and 8 show the
breakdown of training-related outputs per strategic objective and geographic region. As expected, the largest
number of beneficiaries to date has come from programming supporting multiple goals and multiple regions. This
distribution is not likely to change much as most projects in progress have few remaining activities to be delivered.
Figures 9 and 10 below show the breakdown of certificates per strategic objective and geographic region. As
expected, the largest number of certificates to date has come from programming supporting multiple goals andmultiple regions. In total, 841 certificates of completion or certificates of participation were issued (35 per cent ofbeneficiaries trained). This said, some events may not have issued certificates given the characteristics of theevents.

7

2020 Narrative Report, Strategic Framework Fund

Figure 6: Budget allocated by region

Figure 5: Budget allocated by strategic objective
USD
320.976USD
366.176

USD 0
USD
164.715USD
125.000

USD
741.051USD
910.566USD
80.000USD
100.000
USD
70.000USD
175.000
SO1

SO2

SO3

SO4

SO5

AfricaAsia and the Pacific
Latin America and the Caribbean
Middle East

Multiple

Figure 7: Beneficiaries by strategic objective

Figure 8: Beneficiaries by region
227

107
00

46

118
0

0

2169
SO1

SO2

0

2121

SO3

SO4

SO5

Multiple

AfricaAsia and the Pacific

Latin America and the Caribbean

Middle East

Multiple regions/Global
Figure 9: Certificates by strategic objective
61

00Figure 10: Certificates by region
160

90
0

46
0 0

635

690
SO1

SO2

SO3

SO4

SO5

AfricaAsia and the Pacific
Latin America and the Caribbean
Middle East
Multiple regions/Global

Multiple8

2020 Narrative Report, Strategic Framework Fund

Figure 11: Women beneficiaries by strategic
objective
47 0 38
00

Figure 12: Women beneficiaries by region
90 16

1078

1099
SO1

SO2

SO3

0
0

SO4

SO5

Multiple

AfricaAsia and the Pacific

Latin America and the Caribbean

Middle East

Multiple regions/Global

Figures 11 and 12 above show the breakdown of women beneficiaries per strategic objective and geographic
region. As expected, the largest number of women to date has come from programming supporting multiple goals
and multiple regions. In total, 49 per cent or 1,184 of the beneficiaries were women.

3.1 Highlights by Strategic Objective

SO 1: Peace

Promote peaceful, just, andinclusive societies
Training delivered
Training undelivered
SDG links

2 events
2 events
4, 5, 8, 10, 16, 17

Number of participantsCertificates1

107 learners
61 (participation)

Four projects received allocations to promote the strategic objective of supporting institutions to contributemeaningfully to sustainable peace. Of the four projects, two were fully implemented and strengthened knowledge,
skills and understanding in peace-related fields of work, including the prevention, analysis, and sustainable
resolution of conflicts, as well as enhanced understanding of the challenges facing young African women mediatorsin efforts to build and sustain peace in their communities. Evidence of knowledge and skills transferred toworkplaces includes one participant (Afghanistan Ambassador to the UN) confirming application of frameworks,
analysis, and approaches to peace processes in his country; UN peace mission staff in Darfur and Central African
Republic utilising programme approaches to reduce tensions between ethnic groups in conflict; and one
participant from Libya applying knowledge and skills to a dialogue process among civil society. For further
discussion see long reports attached under Annex 4.

92020 Narrative Report, Strategic Framework FundSO 3: Planet

Support the conservation,
restoration andsafeguarding of our planet
for present and future
generations

Training delivered
Training undelivered
SDG links

0
Number of participants
3 e-courses
Certificates4
1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13

00Three projects received allocations to promote the strategic objective of supporting the conservation, restorationand safeguarding of our planet for present and future generations, with a focus on fostering a green, low carbon
and climate resilient transition. The implementation of the projects is in progress and results from the three ecourses are expected by the end of the second quarter of 2021.

SO 4: Prosperity
Promote inclusive andsustainable economic
growth.
Training delivered
Training undelivered
SDG links

1 online course
Number of participants
2
Certificates5
3, 4, 5, 6, 8, 10, 11, 12, 17

118
90 (completion)

Three projects received allocations to promote the strategic objective of helping countries to achieve inclusive andsustainable economic growth. All three projects place a focus on the present COVID-19 pandemic. In one project,
90 participants from Sub-Saharan African countries successfully completed an online training course in December
2020 to enhance capacities to effectively develop and implement policies and decisions to strengthen finance andtrade resilience during the global COVID-19 pandemic and health emergencies. As part of the course, participants
discussed, researched, and formulated policy recommendations, which were later peer reviewed as part of the
training. UNITAR plans to develop an Impact Story to examine if and/or how the recommendations have been
implemented and brought about positive change in the second quarter of 2021. The two other projects, Leading
Inclusive 4IR: Empowering Women for the Future of Work through Digital Reskilling and Build Back Better:
Sustainable Post-COVID Recovery in Latin America are in the implementation and planning stages, respectively,
and will be completed before the end of 2021.

10

2020 Narrative Report, Strategic Framework Fund

SO5: Cross-Fertilization
Optimizing the use oftechnology and supporting
coherence for the 2030
agendaTraining delivered
Training undelivered
SDG alignment

0
1 e-course
11, 13

Number of participantsCertificates7

00

One project received an allocation to support the objective of optimizing use of technology for evidence-based
decision making by increasing skills and other capacities of national and regional efforts to use satellite derived
mapping and GIS for disaster risk reduction, emergency response and territorial planning and monitoring. The
course was delayed as a result of the COVID-19 pandemic and is planned to be delivered by the end of March 2021.

Projects Under Multiple Strategic Objectives

Training delivered
Training undelivered
SDG links

23 events
Number of participants
21 events
Certificates7
1, 3, 4, 5, 8, 10, 13, 15, 16, 172169 (of which 2081 learners)
690 (participation)

As discussed earlier, the majority of projects funded in 2020 aimed to contribute to multiple strategic objectives.
The projects fall into three thematic categories: peace, diplomacy and international law, and chemicals and waste
management.
The project related to peace aimed to improve the performance of the Multinational Joint Task Force (MNJTF) byadvancing information and management and intelligence structures and procedures and thereby promoting
cooperation within MNJTF contributing countries. Requiring inputs from both the Division for Peace and theDivision for Research and Satellite Applications (UNOSAT), the project rose awareness on UN intelligence policy,
remote sensing, and geospatial information technologies for 20 staff officers deployed to the MNJTF in Cameroon,
Chad, Niger, and Nigeria, and ultimately empowering the participants to exert increased influence on methods towork toward the MDJTF’s mandated tasks.
The cluster of projects related to diplomacy and international law sought to contribute to SO2.2 (strengthening
representation of countries in special situations in institutions of global governance), although the thematic andcrosscutting foci of many of the trainings enabled the projects under this cluster to contribute to other strategic
objectives as well, such as promoting peace (conflict resolution and mediation); fostering a green-low-carbon andclimate-resilient transition; or promoting inclusive, sustainable economic growth. All projects comprised of trainingthat was delivered online, mostly reflecting an executive nature, either to groups of participants from different
countries (e.g., through the Levelling the Playing Field or Diplomatic Excellence projects) or targeted to specificcountries (e.g., Bhutan, Pakistan). Of this cluster’s eight projects, six are implemented and two remain under
implementation and are expected to be completed by the second quarter of 2021. As of 31 December 2020, 2,059
stakeholders benefitted from training with enhanced awareness, knowledge and skills.
One project sought to contribute to strengthening the sound and sustainable management of chemicals and waste(SO3.2) and also promote people’s well-being, including the protection and empowerment of groups that have112020 Narrative Report, Strategic Framework Fundbeen marginalized and made vulnerable (SO2.1).Specifically, the project aims to contribute to protecting humanhealth and the environment from anthropogenic emissions and releases of mercury and mercury compounds byaccelerating the implementation of the Minamata Convention on Mercury. The project was delayed as the initial
targeted country declined support. Efforts are underway to re-target the project to Ethiopia, with results expectedby the end of the fourth quarter of 2021.

3.2 Implementing Partners

UNITAR issued the following grants to implementing partners:
Table 3: Grants to Implementing Partners
Strategic
Objective
SO1

Year

Project

Implementing Partner

2019

Youth Imp!act for Peace Liberia

2020

Towards Shattering the Glass
Labyrinth of Female Leadership in
National Security Forces project
Women’s Leadership for Peace
Process
Introduction to Geospatial
Information Technology for
Disaster Risk
Reduction/Management

Angie Brooks
International Center
Ecole de Maintien de la
Paix Alioune Blondin Beye

2020
SO5

2019

Geneva Centre for
Security Policy
UN Resident Coordinators
Office Nepal

Grant
award
$33,500

Grant
statusOpen

CFA
17,242,023

Open$3,900Open$5,400

Closed

3.3 COVID-19 Implications and risks

The COVID-19 pandemic had implications on the implementation of SFF-supported projects, including cancellation
or delays in delivery, and various projects required conversion of in-person training to blended or online formats.
One diplomacy-related project targeting participants in Kenya was cancelled and the funds reallocated tosupporting an e-workshop on water diplomacy for Sudanese diplomats and issuing fellowship awards toparticipants from least developed countries and (LDCs) small island developing States (SIDS). Of the 23 SFF
supported projects, five were initially planned to be delivered in–person and were converted to online or blendeddelivery, including the Levelling the Playing Field project comprised of 20 training activities. The other projects
included online delivery that was planned pre- or post-COVID-19.
Converting in-person to online delivery has certain benefits, as noted by the Levelling the Playing Field project
report in which outreach was increased by close to 100 per cent. Converting in-person to online training is notwithout risks, however. Weak Internet connections can compromise the effectiveness of delivery with dialogue
and exercises, as reported by two projects (Conflict Prevention and Early Warning System Development and
Diplomatic Excellence - Bhutan). It was also found that in some training, participants were more reluctant tointeract and ask questions and participate as actively as they would have if the training was delivered in-person.
Risks related to grants issued under the SFF are assessed as low, in so far as the grant awards are of relatively low
value and the schedule of payments requiring subsequent payments to be based on financial reports of the priorinstalment. In 2020, UNITAR strengthened its controls by requiring implementing partners to submit a declarationof honor for the avoidance of conflicts of interest.

3.3 Strategic Enabler Allocation

In addition to the Division/Programme Unit allocations listed in Table 2, an allocation was made for $30,000 fromFranklin University to support efforts to strengthen the quality of training and the enhanced application of the
Quality Assurance Framework. The allocation supported the development of a Foundation Course on Training
Development which will be delivered as a self-paced online course. All UNITAR staff engaged in training-related

12

2020 Narrative Report, Strategic Framework Fund

programming will be required to take the course as a foundational certification. As of 31 December 2020, thecourse development is in progress and is scheduled to be finalized by the first quarter of 2021.

4. Independent Evaluation of the SFF
In accordance with its Governing Principles, the SFF will undergo a scheduled independent evaluation in the firsthalf of 2021. The evaluation will assess the relevance, coherence, effectiveness, efficiency, impact, andsustainability of SFF-related programming; identify any problems or challenges that the SFF has encountered; andissue recommendations and lessons to be learned on project design, implementation, and management. The
evaluation’s purpose is to provide findings and conclusions to meet accountability requirements, andrecommendations and lessons learned to contribute to the initiative’s improvement and broader organization
learning. The scope of the evaluation will cover Programme Division/Unit projects supported from the SFF during
2019 and 2020. The proposed timeframe for the evaluation spans from March 2021 (initial desk review and datacollection) to July 2021 (submission of final evaluation report).

5. Visibility and Transparency
UNITAR developed a dedicated page on its website to the SFF (www.unitar.org/partnerships/strategic-frameworkfund) to provide visibility to donor partners and transparency on narrative and financial reporting. The page will
also include Impact Stories, video testimonials and evaluation reports.

6. Efforts to Mobilize Additional Donor Support
UNITAR continued efforts to mobilize additional donor support to the SFF. The Fund was featured in discussions
at the September 2020 Friends of UNITAR Meeting, which is an annual meeting of Geneva-based Ambassadors.
The Executive Director thanked existing donors for their support and solicited other donors to consider supporting
the instrument. Targeted outreach was also undertaken over the course of the year, including with one existing
donor to renew a multi-year pledge. At the Sixty-First Session of the Board of Trustees, the Executive Director
reported on the Fund and indicated that efforts to mobilize additional support would continue despite COVID-19
and broader health and economic concerns consuming donor attention in development cooperation. The Board
took note of the update on the Fund and Management’s request to work with UNITAR to raise the visibility of theFund and to promote the instrument within its networks.

Annexes
Annex 1: List of SDGs
Annex 2: Summary Reports from 2019 Allocations (Final and Progress)
Annex 3: Summary Reports from 2020 Allocations (Final and Progress)
Annex 4: Long reports referenced in Annexes 2 and 3
Annex 5: List of Directors/Managers/Focal Points overseeing design and implementation of funded projects

132020 Narrative Report, Strategic Framework Fund

About the Strategic Framework FundThe Strategic Framework Fund (SFF) was established by the UNITAR Board of Trustees in November 2019 as apooled funding instrument to help UNITAR deliver on its mandate and achieve the objectives of the 2018-2021
strategic framework. The SFF provides UNITAR with increased flexibility and leverage to meet learning andother capacity development needs, with emphasis placed on the needs of individuals, institutions andorganizations from countries in special situations, including the least developed countries, the landlocked
developing countries, the small island developing States and countries in and emerging from conflict.
Current contributors to the SFF include the Governments of Nigeria, Pakistan, Qatar and Sri Lanka, as well as
the Swedish International Development Agency and Franklin University. The 2019 Report of the SecretaryGeneral on UNITAR (E/2019/81) and Economic and Social Council resolution E/Res/2019/13 refer the SFF, withthe latter document welcoming the Fund’s establishment. Efforts are underway to confirm pledges or followup on expressions of interest received from prospective donors.
The administration of the SFF is led by the Office of the Executive Director. Decisions on allocation requests
are made by the Executive Director in accordance with the Fund’s Guiding Principles. Project design,
implementation and reporting are undertaken by Divisions and Programme Units. Financial expenditurereports are prepared by the Finance and Budget Unit on a pooled basis and not by individual donor
contribution. Narrative reports are compiled by the Strategic Planning and Performance Division (Planning,
Performance Monitoring and Evaluation Unit-PPME). PPME also undertakes an independent evaluation of the
SFF on a two-year cycle, beginning in 2021.

14

Annex 1
List of SDGs

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

•
•

Goal 1. End poverty in all its forms everywhere
Goal 2. End hunger, achieve food security and improved nutrition and promote sustainableagriculture
Goal 3. Ensure healthy lives and promote well-being for all at all ages
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
Goal 5. Achieve gender equality and empower all women and girls
Goal 6. Ensure availability and sustainable management of water and sanitation for all
Goal 7. Ensure access to affordable, reliable, sustainable, and modern energy for all
Goal 8. Promote sustained, inclusive, and sustainable economic growth, full and productive
employment and decent work for all
Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization andfoster innovation
Goal 10. Reduce inequality within and among countries
Goal 11. Make cities and human settlements inclusive, safe, resilient, and sustainable
Goal 12. Ensure sustainable consumption and production patterns
Goal 13. Take urgent action to combat climate change and its impacts*
Goal 14. Conserve and sustainably use the oceans, seas, and marine resources forsustainable development
Goal 15. Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt and reverse land degradation and halt
biodiversity loss
Goal 16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable, and inclusive institutions at all levels
Goal 17. Strengthen the means of implementation and revitalize the global partnership forsustainable development

15Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 1

16Strategic
Framework
Fund

Strategic Framework Fund
Narrative Report
Project title: Towards Shattering the Glass Labyrinth of Female Leadership in National Security Forces.
UNITAR Division/Programme Unit: Peacekeeping Training Programme Unit
Allocation amount: $ 60.000
Funding source within SFF: Swedish International Development Agency
Other funding: ☐ Yes - Specify amount and source: _____________________☒ No
Project implementation period: 11 September 2019 – 30 April 2020 (period covered in the project)This report is: ☐ Progress☒ FinalProject objective

Link to strategic
framework
Link to 2030 Agenda orother 2015 outcome
Targeted country/
countries
Concise summary of
results achieved

The project was designed to contribute to international, national and local efforts
aimed at advancing gender equality and women’s meaningful participation in national
security forces and peace operations across the African continent – including inleadership positions. It did so by (1) contributing to the existing evidence andknowledge regarding the obstacles to women’s meaningful participation in national
security forces and peace operations to serve as basis of policy and further remedialaction, and (2) fostering the creation of a conducive environment for women’s
participation and leadership within national security forces and peace operations.
SO1: Promote peace and just and inclusive societies
SO 1.1: Support institutions and individuals to contribute meaningfully to sustainable
peace.
SDG(s): 5; 16Target(s): 5.1, 5.5, 16.1

Burkina Faso
A 2-week event was organized in Ouagadougou from 20 to 30 January 2020, in
collaboration with the Ministry of Security of Burkina Faso. The event entailed two
components (both designed to advance the implementation of the 2009 National
Gender Policy of Burkina Faso): (1) awareness raising, and (2) intergenerational
dialogue through a mentoring scheme.
The awareness raising activities brought together 60 young women from high schools,
universities, and police/gendarmerie academies. The purpose of these activities was
to increase awareness on the central role women play in security forces, as well as togather information on specific barriers to such participation as well as theendogenous factors for overcoming such barriers. Through discussions, roundtables,
awareness raising and diffusion of important information regarding the recruitment tonational security forces and the reality on the ground, this initiative enhanced theaccess to national police forces for young Burkinabe women.
The second component of the project took shape as a 3 days intergenerational retreat,that benefited 30 women from police and gendarmerie national. This second
component brought together young female non-commissioned officers and senior
women, who have achieved leadership positions within the police, gendarmerie and/or
in deployments with UN peace operations. It fostered information exchange, allowing
younger women to gain a better understanding of the path that could lead them toleadership positions, and it generated a strong support system and network of womenfrom the Burkinabe National
Security Forces. It allowed them to share experiences and17Describe project effecton direct beneficiary/
beneficiaries

Describe project
effects on groups
made vulnerable suchas women andchildren, if applicable
Describe
implementation
challenges (if any)
If progress report,
describe planned
activities to bringproject to closureknowledge on the meaningful participation of women at all levels of the security forces
and to address and find solutions to the existing barriers and obstacles faced by women,from the recruitment into the forces, to deployment and return from deployment into
peacekeeping missions.
Based on observations and participants direct feedback, the positive effects of thementorship scheme were multiple:- It increased the participants self-esteem and their understanding of therange of possibilities they have as women in the national security forces andthe importance of their meaningful participation.
- It immediately boosted participants’ motivation, carrier ambitions and gavethem a better understanding of the skills, knowledge and experience
required to progress and get into leadership positions.
- The highly participatory and experiential methods and formats employed
contributed to the creation of a strong support network and to strengthening
young women’s insider knowledge and access to opportunities.
On the longer term, this project will expand the pool of Burkinabe women in police
forces, including in leadership positions, eligible and willing to be deployed.

Delay in signing the Letter of Agreement (LOA) with collaborators led to some delay,
mostly linked to logistical aspects of the project implementation, but it didn’t create
any major disturbance and didn’t affect our performance.
As a follow up to the activities implemented in the first phase of the project, theproject team in collaboration with partners in the field envisages the development ofan action plan that shall allow the translation of the knowledge gathered into
concrete activities that progressively will allow for the “shattering the glass labyrinthof female leadership in national security forces”. The action plan will enable theproject team to access dedicated funding.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

18

Results
Intended impact
Foster the creation of a conducive
environment for women’s participation andleadership within national security forces andpeace operations.
Outcomes & outputs
Outcome 1. Strengthened role of female
officers in national security forces
Output 1. Increased awareness among young
women of their central role in security forces,
as well as of the barriers that may prevent
them from accessing the security sector

Output 2. Strengthened support system toenhance women’s meaningful participation
at all levels in the police and gendarmerieforces (particularly in leadership positions)
Output 3. 30 beneficiaries participate to the 3days intergenerational retreat for women insecurity forces.
Major activities
Awareness raising
Mentorship scheme

Indicator(s)Performance target(s)Performance actual% of increase in enlisted
female officers assuming
leadership roles% of participants attending
the awareness raisingsessions stating an increased
understanding of theimportance of women’s
participation in security
forces as well as of thebarriers to such participation.
% of participants taking partin the retreat endorsing theformalization of the support
systemNumber of beneficiaries

Baseline: 0

To be determined one year
from the end of the project.

Target: 60%
Baseline: 0

Reasons for Variance

100%

Target: 80%

Baseline: 0100%

Target: 75%
30

30

Dates implemented
20.01.2020 –24.01.2020
27.01.2020 –30.01.2020

Scheduled to be implemented

Add rows as needed

19

Comments

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 2

20

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ Final

Nepal NSOAP Workshop
SDP$80,000
Sweden (SIDA) 2019

Project objective
Link to strategic
framework objective(s)Implementation of a National NSOAP Workshop in Nepal

Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

SDG 3
Targets: 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 3.8

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

All preparations and coordination for the workshop were complete, including lectures andpresentation and break-out sessions.

Dec 2019 – April 2020 (Postponed due to COVID)
Period covered:

SO 2.1 Promote people’s well-being, including the protection and empowerment of groups
that have been marginalized and are vulnerable

Targeted countries:
Nepal

Attach list if more

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Participants
FemaleMale
Other
Not disclosed
Total

Other metrics
Disability #Other vulnerable #Completion #Certification #Five days prior to the start of the workshop, COVID restrictions were implemented and the
Nepal Ministry of Health requested that the workshop be postponed.
We are in contact with and awaiting direction from the Nepal Ministry of Health to reschedule the workshop as they remain enthusiastic to continue the initiative.
Planned effect: After completion of the workshop, participants will understand the process ofdeveloping and implementing an NSOAP in the national context. Participants will be able toidentify the first steps toward developing an NSOAP in Nepal.

See above

Activities postponed and awaiting for COVID restrictions to lift so that activities can beresumed. Awaiting Nepal Ministry of Health direction.

21

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

22

Results
Intended impact
Impact<description>
Outcomes & outputs
Outcome 1. Workshop
Output 1.1. content development
Output 1.2. Workshop conducted
Output 1.3. <description>
Add rows as needed
Major activities
Workshop

Indicator(s)Performance (target)

Performance (actual)

Presentations

Presentations completeddone

Completed workshop withevaluations

Completed workshop

Workshop postponed

COVID restrictions

Dates implemented

Scheduled to be
implemented
Due to determined

Comments

Postponed

Add rows as needed

23

Reasons for Variance

Awaiting MOH to reschedule

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 424

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalTraining Program on ‘Frontier Technologies for Sustainable Development: Unlocking
Women’s Entrepreneurship through Artificial Intelligence (AI) in Afghanistan and Iraq.
Division for Prosperity$80,000
Swedish International Development Agency (SIDA)
But in-kind support has been received by the programme from Stanford University,
Fuji Xerox (Japan), and others.
September 2019 to June 2020
Period covered: September 2019 to June 2020

Project objective

The objective of the Programme was to build the knowledge, skills, network, andattitudes needed for effective entrepreneurship and leadership of 25 women
professionals from public sector, private sector, academia, and civil society
organizations in Afghanistan and Iraq. At the end of the Programme, each participant
developed a peer-reviewed business model harnessing artificial intelligence that
addresses a specific development challenge in their country.

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

SO4. Promote inclusive and sustainable economic growth (4.1 Help countries toachieve inclusive and sustainable economic growth).
• 5 Gender Equality (target 5a, 5b)• 8 Decent work and Economic Growth (target 8.5)•
10 Reduced Inequalities (target 10.2)
Targeted countries:
Participants
Other metrics
Afghanistan
Female35
Disability #
0
Iraq
Male
0
Other vulnerable #
0
Other
0
Completion #28
Not disclosed
0Certification #28
Attach list if more
Total
35
The programme contributed mainly to Strategic Objective 4: Promoting inclusive andsustainable economic growth.

Country andbeneficiary metrics

Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

Describe project effecton direct beneficiary/
beneficiaries

The 28 women successful beneficiaries from Afghanistan and Iraq embarked on aprocess to develop individual peer-reviewed business model that addressed a specificdevelopment challenge in their country or region. This was achieved through intensive
3-month entrepreneurship training (core content from Stanford University),
facilitating knowledge and experience sharing (working with private sector experts
and local coaches to contextualize the content), and integrating innovative
methodologies (providing micro-learning content to the beneficiaries accessible fromsmart phones).
Each beneficiary was able to develop and present a peer-reviewed business modelthat integrates artificial intelligence / digital technologies.
See Impact Story: Frontier Technologies for Sustainable Development: Unlocking
Women’s Entrepreneurship through Artificial Intelligence in Afghanistan and Iraq

Describe project effects
on groups madeThis programme - by design - focused on women-only beneficiaries from Afghanistan
and Iraq to allow greater opportunities
for women to build their capacities in25

vulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges,
including COVID-19related challenges,
and mitigation
efforts

harnessing digital technologies for their personal development. The training provided
an environment to discuss challenges faced by women entrepreneurs from the twocountries and explored ways to promote and enhance their economic empowerment.
Delivering the training and engaging the beneficiaries were challenging due tocontinuing unrest and political instability, unreliable electricity and internet
connection, COVID-19 and security issues associated to inviting women to participate
in face-to-face training in the capital. Mitigation efforts include full utilization ofInformation and Communication Technologies (ICT) to ensure that coordination,
learning, and Coaching activities continue despite the multitude of implementation
challenges including lockdowns due to COVID-19.

If progress report,
describe planned
activities to bringproject to closure

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

26

Results

Intended impact
Greater number of women from diverse
sectors and backgrounds harnessing digitaltechnologies for their economic
empowerment.

Outcomes & outputs
Outcome 1. Increased number of womenincorporating frontier technologies inentrepreneurship/business models.
Output 1.1. Three online courses on
Entrepreneurship (delivered incollaboration with Stanford University)

Output 1.2. Webinar on Introduction to
AI (delivered in collaboration with Fuji
Xerox, Japan and Amada AI Innovation
Laboratory Inc. Inc., Japan)
Output 1.3. Five (5) webinars andCoaching sessions on Business Model
and Pitch Deck with 8 local Coaches
Outcome 2. Greater awareness inpromoting gender equality.
Output 2.1. Online course on Genderand the SDGs.

Indicator(s)% of women who applied theknowledge learned for theireconomic advantage or
professional development.

Performance (target)
80%

Performance (actual)
89% of the beneficiaries indicated 6 months
after the programme completion that they
have applied the knowledge in their work.
While the long-term impact needs more time
to measure, please see attached Impact
Stories captured 6 months after the
programme completion.

Number of participants
incorporating frontier
technologies on businessmodels.
Number of participants
completing the Stanford
programme.

25 women beneficiaries

Number of participants
participating in the webinar.

25 women beneficiaries

Number of participants
completing their individualBusiness Model and Pitch Deck.

25 women beneficiaries

Number of participants
addressing gender-based
challenges on business models.
Number of participants
completing the online course
on Gender and the SDGs.

25 women beneficiaries

28 women from Afghanistan and Iraq were
all new to AI before the start of the
programme. All of them integrated AI ordigital innovation in their business model.
28 women from Afghanistan and Iraq
completed the Stanford University courses
on Cultivating the Entrepreneurial Mindset;
Building Business Models; and Empathize
and Prototype: A Hands-on Dive into the Key
Tools of Design Thinking.
28 women from Afghanistan and Iraq
participated in the webinar and interactedwith private sector representatives actively
integrating AI in their business operations.
28 women from Afghanistan and Iraq
participated in the webinars and Coachingsessions to develop and iterate individualBusiness Models and Pitch Deck.
28 women from Afghanistan and Iraq
designed gender-responsive and peerreviewed business model.
28 women from Afghanistan and Iraq were
all cognizant on the importance of promoting
gender equality.

25 women beneficiaries

25 women beneficiaries

27

Reasons for VarianceOutput 2.2. Webinar on Women’s
Entrepreneurship.

Number of participants
participating in the webinar on
Women’s Entrepreneurship.

Major activities
Project, partnership, and content development; Instructional design andbeneficiary engagement
Three (3) months Online course and mentoring on Developing a Business
Model using AI.
Webinar on Gender, Entrepreneurship and Frontier Technologies
Peer-Review of Individual Business Models.
Evaluation and Reporting

25 women beneficiaries

Dates implemented
September to December
2019
January to May 2020
February 21, 2020
April-May 2020
June 2020

28

28 women from Afghanistan and Iraq
participated in the webinar and exchanged
ongoing challenges and solutions across the
2 countries.
Scheduled to be implemented

Comments

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 529Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalCourse on the use of Geospatial Information technologies and AI for Disaster Risk Reduction

Project objective

The main aim of the course will be to provide participants with a broad overview on use of
Geospatial Information Technology and Artificial intelligence for DRR.
SO 5.1 Optimize the use of technologies, including geospatial technologies, for evidence-based
decision makingd) Increased skills and capacity of national experts to use satellite derived mapping, GIS and
AI for disaster risk reduction and emergency response.
SDG 11 & 13: Geospatial Information Technology (GIT) is now being also referred to an“enabling technology” due to the benefit it offers across different application domains. It is a
useful tool to support the whole disaster risk management cycle (Prevention/Mitigation,
Preparedness, Response and Recovery/Reconstruction) as well as the Agenda 2030 in its
entirety.

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

Country andbeneficiary metrics

UNOSAT$26,584.89
State of Qatar

is expected to be implemented by the end of July 2021.

Period covered:

Targeted countries:
Kenya

Participants
FemaleMale
Other
Not disclosed
Total

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives
Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned

Other metrics
Disability #Other vulnerable #Completion #Certification #NA

NA

Momentum was lost with project partners because of lack of project lead in respective
institutions. Then due to the ongoing pandemic, the UNOSAT Nairobi Office had to close andstaff deployed returned to home country hampering meetings envisaged to redefine course
details and plans.

UNOSAT staff returned to Nairobi in February 2021 and will serve as main project interface
with the partner organisation. It is envisaged to hold a blended course with UNOSAT staff in30

activities to bringproject to closure

Nairobi facilitating the course on site and Geneva based colleagues intervening on-line by July
2021.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

31

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Strategic Framework Fund
Narrative Report

Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☒ No

Upgrading StaTact Application
Strategic Implementation of the 2030 Agenda Unit
$90,268
Swedish International Development Agency

Synergy with a Capacity for the 2030 Agenda 2.0 project signed in March 2020
with one of the components supporting StaTact

Project period
Report: ☐ Progress☒ FinalPeriod covered: 1 September 2019-31 December 2020

Project objective

To ensure that NSOs using StaTact have improved operational statistical planning processes andmanaged to address or are making improvements towards addressing priority data gaps
impeding successful monitoring on localized SDGs.

Link to strategic
framework

SO.5. Promote the indivisible and integrated nature of the 2030 Agenda
SO 5.2 Support coherence and evidenced-based policies of the 2030 Agenda

Link to 2030 Agenda
or other 2015
outcomeTargeted country/
countries
Concise summary of
results achieved

Directly aimed at supporting availability of data for monitoring progress across all SDGs andstrengthening of statistical capacities in countries in special situations under Goal 17
Global platform
The StaTact Application has been redesigned to ensure an improved user experience andfunctionalities such as the reorganization of key stages into problem statement, problem
analysis and action plan stages and the adding of a functional implementation (monitoring)stage, as well as new functionalities, incl. user panels for national administrators, working groupleaders and regular users, good practice library and sharing function.
•

851 participants have improved their knowledge of data governance and statisticalplanning through 3 editions of Massive Open Online course “Data governance for theSDGs” and 92% of polled participants found the course overall useful.

•140 government officials from 37 countries trained on StaTact•

97% of workshop participants have confirmed the overall usefulness of StaTact•

93% of workshop participants found StaTact relevant to their work•

82% of regional workshop participants have confirmed the effectiveness of StaTact
workshop design32Describe project
effect on direct
beneficiary/
beneficiaries

Describe project
effects on groups
made vulnerable
such as women andchildren, if
applicable
Describe
implementation
challenges (if any)

As of present, 851 course participants, incl. 240 fully certified, have strengthened theirknowledge around value of official data, UN Fundamental Principles of Official Statistics, anddata governance issues, incl. partnerships and coordination, to inform SDG decision-making
processes
A further survey of Platform users will be conducted in Dec 2021 – Jan 2022 to provide a basis
for assessing the impacts for beneficiaries, the application of knowledge and skills and the useof StaTact.
2 out of 4 working groups set up by the Philippine Statistics Authority for the StaTact workshop
was dealing directly with data and better understanding of needs of vulnerable groups. StaTact
has also potential to help address other gender-related data problems in a context-sensitive
manner through improved multi-stakeholder analysis and work planning.

The implementation of the upgraded StaTact had been delayed by around 5-6 months
compared to the initial timeline due to the first COVID-19 lockdown and the related
unavailability of web developers to start working full time on the project during that period, as
well as due to the decision to go for a customized application instead of Wordpress after anexpert risk assessment with support from UNITAR IT specialist.
The pilot workshop had to be held online, with the main limitation being the number of working
groups having to be 4 to allow having at least one UNITAR/UNSD facilitator per group. The NSO
has therefore decided to limit the participation primarily to its staff, but several participantsfrom Ministry of Education also took part.

If progress report,
describe planned
activities to bringproject to closure

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

33

Reinforcement of the Multinational Joint Task Force(MNJTF) Regional Information Fusion Unit
Background
Lake Chad is encircled by the poorest and least developed parts of Chad, Niger, Cameroon and Nigeria.
The area has been severely affected by the rampages of the armed group Boko Haram. The group isbased in the state of Borno in Nigeria, but Boko Haram now has factions in all four countries.
The conflict has had severe consequences; infrastructure, markets and homes have been destroyed,
people have been forced to flee, and many people have been robbed of their livelihoods. Brutal attacks
on civilians are not uncommon, and tens of thousands of people have lost their lives. More than 17
million people are affected by the crisis and over 11 million of the region’s inhabitants are in need ofhumanitarian assistance.
Several places in the area are inaccessible, making the people living in these locations particularly
vulnerable. Accessibility has improved over the past year, but continues to be a major problem. In
Nigeria, nearly one million people live in areas controlled by Boko Haram and lack access to supplies.
Women and children are particularly vulnerable, as well as young men who are in danger of being
forcibly recruited by armed groups.
To protect the civilians from the atrocities committed by Boko Haram, and guarantee the stability in theregion, the five Lake Chad basin states - Benin, Cameroon, Chad, Niger and Nigeria - established theMultinational Joint Task Force (MNJTF), operating under an AU Peace and Security Council mandate.
Its mission is to create a safe and secure environment and facilitate the stabilization in the areas affectedby the activities of Boko Haram and other terrorist groups, by using all the necessary means within its
capacity.
Since its establishment, the joint force has carried out periodic operations, helping stemming BokoHaram’s spread. Yet, despite these achievements, MNJTF faces considerable internal challenges.
The MNJTF suffers considerable structural limitations. Its chain of command is weak, because it
comprises units of national forces fighting mainly in their own countries. Many MNJTF troops rotate in
and out of the force as national commanders see fit. The under-resourced civilian oversight body, the
LCBC, has struggled to exert authority over the force or curb abuses by soldiers who remain accountableto national hierarchies.
Trust among national forces remains weak. This is due to the fact that the MNJTF’s component units
hail from different military cultures, adhere to different doctrines, use incompatible equipment and speak
different languages (English and French). Furthermore, some of their officials also oppose deeper
integration.
Despite the existence of a regional information fusion unit, information sharing between MNJTF
components is reportedly poor. Even beyond information sharing, cooperation within the MNJTF
remains sporadic and personality driven. The formal command structure is reportedly confined in largepart to developing joint operations that themselves are not part of an integrated strategy. Participatingarmies do not always do what they have agreed to in joint plans.
34

Overall Goal
Against this backdrop, the project contributed to improve the performance of MNJTF (ultimate outcome),by advancing information management and intelligence structures and procedures (intermediateoutcomes), hence promoting cooperation within MNJTF contributing countries. Strengthening
information management structures and intelligence sharing of the MNJTF build up a stronger
cooperation between the regional states, which plays a significant role in early warning and conflict
prevention. This included foundational knowledge of the remote sensing and GIS technologies, and how
these can be used in a military intelligence framework.
In line with Sida’s 2020 focus on life-saving efforts and protection of the most vulnerable people in theconflict area, such as refugees and IDPs, this initiative pre-empted the aggravating impact of armed
conflict on the vulnerable populations, and contribute to peace and security in the Lake Chad region.
To achieve the intermediate outcome, the project focuses on:
(i)
(ii)

Assessing existing information management structures and procedures;
Devising a comprehensive capacity building strategy (for stronger information management
structures and procedures), focused on:
●
●
●
●
●
●

Fostering a common vision and operating framework (laws, policies, protocols);
Building a critical mass of human resources (through targeted recruitment of staff withthe right experience and skills, training and other supports);
Installing the appropriate infrastructure, such as equipment and supplies to facilitate
implementation;
Developing or expanding partnerships to maximize the resources and effectiveness ofinterventions by bringing together the strengths and assets of different stakeholders;
Improving the knowledge base and ongoing learning through monitoring and evaluationof interventions; and,
Increasing technical and financial resources.

Activities
The following activities are conducted:
1. Awareness Raising Workshop to jointly assess existing information management structures andprocedures;
2. Joint Planning Workshop to develop a comprehensive capacity building strategy (for stronger
information management structures and procedures), including the application of geospatial
technology, and to capture elements not envisioned in the initial plan.
Development of a comprehensive capacity building strategy (for stronger information
management structures and procedures), including the application of geospatial technology:
To strengthen the information management structures and procedures, this project proposes a numberof activities and steps to enhance the event analysis capacity from within the organization as followed:●

Evaluate the current workflow at the Multinational Joint Task Force (MNJTF) Regional
Information Fusion Unit for event analysis and determine the optimum workflow to
35

●
●

●

incorporate the geospatial information technology component to enhance event
analysis capacities;
Determine current gaps in the event analysis process and evaluate how geospatial
information technologies or other analytical tools can help to fill the information gaps.
Build the terms of reference of the future geospatial information technology andintelligence expert(s) which will join the Multinational Joint Task Force (MNJTF)
Regional Information Fusion Unit’s Situation Room Team by defining the scope andlimitations of an activity or area of knowledge;
Organize an awareness raising workshop for Multinational Joint Task Force (MNJTF)
officers on use of Geo-spatial technologies in support of their mission.

Summary of results achieved
1. Assessment of existing information management structures and procedures;
The awareness raising workshop identified a series of gaps pertaining to a) acquisition, b) reporting andc) analysis. To strengthen the information management structures and procedures, a planning workshop
was held 14-18 December where future support regarding acquisition, reporting and analysis as well as
the introduction of geospatial information technologies were discussed. The planning resulted in anagreement to:•••

Develop and deliver training on Information Management (IM) with particular focus on
acquisition, reporting and analysis;
Training will include geospatial information technologies or other analytical tools that contributetowards filling the information gaps. To that end Mine Awareness will be linked to the IM;
To further assess the workflow within MNJTF and the support provided by the Centre for
Coordination and Liaison (entity separate from MNJTF).

2. Development of a comprehensive capacity building strategy (for stronger information management
structures and procedures), including the application of geospatial technology:
The development of a realistic capacity building strategy required that the staff officers were fully familiar
with the intelligence cycle, as described in the UN Intelligence Handbook. Therefore the workshop had
two objectives: 1) Focus on enhancing understanding of the intelligence cycle of staff officers, and 2)
Joint understanding of capacity gaps that require further capacity building interventions and training.
To meet these objectives, from 14-18 December, UNITAR conducted a joint planning workshop (JPW)with MNJTF HQ staff in N’Djamena (Chad). The JPW comprised of 20 staff officers deployed in one of
the four MNJTF Sector Headquarters to ensure a broad basis for common understanding and validity ofoutcomes, method an materials. The JWP increased understanding of the four steps of the intelligencecycle (Initiation, Acquisition, Analysis and Dissemination) and how - combined with GIS technologies –it can be used in a military intelligence framework according to the operational conditions in which
MNJTF operates.
Throughout the course, the theory was compared with the current realities in order to identify concrete
capacity building interventions. In addition, the JWP also discussed the modalities of how transfer
knowledge and skills related to the intelligence cycle and GIS technologies. Specifically, the JPW
resulted in an agreement that:•

Outlines the prioritized knowledge areas and sequence of delivery;
36

•
•

•
•
•
•
•
•
•
•
•

Will develop and deliver training on Information Management (IM) with particular focus on
acquisition, reporting and analysis;
The training on IM will be based on the UN Intelligence Policy and materials derived from it,
include geospatial information technologies or other analytical tools that contribute towards
filling the information gaps. To that end Mine Awareness and and Improvised Explosive Devices(IED) will be linked to the IM;
Will seek to establish a Training Cell and roster of trainers that are - or have been - deployedwith MNJTF;
That the next steps may entail drafting a ToR and forming a working group for planning anddelivery purposes, given the sensitivities related to Information Management;
Training on Combat Medical First Aid, CIMIC and Improvised Explosive Devices (IED) should
be included in future support;
A further assessment of the impact on workflow at the Multinational Joint Task Force (MNJTF).
Standardization of training on IM and its sub-components from Force Headquarters (FHQ) - toSector Headquarters (SHQ) down to Battalion Headquarters (Bn HQ) and unit level;
Standardization of reporting templates and procedures (collation and filing) at the different levels(see above);
Develop a training cell within MNJTF FHQ that is supported by UNITAR through TOT
Support the MNJTF Training Cell to design and deliver frequent training on IM at FHQ and SHQ
levels;To support the troop contributing countries (TCC) national training centres to deliver trainings
at Bn HQ and unit level.

37

Results
Intended impact
Safe and security environment in the areas
affected by the activities of Boko HaramLong term outcomes
Strengthened cooperation among MNJTF
contributing countries in the area of
information management.

Strengthened capacities of MNJTF personnel
to put in place effective information
management structures and procedures.

Indicator(s)Decrease in number ofviolent incidents by membersof Boko Haram

Performance target(s)20% decrease of violent
incidents

Performance actual
Expected observable
performance falls outside thetimeframe of this report

Reasons for VarianceN/A at this point in time

Number of joint operations;

50% increase of joint
operations;

Expected
observable
performance falls outside thetimeframe of this report

Due to security reasons, the MNJTF cannot
provide information about the number ofintelligence reports shared.

Number of intelligence reportshared50% increase of reportsharing

Expected
observable
performance falls outside thetimeframe of this report

Due to security reasons, the MNJTF cannot
provide information about the number ofintelligence reports shared.

Reliability and validity of
information and the source,
measured along standard
scoring (A1-F6)

20% increase of
reliability
50% increase intraceability of
information.
50% increase in scores

Expected
observable
performance falls outside thetimeframe of this report

Dur to security reasons, the MNJTF cannot
provide information about the number ofintelligence reports shared.

Expected
observable
performance falls outside thetimeframe of this report

Due to security reasons, the MNJTF cannot
provide access to their intelligence reports

Number of reports produced
and disseminated50%
increaseproduction
disseminationofandExpected
observable
performance falls outside thetimeframe of this report

Due to security reasons, the MNJTF cannot
provide information about the number ofintelligence reports shared.

Number of structures andprocedures identified anddescribed

10 structures identified
and described

13 structures identified and 10
described

Number of capacity building
needs identified andprioritized.

10 needs identified andprioritized

12 needs identified andprioritized

The structures and procedures mainly relate
MNJTF. Corresponding data pertaining to the
Regional Intelligence Fusion Unit (RIFU) andCentre for Coordination and Liaison (CCL) has
no yet been collected.

Quality of analysis reports
measured along concrete
quality indicators

Short term outputs
Existing information management structuresand procedures identified

Comprehensive capacity building strategy
developed38Outputs
Assessment of existing information
management structures and procedures

Number of interviews withstaff officers of the MNJTF

8 interviews

10 interviews

Development of a comprehensive capacity
building strategy

Number of participants in theworkshop

20 participants

20 participants

Major activities
Evaluate the current workflow at the Multinational Joint Task Force (MNJTF)
Regional Information Fusion Unit

Dates implemented
14-18 December

Scheduled to be implemented
14-18 December

Determine current gaps in the event analysis process and evaluate how
geospatial information technologies or other analytical tools

14-18 December

14-18 December

Build the terms of reference of the future geospatial information technology
and intelligence expert(s)14-18 December

14-18 December

Organize an awareness raising workshop for Multinational Joint Task Force(MNJTF) officers on use of Geo-spatial technologies

14-18 December

14-18 December

39

Comments

Strategic
FrameworkFund

UNSDG:Learn Stage 2
Final Project Report
TARSF003
23 February 2021

Reporting period: September 2019-December 2020

401Strategic Framework Fund
Narrative Report
Project title: UN SDG:Learn Stage 2
UNITAR Division/Programme Unit: Strategic Implementation of the 2030 Agenda Unit
Allocation amount: $ 159’878.00
Funding source within SFF: Swedish International Development Agency
Other funding:☒ Yes - Specify amount and source: _ Synergy with a Capacity for the 2030

Agenda 2.0 project signed in March 2020 with one of the components supporting UNSDG:Learn☐ No
Project implementation period: From September 2019 to December 2020
This report is: ☐ Progress☒ FinalProject objective

To ensure that various constituencies have an improved access to SDG learning mostadapted to their needs and contribute to the achievement of the SDGs through theapplication of the acquired knowledge and skills and related changes in theirprofessional and personal contexts.

Link to strategic
framework

SO.5. Promote the indivisible and integrated nature of the 2030 Agenda
SO 5.2 Support coherence and evidenced-based policies of the 2030 Agenda

Link to 2030
Agenda or other2015 outcome

Directly aimed at supporting the cross-cutting implementation of the 2030 Agenda and
17 SDGs.

Targeted country/
countries

Global platform (users from 219 countries, incl. territories).

Concise summaryof results achieved

The UN SDG:Learn initiative, a smart gateway launched in July 2019 by UNITAR and
UN System Staff College with high-level support of the UN Deputy Secretary-General, isa means for promoting the accumulated knowledge and building competences related to
the SDGs. This project aimed to upgrade it further increase the outreach andeffectiveness of the Platform.
The UN SDG:Learn currently has 59 partners, incl. UNITAR and UNSSC, and features
280 courses and 151 microlearnings. It counted 69,951 users (as of 31 Dec 2020), incl.
54.4 % male and 45.6% female, and 242,008 page views. Most of the learners using the
gateway were between 18 and 34 years old.
2 Steering group meetings were held in November 2019 and November 2020 producing
annual Roadmaps for 2020 and 2021 respectively.
Four social media channels had been set up for UN SDG:Learn (Facebook, Twitter,
Instagram and LinkedIn) and all Partners invited to promote UN SDG:Learn throughtheir social media channels following the November 2020 Steering Group meeting.
Special landing page on Statistics was set up with UN Statistics Division and Global
Network of Institutes of Statistical Training (GIST) and launched on 2 March 2020 during
UNStatCom51. It was featured again during the side event related to the UNStatCom52
in February this year. The regional page for UN ESCAP has been updated and interest
ahs been expressed by International Organization of Employers and Global Compact tohost a special landing page for business.
WG on Learning Pathways has developed an initial concept note on assessments. The
new user interface with profile-based recommendations and SDG Primer test with241

certification had been implemented.
WG on Programming and Evaluation developed a Quality Assurance approach andprovided guidance for self-evaluation. The self-evaluation of UNSDG:Learn was
conducted in August-September 2020.
WG on Content Distribution has reviewed a suggestion from one of the Partners on
APIs and ITU volunteered to be a pilot.
3 microlearnings had been developed with help from professional writer and partners
UNSD, OHCHR and UNECE (2 will be launched in March 2021 after the incorporationof the voice-over, and 1 more still requires finalization of both animation and voice-overfor launch in April 2021, this remaining work is funded from Capacity for the 2030
Agenda 2.0 project).
User profile, profile-based recommendations system and SDG Primer test withcertification implemented

Describe project
effect on direct
beneficiary/
beneficiaries

A self-evaluation of UNSDG:Learn undertaken in August-September 2020 had
produced some of the following evaluation findings complemented by discussions
during the 2nd Steering Group meeting include:•
The Platform and the initiative seem to be appreciated by both users andPartners: young people felt it was a great resource for their self-development,
other users saw it as a useful source in their efforts to raise awareness, educate
and engage with local communities on the SDGs. More can be done to promote it
to new target audiences and feature more of relevant content.
•
79% rated the gateway as useful or extremely useful, and 30% took the learningthey have identified and most of them felt this learning was related either to policy
coherence, LNOB or gender.
•
More than 50% of those learners who took learning applied good practices related
to policy coherence, LNOB or gender

Describe project
effects on groups
made vulnerable
such as women andchildren, if
applicable

40% of respondents participating in the evaluation of the Platform identified themselveswith vulnerable groups, either by being their representative or by working with them.
The Platform currently features 25 courses on gender or women related aspects ofdevelopment as the main focus of the course or as one of the perspectives of a selecteddevelopment area or issue.
UN Women is an active partner of UN SDG Learn and it is expected that the gateway
will enable UN Women and other Partners to reach out to broader audiences andpromote gender equality through strengthened awareness, knowledge and skills of
various stakeholders on gender-related matters and perspectives.

Describe
implementation
challenges (if any)

As part of the inclusive approach to the further development of UN SDG:Learn, allPartners have been consulted on the Roadmap. While the proposed developments aspart of the current project have enjoyed consensus, Partners have also proposed one
additional work stream on turning the Platform into a content distribution Platform that
requires further consultations and benefits and risk analysis. A Working Group has been
set up to review specifically this issue and undertake the analysis of possible risks andbenefits given the overall objectives of the Partnership before this suggestion can begiven further consideration. There is a volunteer agency but there was no funding forthis initiative.
Overall, co-creation leads to higher quality but has the disadvantage of creating
dependence on partners on timeline and leads sometimes to the concepts that may
342exceed the scope of the available funding. For this project, when faced with suchchallenge, the first feasible concept had been implemented and additional funding had
been sought for a more ambitious solution.

If progress report,
describe planned
activities to bringproject to closure
Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with morea more elaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an
updated log frame or results framework should be attached, with actual performance and reasons for variance. See attachment.

443

Background
This is the final report for the project entitled “UNSDG:Learn Stage 2” with a focus on enhancing
access to quality SDG learning and covering the period from September 2019 to December
2020. This project approved in September 2019 and funded from Strategic Framework Fund
Sweden has benefited from synergies with a project launched in March 2020 “Building Capacity
for the 2030 Agenda 2.0” (2020-2022) funded by the Swiss Development Cooperation and that
addresses policy coherence, data - relevant for StaTact - and learning relevant for this project on
UNSDG:Learn. This has helped expand some of the project deliverables, i.e., SDG Primer test,
certification, and implement a more extensive self-evaluation.
UNITAR, UNSSC and more than 40 other Organizations from among UN and external institutions
have joined their forces to launch on 9 July 2019 a new gateway to SDG learning. This initiative iscomposed of 3 Ps: the Platform, the Partnership and the Programme developed progressively byleveraging the potential for synergies. It aims to reach out to millions of current and potential SDG
learners and to enable its users to identify learning products best suited to their needs (please
see the enclosed concept note of the initiative).
During the conception phase, the founding partners decided to pursue a staged approach to thedevelopment of the Platform and the Programme. The Stage 1 of the initiative was aboutengaging with a critical mass of the initial Partners and launching an easy-to-use gateway
providing an access to the Partners’ offers as well as a way to compare the different learning
products based on standardized descriptions. This project focused on UNITAR’s contribution toStage 2 of the initiative that aimed to take the Platform to another level and turn it into a truly
smart gateway for learning on the SDGs. This was done by developing a more advanced,
tailored, profile-based recommendations, assessments and leveraging the expertise and ideas
from Partners on how to further upgrade the Platform, promoting the Platform, contributing microlearning on policy coherence and LNOB.
As the COVID-19 pandemic hit the world in 2020, the achievement of the SDGs had been
threatened by rollbacks in a number of areas. At the same time, it has led to a significant
increase of interest in e-learning by Organizations and individuals. In fact, the number ofentitles that starting looking for partnerships or developing e-learning on their own has grownconsiderably over 2020. The relevance of the UNSDG:Learn has been further confirmed byPartners in their feedback and interest to engage more with the Partnership for mutual learningand co-creation.

Overall objective
To ensure that various constituencies have an improved access to SDG learning mostadapted to their needs and contribute to the achievement of the SDGs through theapplication of the acquired knowledge and skills and related changes in their professional andpersonal contexts.

Key results
The UN SDG:Learn initiative, a smart gateway launched in July 2019 by UNITAR and UN
System Staff College with high-level support of the UN Deputy Secretary-General, is a means forpromoting the accumulated knowledge and building competences related to the SDGs. This
project aimed to upgrade it further increase the outreach and effectiveness of the Platform.

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The UN SDG:Learn currently has 59 partners, incl. UNITAR and UNSSC, representing different
constituencies.
Academia/Universities
11.9%
Private Sector
8.5%

Civil Society/Think Tanks
15.3%
UN and specialized agencies
64.4%

The Platform features 280 courses and 151 micro-learnings.

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It counted 69,951 users (as of 31 Dec 2020), incl. 54.4 % male and 45.6% female, and 242,008
page views.

Users came from 219 countries, incl. territories. 52% were from the Asian region, 18.9% from
Americas, 16.7% from Africa, and 11.2% from Europe.

Most of the learners using the gateway were between 18 and 34 years old.

7

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2 Steering Group meetings were held on 21 November 2019 and 25 November 2020 producing
annual Roadmaps for 2020 and 2021 respectively.
Four social media channels had been set up for UN SDG:Learn (Facebook, Twitter, Instagramand LinkedIn) with more than 14’000 followers and all Partners invited to promote UN
SDG:Learn through their social media channels following the November 2020 Steering Group
meeting.
Special landing page on Statistics was set up with UN Statistics Division and Global Networkof Institutes of Statistical Training (GIST) and launched on 2 March 2020 during the 51st UN
Statistical Commission. It was featured again during the side event related to the 52nd UN
Statistical Commission in February this year. The regional page for UN ESCAP has been
updated. An interest has been expressed by the International Organization of Employers andGlobal Compact to host a special landing page for business.
Working Group on Learning Pathways has developed an initial concept note on assessments
laying the foundation for the “programming component” planned in the initial UNSDG:Learn
concept note as the space for co-creation for Partners.
Woking Group on Quality Assurance, Programming and Evaluation developed a Quality
Assurance approach and provided guidance for self-evaluation. The self-evaluation of
UNSDG:Learn was conducted in August-September 2020.
Woking Group on Content Distribution has reviewed a suggestion from one of the Partners on
APIs. ITU volunteered to be a pilot.
3 microlearnings had been developed with the help from professional writer and partners from
UNSD, OHCHR and UNECE (2 will be launched in March 2021 after the incorporation of thevoice-over, and 1 more still requires finalization of both animation and voice-over for launch in
April 2021, this remaining work is funded from Capacity for the 2030 Agenda 2.0 project).
User profile, profile-based recommendations system and SDG Primer test with certification
have been implemented.
A self-evaluation of UNSDG:Learn undertaken in August-September 2020 had produced some of
the following evaluation findings complemented by discussions during the 2nd Steering Group
meeting include:
47

8

UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

-

-

-

-

The Platform and the initiative seem to be appreciated by both users and Partners:
young people felt it was a great resource for their self-development, other users saw it
as a useful source in their efforts to raise awareness, educate and engage with local
communities on the SDGs. More can be done to promote it to new target audiences
and feature more of relevant content.
79% rated the gateway as useful or extremely useful, and 30% took the learningthey have identified and most of them felt this learning was related either to policy
coherence, LNOB or gender.
More than 50% of those learners who took learning applied good practices related
to policy coherence, LNOB or gender.
40% of respondents participating in the evaluation of the Platform identified
themselves with vulnerable groups, either by being their representative or byworking with them.
The Platform currently features 25 courses on gender or women empowerment
related aspects of development as the main focus of the course or as one of theperspectives of a selected development area or issue.

Steering the Partnership
One of the main objectives was to strengthen the effectiveness of the Platform. This is directly
linked to the vibrancy of the Partnership. UNITAR and UNSSC have jointly provided a secretariat
for UNSDG:Learn by following up on requests from Partners and learners, leading on theimplementation of the 2020 Roadmap, steering the Working Groups and implementing agreed
initiatives.
2 Steering Groups meetings were held on 21 November 2019 and 25 November 2020
respectively. Each meeting has led to the adoption of an annual work plan. Close to alldeliverables under the 2020 Roadmap had been implemented (except for a Steering
Committee meeting which was not judged needed due to the intensive work in Working Groupsand HLPF side event due to the COVID-19). The first year results for 2020 and evaluation
findings had been presented during the 2nd Steering Group meeting in November 2020 andreceived an overwhelmingly positive feedback from Partners.

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UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

First Steering Group meeting of UN SDG:Learn, November 2019

The three Working Groups met 2 to 4 times each and have brainstormed, provided guidance
and validated products and services implemented as a result by UNITAR and UNSSC.
WG on Learning Pathways meetings
1.
2.
3.
4.

6 February 2020
10 June 2020
23 October 2020
2 November 2020

WG on QA, Programming & Evaluation meetings:
1. 11 February 2020
2. 27 May 2020
WG on Content Distribution meetings:
1. 9 March 2020
2. 9 November 2020
The results of the work of the first two Working Groups described in more detail in subsequent
sections. In addition, WG on QA, Programming & Evaluation has developed ToRs by May 2020.
The WG on Content Distribution had been proposed by one of the Partners to examine thepotential of APIs for both distributing the content from the Platform and catching course metadata
form Partners platforms. No dedicated funding was available for implementation, but the WG has
discussed the concept and ITU volunteered to the first pilot.

Learning Pathways
When the concept of the UNSDG:Learn was designed, the third letter “P” has been added as aplaceholder for the work that Partners could do together in addition to making available theirrespective learning offers through the gateway. One clear area where such joint work has
become possible was that related to the design of Learning Pathways.
10

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UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

The Working Group on Learning Pathways met more often than others developing jointly aconcept building on the work of various Partners. The recommendations made include the accessto the subjective self-assessment of Ubiquity University using the UNESCO SDG competencies,
the introduction of objective assessments, the addition of personal learning objective and thetagging of the courses and microlearning.

The final concept has become too extensive for the implementation in the context of the current
project and required the involvement of UNESCO that was not UNSDG:Learn Partner then. As aresult, it was decided to break down its implementation in two steps: the first step was thedevelopment of the user profile with SDG preferences, recommendations based on preferences,and the development of an assessment environment with the first SDG Primer test and acertification function to increase the attractiveness of the assessments for users. The larger
concept had then been further modified and developed under “Strengthening SDG competencies
in the digital age” project.

Mapping of courses and microlearning
In follow-up to a request from Partners during the first Steering group meeting, UNITAR
undertook the mapping of courses and microlearning in May 2020. Below are the results of the
mapping which do not however include some of the new courses. The mapping has allowed
UNSDG:Learn Partners to see gas in particular in courses on SDGs 7, 3 and 4 further
strengthening the case for follow-up with UNESCO.

11

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UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

Quality Assurance Framework
As agreed during the first Steering Group meeting, a pledge-based Quality Assurance
mechanism had been developed by WG on QA, Porgramming and Evaluation. The text had beencleared by Partners in July 2020 and the pledge function implemented online in November 2020.

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Statistics and regional landing pages
One special landing page was created for the statistics community. The page is curated by UN
Statistics Division as the Secretariat for the Global Network of Institutes of Statistical Training.
GIST members – those who are UNSDG:Learn members and those who are not – contribute
their learning to this page. A customized taxonomy has been developed base don theClassification of Statistical Activities to complement the SDGs and types of learning taxonomies.
The page was official presented in March 2020 in a side event during the 51st UN Statistical
Commission. It was showcased again in February 2021 during the 52nd UNSC side event.

13

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UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

The ESCAP regional page had been modified to include some customized features as the link to
the SDG help desk.
The success of the Statistics landing page has prompted an interest among other communities.
International Organizations of Employers and Global Compact had expressed an interest in cocurating a similar page for businesses.

Social media campaigns
UNITAR and UNSSC had been promoting the gateway actively through social media. Foursocial media channels had been created on Facebook, Twitter, Instagram, and LinkedIn. Thoseare being regularly fed by UNITAR and UNSSC.
UNITAR also ran paid social media campaigns:-

from April - Jun 2020 on Facebook, LinkedIn and Google,
from August – September 2020 on LinkedIn, andfrom August to November 2020 on Facebook.

2 types of campaigns were run on Facebook: to increase the number of followers on the
Facebook page (Page Likes) to form a community and to bring traffic to the UNSDGLearn
website (Website Clicks).
The number of visitors increased from 20-140 to over 1’000 per day in April - June
2020. Facebook page likes increased from 35 likes in March (before the campaign) to 6’315 inJune 2020 and was growing afterward.
Currently, UNSDG:Learn social media channels Facebook, Twitter and LinkedIn are being
followed by more than 14’000 followers, including:
Twitter - 326 followers
Facebook - 12 397 followers
LinkedIn - 1142 followers
Instagram - 384 followers
14

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UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

Profile-based recommendations and SDG Primer test
A user profile has been implemented enabling users to select their SDGs of interest. Following a
spotify approach, the user is then recommended courses and micro-learning based on his/her
pre-selected preferences. As the concept of assessments had been significantly expanded
through contributions by various Partners to provide a holistic Learning Pathways approach, aseparate project had been required to develop it in more detail and implement (please see“Learning Pathways” section. The first assessment environment had however been implemented
under this project featuring the SDG Primer test providing learners with certification instead of thelink to recommendations. The latter would be part of a more extensive and complex concept to be
implemented under a separate project on SDG competencies in the digital age.

15

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16

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Self-evaluation
A more extensive self-evaluation has been developed to assess the effectiveness and relevanceof the UNSDG:Learn initiative based on guidance from Partners who wanted to use this as anopportunity to get feedback for next stages. The self-evaluation comprised 2 surveys: one forusers and 1 for Partners. The surveys ran from August to September 2020. Interviews were also
held with several Partners and several learners who expressed their interest in being interviewed.
Other data collection methods used were data analytics.
The results of the evaluation should be treated with caution due to a small sample size. 25
representatives from 15 partner organizations participated in the survey. Only 115 users provided
their responses. The detailed evaluation report is enclosed. Overall conclusions were:
The Platform and the initiative seem to be appreciated by both users and Partners:
young people felt it was a great resource for their self-development, other users saw it
as a useful source in their efforts to raise awareness, educate and engage with local
communities on the SDGs. More can be done to promote it to new target audiences
and feature more of relevant content.
79% rated the gateway as useful or extremely useful, and 30% took the learningthey have identified and most of them felt this learning was related either to policy
coherence, LNOB or gender.
More than 50% of those learners who took learning applied good practices related
to policy coherence, LNOB or gender.
40% of respondents participating in the evaluation of the Platform identified
themselves with vulnerable groups, either by being their representative or byworking with them.
The Platform currently features 25 courses on gender or women empowerment
related aspects of development as the main focus of the course or as one of theperspectives of a selected development area or issue.
The evaluation has led to a number of recommendations:•
Partners felt that the Platform was particularly useful in promoting their learning offer but
also in learning more about other partners’ products. Some partners were interested insharing knowledge and collaboration and one called specifically for more co-creation.
•
The expansion of the Platform was recommended to include new Partners with their
existing content and the development of new courses addressing frontier and emerging
issues or the needs of new constituencies.
•
Free learning should be prioritized in line with inclusive approaches.
•
The Learning Pathways approach has received overwhelming support as a way to go
beyond the marketplace to providing a curated learning service to thousands oflearners around the world.
•
There is a sense that special landing pages such as the one for statisticians toaddressing the needs of different epistemological and practice communities.
•
Boosting communication effort has been recommended and all Partners were interested
in supporting this effort with the backup of their communication departments.

Microlearnings
Given the growing interest in learning videos and a study of successful examples, it has been
decided to invest more time and resource in developing high quality videos instead of trying to do
17

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UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

simple microlearnings and the blog series. The concept notes on both podcasts (UNSSC) andblogs (UNITAR) had been developed initially in 2019 and updated in 2020, and the blog series
had been included in a new project with a view to specifically strengthen SDG competencies).
For the development of learning videos, UNITAR has hired a professional storywriter withexperience in development topics and teamed up with UN Statistics Division, OHCHR and
UNECE to build stories and design animations. The three scenarios had been fully developed(finalized in February due to additional request for changes by partners in January 2021).
Animations for 2 of them had been also implemented in December with small changes inJanuary-February 2020. The voice-overs for all three videos are being recorded now for thelaunch of the first 2 videos in March 2021. The animation for third video is to be developed in
March for launch of the video in April 2021. This remaining work is funded from Capacity for the2030 Agenda 2.0 project).
-“Hidden Treasures Supermarket” on Human Rights based approach to data
(scenario and animation ready)“Bet on Sustainable Transport” on Integrated policies and policy coherence (scenario
and animation ready)“National Superheroes Office” to promote trust n official statistics (scenario ready)

Extracts from “Bet of Sustainable Transport” video

Extracts from “Hidden Treasures Supermarket” video

Conclusions and Way Forward
The COVID-19 crisis and related social distancing and lockdown measures haveconsiderably increased the interest in online learning. It was important to position UN
SDG:Learn as the key gateway for training and learning related to the SDGs by leveraging social
media campaigns and self-evaluation more than initially planned.
The main project objectives have been achieved in an environment that has become morefavourable to online learning. The number of users has far exceeded what ash been planned but
18

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UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

more can be done in making them return to the website. They come from different constituencies
and the self-evaluation has become a useful source of information about their needs. The
Platform seemed to be particularly impactful in promoting learning related to policy coherenceand LNOB with a significant share of learners who took courses indicating they were related toeither one of these topics or gender.
The year has also been marked by an active participation of UN SDG:Learn and GIST
members in the collaboration and meetings related to online learning. Many have expressed aninterest in being more involved in the Learning Pathways/SDG competencies work or some otherco-creation activities.
Two components of two deliverables have undergone some changes where a decision has
been made to emphasize quality rather than quantity. The Learning Pathways interface
includes profile-based recommendations and SDG Primer test while a more complex andcomprehensive approach has been proposed by Partner sot the assessment system which has
become the object of a separate project on SDG competencies. Secondly, instead of developing
2-3 simple learning bits and a blogs interface, resources had been invested in 3 higher quality
learning videos. The blogs web development had been included in the new project to support
SDG competencies.
Online learning has demonstrated its strengths in the COVID-19 era, but it is important to ensure
the high quality of the learning experience (rather than the quantity). A smart platform offering
self-assessment services and helping learners better define their choice is the future of online
learning. The project has successfully laid the ground for this future work that is currently ongoing under “Strengthening SDG competencies in the digital age” and “Capacity for the 2030
Agenda 2.0” projects.
Thanks to the additional funding from the SDC under the “Capacity for the 2030 Agenda
2.0” project spanning into 2022, UNITAR could not only amplify all of the work described abovein 2020 but will also be in a position to continue the work on UNSDG:Learn, provide
secretariat and communication services as well as web maintenance and additional
developments such as special landing pages for new constituencies, for example.
One of the outcomes that had not been measured yet under this project is related to the impact of
new learning products on knowledge and its application with regards to policy coherence and
LNOB. To measure these indicators for which it was too early to undertake a survey, UNITAR willconduct a short survey in December 2021 – January 2022.

1958

Annex 1. Results Framework | UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

Annex 1. Results
Intended impact

Indicator(s)ImpactVarious constituencies have an improved
access to SDG learning most adapted totheir needs and contribute to theachievement of the SDGs through theapplication of the acquired knowledge
and skills and related changes in theirprofessional and personal contexts.

Share of polled users
indicating a change in their
behaviour or application of
specific knowledge & skill
they have acquired bytaking a course or microlearning identified throughthe Platform.

Outcomes & outputs
Outcome 1. UN SDG:Learn users areable to easily and effectively identify thelearning corresponding to their needs.

Output 1. The initial features of the
Platform have been improved, i.e., searchfunction and regional pages, as well as
new features developed such as special
landing pages (for specific target
audiences), profile-based
recommendations, objective assessmentbased recommendations.
Output 2. Roadmap on other features tobe developed agreed by the Partners.
Outcome 2. Various features of the
Platform are actively used and it
increasingly attracts new audiences.

Performancetarget(s)20%Performance actual

Share of polled users
indicating the Platform
helped them identify mostsuitable product in a quick
way.

70%

76%

Special landing page
Improved regional page
Profile-based
recommendations
Objective assessmentbased recommendations1
1
1

1 (Statistics)
1 (ESCAP)
1

1

1*

Agreed work plan for UN
SDG:Learn Partners for2020
Share of returning visitors

Yes

Yes

20%
(proposedchange from 50%)

11.2%

Reasons for Variance

52% of respondents who
took courses identified
through UNSDGLearn*Variance relates to objective assessmentbased recommendations replaced by SDG
Primer test with certification. The overall
concept had been expanded and has
become a separate project centred aroundSDG competencies with UNESCO’s
participation.

As the number of visitors exploded
between March and May 2020, the shareof returning visitors decreased from19.85% to 11.2%. This may be due
massive social media campaigns whereby

2059Annex 1. Results Framework | UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

users were interested in checking out but
not ready to start learning. On the other
hand, the number of returning visitors may
increase after the implementation the
Learning Pathways interface and increasein microlearning offer.

Output 3. Existing Partners leverage thePlatform and new Partners join theinitiative.

Quarterly increase in visits

10%

184% between Jul-Nov 201976% between Nov 2019-Feb
2020
454% between Feb-May
2020
52% between May-Aug 2020
31% between Aug-Dec 2020

Diversity of constituencies
represented by the polledusers, i.e.
number of stakeholder
groupsAt least 4-5 different
stakeholder groups

At
least
7
different
stakeholder groups wererepresented in the survey,
i.e.,
UN,
national
governments,
local
government, national andgrassrootNGOs,businesses,
academia,
students

Number of countries oflocation of users

50 countries

216 countries, incl territories

Gender ratio (female:male)

50:50

45.6:54.4

Number of partners who
had uploaded additionalcourses/products since theinitial general upload round

5 or more

22

21

60

Annex 1. Results Framework | UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

in June-July 2019

New partners

5 or more

15

Total number of users

5’000

69’951

Number of followers of UN
SDG:Learn social media
channels (Facebook,
Twitter and LinkedIn)
Percentage of polled
participants of the new e–learning offer on policy
coherence and LNOB
agreeing or strongly
agreeing that theirawareness of these issues
have increased

1’000

14’249, incl. 12’397 for
Facebook alone

70%

n/a yetA survey will be conducted Dec 2021-Jan
2022 after the launch of micro-learnings tocollect relevant data

Number of new microlearning

2-3

3

Major activities

Dates implemented

Scheduled to be
implemented

Videos will be launched in March-April
2021 (Scenarios and animations are readyfor 2 videos, voice-over recording is inprogress). 3rd video has scenario,
animation and voice-over to be done in
March for launch in April 2021. Delays due
to feedback from Partners and more
ambitious deliverables co-funded by SDC,
this remaining work is funded from
Capacity for the 2030 Agenda 2.0 project).
Comments

UN SDG:Learn Steering Group meeting and Roadmap adoption
Regional page for ESCAP updated
Special Landing Page for the Statistical Community implemented with

21 November 2019
January 2020
February 2020

Output 4. Number of Platform users(target TBD based on UN CC:Learn
experience in the first two years).
Output 5. Social media actively used topromote the Platform.

Outcome 3. Increased knowledge ofpolicy coherence and LNOB issues andpractical applications.

Output 6. New learning products such as
Blog Series and others developed to
explain policy coherence, integrated
approach and LNOB and their practical
implications to different audiences to be
developed by UNITAR.

22

61

Annex 1. Results Framework | UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

dedicated taxonomy with UN Statistics Division as substantive custodian
and Global Network of Institutes of Statistical Training (GIST)
WG on Learning Pathways meeting
A concept note on assessments, competences and learning pathways(the renamed Programming Component to reflect the essence of thework)
WG on QA, Programming and Evaluation meeting
Concept notes on the podcast and blog series being finalized

February, June andOctober 2020
February 2020

February, June 2020
December 2020

Terms of Reference for WG on Work Programming
Concept note on an initial Evaluation Approach
WG on Content Distribution meeting
Blog series launched

March 2020
July 2020
March- October 2020

Contributing to other components such as implementation of Quality
Assurance Framework and Communication Strategy
Running social media campaigns, incl. paid campaigns
Implementing the new stage with individual users’ profiles andrecommendations based on profile, and SDG Primer test as firstassessment with certification

April-July 2020

No sufficient funding to implement web
development under this project as
professional writer had been hired fordeveloping 3 other microlearnings(videos). Included in the new project tostrengthen SDG competencies

April-Dec 2020
SeptemberNovember 2020

New
During Learning Pathways WG meeting in
June 2021, an updated concept had beenpresented to UNSDG:Learn Partners
based on their earlier feedback related tolearner’s objectives. This new concept
involved a more complex algorithm thathas required a separate project andstronger participation of UNESCO. Under
this project, a simple assessment system
has however been introduced consisting ofusers’ profiles, profiles-based
recommendations and SDG Primer testwith a certification function. This has
contributed to the overall objectives of2362Annex 1. Results Framework | UNSDG:Learn Stage 2 September 2019-December 2020 | TARSF003 | 23/02/2020

promoting UNSDG:Learn to larger
audiences and improving the abilities oflearners to find relevant learning.
Developing several micro-learning bits on policy coherence and LNOB
Conducting a self-evaluation, incl. a user survey
Annual results and evaluation findings presented during 2nd SteeringGroup meeting in November 2020 whne a new roadmap for 2021 has
been developed

December 2020 –early February 2021
August-September
2020
November 2020

New

24

63

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

Introduction to Geospatial Information Technology for Disaster Risk
Reduction/Management (DRR/M)
UNOSAT$150,000
Swedish International Development Agency

From 09 November 2019 to 31 December 2020
Period covered: 09 November 2019 – 23 February 2021

The main aim of the project is to provide training participants with Geographic
Information System (GIS) and Remote Sensing (RS) methodologies (i.e. risk
assessment and satellite based response mapping) related to natural hazard
management in 4 least developed countries, namely Rwanda, Nepal, Tanzania andRepublic of Congo. The courses sought to increase women’s participation at alllevels of DRR planning and decision making, thus they aim to achieve a 50:50
gender ratio.
SO 5.1 Optimize the use of technologies, including geospatial technologies, forevidence-based decision makingd) Increased skills and capacity of national and regional experts to use satellite
derived mapping and GIS for disaster risk reduction, emergency response, andterritorial planning and monitoring
SDG 9 & 13: Geospatial Information Technology (GIT) is now being referred to as an“enabling technology” due to the benefit it offers across different application
domains. It is a useful tool to support the entire disaster risk management cycle(Prevention/Mitigation, Preparedness, Response and Recovery/Reconstruction) as
well as the Agenda 2030 in its entirety.
SDG 5: The link between technology and women’s rights is clearly reflected in SDG 5
on gender equality and the empowerment of women, which includes a specifictarget on using technology to realize women’s and girls’ empowerment. In addition,according to UNISDR, women are still too often absent from the development ofdisaster risk reduction strategies and decision-making processes.

Country andbeneficiary metrics

Concise summary of
results achieved,
including how results
contributed to helping

The Sendai Framework underscores that women’s participation is critical toeffectively managing disaster risk and designing, resourcing and implementing
gender-sensitive disaster risk reduction policies, plans and programmes.
Targeted countries:
Participants
Other metrics
RwandaFemale27
Disability #
N/A
Nepal
Male
35
Other vulnerable
N/A#
Tanzania
Other
N/A
Completion #58
Republic of Congo
Not disclosed
N/A
Certification #
58
Total
62
The courses provided selected participants with a theoretical understanding of thebasic principles of GIS and remote sensing, and knowledge of geographic
information technology and earth observation applications for DRR/M using local
case studies. Participants were also challenged to solve DRR problems by
64

UNITAR achieve its
strategic objectives

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges,
including COVID-19related challenges,
and mitigation
efforts

developing/applying geospatial methodologies and produced maps featuring hazard
related data (mostly flood-related). At the end of the course, participants turned intheir assignments and presented in front of the class.
Participants completed the courses knowing how to:- Define and describe the basic concepts and terminology related to
Geospatial Information- Apply basic methods and functionalities of GIS software ArcGIS and QGIS to
manage and analyse spatial data,- Identify, search, collect, organize geospatial data/information,- Explain the role of geospatial information technology for enhanced disasterrisk management- Use satellite imagery for flood exposure analysis- Undertake the process to create desktop thematic maps to support
operational planning and decision making for DRR
The courses were attended by 62 professionals working in governmental, private
and academic organizations in Rwanda, Nepal and Tanzania who wished tostrengthen their practical skills in applying geospatial technologies for DRR. The
course in the Republic of Congo is scheduled to take place in February-March 2021.
In general, the introductory courses received favourable reviews and feedback fromparticipants who are from various backgrounds and possess different GIT skillsets.
Participants appreciated our local case study approach as it allowed them to identify
with the content and increased their motivation to come up with innovative
solutions to address DRR/M challenges using the available tools. Moreover, theyexpressed eagerness to learn more and to benefit from future training
opportunities.
Evaluation Statistics- 62 participants- 44:56 gender balance (44% women)- 94 per cent agree the training was useful- 99 per cent agree that the trainers were effective- 71 per cent agree the information was new to them
- 91 per cent agree the course was relevant to their job- 99 per cent would recommend the course to their colleagues
Women, albeit slightly in the minority, were empowered to use the GIS/Remotesensing knowledge and skills acquired in their work. They expressed enthusiasm
during the courses and were industrious and eager for continuous learning andfollow-up opportunities.
Despite efforts to access existing data repositories in Rwanda, the organizers foundit difficult to find accurate and pertinent DRR related geospatial information toprepare for the course.
Given COVID-19 constraints, a blended approach was used for the training in Nepal
with hiring of a local facilitator and remote videoconferencing interventions by
instructors at UNOSAT Bangkok Office. Face to face training remain UNOSAT’s
preferred means of delivery for holistic instruction and support during the course,
conditions permitting. Remote learning can pose challenges for instructors as far as
monitoring the work of participants, pacing and engagement are concerned.
The course in DR Congo was delayed due to lack of response from the partners incountry and then by COVID 19 induced constraints.
In Tanzania, participants and trainers found that the venue could be improved.
Some practical exercises were difficult to complete as a result of the poor network
connection (for instance to gather geospatial information from the web based on
available open-source data)65

If progress report,
describe planned
activities to bringproject to closure

The final web-based course shall be delivered for the benefit of the Republic ofCongo during Q1 2021.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

66

Results

Intended impact
Enhanced disaster risk reduction andmanagement
Outcomes & outputs
Training participants have enhanced
knowledge and capacity on the use of GIT
for DRR/M
Output 1.1. Trainings delivered tobeneficiaries from target organizations

Indicator(s)Number of institutions
confirming using GIT
applications in their DRR
strategies

Performance (target)
4

Performance (actual)x

Reasons for Variance3 out of 4 trainings delivered so far

Percentage of beneficiaries
reporting their intent to use
knowledge from the trainings in
the feedback survey
Number of beneficiaries
completing the course

70

91

60 beneficiaries (20 per
course)58

There is some evidence beneficiaries will use
the knowledge acquired as the information
presented during the course was new to themand was relevant to their job.
6% of participants failed to complete the final
assignment and were not awarded certificatesof participation or completion.

Dates implemented

Scheduled to be
implemented
Monday : “Introduction to
UNOSAT and Training
Programme” + “Introduction
to Geographic Information
Systems”
Tuesday : 2x « Introduction to
Remote Sensing » + 2x
“Gathering Data from Web”
Wednesday: “GIT
Applications for DRR”
Monday : 2 x « Getting
familiar with GIS software »Wednesday: “Field datacollection (smartphones)” +2x “GIT applications for DDR(scenario 1- flood)”
Thursday: 2x “GIT
applications for DDR(scenario 2- Landslide)”

Major activities(attending at least 70% of
the course and completingall 3 deliverables)

Lecture (PowerPoint presentation)

December 2019,
December 2020

Interactive lecture (PowerPoint presentation + exercise)

December 2019,
December 2020

GIS Lab Excercise

December 2019,
December 2020

67

Comments
Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.
Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.
Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.

Round table & group discussion

December 2019,
December 2020

Assignment

December 2019,
December 2020

68

Thursday: “GIT applications
for DDR (scenario 1- flood)” +“GIT applications fir DDR(scenario 2- Landslide)”
Friday: “From Risk
Assessment to Decision
Support Services”

Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.
Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.

Photographs

Group photo of particpants on day 1 of the training in Kigali, Rwanda

69

Instructors offered participants personalized experiences in Rwanda. Here on Day 4.

70

Participants getting down to work on Day 2 of the Nepal training in Kathmandu

71

Participants and instructors were brought together thanks to a videoconferencing system for the Nepal training. Here the start of closing ceremony.

72

Several training participants posing with their certificates in Dodoma, Tanzania

73

Participants in Dodoma, Tanzania engaged in a hands-on mapping exercise

74

Related Links
https://www.unitar.org/about/news-stories/news/developing-git-capacity-nepal-disaster-risk-management-and-decision-support
https://twitter.com/UNOSAT/status/1206615059113361408
https://twitter.com/UNOSAT/status/1207327667151917056
https://twitter.com/UNOSAT/status/1207986687500079104
https://twitter.com/UNOSAT/status/1208042852917424129
https://twitter.com/UNOSAT/status/1335866644883787776
https://twitter.com/UNOSAT/status/1336282969577811972
https://twitter.com/UNOSAT/status/1336638134763794433
https://twitter.com/UNOSAT/status/1337009523979145217
https://twitter.com/UNOSAT/status/1338509325984288768
https://twitter.com/UNOSAT/status/1338799015383736321
https://twitter.com/UNOSAT/status/1339228398519021568
https://twitter.com/UNOSAT/status/1339552541542133760

75

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Multiple Objectives

76Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalDemocratic Governance
Multilateral Diplomacy Programme Unit (MDPU)$60,000
Swedish International Development Agency (Sida)

Project objective

To strengthen knowledge on the core aspects of the rule of law and its relevance for both the
public and the private sectors, paying special attention to the role of women.

December 2019 - December 2020
Period covered: January to December 2020. The first activity on Democratic
Governance was a two-day awareness-raising workshop on business and humanrights that was implemented in December 2019 in Geneva. The second activity
on the Rule of Law took place online in May 2020.

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5.

Link to 2030 Agenda orother 2015 outcome

SDG15, SDG16, SDG17.

Country andbeneficiary metrics

Targeted countries:
LDC and SIDS in Africa,
Asia, Latin America andMiddle-East

Attach list if more
Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects

Participants
Female36

Other metrics
Disability #

Male
Other
Not disclosed
Total

49
1
/
86

Other vulnerable #Completion #Certification #No Certificate

66
12During the second activity on the Rule of Law and Governance, participants’ awareness of
the relationship between governance and human rights, the general principles of the rule oflaw, democratic institutions, and common challenges to the rule of law was raised. This wasdone through a series of interactive online lessons and lecture videos. In addition,
participants were invited to take part in a final webinar with the special guest Mr. Fabian
Salvioli, the Special Rapporteur on the promotion of truth, justice, reparation and guarantees
of non-recurrence. Participants sent questions prior to the webinar that the Special
Rapporteur was able to elaborate on during an open discussion with participants. The wholetraining helped participants gain a thorough understanding of the Rule of Law and its
interconnectivity with vital legal issues, with a special attention paid to the role women canplay on strengthening the rule of law.
The success of this course contributed not only to UNITAR’s efforts in strengthening therepresentation of countries in special situations in institutions of global governance (SO2.2),
but also with regard to supporting institutions and individuals to contribute meaningfully tosustainable peace (S01), by raising participants’ awareness of the importance of the rule oflaw, transitional justice and the role women can play in the legal sphere.
The beneficiaries of the training on rule of law and governance expressed gratitude andsatisfaction with their participation in this free-of-charge training. They considered thecourse an enriching tool for their respective careers and indicated that they will use theknowledge acquired in their everyday work. All participants who took the surveys considered
the training useful and relevant to their jobs.
The majority of the beneficiaries of the training on the rule of law and governance came fromdeveloping countries, SIDS, and LDCs (more than 97% of the total number of participants).
77

on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges,
including COVID-19related challenges,
and mitigation
efforts
If progress report,
describe planned
activities to bringproject to closure

Specifically, 31% of the participants came from African countries, 11% from the Middle East,and 51% from Asia. The training increased their knowledge on the rule of law and provided
them with concrete examples of good practices and legal frameworks with a specific focus
on African countries.
The training on the rule of law and governance was initially planned to take place in person
in Addis Ababa, Ethiopia but had to be shifted online due to the quick spread of COVID-19
and related travel restrictions. This necessitated a great adaptability and coordination in ashort period of time and under difficult circumstances. However, this shift to an online
implementation allowed us to reach participants from all around the world that would nothave had the possibility to participate in the training in Ethiopia. However, this in turn raised
other challenges related to time change and connectivity issues when the webinar was
implemented. A few participants suggested to include a webinar at the end of each week tofurther engage in interactive discussions with other participants and the expert.
N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

78

Results

Intended impact
Provide a holistic vision of theinterconnectivity between the rule of law,
the fundamental principles of human rights
and governanceOutcomes & outputs
Outcome 1. Raise awareness on theimportance of the rule of law for
democratic governanceIndicator(s)Percentage of participant who
meet or exceed the learning
objectives

Performance (target)

Performance (actual)

100%

98%

Percentage of participant who
meet or exceed the learning
objectives

100%

98%

Output 1.1. Promote and enhanceknowledge of participants on theimportance of the rule of law for
democratic governance

Number of participants trained
and who have received acertificate of participation

120

66

Outcome 2. Improve de capacities ofgovernment officials to become moregender sensitive at national levels andunderstand the role women can play in theentire legal sphere
Output 2.1. Develop the capacities ofgovernment officials to become moregender sensitive at national levels andunderstand the role women can play in thePercentage of participant who
meet or exceed the learning
objectives

100%

90,91%

Number of participants trained
and who have received acertificate of participation

60

66

79

Reasons for Variance

The original target number of participants wascalculated on the basis of the implementationof 4 face-to-face workshops. Given the
resource allocation, the envisioned number ofworkshops was first reduced to one (in Addis
Ababa) and then changed to online
implementation due to the current pandemic.
In these new circumstances, 86 participants
registered for the training, while 68 accessed
the learning platform, and 66 obtained theircertificate of participation. In other words,
except from two participants, all participants
who accessed the learning platform
successfully completed the course andreceived their certificate.
Some participants expressed their will toreceive additional reading materials thatwould have helped them to improve theirunderstanding

entire legal sphere
Outcome 3. Create a professional space forgovernment officials from different
countries to cooperate and address
challenges concerning the rule of law anddemocratic governanceOutcome 4. Achieve wide-reach ofawareness and capacity building

Percentage of participant who
meet or exceed the learning
objectives

Output 4.1. Reach LDC countries in Africa,
Asia, the Middles East and Latin America

100%

95,22%

Number of countries that
conducted training

14

41

Number of countries that
conducted training

14

41

Major activities

Dates implemented

This course promoted an interactive approach through online lessons
and multimedia material, stimulating critical thinking. Each module
had its own learning objectives, as well as interactive online lessons,which guided participants through the contents. The lessons were alsoavailable in PDF format so participants could work offline. Contents
and activities were practice-oriented and under a self-assessment
approach, so participants learnt through practical examples andassignments associated with research and case scenarios.

4-24 May 2020

Scheduled to be
implemented
4-24 May 2020

A final e-workshop has been conducted via the platform Zoom and has
been facilitated by an expert on the subject matter. The materialpresented during the e-workshop was interactive and participants had
to submit several assignments to further their knowledge.

25 May 2020

25 May 2020

80

This significant difference between the
expected and actual number can be explainedby the fact that the training was initiallyintended to be held face-to-face, butultimately took place online. This allowed
participants from a wide variety of regions totake part in the training
This significant difference between the
expected and actual number can be explainedby the fact that the training was initiallyintended to be held face-to-face, butultimately took place online. This allowed
participants from a wide variety of regions totake part in the training
Comments

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☐ No

Strengthening Knowledge and Skills to Address Climate Change and Advance
Sustainable Development
Green Development and Climate Change Programme Unit, Division for Planet$100,000
Sweden SIDA
Co-financing – UN agencies, National Partners, Swiss Government as well as otherdeveloping partners interested in promoting climate change learning - $150,000

Project period
Report: ☒ Progress☐ Final01 August 2019 – 31 July 2022
Period covered: February 2020-January 2021

Project objective

To support the promotion of climate change learning and the implementation of National
Climate Change Learning Strategies in UN CC:Learn partner countries.
SO 3.1, SO 2.1, SO 5.3

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

SDGs 4, 5, 13, 17 (particularly, targets: 4.7, 5.5, 13.3, 13.B, 17.3, 17.9)

Targeted countries:
Kenya
Ethiopia

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Participants
FemaleMale
Other
Not disclosed
Total

19
17

Other metrics
Disability #Other vulnerable #Completion #Certification #

26
26

36

In Kenya, UNITAR’s Division for Planet, as the Secretariat of the One UN Climate Change
Learning Partnership (UN CC:Learn), UNITAR’s Division for Multilateral Diplomacy, theForeign Service Academy, Ministry of Foreign Affairs and the Climate Change Directorate,
Ministry of Environment and Forestry of Kenya joined forces to develop and deliver a“Climate Diplomacy Online Training Programme”.
The programme provided 36 Kenyan diplomats, government officials and civil society
representatives with training on climate change and climate change diplomacy, the historyof negotiations to date and the structure and functioning of the United Nations Framework
Convention on Climate Change (UNFCCC). It also built practical and in-depth understandingof negotiation skills and dynamics in the context of United Nations conferences and the
UNFCCC process. The programme supported the capacities of the Government of the
Republic of Kenya to prepare effectively for the upcoming COP26 of the UNFCCC.
By enhancing knowledge and skills of stakeholders involved in international negotiations andnational policy development and implementation in the area of climate change, including
differentiated impacts and implications (SO 2.1.), in collaboration with national institutions(SO 5.3), the activity contributed to promoting a green, low-carbon and climate-resilienttransition (SO 3.1). This is particularly the case as this activity was delivered as part of two
broader initiatives - the UN CC:Learn support to the Government of Kenya for thedevelopment and implementation of the National Climate Change Learning Strategy, and theestablished collaboration between the Division for Multilateral Diplomacy and the Ministryof Foreign Affairs of Kenya to build the capacity of Kenyan diplomats on multilateraldiplomacy.
In Ethiopia, UN CC:Learn agreed to continue to support the the government of Ethiopia to
integrate climate change into the national curriculum through 1) the review of climatechange carrier subject syllabi and 2) the training of textbook authors in charge of integratingclimate change into new schoolbooksin Ethiopia. The plans defined in 2019 were revised to81Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

take into account the constraints brought in by the COVID-19 pandemic. These plans include
the provision of internet access to government officials responsible for the development of
the syllabi of the climate change carrier subjects, the delivery of online support and thedevelopment of online training for textbook authors.
In Kenya, the diplomats, government officials and civil society representatives thatparticipated in the programme were trained on climate diplomacy. It is expected that,through this additional knowledge and skills, they will be able to better participate innational climate change processes as well as in UNFCCC negotiations.
While not specifically applicable in this context, the training for Kenyan stakeholders
registered gender-balanced representation, with 19 women and 17 men. A module focusing
specifically on gender and climate change was made available to participants. Trainees werealso made aware of the enhanced Lima Work Programme on Gender and its Gender Action
Plan adopted at COP25.
The Climate Diplomacy Training Programme in Kenya was originally designed as a face-toface event to be delivered in Nairobi. Following the COVID-19 pandemic, the training was reorganized as a series of online elements, including participation in live webinars andcompletion of a series of self-paced e-learning modules.
During the delivery of the programme, it was noted that some participants were not familiar
with online learning, particularly in a self-paced mode. In addition to the dissemination ofdetailed information and the organization of a dedicated introductory session, participantsrequired additional support. However, most of them successfully completed the course.
Some of those who did not mentioned competing priorities and lack of time due to theirprofessional commitments as an important reason that prevented them from finalizing therequired activities.
In Ethiopia, the planned activities to support the integration of climate change into thenational curriculum were re-organized for delivery in the current COVID-19 context. How,
their implementation was delayed again due to new challenges in the country, such as longelectricity and internet cuts, change in the leadership and priorities for the new Minister of
Education, procedural issues, and the explosion of an internal armed conflict, which is stillongoing.

If progress report,
describe planned
activities to bringproject to closure

UN CC:Learn continues to monitor the evolution of the situation in the country, is in constantcontact with the relevant stakeholders and authorities and is ready to advance with theactivities as soon as the context will allow. The Ministry of Education and the Environment,
Forestry and Climate Commission are now discussing possible ways to continue the activities
given the challenges faced (i.e. it may be possible to have blended trainings, with somecomponents online and some face-to-face with strict COVID-19 regulations).
An impact survey will be disseminated to the participants of the Climate Diplomacy Online
Training Programme in Kenya during the first half of 2021.
Activities in Ethiopia will be advanced as allowed by the national context.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

82

Results

Intended impact
To build human capacities in developing
and transition countries to plan andimplement effective climate change
actions, with collective and coordinatedsupport of UN agencies and alliances, andother partners.
Outcomes & outputs
Outcome 1.
Countries are addressing learning priorities
to implement their NDCs and NAPs,
working through national education andtraining institutions.

Output 1.1.
Financing opportunities for implementing
climate change learning strategies
identified and effective coordination
mechanisms defined.
Output 1.2
Strengthened capacities of national andregional learning institutions to effectively
deliver climate change learning.
Major activities

Indicator(s)Number of institutions
reporting they have stronger
individual capacities toimplement NAP and NDC
related policies andprogrammes.

Performance (target)2

Performance (actual)
2 (Foreign Service Academy,
Ministry of Foreign Affairs,
Climate Change Directorate,
Ministry of Environment andForestry, Kenya)

Number of countries having
leveraged additional funding
for implementing NAP/NDC
relevant learning actions inpartner countries.

2 countries

2 countries (Ethiopia, Kenya)

Number of national learning
institutions with a clear role
defined in providing recurrent
skills development support for
NDC and NAP implementation.

2 institutions

Role of the Foreign Service
Academy of Kenya topromote skills developmentin the area of multilateraldiplomacy, including climate
diplomacy, strengthened.

Role of the Ministry of Education of Ethiopia toprovide climate change education will continue
to be strengthened as soon as the national
context will allow.

Number of learning actions
implemented

2 actions1

The learning action in Ethiopia will advance assoon as the national context will allow.

Number of institutions involved
in delivering climate change
learning activities with support
by UN CC:Learn.

2 institutions

1

The learning action in Ethiopia will advance assoon as the national context will allow.

Dates implemented

Scheduled to be
implemented

Comments

Climate Diplomacy Online Training Programme for diplomats, government
officials and civil society representatives in Kenya

13 November – 8
December 2020

83

Reasons for VarianceSupport to the review of climate change carrier subject syllabi and training forschoolbook developers in Ethiopia

2021

84

The process of integrating climate change into
national curricula is part of the ongoing
curriculum reform process. That process has
been delayed due to various challenges due to
COVID-19, internal conflict as well as thechange in the leadership of the Ministry. The
subjects earlier identified as carrier subjects
for climate change are being reviewed again.
Once this process completed, UN CC:Learn will
be able to provide support for those subjects
that will have climate change content.

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalPromoting Gender Mainstreaming and Women's Leadership and Empowerment
Multilateral Diplomacy Programme Unit (MDPU)$60,000.00 USD
Swedish International Development Agency (SIDA)

Project objective

To promote gender equality and women’s full and effective participation and leadership at alllevels of decision-making and enable participants to build essential personal leadership skills
and qualities in order to thrive in leadership positions.

May - November 2020
Period covered: May to November 2020. The activity was composed of two
three-day e-Workshops on Women’s Leadership that took place in May andNovember 2020.

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5.

Link to 2030 Agenda orother 2015 outcome

SDG1; SDG4, SDG5, SDG16, SDG17.

Country andbeneficiary metrics

Targeted countries:
Germany, Barbados,
Santa Lucia, Ecuador,
Iran, Palestine, Peru,
Nigeria, France,
Namibia, Dutch
Caribbean, Afghanistan,
Madagascar, Albania,
Uganda, Kenya, UAE,
Japan, Luxembourg,
USA, Italy, South Africa,
India, Spain, Canada

Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

In both three-day e-Workshops on Women’s Leadership, participants were enabled toincrease their sense of personal development as well as personal executive presence andvisibility to enhance their career development. The online activities offered space fordiscussion, experience sharing and questions. The training allowed attendees to gain adeeper understanding of self and social awareness, including aspects like emotional
intelligence, (non-)verbal communication techniques and different leadership styles. Throughactivities in breakout rooms the participants not only learned on a theoretical basis but could
directly apply their teamwork and networking skills. Ultimately the course design was aimed
at creating a sense of enthusiasm and intrinsic motivation to empower women in leadershiproles. In this way the e-Workshops contributed to promoting inclusive and just societies aswell as inclusive and sustainable economic growth, two central strategic objectives of
UNITAR. Female leaders were empowered ultimately aiming at increasing gender equality
worldwide to help putting into practice the Agenda 2020.
The beneficiaries of the e-Workshops on Women’s Leadership were very satisfied with theoutcomes of the training and expressed their gratitude of their participation. They indicatedthat the e-Workshops were an enriching and valuable experience, allowing them to use andapply the knowledge and skills acquired for their respective careers. In both e-Workshops
over 90% of the participants who took the surveys considered the training useful, to be
relevant to their jobs and would recommend the e-Workshops to a colleague.
The beneficiaries of the e-Workshops on Women’s Leadership came from 25 different

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects

Participants
FemaleMale
Other
Not disclosed
Total

85

58
/
/
/
58

Other metrics
Disability #Other vulnerable #Completion #Certification #

/
/
/
54

on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges,
including COVID-19related challenges,
and mitigation
efforts
If progress report,
describe planned
activities to bringproject to closure

countries. Their professional backgrounds were very diverse with participants from thegovernmental and private sector, NGOs as well as academia. Both e-Workshops wereattended exclusively by women, although some participants noted that future editions could
include men. The training increased their knowledge and skills on the intersection of genderand leadership, particularly as it applies to different cultural and professional contexts.
The activities were initially planned and designed to take place in a face-to-face format. Dueto the COVID-19 pandemic, the workshops were redesigned and were held entirely online,
over Zoom. Initially, some participants seemed to be more reluctant to interact, ask
questions and participate as actively as they would have in a face-to-face workshop. This
could be partially resolved in the course of the e-Workshops through encouragement by theexperts, question and answer sessions and similar. Additionally, some participants faced
technical difficulties during the e-Workshops which complicated active participation andinteraction.
N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

86

Results

Intended impact
To encourage women to take ownership of
their roles and drive motivation to further
their career prospects
Outcomes & outputs
Outcome: Empowering participants in theirprofessional roles by enhancing theirunderstanding of the power of perception,
self and social awareness, emotional
intelligence and cultural factors for
successful leadership
Output: 54 women completing the eWorkshop and receiving a certificate ofparticipation
Major activities

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives

Performance (target)

Performance (actual)

70%

100%

Percentage of participants whomeet or exceed the learning
objectives

70%

100%

Number of participants trained
and who have received acertificate of participation

58

54

Dates implemented

Scheduled to be
implemented
18, 19 and 20 May 2020 and
9, 10 and 11 November 2020

UNITAR’s e-Workshops on Women’s Leadership were delivered via the online
platform Zoom from 18 – 20 May and 9 - 11 November 2020. Interactive by
nature, the e-Workshops offered space for discussion, experience sharing andreflection. The training allowed participants to increase their knowledge on
self- and social awareness, emotional intelligence and different leadershipstyles, and provided them with the opportunity to exchange their personalleadership experiences and discuss challenges particularly faced by female
leaders. After the successful completion of the e-Workshops, 54 participantsreceived a certificate of participation.

18, 19 and 20 May 2020
and 9, 10 and 11
November 2020

87

Reasons for Variance

Comments
The activities were conducted exclusively
online due to the COVID-19 pandemic.

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ Final

Diplomatic Excellence
Multilateral Diplomacy Programme Unit (MDPU)$77,000.00
Swedish International Development Agency (SIDA)

Project objective

To familiarize officials from Myanmar, Cuba, Marshall Islands and Indonesia with different
dimensions and skills of multilateral diplomacy, international law and climate change
diplomacy.

October 2019 – December 2020
Period covered: October 2019 – December 2020 (Myanmar, Cuba, MarshallIslands and Indonesia)

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5.

Link to 2030 Agenda orother 2015 outcome

SD1, SDG4, SDG5, SDG8, SDG10, SDG16, SDG17.

Country andbeneficiary metrics

Targeted countries:
MyanmarCuba
Marshall Islands
Indonesia

Participants
FemaleMale
Other
Not disclosed
Total

88

47
40
/
/
87

Other metrics
Disability #Other vulnerable #Completion #Certification #No certification

/
/
86
1

Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

Online Workshop on Public Diplomacy in a Multipolar World, Global Diplomacy andInternational Relations and Diplomatic Report Writing - Myanmar
During the activity on Public Diplomacy in a Multipolar World, Global Diplomacy andInternational Relations and Diplomatic Report Writing, participants were able to build andfoster their knowledge and skills on public diplomacy, digital diplomacy and the “newnormal” as well as different forms and styles of diplomatic report writing. This was done
through a four-day (16 hours in total) interactive online workshop that offered space fordiscussion,
experiencesharingandcriticalthinking. The
training supported participants in gaining a more thorough andin-depth understanding of
the workings of multilateral diplomacy in the 21st century and gave them the opportunity
to benefit not only from the experts’ expertise, but also from their colleagues’ experience on
the topic.
The success of this online workshop contributed not only to UNITAR’s efforts in supportingand strengthening the equitable representation of countries in global decision-making fora
(SO2) by familiarizing officials from Myanmar with different aspects and skills of diplomacy,
but it also added to UNITAR’s endeavours to promoting peace and just and inclusive societies(SO1) in strengthening the Ministry of Foreign Affairs’ capacities in the field of diplomacy.

e-Learning course on Multilateral Diplomacy and International Law - Cuba
Through the six week the self-paced online course participants strengthened their knowledge
on three different thematic areas as chosen by the Cuban government: Multilateral
Diplomacy, International Humanitarian Law and Protocol. Over 75% of participants
successfully completed all course requirements and obtained a certificate of completion.
The success of this course contributed to UNITAR’s efforts in strengthening therepresentation of countries in special situations in institutions of global governance (SO2.2).
This course not only provided participants with the necessary substantive knowledge on
multilateral diplomacy, international humanitarian law, and on UN Protocol, but also allowed
participants to enhance their confidence to participate in multilateral processes.
Online Workshop on the United Nations System and Climate Change Diplomacy – MarshallIslands
During the Online Workshop on the United Nations System and Climate Change Diplomacy,
participants were able to build and foster their knowledge of the workings of a multilateralframework such as the United Nations as well as on the history, role and importance ofclimate change diplomacy. This was done through a three-day (10 hours in total) e-workshopthat offered space for discussion, experience sharing and questions. The training allowed
attendees to gain a deeper understanding of the dynamics of the United Nations and climatechange diplomacy, including aspects like the Sustainable Development Goals, different
frameworks and agreements and similar. Through the contribution of short briefings by theInternational Organization for Migration (IOM), the International Labor Organization (ILO)
and the United Nations Office for the Coordination of Humanitarian Affairs (OCHA),
participants learned more about the specific entities and were able to ask questions andexchange experiences.
This successfully conducted online workshop contributed to UNITAR’s efforts in supportingand strengthening the equitable representation of countries in global decision-making fora
(SO2) by familiarizing officials from a SIDS state as the Republic of Marshall Islands with theworkings of a multilateral framework such as the UN and with climate change diplomacy. In
strengthening the Ministry of Foreign Affairs’ capacities in effectively preparing forconferences such as the UNFCCC COP26, the workshop added to UNITAR’s endeavours insupporting the safeguarding of our planet (SO4) and promoting just and inclusive societies(SO1).
Workshop on Effective Leadership and Negotiation in Multilateral Diplomacy - Indonesia
During the activity on Effective Leadership and Negotiation in Multilateral Diplomacy,
participants were able to build and foster their knowledge and skills in a variety of fields anddimensions of negotiation and89
leadership skills. This was done through a four-day interactive
workshop with 7 hours of training per day that offered space for simulation exercises,

discussion and experience sharing. The whole training allowed participants to gain athorough understanding of the dynamics of negotiation and leadership, as well as relevant
diplomatic techniques, tools and skills. The workshop sessions gave the attendees theopportunity to participate in simulation exercises to foster practical experience and use newtechniques and skills acquired.
The success of this workshop contributed not only to UNITAR’s efforts in supporting andstrengthening the equitable representation of countries in global decisionmaking fora (SO2) by familiarizing officials from Indonesia with different aspects and skills of
diplomacy, but it also added to UNITAR’s endeavours to promoting peace and just andinclusive societies (SO1) in strengthening the Ministry of Foreign Affairs’ capacities in thefield of diplomacy.

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

The beneficiaries of these activities expressed profound gratitude and satisfaction with their
participation in this training. They considered the courses an enriching tool for theirrespective careers, enabling them to use the knowledge, techniques and skills acquired intheir everyday work, especially the younger participants with less experience.
The beneficiaries of these activities were officials and diplomats from Myanmar, Cuba,
Marshall Islands and Indonesia. 54% were female participants and 46% were maleparticipants. The training increased their knowledge and skills of multilateral and public
diplomacy, international law, climate change diplomacy and leadership.

For some participants, the facilitation of the e-workshops via the online platform Zoom was
not quite as easy as for others. Some attendees faced challenged in connecting to zoom
breakout room exercises and similar.
The first activity was scheduled to be implemented face-to-face in Myanmar in March 2020.
It was then postponed to November and conducted exclusively online due to the COVID19
pandemic.
Initially the training in Cuba had been envisioned as a 2-day training programme focusing on
current issues that impact International Law, from the doctrinal and theoretical perspective)
including trends in international relations. But given the Covid-19 related travel restrictions,the training was implemented online instead as a self-paced course over a duration of 6
weeks. As a result, more topics could be addressed that were selected by the Cuban
government: multilateral diplomacy and international humanitarian law, but also matters of
UN Protocol.

If progress report,
describe planned
activities to bringproject to closure

N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

90

Results

Online Workshop on Public Diplomacy in a Multipolar World, Global Diplomacy and International Relations and Diplomatic Report Writing - Myanmar
Intended impact
Provide a holistic understanding of theconcepts of public diplomacy, international
relations, digital diplomacy and diplomatic
report writing
Outcomes & outputs
Outcome 1. Promote knowledge on thebasic concepts of public diplomacy and how
its practice is evolving

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives

Performance (target)

Performance (actual)

70%

93%

70%

83%

Output1.1.
Enhanced officials’
understanding of public diplomacy, its
history and role
Outcome 2. Raise awareness on digital
diplomacy and how tools can be applied toenhance the function of diplomats andother professionals
Output 2.2. Developed the capacities ofofficials and diplomats in understanding
and applying new digital diplomacy tools
and techniques
Outcome 3. Promote understanding ofdifferent forms and styles of diplomatic
writingandreportinginmultilateral diplomacy
Output 3.1. Familiarized participants withdifferent types and styles of reports andsupported them in acquiring newtechniques and skills

Number of participants trained
and who have received acertificate of participation
Percentage of participants whomeet or exceed the learning
objectives

11

10

70%

83%

Number of participants trained
and who have received acertificate of participation

11

10

Percentage of participants who
meetorexceedthelearning objectives

70%

100%

Number of participants trained
and who have received acertificate of participation

11

10

Percentage of participants whomeet or exceed the learning
objectives

91

Reasons for VarianceMajor activities

Dates implemented

UNITAR’s Online Workshop on Public Diplomacy in a Multipolar World, Global
Diplomacy and International Relations and Diplomatic Report
Writing was delivered via zoom on 15, 16, 26 and 17 December 2020 (4hours per day, 16 hours of training in total). Interactive by nature, the eworkshops sessions offered space for discussion, experience sharing andreflection on the dimensions of public, global and digital diplomacy as well asinteractive sessions on diplomatic report writing and negotiations. Participantsreceived all training material after the e-workshop and 10 out of 11
participants qualified for a certificate of participation at the end of theactivity.

15, 16, 26 and 27
October December 2020

Scheduled to be
implemented
March 2020

Comments

Reasons for Variance

The activity was scheduled to be implemented
face-to-face in Myanmar in March 2020. It wasthen postponed to November andconducted exclusively online due to the
COVID19 pandemic.

e-Learning course on Multilateral Diplomacy and International Law – Cuba
Intended impact
Provide a holistic vision on issues that
impact International Law

Indicator(s)Percentage of participant who
meet or exceed the learning
objectives

Performance (target)
75%

Performance (actual)
100%

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Output 2 Raise awareness on current
practices of cultural diplomacy

Percentage of participant who
meet or exceed the learning
objectives

75%

90%

Output 3 Raise awareness on key principlesof the modern law of armed conflicts

Percentage of participant who
meet or exceed the learning
objectives
Percentage of participant who
meet or exceed the learning
objectives

75%

100%

75%

100%

Outcomes & outputs
Outcome 1. Raise awareness on the key
concepts of public diplomacy

Output 4 Raise awareness on requirements
for combatant status; who is entitled toprisoner of war status; who is not entitledto such status; finally, who belongs in the92

category of what is sometimes called an‘irregular combatant;
Output 5 Raise awareness on thesignificance of UN Protocol in theinternational context

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Output 6 Raise awareness on the role andresponsibilities of the Office of Protocol
and Liaison of the United with the role of
the Permanent Mission and the Host
Country

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Online Workshop on the United Nations System and Climate Change Diplomacy – Marshall Islands

Intended impact
Provide a holistic understanding andawareness of the workings of the United
Nations, climate change diplomacy and theinterconnectivity between the two aspects
Outcomes & outputs
Outcome 1. Promote understanding of theUnited Nations system’s structure andfunctioning, principal organs and theirdevelopment as well as the history of the
UN and its predecessors
Output 1.1. Raised awareness of over 20
Marshallese officials on the core principles
and structures of the United Nations
Outcome 2. Enhance understanding andknowledge of the work of internationalorganizations and institutions like IOM, ILO
and OCHA and the rules and principles
governing their creations and functioning

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives
Percentage of participants whomeet or exceed the learning
objectives
Number of participants trained
and who have received acertificate of participation
Percentage of participants whomeet or exceed the learning
objectives

Performance (target)

Performance (actual)

70%

100%

70%

78%

22

22

70%

78%

93

Reasons for VarianceOutput 2.1. Implemented three briefing
sessions from UN staff to allow attendees
to gain a more profound understanding of
their workings
Outcome 3. Raise awareness of the historyof negotiations under the UNFCCC, the key
landmarksininternational
climatenegotiations
andcurrent
ongoingdevelopments on the road to COP26
Output 3.1. Promoted understanding ofdifferent dimensions of climate change,
taking into account Marshall Islands’
position and role
Major activities

Numberof
implemented
briefings by other UN entities
and institutions

4

3

Percentage of participants whomeet or exceed the learning
objectives

70%

84%

Number of participants trained
and who have received acertificate of participation

22

22

Dates implemented

Scheduled to be
implemented
20, 24 and 25 November
2020

Comments

Performance (target)

Performance (actual)

Reasons for Variance

70%

100%

UNITAR’s Online Workshop on the United Nations System and Climate Change
Diplomacy was delivered via Zoom on 20, 24 and 25 November 2020 (10hours of training in total). Interactive by nature, the e-workshop sessions
offered space for discussion, experience sharing and reflection. The training
allowed participants to increase their knowledge on diplomatic skills, newforms of diplomacy and diplomatic report writing, and provided them withconcrete examples of application of general principles of diplomacy, with a
specific focus on the United Nations System and the role of Marshall Islands asa Small Island Development State (SIDS). All participants received a certificate
of participation as well as all relevant materials and presentations from theworkshop sessions.

20, 24 and 25 November
2020

Workshop on Effective Leadership and Negotiation in Multilateral Diplomacy - Indonesia
Intended impact
Provide a holistic understanding of themain skills, techniques and tools relevant
for negotiation and leadership in
multilateral settings
Outcomes & outputs

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives

94Outcome 1. Raise understanding on how
diplomatic negotiations are conducted andon how to identify tensions, differences
and conflicts in international contexts
Output 1.1. Raised awareness of Indonesian
officials on how to perform more efficiently
as a negotiator and leader
Outcome 2. Promote and enhance
participants’ knowledge on the functions,
expectations and different styles ofleadership
Output 2.2. Developed the capacities ofIndonesia’s MoFA officials to independently
apply
leadershipandnegotiation
techniques in a variety of multilateralcontexts and scenarios
Major activities

Percentage of participants whomeet or exceed the learning
objectives
Number of participants trained
and who have received acertificate of participation
Percentage of participants whomeet or exceed the learning
objectives
Number of participants trained
and who have received acertificate of participation

UNITAR’s Workshop on Effective Leadership and Negotiation in Multilateral
Diplomacy was conducted in Indonesia’s Ministry of Foreign Affairs from 6 – 9
January 2020 (7 hours per day, 28 hours of training in total). Interactive by
nature, the workshop offered space for discussion, experience sharing andsimulation exercises on different styles and techniques of negotiations,
economic diplomacy and leadership. The workshop sessions therefore
required active participation throughout. In addition, participants received all
training materials after the workshop. All participants received a certificate ofparticipation at the end of the workshop sessions.

70%

100%

35

35

70%

100%

35

35

Dates implemented

Scheduled to be
implemented
6 – 9 January 2020

6 – 9 January 2020

95

Comments

Strategic
Framework
Fund

Annex 3
Individual Project Narrative Reports

Strategic Objective 1

96Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalDevelopment of a Digital Solution for Young African Women Mediators
Division for Peace/ PTPU
$55,000
Qatar 2020

Project objective

Harness digital innovation tools in support of young women mediators on the
African continent
The project contributed to the below strategic framework objectives:• SO1: Promote peace and just and inclusive societies• SO1.1: Support institutions and individuals to contribute meaningfully tosustainable peace
SGG (s): 5 (Gender Equality); 16 (Peace, Justice and Strong Institutions); and 17(Partnerships for the Goals)
Targets: 5.5; 16.1, 16a; 17.16
Promotes holistic, integrated nature of 2030 Agenda
Targeted countries:
Participants
Other metrics
Kenya
Female34
Disability #Cameroon
Male
11
Other vulnerable #
Mali
Other
Completion #Madagascar
Not disclosed
Certification #(List of all 54 targetedTotal
46
countries attached)
Conducted from 03rd June to 09th September 2020 by UNITAR, the pilot project
Development of a Digital Solution for Young African Women Mediators meaningfully
contributed to achieving UNITAR’s strategic objectives on supporting individuals tocontribute meaningfully to sustainable peace through:Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Describe project effecton direct beneficiary/
beneficiaries

03rd June to 09th September 2020

Enhanced understanding of the challenges facing young African women
mediators in their efforts to build and sustain peace in their communities.
• Provision of an innovative digital solution that could be developed tomeaningfully support the mediation and peacebuilding efforts of young
African women mediators.
• Development of rapid prototypes of the proposed digital solution in view of
its subsequent technical design and implementation.
• Enhanced collaboration among youth mediation and peacebuilding
networks on the African continent.
The direct beneficiaries of the project are (young) African women, involved in or eager
to lead and support mediation and negotiation efforts at the grassroots levels.
•

The project enabled them to be meaningfully included in a groundbreaking pilot
project aimed at supporting the amazing work that they do to build and sustain peacein their communities. It provided them with an opportunity to voice out the different
challenges they face on the ground through interactive discussion with like-minded97

young women mediators from across 22 countries on the Africa continent and workcollectively on ways to address such issues. Additionally, the project provided direct
beneficiaries with a safe platform where they could share their various experiences
linked to mediation, marginalization and peacebuilding in their various contexts, thus
contributing to the acquisition of informal learning and increased collaboration
among beneficiaries. Furthermore, beneficiaries learned, and/or further developed
their knowledge and skills on innovative techniques and approaches such as design
thinking, rapid prototyping and elevator pitch. The digital skills and the use ofinnovative online tools and platforms by beneficiaries were enhanced throughout the
project period.
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

See above

The main implementation challenge relates the inability to conduct face to face
activities due to COVID-19 restrictions. The pilot project therefore adopted mitigation
efforts consisting of online-based activities and consultations. As such, the project
resorted to the following implementation methodology:
1. Conduct an inclusive needs assessment composed of an online survey
and the facilitation of online focus groups sessions with nominated youth
focal points from across the African continent to investigate the challenges
facing young African women mediators in their efforts for peace as well as
the opportunities of developing a digital solution aimed at supporting theirwork at the grassroots.
2. Lead an internal online prioritization exercise aimed at proposing an
innovative digital solution in support of young African mediators based on
the outcomes of the inclusive needs assessment.
3. Organize a series of online design thinking workshops with the supportof African youth peacebuilding networks to generate innovative ideas as wellas rapid prototypes of the proposed digital solution.

If progress report,
describe planned
activities to bringproject to closure

Following this pilot phase funded through the SFF, planned activities to bring project
to closure include establishing strategic partnerships and secure funding for thetechnical design and development of an online community of practice for young
African women mediators. The platform will aim to strengthen the knowledge, skillsof young African women mediators through continent-wide experiencesharing, collaboration and mentorship. Additionally, there will be a need to develop
targeted learning offers on mediation and peacebuilding in support of women
mediators and peacebuilders from the African continent. Finally, the implementationof the aforementioned activities will require the development of innovative
solutions for greater inclusivity and sustainability of the online community ofpractice.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

98Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☒ No
Project period
Report: ☐ Progress
X FinalProject objective

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Global Programme
Implemented with 41
senior and mid-level
Fellows
Africa Regional Training
being organized incollaboration with the
African Union for 30-35
diplomats across thecontinent, and UN/AU
staff in peace missions.
Concise summary of
results achieved,

Peacemaking and Conflict Prevention International and Regional Trainings:
Transforming Fellowship Preventive Diplomacy and Africa Peacemaking Training
Programmes in the Covid-19
UNITAR Programme in Peacemaking and Conflict Prevention$90,000SIDA
MFA Finland, MFA Norway

Period covered: September 2020 – May 2021

The overall goal of the Institute’s Peacemaking and Conflict Prevention Programme
Unit is to strengthen the capacities of Member States, the United Nations, regionalorganizations, including female officials in all spheres, in the prevention, analysis
and sustainable resolution of conflicts to help build more peaceful, just and inclusive
societies. These international Fellowship and Africa training programmes address
the top goals of the UN Secretary-General – prevention, effective peacemaking, andstrengthening regional capacities.
Conflict prevention is the core objective of the UN Charter and the top priority of
the UN Secretary-General. These programmes support the Secretary-General’s callfor “a surge in diplomacy for peace.” They will also look at the impact of thepandemic on conflict and the opportunity it presents to build a more inclusive futureand be made available in virtual format in order to reach those responsible forprevention and making peace during this challenging period.
They contribute to and create constructive relationships among key change agentsin society to help them achieve SDG Goal 16 by reducing violence and by further
strengthening inclusive institutions and governance leading to sustainable peaceand development.
Targeted countries:
Participants
Other metrics
Female13
Disability #Male28
Other vulnerable #OtherCompletion #41
Not disclosed
Certification #41
Attach list if more
Total
41

41 mid and senior level Fellows carefully selected Fellows from around the world
successfully completed the intensive live and online Fellowship Programme in
Peacemaking and Preventive Diplomacy. 75% of officials “strongly agreed” theprogramme was “very useful” and indicated they would use the informationacquired. 75% of officials evaluated the content, and the relevance to their work as« excellent. »Very positive feedback has been received from the female and male Fellows fromaround the world who participated as well as the senior resource persons who
99taught in the programme. Female Fellows included the Permanent Representativeof the African Union to the UN, an Advisor to the Prime Minister of Yemen, seniordiplomats from Finland, Mexico, Mongolia, New Zealand, and Romania, Deputy
Representative of UNCHR in Ukraine, a Senior Policy Advisor for UNCHR in South
Sudan, OHCHR Representative in Libya/UNSMIL, a Head of Section from the EU
Delegation to the United Nations in Geneva, several female staff of DPPA includingin Security Council Affairs, and a Head of Section in the European Union Delegation
to the United Nations in Geneva.
Among senior and mid-level male Fellows included Ambassadors from Afghanistan
and Costa Rica, a Political Advisor to the Prime Minister in Yemen, senior and midlevel diplomats from Nepal, the Philippines, Romania, Togo, and Uganda, senior staffof OLA, an OHCHR Human Rights Officer in Liberia, DPPA Political Affairs andMediation officers, and UN peace mission staff in CAR, Darfur, Iraq and Yemen. A
Deputy Director-General of the OIC took part saying that with a majority of violent
conflicts taking place in OIC countries, the Fellowship Programme was a very
important opportunity for him to deepen knowledge and strengthen skills in thesevital areas.
A number of female and male expert resource persons from both academic andapplied settings, including from the highest levels of the United Nations, provided
training in quiet diplomacy, conflict analysis, negotiation, mediation, and inclusive
peace processes to enhance women’s participation. SRSG to the African Union, Ms.
Hanna Serwaa Tetteh, spoke on partnership with regional organizations on conflict
prevention and peacemaking in another stimulating session on current challenges
and structural approaches that can help sustain peace, build more inclusive
governance and prevent conflict. She also highlighted some challenges andstrategies on the mission she had just undertaken.

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

Gratitude has been expressed for SIDA’s important contribution to the SFF Fundwhich helped make this important programme possible. Please also see theattached narrative report for the SFF SIDA contribution towards the 2020 UNITAR
Fellowship Programme in Peacemaking and Conflict Prevention.
Fellows expressed increased confidence in their abilities to engage in conflict
analysis and interest-based, problem-solving negotiation and mediation. The
Ambassador of Afghanistan to the UN said he immediately applied the frameworks,
analysis and approaches to contribute to concurrent efforts in the peace process
for his country. UN peace mission staff in Darfur and CAR informed utilizing the
programme approaches to reduce tensions between ethnic groups in conflict. A
Fellow in Libya applied knowledge and skills from the programme to a dialogue
process there among civil society, including female representatives.
Women are invited to participate in the Fellowship Programme both as Fellows andas senior resource persons. The SRSG to the African Union, Ms. Hanna Tetteh,
engaged with Fellows on her peacemaking work and on partnership with the
African Union, among other senior female practitioners and academic resource
persons.
The programme was conducted live and online for the first time with excellent
feedback. A great deal of planning went into making the programme as smoothrunning and interactive as possible with practical sessions on sources of conflict,negotiation and mediation. There were a lower number of female Fellows (normally
40 – 50%) as there were less women recommended during this period and the
majority of those who had to cancel due to work or family responsibilities were
women during this period, reflecting some of the dynamics of how women havebeen affected by the pandemic. The nomination materials invited therecommendation of female mid and senior Fellows. The female Fellows who did
participate were primarily at a senior level as described above. Half of the selected
mediators for the mediation practice component of the programme were womenand a number of the senior100
resource persons contributing were female.

If progress report,
describe planned
activities to bringproject to closure

The international advanced programme has been successfully conducted with theparticipation of 41 Fellows from around the world. Planning is underway for the
dedicated Africa Regional Training Programme for 30-35 officials to take place
March/April 2021.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

101

Results
Intended impact

The main goal of these tailoredpeacemaking and conflict prevention
programmes is the strengthened
knowledge and deepened skills of
female and male mid and senior level
diplomats from around the world, as
well as United Nations and regionalorganization staff, and officials in Africa
in the fields of conflict analysis,
interest-based,mutually-beneficial
negotiation,
andmediationtocontribute to peacemaking and conflict
prevention efforts at the global andregional level.

Indicator(s)Performance (target)
35 - 40

Performance (actual)
41

Intensive,advancedtailored
programme
successfully planned andimplemented at the regional
level in Africa for mid andsenior level officials.

30-35

Planning underway.
Programme to be conducted
March/April 2021.

Senior and mid-level female
andmaleparticipating
officials completing theinternational
training
indicate having achieved thelearning objectives mostly

75%

95.96%

Intensive,advanced
programme
successfullyplanned and implemented
at the international level forsenior and mid level
officials.

Outcomes & outputs
OutcomeMid and senior level female and male
diplomats from around the world, UN,
and regional organization staff, andofficials in Africa trained in conflict
analysis, negotiation and mediation.
Output 1.1.

102

Reasons for Varianceor fully in the areas ofconflict analysis, negotiationand mediation.
Output 1.2.

Femaleandmalerepresentatives of Offices ofPresidents
and
Prime
Ministers and Ministries ofForeign Affairs of African
states, regional and subregional organizations andUN and AU peace operation
staff in Africa trained inconflict analysis, negotiationand mediation.

75%

In progress, Regional Training
Programme to be conducted
April/May 2021

Major activities

Dates implemented

Fellowship Programme in Peacemaking and Preventive Diplomacy
Regional Training to Enhance Conflict Prevention and Peacemaking in Africa

9 – 20 November 2020

Scheduled to be
implemented

103

Planned for March/April 2021

Comments
Successfully implemented

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ Final

Women’s Leadership for Peace
Division for Peace and Division for Multilateral Diplomacy$55,000.00
Sida

Project objective

This project will launch a new Women’s Leadership for Peace training programme for
emerging women leaders in peace and security fields. The programme will aim to
respond directly to the unique challenges faced by women in this space and will be
designed to fill the identified gap/lack of existing training programmes on women’s
leadership in peace and security fields.

Link to strategic
framework objective(s)SO1: Promote peace and just and inclusive societies.
SO1.1: Support institutions and individuals to contribute meaningfully tosustainable peace.
SO2: Promote people’s well-being and support equitable representation ofcountries in global decision-making fora.
SO2.1 Promote people’s well-being, including the protection and empowerment ofgroups that have been marginalized and are vulnerable.
SDG(s): 5, 16, 17 Target(s): 5.5

Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

October 2020 – March 2021
Period covered: October 2020 – March 2021

Targeted countries:

Participants
Other metrics
FemaleDisability #MaleOther vulnerable #OtherCompletion #Not disclosed
Certification #Attach list if more
Total
The leadership training programme has been developed to complement the ongoing
global efforts to implement UNSCR 1325 as well as the implementation of UNITAR’s
strategic objectives SO1 and SO2.
Whilst it is well appreciated that women’s voices remain critical to achieving sustained
peace, the data shows that women remain hugely under-represented in peace-related
fora. UNITAR’s Women’s Leadership for Peace programme will aim to address this gap
in women’s participation, with the ultimate aim to improve gender balance in peaceand security settings.
The design of the leadership programme has been guided by a comprehensive
needs assessment, completed in 2020, and the identification of key partner
institution(s) including the UN Women Training Centre. The continual input andshared ownership of this programme with national/regional partners and relevant
academic institutions has been identified as an important factor in the programme
development in order to ensure that the programme fully meets the needs of thetarget audience in regional contexts and the outcomes of the training are harvested
in institutional contexts. Strategic national/regional partners identified include the104Finnish Crisis Management Centre, Folke Bernadotte Academy (Sweden), European
Commission FPI.3, and the African Union.
The needs assessment highlighted that in order to achieve maximum impact, theleadership programme should comprise of multiple components to create anexperiential and transformational 12-month programme for cohorts of ‘emerging
leaders’ identified in consultation with partners. The programme curricula is now indesign phase and will include a leadership course, mentorship and buddy systems, an
online platform and high-level events.
Building on the findings of the needs assessment, the course curriculum is currently
being developed. The course design is in parts being informed by the Senior
Leadership for Peacebuilding (SLPB) course that UNITAR PTPU has been running with
the Geneva Centre for Security Policy as well as Interpeace since 12 years. In 2020 thiscourse has been run for the first time in a digital format, given the COVID19
circumstances. The adapted design has proven to create high impact for participants
through dedicated peer to peer learning spaces and mentoring opportunities. Thesefindings will inform the design of an online based version of the Women’s Leadershipfor Peace programme. The female SLPB participants served as key informants for thefurther design of the Women’s leadership for Peace programme.
The design of the course curriculum is being further complemented by a desk review
of existing literature, frameworks, and recommendations on leadership withininternational organisations. This research has led up to design a course that will
empower emerging leaders to take the next steps in their career by guiding themthrough a transformative journey that is based around Clarity, Authenticity, Power,
Wellbeing, Connection and Mastering at a societal, organisational, group andindividual level. Focusing on this combination of themes and levels will ensure that thecourse is truly transformative for participants and adaptable to different cohorts
depending on their working area within the peace and security context.
The realisation of this training programme will find synergies with other UNITAR
initiatives focusing on women’s leadership and empowerment, including in the fieldof women’s leadership in diplomacy, gender and environmental peace, and the
proposal to launch a new IHEID/UNITAR Mentorship Hub in Geneva (TBC).
Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

The programme will be tailored to the needs of mid-career female professionals
working in areas linked to the women, peace and security agenda, peacebuilding,and global security, aspiring to take on leadership roles. Recognising that there isno ‘one size fits all’ approach, the materials will be designed and tailored withpartners to meet the needs of specific beneficiaries, including regional chapters(working with ASEAN, LAC, EU, AU and other partners to provide regional context).
Beneficiaries will include women working in government, regional bodies, or otherprofessional capacities, aspiring to take on leadership roles. Some online course
materials will also be made available to broader audiences including civil society.
After its initial phase, it is envisioned to expand the audience of the programme toinclude women in other sectors, including but not limited to the private sector. As
required, the course materials/curricula may then also be further adapted to meetthe needs of mid-career females working in private sector contexts and overcoming
conflicts in business contexts.
Current plans are to run the course for a pilot cohort towards Q2 or Q3 of 2021.
This will enable UNITAR to gain invaluable feedback on the course before launching
Iteration 1 at the end of Q3/beginning of Q4.
UNITAR’s Women’s Leadership for Peace programme will aim to address this gap inwomen’s participation, with the ultimate aim to improve gender balance in peaceand security settings.
105Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

UNITAR has extensive experience in designing learning and training experiences forface-to-face, blended, and online formats. Given current challenges, the programme
design has taken into account the need to be adaptable and responsive to COVID-19
measures and policies. Throughout the design and preparation phases, UNITAR’slearning and instructional design team have been engaged and have ensured thatmethodologies and training materials employed are suitable to current and futureformats, including online delivery.
•

Finalization of curriculum

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

106

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalYouth Imp!act for Peace Liberia
Peacekeeping Training Programme Unit

Project objective

Empowering youth to contribute meaningfully to their country’s economic, social, andenvironmental vitality, away from crime and violence, as they stabilize their communities.
SO1: Promote peace and just and inclusive societies.
SO1.1: Support institutions and individuals to contribute meaningfully to sustainable peace.

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

60.975,61 USD
Sida

October 2020- 31 March 2021
Period covered: October 2020 – 24 February 2021

SDG(s): 4; 5; 8; 10; 16; 17Target(s): 4.4 and 4.7; 5.5; 8.3 and 8.6; 10.2; 16a; 17.16

Targeted countries:
Liberia

Participants
FemaleMale
Other
Not disclosed
Total

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Other metrics
Disability #Other vulnerable #Completion #Certification #Due to a charged environment in Liberia stemming from the December elections, all major
training activities has been postponed for implementation in March 2021. So far, thepartners laid the groundwork for the roll-out of the training of trainers event and amultiplication phase, to take place in March. These activities, including the establishment ofa team of coordinators and trainers at UNITAR and ABIC, the preparation of training
materials, the selection of a cohort of participants in the training of trainers, and the
securement of facilities for face-to-face and digital delivery of the trainings, will ensure thatthe project is on schedule to realize the planned activities and contribute to UNITAR’s
strategic objectives.
In order for this initiative to also set the foundation for a self-sustained multiplication systemof the capacity building outcomes and to allow for true local ownership of the project’s
development towards alleviating the statebuilding challenges in Liberia - the partners havealso begun reaching out to the donor community in Monrovia to find support for the visionof scaling up activities to the whole country subsequent to the project period.

Describe project effecton direct beneficiary/
beneficiaries

The project includes two groups of direct beneficiaries; the future trainers (selected fromprevious Imp!act participants) and in sequence those beneficiaries that the new trainers will
engage with.
It is expected that the implementation of trainings on these two levels will strengthen thecapacities of Liberian youth to actively engage in and contribute to peacebuilding efforts at
all levels, through:Increased awareness of young people with regards to their potential to act as achangemaker/ peacebuilder at the individual and societal level;107-Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

Enhanced knowledge and skills of young people to develop project prototypes in thefield of peace and sustainable development, and;Enhanced capacity of selected young people to deliver the imp!act for Peace training
programme.
Not applicable for the current reporting period.

The main challenge in implementation related to the December 8th 2020 National
Referendum as well as Senatorial elections in Liberia. As a consequence of the elections, thepartner, ABIC, notified UNITAR that the political and societal climate was extremely charged
and it was expected that violence would likely erupt prior to and after the referendum, withyoung people being at the center of these dynamics. Therefore, a request for postponementof activities was submitted to the ED of UNITAR, as circumstances did not allow for the
conducive and productive learning environments needed to ensure that the Imp!act
trainings would be a success. The postponement was agreed to, and as such the full
implementation of the activities were postponed for finalization until 31st March 2021.
As for COVID-related challenges, UNITAR and ABIC had already planned for implementation
with COVID in mind, and the trainings will take place in a blended delivery between face-toface activities in Liberia with support of UNITAR digitally. As such, COVID-19 has so far not
impacted the implementation plan.

If progress report,
describe planned
activities to bringproject to closure--

Delivery of a training of trainers course (ToT) for the multiplication of the Imp!act for
Peace Training Methodology, due 15-19th March 2021, where 6 previous imp!act forpeace participants are trained as trainers to multiply the Imp!act for Peace training
methodology in Liberia
Delivery of Imp!act for Peace training event for new participants, due 22-26th March
2021, where 30 young Liberians will participate successfully in the event.
Delivery of activities with the aim of securing a long-term partnership for youth
empowerment, including presenting a proposal to donors for a 2-year multiplication
phase of Imp!act for Peace trainings as well as the establishment of an ecosystem forchangemaking,Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

108

Strategic
Framework
Fund

Annex 3
Individual Project Narrative Reports

Strategic Objective 3

109

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☐ No
Project period
Report: ☒ Progress☐ FinalJoint UNITAR/UNICEF Online climate change course
Green Development and Climate Change Programme Unit, Division for Planet$35,000
Qatar 2020
Co-financing – UNICEF $75,000

Project objective

Support for strengthening UNICEF outreach on climate change through an online course
available to all staff on integration of climate change into programming.
S03 on fostering green, low carbon and climate resilient transition

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Period covered: Up to 31 Dec 2020

SDG 1, 2, 13

Targeted countries:

Participants
FemaleMale
Other
Not disclosed
Total

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Other metrics
Disability #Other vulnerable #Completion #Certification #The proposed course has been designed and completed and is currently with UNICEF for final
review prior to publishing both on UNICEF and UN CC:Learn learning platforms. A series ofwebinars remain to be implemented.

The course has not yet been published. However as part of the design process a survey on
climate change was circulated internally within UNICEF leading to more than 800 responses.
This has led to internal discussion and an interest in the upcoming course.
To be determined.

Much of the programming language used by UNICEF is difficult to use in a way that is
intuitive and understandable. Therefore ‘packaging’ the course content in ways that can beeasily assimilated has proved to be the main challenge.

-

Final review and approval by UNICEF (Feb 2021)
Publishing of course on CC:learn and Agora learning platforms (Feb 2021)
Hosting of 3 follow up webinars (Up to April 2021)
Evaluation of early results of the course
110Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

111

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ Final

How to be E-Waste Literate: A citizen’s approach to solving the e-waste course

Project objective

Raise awareness on the negative consequences of e-waste for the environment and humanhealth, while arming participants with the necessary knowledge and tools to minimize theirindividual contribution to e-waste generation.
Ultimately the course aims to create change agents able to take action and promote thesustainable tackling of e-waste.

Link to strategic
framework objective(s)Planet: Support the conservation, restoration and safeguarding of our planet for present andfuture generations

Link to 2030 Agenda orother 2015 outcome

Capacity development on e-waste contributes to the achievement of the Sustainable
Development Goal (SDG) 12, to “ensure sustainable consumption and production patterns,”
and has linkages to most other SDGs (including 3, 4, 9, 13, 14, 15, 16).

Country and beneficiary
metrics

Targeted countries:

Green Development and Climate Change Programme Unit, Division for Planet

75,000 USD
SIDA 2020/2021

5 October 2020 – 31 March 2021
Period covered:
5 October 2020 – 5 February 2021

Participants
FemaleMale
Other
Not disclosed
Total

Global outreach

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Other metrics
Disability #Other vulnerable #Completion #Certification #Expected results: Consumers are the most neglected stakeholder group regarding
information and resources on e-waste, yet they most often do not understand or know what
to do about e-waste. This course aims to correct this gap and improve the understanding
and abilities of consumers to take action to tackle e-waste. At the end of the course, learners
will be able to:•
Explain, what electronic waste is, and what its impact on the environment andhuman health is.
•
Describe the role companies and consumers in reducing e-waste generation
through the adoption of circular practices.
•
Identify ways to use consumer power to influence governments and brands toenable a wider participation of consumers in the circular economy, as well as thesustainability design and production of electronic products.
•
Involve families, communities, local government representatives to act andminimise e-waste
Link to UNITAR strategic objectives: Sustainable e-waste management will contribute to“halting natural resource depletion, reducing the impacts of hazardous chemicals on humanhealth and the environment and combating the adverse impacts of climate change” (UNITAR
Strategic Framework, p.9)
Progress made: GCP and SCYCLE: 1) have organized a project team, 2) narrowed the scope,
objectives, and target audience for the course, 3) drafted a course concept note 4) reached atentative agreement on the responsibilities of each programme unit, as follows:•
SCYCLE: map and reach out to main stakeholders, provide course content, serve ascontent matter specialist, support course promotion112•

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

GCP: instructional design support, development of learning materials, integration onlearning platform, hosting, maintenance and communication

The course should enable learners to adopt changes in behaviour in direction identifying ewaste collection and recycling facilities in their area, utilizing the value within old and/or
broken e-products at home (reuse, share, borrow, swap e-products, etc); organising joint
petitions to local governments demanding better e-waste management practices;
participating in repair cafes and other grass-root organisations making it possible to extend
the lifetime of favourite products.
Young adults and kids are an important learners group for the course - they are motivated,forward-looking, and important change agents in their family and communities, so thetraining can be designed in a way that appeals to both young adults and adults
E-waste often leads to contamination of soil and water and affect predominantly poor
communities. Poor, vulnerable people are more likely to be engaged in unsustainable
management / recycling of e-waste. Poor and vulnerable people are also more often
engaged in the unsustainable resource extraction practices to produce resources for new
electronic devices.
Increased awareness and improvement of e-waste management will have health, economicand environmental benefits for everyone, but especially so for poor and vulnerable people.
Delays due to COVID-19 inflicted changes in the work plans of other projects.
Focal point in SCYCLE team has left team in January 2021 and is to be replaced.

1.
2.
3.
4.
5.
6.
7.

Complete stakeholder mappings by 31 March 2021
Complete learning needs assessment and background research by 30 Apil 2021
Develop course syllabus by 31 May 2021
Develop course materials by 31 August 2021
Implement course on e-learning platform by 31 August 2021
Develop communication materials by 31 August 2021
Conduct course promotion by 30 September 2021

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

113

Results

Intended impact
ImpactConsumers, especially youth, becomechange agents able to take action toachieve sustainable tackling of e-waste.
Outcomes & outputs
Outcome 1. E-learning course “How to be
E-Waste Literate” developed to raiseawareness on the negative consequencesof e-waste for the environment and humanhealth, while arming participants with thenecessary knowledge and tools to minimize
their individual contribution to e-waste
generation.
Output 1.1. Stakeholder mapping, including
private companies, consumer, or industry
groups, to provide input for the course andhelp course promotion.

Indicator(s)Performance (target)
A critical mass of citizens
is educated and takes
further action to
reduce/prevent e-waste.

Performance (actual)No progress

Reasons for Variance
Course is still under development

Outreach and buy-in frome-companies andstakeholder groups
achieved.
Information, case studies
and experts madeavailable to support thecourse development
Course syllabus finalized.
Interactive and userfriendly course materials
developed
Large-scale promotion bycompanies and otherstakeholders realized.

Mapping of key stakeholders
startedDelays due to COVID-19 inflicted changes in
the work plans of other projects.
Change of focal point in SCYCLE team.

No progress

Mapping not completed, SCYCLE team’s focal
point change.

Draft course syllabus

No sufficient progress on output 1.1.

No progress

No sufficient progress on output 1.1 and 1.2.

Dates implemented

Scheduled to be
implemented
31 March 2021
30 April 2021

Comments

Course available on UN:CC
eLearn platform

Mapping report

Input from stakeholders

Output 1.2. Course development andimplementation

Course materials, such as
syllabus, videos, lessons,activities and other.

Output 1.3. Course promotion andcommunication

Communication plan andmaterials

Add rows as needed
Major activities
Complete stakeholder mapping
Complete learning needs assessment and background research

In progress
In progress114

Develop course syllabus
Develop course materials
Implement course on e-learning platform
Develop communication materials
Conduct course promotion
Add rows as neededNot completed
Not completed
Not completed
Not completed
Not completed

115

31 May 2021
31 August 2021
31 August 2021
31 August 2021
30 September 2021

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☐ No
Project period
Report: ☒ Progress☐ FinalJoint UNITAR/WHO Online Climate Change Negotiations and Health Course
Green Development and Climate Change Programme Unit, Division for Planet$54,715 ($29,715 GCP and $25,000 DMD)SIDA 2020/2021
Co-financing – WHO $25,000

Project objective

To build the knowledge of policy-makers, government officials, professionals and theglobal public to integrate health considerations when taking policy decisions on climatechange, and vice versa.
SO3 on supporting the conservation, restoration and safeguarding of our planet for present
and future generations, with a specific focus on SO3.1 on fostering a green, low carbon andclimate resilient transition.
SDG 3, SDG 5, SDG 6, SDG 13

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

24 September 2020 – 30 April 2021
Period covered: 24 September 2020 – 31 January 2021

Targeted countries:

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Participants
FemaleMale
Other
Not disclosed
Total

Other metrics
Disability #Other vulnerable #Completion #Certification #The development of the e-learning course on Climate Change Negotiations and Health isadvancing. The syllabus and the storyboard have been developed, building on a set ofbackground materials and with input from WHO and UNITAR’s DMD colleagues. Theinteractive features and the visual identity for the course have been also defined.
Online implementation has been initiated and will be completed within the next few weeks.
Afterwards, the course will be launched as a free, self-paced learning resource on the UN
CC:Learn e-learning platform (www.unccelearn.org). The supporting materials andrecordings of two webinars focusing on developing the negotiation skills of a pre-selectedgroup of government officials, whose organization is led by DMD, will be also made available
on the platform to anyone interested.
The webinars will take place on the platform Zoom. The webinars will be interactive andallow participants to develop not only knowledge, but also practical skills and a helpful
negotiation mindset. They will draw on real life negotiation examples related to climatechange negotiations and health to showcase how theory can be translated into practice. The
material presented in the webinar will be interactive and assignments will be given forparticipants to further advance their knowledge. Background and supporting materials will
be uploaded on the course platform so participants can access them prior to each webinar.

Describe project effecton direct beneficiary/
beneficiaries

By promoting free learning for environment and health professionals as well as theinterested public on the linkage between health and climate change, in the context of the
COVID-19 pandemic and recovery and of the upcoming UNFCCC negotiations, the activity
contributes to inspiring action to “support the conservation, restoration and safeguarding ofour planet for present and future generations” (Strategic Objective 3), and particularly tofoster a green, low-carbon and climate-resilient transition” (Strategic Objective 3.1).
It is expected that the course will empower participants to better address health withinclimate change negotiations and national policy processes, as well as to consider climatechange in health policies.
116Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

The course notes that climate change will not impact everyone equally and that
disadvantaged communities will be most affected. It also discusses gender and health,indigenous peoples and health, as well as youth and health in the current climate change
negotiation streams. Therefore, it is expected that the course will raise awareness oflearners on these aspects, for consideration in their decision-making and action.
The process has been advancing smoothly. As WHO co-financing was only received during
the second half of December 2020, the beginning of some of the activities had to bedelayed. However, the delay is limited. The course launch and the following webinardelivery will be completed by end of April 2021.

The first full online draft of the course will be available during the second half of February
2021. Comments will be collected and integrated for launch towards end of February/early
March 2021.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

117

Results

Intended impact
Outcomes & outputs
Enhanced the understanding ofprofessionals from a multitude of fields
about the interlinkages between climatechange and health via the UN CC Learn
platform.
Improved understanding of professionals
from a multitude of fields on theinterlinkages between climate change andhealth.

Indicator(s)Performance (target)

Performance (actual)

Reasons for Variance

Percentage of participants who
fully/mostly meet the learning
objectives

75%

N/A

Course under development

Number of participants trained
and who received a course
certificate of participation via
the UN CC Learn platform

1,000 (by a year after thelaunch)N/A

Course under development

Major activities

Dates implemented

Comments

Development of course syllabus
Development of course storyboard

November 2020
November 2020-January
2021
January 2021
January-February 2021

Scheduled to be
implemented

Detailed definition of interactivity
Online course implementation
Course finalization and launch
Webinar facilitation

March 2021

118

February-March 2021
March 2021

Strategic
Framework
Fund

Annex 3
Individual Project Narrative Reports

Strategic Objective 4

119Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalProject objective

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Describe project effecton direct beneficiary/
beneficiaries

Responding to Crisis: Strengthening Finance and Trade Resilience to COVID-19 in SubSaharan Africa
Division for Prosperity$55,000.00
Qatar
But in-kind support has been received by the programme from the Geneva School of
Diplomacy and International Relations (GSD). GSD provided recorded lectures for the
programme.
April to December 2020
Period covered: April to December 2020

The programme aims to enhance understanding and capacities of public sector
officials from Sub-Saharan African countries to effectively develop and implement
policies and decisions to strengthen finance and trade resilience during the global
pandemic and health emergencies.
SO4. Promote inclusive and sustainable economic growth (4.1 Help countries toachieve inclusive and sustainable economic growth).
• 3 Good Health and Wellbeing (target 3.8)
• 10 Reduce inequalities (target 10.4)•
17 Partnerships (target 17.9)
Targeted countries:
Participants
Other metrics
25 Sub-Saharan African
Female38
Disability #0
countries
Male76
Other vulnerable #
0
Other
3
Completion #90
Not disclosed
0Certification #
0
Total
118
List of 25 SSA countries where 90 successful participants were coming from:
Botswana, Burundi, Cameroon, Central African Republic, Comoros, Democratic
Republic of the Congo, Ethiopia, Gambia, Ghana, Guinea (Republic of), Kenya, Liberia,
Malawi, Mali, Mozambique, Nigeria, Rwanda, Sierra Leone, South Sudan, Sudan,
Tanzania, Togo, Uganda, Zambia, and Zimbabwe.
The programme contributed mainly to Strategic Objective 4: Promoting inclusive andsustainable economic growth.
COVID-19 has highlighted severe fragilities and inequalities within and among nations.
While the impact varies per country or region, Sub- Saharan African countries face
greater risks of negative impacts of the pandemic due to lack of economic resilienceand diversification.
Recognizing the need to build back better, UNITAR's Division for Prosperity launched a
programme in partnership with the Geneva School of Diplomacy and International
Relations (GSD) focused on strengthening finance and trade resilience to global
pandemics and health emergencies in Sub-Saharan Africa.
The programme enhanced public sector officials' understanding of available policy
space to address the health, social and economic costs of the virus as an essential tool
to respond to the crisis.
120

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

Each beneficiary was assigned to a group to discuss, research, and formulate policy
recommendations on how governments should build back better and contributecomprehensively to the achievement of the Sustainable Development Goals. Eachgroupwork focused on a specific country and were peer-reviewed in a live virtual
session.
The groupwork (policy recommendations) were peer-reviewed specifically on thebasis on how it addresses issues relating to poverty alleviation, health safety, MSMEs,
food security, gender equality, empowerment of women and youth, informal
economy, and internally displaced persons.
COVID-19 and internet connection in Sub-Saharan Africa were known issues which wehave taken into consideration as part of the programme design. We have integrated
video recorded lectures, asynchronous training, group work, recorded live webinars,
and providing longer time period to accommodate these challenges and other delays.
Each participant was given the optimal opportunity to access the training and get thefull support from the Experts and Support Team. Some participants who had COVID19 were able to follow the programme including the live sessions while isolating. Still,there were participants who were unable to complete because of persistent internet
connection issues.

If progress report,
describe planned
activities to bringproject to closure

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

121

Results
Intended impact
Improved finance and trade resilience toglobal pandemics and health emergencies.

Outcomes & outputs
Outcome 1. Enhanced skills to address thechallenges of pandemics, as a risk factor, on
finance and trade resilience.

Indicator(s)% of survey respondents
indicating that the knowledge
learned has been applied intheir work to enhance financeand trade resilience in theircountry.

Performance (target)
80%

Performance (actual)
The programme was completed in
December 2020. Impact Story isplanned for April 2021.

Number of active participantsin the programme participatingin the live and recorded
lectures and groupwork.
Number country policy
recommendations developed.

90 participants

90 participants actively participatedand successfully completed theprogramme.

10 countries

15 country policy recommendations
were developed.

90 participants

90 participants actively participatedand successfully completed theprogramme.

10 peer-reviews

15 peer-reviews were conducted.

Dates implemented
April to September 2020

Scheduled to be implemented

Output 1.1. Develop policy
recommendations in addressing financeand trade resilience of a specific SubSaharan African country (group work).
Outcome 2. Improved assessment of
Number of participants actively
finance and trade policy decisions andparticipating in the groupwork
responses that have optimal impact inpeer-review.
responding to the COVID-19 pandemic.
Output 2.1. Peer-review of other policy
Number of peer-reviews
recommendations from other country
conducted.
groups.
Major activities
Project, partnership, and content development; Instructional design andbeneficiary engagement
Six (6) weeks online course and mentoring on strengthening trade and financeresilience (with recorded lectures and online discussions).
Six webinars/live lectures.
Peer-review of policy recommendations.
Evaluation and Reporting

October to November
2020
October to November
2020
December 2020
January 2021

122

Reasons for Variance

Comments

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☐ No

Leading Inclusive 4IR: Empowering Women in Afghanistan for the Future of Workthrough Digital Reskilling
Hiroshima Office;Public Finance and Trade Programme$70,000(e.g. Sida, Qatar, Sri Lanka) SIDA 2020/21
Hiroshima Prefectural Government ($70,000)

Project period
Report: ☒ Progress☐ FinalSeptember 2020- December 2021
Period covered: September 2020 – February 2021

Project objective

This targeted online programme will empower and create opportunities for
Afghan women, particularly those from the provinces, through building theircapacity around 4th Industrial Revolution digital skills. They will be able tocode digital products (such as apps) addressing identified needs aroundgender and the SDGs that can be used in Afghanistan and globally. Combinedwith gender, social accountability and leadership-focused training andcoaching, the Afghan female participants will have the skills and know-how
to take their ideas, code them, and use them effectively in their communities
to empower others and address such key issues.

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

SO4. Promote inclusive and sustainable economic growth(4.1 Help countries to achieve inclusive and sustainable economic growth).

Country and beneficiary
metrics

Targeted countries:
Afghanistan

SDG(s): 4, 5, 8
Target(s):Empowering and reskilling women to develop new 4th Industrial Revolution-focused ideas
and businesses is cross-cutting, with impacts on Goal 4 (Quality Education), Goal 5 (Gender
Equality), and Goal 8 (Decent Work and Economic Growth).

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives-

Participants
FemaleMale
Other
Not disclosed
Total

Other metrics
Disability #Other vulnerable#
Completion #Certification #Progress is made towards the selection of the digital platforms that the programme
lessons will be integrated with including Microsoft digital literacy courses and Khan
Academy digital coerces in coding and cyber security.
The Afghanistan ministry of telecommunication agreed to make their centres available
and accessible for participants to use including the free PCs and free WIFI.
Realsoft company also agreed the use of their big center in Kandahar City, the northprovince of Afghanistan with all facilities (PC and internet)
We are currently in process oof producing radio spots to be broadcasted all overAfghanistan to encourage women to apply as soon as the application link is published.
Draft application form is finalised to be published in March.
Resource persons withing Afghanistan were identified to be speakers and role models in
the webinars.
123Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

through the programme women will be upskilled and reskilled to be able to develop digital
approaches and solutions to address gender and SDG-related issues which have become
more pronounced with the impact of COVID-19.

-

Delays in Producing courses/lessons due to challenges faced in planning/working with
Plural Sight.
Some delays in communication due to COVID-19.

If progress report,
describe planned
activities to bringproject to closure-

Launch the application form.
Finalize the creation of the lesson instances on the ED app.
Select participants and launch the programme.

The project aims to train 1,000 young Afghan women, with particular focus on thoselocated in the rural provinces, from various sectors including public, private, and civilsociety, who have been affected by COVID-19 and are committed to promoting genderequality and upskilling and reskilling themselves by learning new 4th Industrial Revolutionrelated digital skillsets.

-

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

124

Results

Intended impact
ImpactEmpowered Afghan women are using
new 4IR skills to implement projects
addressing gender and SDGs
Outcomes & outputs
Outcome 1. Empowered Afghan womendevelop 4IR digital solutions to address
local needs including gender and SDGs

Output 1.1. Four-month online
programme focusing on relevant 4IR skills,
such as coding [Activity 1]
Output 1.2. Three-month online training
and coaching on cybersecurity, gender
empowerment and leadership [Activity 2]
Output 1.3. Five webinars with experts[Activity 3]
Output 1.4. Networking and mentoringwith experts [Activity 4]
Output 1.5. Lessons Learned andNext Steps [Activity 5]

Indicator(s)Performance (target)
500 Afghan women

Performance (actual)0

Reasons for Variance
Programme not launched yet

Number of digital solutions
developed

250 digital solutions

0

Programme not launched yet

Percentage of participants who
have indicated having achieved
the learning objectives mostly
or fully.
Percentage of participants who
have indicated having achieved
the learning objectives mostly
or fully.
Percentage of participants who
have indicated having achieved
the learning objectives mostly
or fully.
Percentage of participants who
have indicated having achieved
the learning objectives mostly
or fully.
Partnerships evaluated, lessons
learned and Next Steps
Evaluated

75%

0Programme not launched yet

75%

0Programme not launched yet

75%

0Programme not launched yet

75%

0Programme not launched yet

0

Programme not launched yet

Number of participants who
are using their skills to
implement 4IR- based
projects

Add rows as needed125

Major activities

Dates implemented

SFF request submitted for approval

September 2020
October 2020

SFF approved, funding received
Project & Content Development
Project Implementation (Activities 1, 2, 3, 4, 5)
Review and Reporting
Fully implemented & reported, results expected, expenditures madeScheduled to be
implemented

November2020- March 2021
March – October 2021
November 2021
December 2021

126

Comments

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective
Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

BUILD BACK BETTER - Sustainable and resilient post-Covid recovery in Latin America:
Enhancing Trade and Improving Safety by Strengthening Chemicals and Trade links
and bringing countries closer to OECD Standards
Division for Prosperity and Planet / Public Finance and Trade + Chemicals and Waste
Management units$100,000SIDA
The project is currently in the planning stage.

January 1, 2021 to December 31, 2021
Period covered: January 1, 2021 to February 15, 2021

The overall objective is to increase national and regional capacity to manage
Chemicals Management as per the OECD requirements, bringing countries closer to
the OECD standards and more in alignment across the region, as a facilitator of trade.
SO4. Promote inclusive and sustainable economic growth
SDG 3, 6, 8, 11, 12 and 17
Targeted countries:

Participants
Other metrics
FemaleDisability #MaleOther vulnerable #OtherCompletion #Not disclosed
Certification #Attach list if more
Total
The current practices to manage Chemicals in countries poses a series of challenges.
Chemicals Management is conducted by different entities which creates difficulties incommunicating across agencies. The training will address both the safety andregulatory components of Chemicals as well as the trade, environmental, andeconomic dimensions. The trade dimension of sound chemicals management will help
countries to achieve inclusive and sustainable economic growth.
As the project is still at the planning stage, liaising with OECD and potential country
beneficiaries, not results yet achieved under the project.

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related

The training will strengthen the beneficiaries’ capacity to address both the safety andregulatory components of chemicals as well as the trade, environmental, andeconomic dimensions.
Not applicable.

The project is currently in the planning stage.

127

challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Regular coordination with OECD to ensure alignment with their standards. Virtual
meetings with OECD have started, and OECD has initiated discussions with.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

128

Results

Intended impact
Impact: Increased national and regional
capacity to manage chemicals as per theOECD requirements facilitates bringing
countries closer to the OECD standards in 3
LAC countries and fosters enhanced trading
practices

Outcomes & outputs
Outcome 1. Efficient information sharing
and coordination across sectors

Indicator(s)Master plans to bring countries
closer to the OECD standards
available

Performance (target)
Capacities built inparticipating non-OECD
countries

Training package delivered for
trade stakeholders

Dialogues initiated and a
training package tointroduce tradepractitioners to theimportance of soundchemicals management

Joint statements; record ofactivities in the website forum

National plan forindustrial chemical
management andbringing countries closer
to the OECD standards
coordinated among key
sectors
Upgrading presentationof training materials

The project is currently in theplanning stage.

Materials formatted andpresented using the most
up-to-date multimedia
technologies
Countries trained on
chemicals management
requirements and able toaccelerate bringing themcloser to the OECD
standards

The project is currently in theplanning stage.

Output 1.1. Training packages onlegislation, illegal trade of chemicals,
standards and industrial chemicals
Outcome 2. Existing materials revised andupdatedTraining packages

Output 2.1. Training webinars andworkshop report

Training report

Publication of resource
materials on the web

129

Performance (actual)
The project is currently in theplanning stage.

The project is currently in theplanning stage.

The project is currently in theplanning stage.

Reasons for VarianceOutcome 3. Sectors in countries trained on
chemicals management with a special focus
on industrial and consumer chemicals andable to prepare realistic master plans tobring countries closer to the OECD
standards

Updated master plan forbringing countries closer to theOECD standard

Output 3.1. Updated master plans forbringing countries closer to the OECD
standards

Updated master plans forbringing countries closer to theOECD standards

Outcome 4. Good practices identified anddisseminatedReport on good practices
available

Output 4.1. Updated master plans forbringing countries closer to the OECD
standards

Updated master plans forbringing countries closer to theOECD standards

Outcome 5. Greater appreciation by tradepractitioners on the role of trade instrengthening management of chemicals
and in fostering economic growth andinnovation

Policy recommendations aredeveloped

Output 5.1. Training package in enhancing
the role of trade in strengthening
management of chemicals and in fostering
economic growth and innovation
Major activities

Delivered as an online course
to the beneficially countries

Development or update of training packages on legislation, standards,
industrial chemicals, and international and regional trade
Organization of national online training webinars and regional online
workshop

Adequate sectoral
understanding ofchemicals management
facilitates thedevelopment of masterplan to bring countries
closer to the OECD
standards
Realistic and updated
plans on bringing
countries closer to theOECD standards
Good practices identified
and made available in the
UNITAR website on C&W
in the LAC region
Realistic and updated
plans on bringing
countries closer to theOECD standards
Adequate sectoral
understanding of tradeand chemicals
management facilitates
sustainable economic
development
Online course content
developed

The project is currently in theplanning stage.

Dates implemented

Scheduled to be
implemented
The project is currently in theplanning stage.
The project is currently in theplanning stage.

To be implemented
To be implemented

Add rows as needed130

The project is currently in theplanning stage.

The project is currently in theplanning stage.

The project is currently in theplanning stage.

The project is currently in theplanning stage.

The project is currently in theplanning stage.
Comments

Strategic
Framework
Fund

Annex 3
Individual Project Narrative Reports

Strategic Objective 5131Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☐ No
Project period
Report: ☒ Progress☐ FinalProject objective
Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

E-learning course on the use of Geospatial Information technologies for Humanitarianassistance
UNOSAT$55,000
State of Qatar
About $28,660 on Tarsa050
is expected to be implemented by the end of March 2021.

Period covered:

The main aim of the course was to provide participants with a broad overview on use of
Geospatial Information Technology for Humanitarian Assistance, preparing them for thechallenges and opportunities in the field of rapid mapping.
SO 5.1 Optimize the use of technologies, including geospatial technologies, for evidence-based
decision makingd) Increased skills and capacity of national and regional experts to use satellite derived
mapping and GIS for disaster risk reduction, emergency response, and territorial planning andmonitoring
SDG 11 & 13: Geospatial Information Technology (GIT) is now being also referred to an“enabling technology” due to the benefit it offers across different application domains. It is a
useful tool to support the whole disaster risk management cycle (Prevention/Mitigation,
Preparedness, Response and Recovery/Reconstruction) as well as the Agenda 2030 in its
entirety.

Country and beneficiary
metrics

Targeted countries:
Globally

Participants
FemaleMale
Other
Not disclosed
Total

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Building on achievements and results from activities implemented by UNOSAT’s rapid mapping
service and capacity development activities, this E-learning course will have a larger andfarther reach, thus enhancing the knowledge and skills of beneficiaries who become our
network of experts. UN agencies and Member States can benefit from UNOSAT’s enhanced
capacities and services that will be provided by the network of rapid mapper who will be on
call following major natural disaster events.

Describe project effecton direct beneficiary/
beneficiaries

The immediate beneficiaries of this e-learning course are officials in the affiliated mapping
centers and rapid mapping volunteers worldwide. However, a part of this course would bemade publicly available to a broader audience via UN SDG: Learn and would also be used as
pre-reading material for UNOSAT’s face-to-face workshops. It will therefore also benefit
professionals from the international organizations, public and private sector, students, andother interested individuals.

Attach list if more

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including

Other metrics
Disability #Other vulnerable #Completion #Certification #Due to the ongoing pandemic, the overall development and implementation of this e-course
was delayed. However, it is envisaged to be made publicly available by the end of March 2021.
132

COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

The e-course is currently in its final development stage with especially reviews andadjustments being made. It will be implemented by the end of March 2021 and will be selfpaced made available online for about 3 months for the participants to go through thematerial and take the assessments to obtain the certificate of completion after successfully
meeting all the requirements.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

133

Results

ImpactOutcomes

Outputs

SMART targets
Improved resilience todisasters

Enhanced evidence based
decision making amongst
humanitarian actors during
major disaster events by
UNOSAT rapid mapping.

Indicators
Reduced human loss from natural disasters by 20%,
Reduced economic damages from multi-hazards by 20%,
(Baseline=Disaster loss statistics of 2019 Centre for Researchon the Epidemiology of Disasters CRED disaster loss database)
70% of high-level stakeholders in member states and regional
institutions surveyed agreeing or strongly agreeing that
UNOSAT’s products have benefitted their decision making
related to disaster risk reduction

Means of verification
Global and national
disaster losses
databases and reports

Assumptions
Same magnitude and numberof hazard events to occur inthe same geographic locations
compared to baseline year
2019

Surveys administered to
end-users at the end of
the year

Government officials andhumanitarian actors recognize
the benefits of geospatial
information technology for
DRR
The E-learning course targets
correct audiences

Strengthened knowledge
and skills of course
participants to create
geospatial derived products

Number of learners successfully meeting learning objectives(i.e. achieving at least 80% in the end learning assessment)
Baseline= 0, target =100

Training records,
including assessmentscoresIncreased capacity of
UNOSAT to deliver
geospatial analysis during
times of increased demand

20 activations completed by the network of rapid mappers in
the first year of the course with demonstrated efficiency inproviding services to end-users (Baseline= 0, target =20)

By the end of the Elearning course a minimumof 100 rapid mappers

Minimum of 100 certifications of completion thereby rendering
the learner a “Certified UNOSAT Rapid Mapper”

Mapping request
database, key informant
interviews with selectedcertified rapid mappers
and humanitarian users
Data from EMS, project
activity reports

By the end of the year
(2020), a minimum of 20
timely rapid mapping

Minimum of 20 geospatially derived products timely
provided/distributed within 24hrs/72hrs/ 1-2 weeks following amajor disaster event. (Baseline=0)134

Users feedback reports,
project activity reports

Selected participants
successfully complete thecourseAt least 20 requests per year
submitted to UNOSAT from
beneficiary organizations
All learners that havecompleted the course arecompetent and willing to be
on-call 24/7 to provide rapid
mapping support
Humanitarian stakeholders andend-users are aware of

Activities

Input

products disseminated to
UNOSAT's rapid mapping
end-users following major
servicesdisaster events in supportof the Humanitarian
Programme Cycle.
E-Learning course divided into four modules.
• Module 1: The role of UNOSAT in supporting the humanitarian assistance worldwide.
• Module 2: Role of Geospatial Information Technology (GIT) to support decision making during humanitarian emergencies.
• Module 3: Sources of geospatial data and Geo-Information Systems (GIS) based methodologies for Emergency Response mapping.
• Module 4: Satellite-based building damage assessment using VHR images in the rapid mapping context• Project Funding• Human resources with experience in project management, needs assessments, technical development, capacity development, satellite imagery
analysis, communication and outreach from UNOSAT to moderate the course

135

Strategic
Framework
Fund

Annex 3
Individual Project Narrative Reports

Multiple Objectives

136

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title

Conflict Prevention and an Early Warning System Development in the Lake ChadRegion: Support to the Multinational Joint Task Force (MNJTF) Regional Information
Fusion Unit
Division for Peace and UNOSAT$60,000
SIDA

Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ Final1 Sept – 31 Dec 2020
Period covered:

Project objective

The project objective was to improve the performance of Multinational Joint Task Force(MNJTF), by advancing information management and intelligence structures and procedures,
hence promoting cooperation within MNJTF contributing countries.

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

In addition, the project aimed at providing staff officers of the MNJTF with basic knowledge
and skills of the remote sensing and GIS technologies, and how these can be used in a
military intelligence framework
SO 1.1 Support institutions and individuals to contribute meaningfully to sustainable peace
SO 5.1 Optimize the use of technologies, including geospatial technologies, for evidencebased decision making
The main SDG that can be linked to this training is SDG 16: Peace, Justice and Strong
Institutions.
As Geospatial Information Technology (GIT) is referred to as an “enabling technology” due tothe benefit it offers across different application domains, it is a useful tool to support most
SDGs.

Country and beneficiary
metrics

Targeted countries:
Chad
Nigeria
Niger
Cameroon
Attach list if more

Concise summary of 1)
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

To strengthen the information management structures and procedures, an Awareness raising
Workshop (ARW) was held 7-11 September where future support and the introduction of
geospatial information technologies were discussed. The workshop mapped the applicabilityof the UN Military Peacekeeping Intelligence Handbook with respect to MNJTF’s information
management structures and procedures. The workshop identified reporting structures andprocedures within the MNJTF along with a series of gaps pertaining to a) acquisition, b)
reporting and c) analysis.

2)
3)Participants
FemaleMale
Other
Not disclosed
Total

0
20
0
0
20

Other metrics
Disability #Other vulnerable #Completion #Certification #

0
0
20
20

Based on the results from the ARW, a joint planning workshop (JPW) with members of MNJTF
HQ staff was held 14-18 December 2020. The JPW resulted in an agreement to:
Develop and deliver training on Information Management (IM) with particular focus
on acquisition, reporting and analysis;
Include geospatial information technologies and other analytical tools that contributetowards filling the information gaps in the training.
Provide MNJTF with an example of tactical maps for review and potential use in IM
trainings
Mine Awareness and Improvised Explosive Devices (IED) will be linked to the IM;
Finalize ToR and a working group for planning and delivery purposes, given thesensitivities related to Information Management;137

-

Describe project effecton direct beneficiary/
beneficiaries

Include training on Combat Medical First Aid, CIMIC and IED in future support;
Assess the impact on workflow at the Multinational Joint Task Force (MNJTF).
Review variation in needs driven by changes in operational conditions andimplementation of the Mission Plan.

Primary beneficiaries of the Awareness Raising Workshop were 20 staff officers deployed at
the MNJTF SHQs in Chad, Nigeria, Niger or Cameroon. After the workshop, the staff officers
returned to their sectors with enhanced knowledge UN Intelligence Policy and material
related to the intelligence cycle, remote sensing and GIS technologies. The workshop clarified
some of the internal structures and procedures of MNJTF, while also strengthened relations
between the officers deployed at the different sectors leading to enhanced collaboration andintelligence sharing between sectors as an immediate result.
The JPW deepened the understanding of how the UN Intelligence policy and materials apply
to the branches’ work at Sector- and Force levels and to MNJTF as a whole. Throughparticipatory approach to the planning process, the participants were empowered to exert
increased influence on methods to meet their tasks and ultimately to work toward the
MNJTF’s mandated tasks. The project expanded its acceptance from Force Commander’s
Office to a broader base of the MNJTF.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

Strengthening information management structures and intelligence sharing of the MNJTF
build up a stronger cooperation between the regional states, which would play a significant
role in early warning and conflict prevention. This initiative pre-empted the aggravating
impact of armed conflict on the vulnerable populations and contribute to peace and security
in the Lake Chad region.

If progress report,
describe planned
activities to bringproject to closuren/a-Weak internet connectivity made it difficult to organize a dialogue with a UNOSAT
colleague sitting in Geneva
Low end computers made it difficult for participants to perform some of the practicalactivities

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

138

Reinforcement of the Multinational Joint Task Force(MNJTF) Regional Information Fusion Unit
Background
Lake Chad is encircled by the poorest and least developed parts of Chad, Niger, Cameroon and Nigeria.
The area has been severely affected by the rampages of the armed group Boko Haram. The group isbased in the state of Borno in Nigeria, but Boko Haram now has factions in all four countries.
The conflict has had severe consequences; infrastructure, markets and homes have been destroyed,
people have been forced to flee, and many people have been robbed of their livelihoods. Brutal attacks
on civilians are not uncommon, and tens of thousands of people have lost their lives. More than 17
million people are affected by the crisis and over 11 million of the region’s inhabitants are in need ofhumanitarian assistance.
Several places in the area are inaccessible, making the people living in these locations particularly
vulnerable. Accessibility has improved over the past year, but continues to be a major problem. In
Nigeria, nearly one million people live in areas controlled by Boko Haram and lack access to supplies.
Women and children are particularly vulnerable, as well as young men who are in danger of being
forcibly recruited by armed groups.
To protect the civilians from the atrocities committed by Boko Haram, and guarantee the stability in theregion, the five Lake Chad basin states - Benin, Cameroon, Chad, Niger and Nigeria - established theMultinational Joint Task Force (MNJTF), operating under an AU Peace and Security Council mandate.
Its mission is to create a safe and secure environment and facilitate the stabilization in the areas affectedby the activities of Boko Haram and other terrorist groups, by using all the necessary means within its
capacity.
Since its establishment, the joint force has carried out periodic operations, helping stemming BokoHaram’s spread. Yet, despite these achievements, MNJTF faces considerable internal challenges.
The MNJTF suffers considerable structural limitations. Its chain of command is weak, because it
comprises units of national forces fighting mainly in their own countries. Many MNJTF troops rotate in
and out of the force as national commanders see fit. The under-resourced civilian oversight body, the
LCBC, has struggled to exert authority over the force or curb abuses by soldiers who remain accountableto national hierarchies.
Trust among national forces remains weak. This is due to the fact that the MNJTF’s component units
hail from different military cultures, adhere to different doctrines, use incompatible equipment and speak
different languages (English and French). Furthermore, some of their officials also oppose deeper
integration.
Despite the existence of a regional information fusion unit, information sharing between MNJTF
components is reportedly poor. Even beyond information sharing, cooperation within the MNJTF
remains sporadic and personality driven. The formal command structure is reportedly confined in largepart to developing joint operations that themselves are not part of an integrated strategy. Participatingarmies do not always do what they have agreed to in joint plans.
139

Overall Goal
Against this backdrop, the project contributed to improve the performance of MNJTF (ultimate outcome),by advancing information management and intelligence structures and procedures (intermediateoutcomes), hence promoting cooperation within MNJTF contributing countries. Strengthening
information management structures and intelligence sharing of the MNJTF build up a stronger
cooperation between the regional states, which plays a significant role in early warning and conflict
prevention. This included foundational knowledge of the remote sensing and GIS technologies, and how
these can be used in a military intelligence framework.
In line with Sida’s 2020 focus on life-saving efforts and protection of the most vulnerable people in theconflict area, such as refugees and IDPs, this initiative pre-empted the aggravating impact of armed
conflict on the vulnerable populations, and contribute to peace and security in the Lake Chad region.
To achieve the intermediate outcome, the project focuses on:
(i)
(ii)

Assessing existing information management structures and procedures;
Devising a comprehensive capacity building strategy (for stronger information management
structures and procedures), focused on:
●
●
●
●
●
●

Fostering a common vision and operating framework (laws, policies, protocols);
Building a critical mass of human resources (through targeted recruitment of staff withthe right experience and skills, training and other supports);
Installing the appropriate infrastructure, such as equipment and supplies to facilitate
implementation;
Developing or expanding partnerships to maximize the resources and effectiveness ofinterventions by bringing together the strengths and assets of different stakeholders;
Improving the knowledge base and ongoing learning through monitoring and evaluationof interventions; and,
Increasing technical and financial resources.

Activities
The following activities are conducted:
1. Awareness Raising Workshop to jointly assess existing information management structures andprocedures;
2. Joint Planning Workshop to develop a comprehensive capacity building strategy (for stronger
information management structures and procedures), including the application of geospatial
technology, and to capture elements not envisioned in the initial plan.
Development of a comprehensive capacity building strategy (for stronger information
management structures and procedures), including the application of geospatial technology:
To strengthen the information management structures and procedures, this project proposes a numberof activities and steps to enhance the event analysis capacity from within the organization as followed:●

Evaluate the current workflow at the Multinational Joint Task Force (MNJTF) Regional
Information Fusion Unit for event analysis and determine the optimum workflow to
140

●
●

●

incorporate the geospatial information technology component to enhance event
analysis capacities;
Determine current gaps in the event analysis process and evaluate how geospatial
information technologies or other analytical tools can help to fill the information gaps.
Build the terms of reference of the future geospatial information technology andintelligence expert(s) which will join the Multinational Joint Task Force (MNJTF)
Regional Information Fusion Unit’s Situation Room Team by defining the scope andlimitations of an activity or area of knowledge;
Organize an awareness raising workshop for Multinational Joint Task Force (MNJTF)
officers on use of Geo-spatial technologies in support of their mission.

Summary of results achieved
1. Assessment of existing information management structures and procedures;
The awareness raising workshop identified a series of gaps pertaining to a) acquisition, b) reporting andc) analysis. To strengthen the information management structures and procedures, a planning workshop
was held 14-18 December where future support regarding acquisition, reporting and analysis as well as
the introduction of geospatial information technologies were discussed. The planning resulted in anagreement to:•••

Develop and deliver training on Information Management (IM) with particular focus on
acquisition, reporting and analysis;
Training will include geospatial information technologies or other analytical tools that contributetowards filling the information gaps. To that end Mine Awareness will be linked to the IM;
To further assess the workflow within MNJTF and the support provided by the Centre for
Coordination and Liaison (entity separate from MNJTF).

2. Development of a comprehensive capacity building strategy (for stronger information management
structures and procedures), including the application of geospatial technology:
The development of a realistic capacity building strategy required that the staff officers were fully familiar
with the intelligence cycle, as described in the UN Intelligence Handbook. Therefore the workshop had
two objectives: 1) Focus on enhancing understanding of the intelligence cycle of staff officers, and 2)
Joint understanding of capacity gaps that require further capacity building interventions and training.
To meet these objectives, from 14-18 December, UNITAR conducted a joint planning workshop (JPW)with MNJTF HQ staff in N’Djamena (Chad). The JPW comprised of 20 staff officers deployed in one of
the four MNJTF Sector Headquarters to ensure a broad basis for common understanding and validity ofoutcomes, method an materials. The JWP increased understanding of the four steps of the intelligencecycle (Initiation, Acquisition, Analysis and Dissemination) and how - combined with GIS technologies –it can be used in a military intelligence framework according to the operational conditions in which
MNJTF operates.
Throughout the course, the theory was compared with the current realities in order to identify concrete
capacity building interventions. In addition, the JWP also discussed the modalities of how transfer
knowledge and skills related to the intelligence cycle and GIS technologies. Specifically, the JPW
resulted in an agreement that:•

Outlines the prioritized knowledge areas and sequence of delivery;
141

•
•

•
•
•
•
•
•
•
•
•

Will develop and deliver training on Information Management (IM) with particular focus on
acquisition, reporting and analysis;
The training on IM will be based on the UN Intelligence Policy and materials derived from it,
include geospatial information technologies or other analytical tools that contribute towards
filling the information gaps. To that end Mine Awareness and and Improvised Explosive Devices(IED) will be linked to the IM;
Will seek to establish a Training Cell and roster of trainers that are - or have been - deployedwith MNJTF;
That the next steps may entail drafting a ToR and forming a working group for planning anddelivery purposes, given the sensitivities related to Information Management;
Training on Combat Medical First Aid, CIMIC and Improvised Explosive Devices (IED) should
be included in future support;
A further assessment of the impact on workflow at the Multinational Joint Task Force (MNJTF).
Standardization of training on IM and its sub-components from Force Headquarters (FHQ) - toSector Headquarters (SHQ) down to Battalion Headquarters (Bn HQ) and unit level;
Standardization of reporting templates and procedures (collation and filing) at the different levels(see above);
Develop a training cell within MNJTF FHQ that is supported by UNITAR through TOT
Support the MNJTF Training Cell to design and deliver frequent training on IM at FHQ and SHQ
levels;To support the troop contributing countries (TCC) national training centres to deliver trainings
at Bn HQ and unit level.

142

Results
Intended impact
Safe and security environment in the areas
affected by the activities of Boko HaramLong term outcomes
Strengthened cooperation among MNJTF
contributing countries in the area of
information management.

Strengthened capacities of MNJTF personnel
to put in place effective information
management structures and procedures.

Indicator(s)Decrease in number ofviolent incidents by membersof Boko Haram

Performance target(s)20% decrease of violent
incidents

Performance actual
Expected observable
performance falls outside thetimeframe of this report

Reasons for VarianceN/A at this point in time

Number of joint operations;

50% increase of joint
operations;

Expected
observable
performance falls outside thetimeframe of this report

Due to security reasons, the MNJTF cannot
provide information about the number ofintelligence reports shared.

Number of intelligence reportshared50% increase of reportsharing

Expected
observable
performance falls outside thetimeframe of this report

Due to security reasons, the MNJTF cannot
provide information about the number ofintelligence reports shared.

Reliability and validity of
information and the source,
measured along standard
scoring (A1-F6)

20% increase of
reliability
50% increase intraceability of
information.
50% increase in scores

Expected
observable
performance falls outside thetimeframe of this report

Dur to security reasons, the MNJTF cannot
provide information about the number ofintelligence reports shared.

Expected
observable
performance falls outside thetimeframe of this report

Due to security reasons, the MNJTF cannot
provide access to their intelligence reports

Number of reports produced
and disseminated50%
increaseproduction
disseminationofandExpected
observable
performance falls outside thetimeframe of this report

Due to security reasons, the MNJTF cannot
provide information about the number ofintelligence reports shared.

Number of structures andprocedures identified anddescribed

10 structures identified
and described

13 structures identified and 10
described

Number of capacity building
needs identified andprioritized.

10 needs identified andprioritized

12 needs identified andprioritized

The structures and procedures mainly relate
MNJTF. Corresponding data pertaining to the
Regional Intelligence Fusion Unit (RIFU) andCentre for Coordination and Liaison (CCL) has
no yet been collected.

Quality of analysis reports
measured along concrete
quality indicators

Short term outputs
Existing information management structuresand procedures identified

Comprehensive capacity building strategy
developed143Outputs
Assessment of existing information
management structures and procedures

Number of interviews withstaff officers of the MNJTF

8 interviews

10 interviews

Development of a comprehensive capacity
building strategy

Number of participants in theworkshop

20 participants

20 participants

Major activities
Evaluate the current workflow at the Multinational Joint Task Force (MNJTF)
Regional Information Fusion Unit

Dates implemented
14-18 December

Scheduled to be implemented
14-18 December

Determine current gaps in the event analysis process and evaluate how
geospatial information technologies or other analytical tools

14-18 December

14-18 December

Build the terms of reference of the future geospatial information technology
and intelligence expert(s)14-18 December

14-18 December

Organize an awareness raising workshop for Multinational Joint Task Force(MNJTF) officers on use of Geo-spatial technologies

14-18 December

14-18 December

144

Comments

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalSIDA Levelling the Playing Field
New York Office$271,651
SIDA

Project objective

Capacity building efforts for LDCS and SIDS part of the New York diplomatic community andbeyondAligned with SO1 Peace, SO2 People, SO3 Planet, SO4 Prosperity and SO5 Cross Fertilizing
knowledge and expertise

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

1 January 31 December 2020
1 January 31 December 2020

SDG1 SDG4 SDG5 SDG 10 SDG15 SDG16 SDG 17 Target(s):Targeted countries:
Least developing
Countries
Small Island
Developing States

Participants
Female52%

Other metrics
Disability #

n/a

Male

47%

Other vulnerable #

n/a

Other
Not disclosed
Total

1%
n/a
1843

Completion #Certification #

1843
418

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Over 1,800 participants attended 20 academic training courses sponsored by SIDA and hosted
by 40+ facilitators and tutors. With a focus on gender equality, climate change andsupporting the aftermath of the COVID-19 pandemic the planned events to be developed inperson were converted to be held in a digital format in order to maintain the UNITAR NYO’sschedule of capacity building trainings. This has helped the UNITAR NYO achieve one of its
most critical goals—capacity building and levelling the playing field democratizing training
and being able to beneficiaries based in least developing countries.

Describe project effecton direct beneficiary/
beneficiaries

Participants/beneficiaries were able to engage is a series of trainings that not only reinforced
the skills of the diplomats and government officials from LDCs and SIDS but also,
complimented their knowledge on Agenda 2030, Core Diplomatic Training, Negotiation
mediation, conflict resolution (specifically designed for the COVID-19 era) and how to take
into account the effects Climate change to build a better planet.
Vulnerable groups—specifically women—were the subject of several targeting trainings
designed to provide them with the tools to thrive and succeed in their roles. Gender equality
was a core objective of the series both within the panellists selected and the participants
involved. An example of this is the introduction of workshops such as our regular series with
Columbia Law School with focus on gender topics like “Her Seat at the Table, Women and Self
Advocacy” and “Amplification Strategies for Strategic Leadership.”Describe project effects
on groups madevulnerable e.g.
women, children,
disabled, indigenous
peoples, if applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

This was the first time the UNITAR NYO was forced to hold all of our events exclusively in adigital format. After the pandemic began in March 2020, all events were converted to an
online format. However, this allowed us to branch out and engage with participants whootherwise would not have been able to travel to New York to attend events in person.
Expanding our base of trainees by almost 100% as well as increasing the amount of countries
represented from Least Developing Countries.
145

If progress report,
describe planned
activities to bringproject to closure

Attached as annex 1.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

146

Results
Intended impact
Impact<description>
Outcomes & outputs
Outcome 1.
Output 2
Output 3

Indicator(s)Performance (target)

Performance (actual)

Reasons for Variance

Attendees registered on list ofparticipants

900

1843

Increment due to online events developed
during the pandemic.

Number of capacity building
events% of female participants

18

20

50%

52%

147

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ Final

Diplomatic Excellence
Multilateral Diplomacy Programme Unit (MDPU)$20,000.00
Qatar

Project objective

To familiarize officials from Bhutan’s Ministry of Foreign Affairs with different dimensions ofmultilateral conferences and negotiation skills and techniques.

May 2020 – November 2020
Period covered: November 2020. The activity was a four-day e-workshop on
Conference Diplomacy and Multilateral Negotiations and took place from 2 – 5
November 2020.

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5.

Link to 2030 Agenda orother 2015 outcome

SDG4, SDG5, SDG8, SDG10, SDG16, SDG17.

Country andbeneficiary metrics

Targeted countries:
BhutanParticipants
FemaleMale
Other
Not disclosed
Total

16
30
/
/
46

Other metrics
Disability #Other vulnerable #Completion #Certification #//46

Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

During the activity on Conference Diplomacy and Multilateral Negotiations, participants wereable to build and foster their knowledge and skills in a variety of fields and dimensions ofmultilateral negotiations and conferences. This was done through a four-day interactive eworkshop with 3,5 hours per day that offered space for simulation exercises, discussion andexperience sharing. The whole training allowed participants to gain a thoroughunderstanding of the dynamics and dimensions of multilateral conferences, such as within
the United Nations, and gave them the opportunity to participate in simulation exercises tofoster practical experience and use new techniques and skills acquired.
The successful implementation of this online workshop added not only to UNITAR’s efforts insupporting and strengthening the equitable representation of countries in global decisionmaking fora (SO2) by familiarizing officials from Bhutan with different aspects and skills of
relevant to multilateral conferences, but it also contributed to UNITAR’s endeavours topromoting peace and just and inclusive societies (SO1) in strengthening the Ministry ofForeign Affairs’ capacities in the field of multilateral negotiations and conferences.

Describe project effecton direct beneficiary/
beneficiaries

The beneficiaries of the Online Workshop on Conference Diplomacy and Multilateral
Negotiations expressed profound gratitude and satisfaction with their participation in thistraining. They considered the course an enriching tool for their respective careers, enablingthem to use the knowledge, techniques and skills acquired in their everyday work. Especiallythe younger participants with less experience with multilateral conferences saw the
workshop as an excellent opportunity to become more familiar with the processes anddynamics. 100% of the participants who took the surveys considered the training useful andrelevant to their jobs.
The beneficiaries of the Online Workshop on Conference Diplomacy and Multilateral
Negotiations were Bhutanese officials and diplomats serving in different duty stations.
Gender parity has not quite been reached, with only 35% of female participants taking partin the training and 65% of male participants. The training increased their knowledge on

Describe project effects
on groups madevulnerable e.g. women,children, disabled,148

indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

multilateral conferences and negotiation skills and provided them with concrete examples ofconference processes and negotiation techniques, with a specific focus on the United
Nations System and the role of Bhutan.
For some participants, the facilitation of the workshop via the online platform Zoom was notquite as easy as for others. Some attendees faced challenged in connecting to the call,participating in breakout room exercises and similar.
The activity was scheduled to be implemented face-to-face in Bhutan in June 2020. It wasthen postponed to November and conducted exclusively online due to the COVID19
pandemic.
N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

149

Results

Intended impact
Provide a holistic understanding of themain techniques, rules and processes of
diplomatic negotiation and conferences
and its specific requirements within amultilateral framework such as the United
Nations
Outcomes & outputs
Outcome 1. Raise understanding on how
conferences unfold and create anawareness of the value of certain formal
and informal processes in advancing
delegate objectives

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives

Performance (target)

Performance (actual)

70%

100%

Percentage of participants whomeet or exceed the learning
objectives

70%

100%

Output 1.1. Raised awareness of Bhutanese
officials on the core principles andstructures of multilateral conferences andnegotiations.
Outcome 2. Promote and enhance
participants’ knowledge on different actors
involved in multilateral conferences andthe institutional framework in which they
operateOutput 2.2. Developed the capacities of
Bhutan’s MoFA officials to independently
apply negotiation techniques in a variety of
scenarios relevant to conference settings
Major activities

Number of participants trained
and who have received acertificate of participation

46

46

Percentage of participants whomeet or exceed the learning
objectives

70%

100%

Number of participants trained
and who have received acertificate of participation46

46

Dates implemented

Scheduled to be
implemented
June 2020

UNITAR’s Online Workshop on Conference Diplomacy and Multilateral
Negotiations was delivered via Zoom from 2 – 5 November 2020 (3,5 hours
per day, 14 hours of training in total). Interactive by nature, the e-workshop
offered space for discussion, experience sharing and simulation exercises on
different forms of multilateral conferences and negotiations. The e-workshop

2 – 5 November 2020

150

Reasons for Variance

Comments
The activity was scheduled to be implemented
face-to-face in Bhutan in June 2020. It wasthen postponed to November and conducted
exclusively online due to the COVID19
pandemic.

sessions therefore required active participation throughout. In addition,
participants received all training materials after the e-workshop. All
participants received a certificate of participation at the end of the eworkshop.

151

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalOnline Certificate on Essential Professional Skills
Multilateral Diplomacy Programme Unit (MDPU)$5,200.00
Qatar 2020

Project objective

To encourage professionals from different sectors to take ownership of their professionalroles and drive motivation to further their career prospects

September – October 2020
Period covered: September – October 2020. The activity was a four-module eWorkshop programme (48 hours of training) implemented over September andOctober 2020.

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5

Link to 2030 Agenda orother 2015 outcome

SDG4, SDG8, SDG16Country andbeneficiary metrics

Targeted countries:
Open Course: Palestine;
India

Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

During the Online Certificate on Essential Professional Skills, participants were enabled toincrease their sense of personal development as well as personal executive presence andvisibility to enhance their career development. This was done through a four-module online
programme comprised of e-Workshops taking place over three half-days per week (48 hours
in total) that offered space for discussion, experience sharing, and questions. The training
allowed attendees to gain a deeper understanding of self and social awareness, including
aspects like emotional intelligence, (non-)verbal communication techniques and different
negotiation and leadership styles. Through activities in breakout rooms the participants not
only learned on a theoretical basis but could directly apply their teamwork and networking
skills. Ultimately the course design was aimed at creating a sense of enthusiasm and intrinsic
motivation to empower professional and leadership roles. In this way the e-Workshops
contributed to promoting inclusive and just societies as well as inclusive and sustainableeconomic growth, two central strategic objectives of UNITAR. Participants were empowered
ultimately aiming at increasing social and gender equality worldwide to help putting into
practice the Agenda 2020.
The beneficiaries of the Online Certificate on Essential Professional Skills were very satisfied
with the outcomes of the trainings and expressed their gratitude of their participation. They
indicated that the programme was an enriching and valuable experience, allowing them touse and apply the knowledge and skills acquired for their respective careers.
The beneficiaries of the Online Certificate on Essential Professional Skills came from two (2)different countries: Palestine and India. Their professional backgrounds were very diverse
ranging from the governmental to the private sector.

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation

Participants
FemaleMale
Other
Not disclosed
Total

1
1
/
/
2

Other metrics
Disability #Other vulnerable #Completion #Certification #

/
/
/
2

Due to the workshops taking place exclusively online, participants seemed to be morereluctant to interact, ask questions and participate as actively as they would have in face-to152

challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

face workshops. This could be partially resolved in the course of the programmes throughencouragement by the expert, question and answer sessions and similar. Additionally,
participants faced technical difficulties during the e-Workshops which further complicatedactive participation and interaction.
N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

153

Results
No
Intended impact
To encourage professionals to takeownership of their roles and drive
motivation to further their career prospects
Outcomes & outputs
Outcome: Empowering participants in theirprofessional roles by enhancing theirunderstanding of the power of perception,
self and social awareness, and emotional
intelligence
Output: two (2) participants completing theonline workshop and receiving a certificate
of participation
Major activities

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives

Performance (target)

Performance (actual)

75%

100%

Percentage of participants whomeet or exceed the learning
objectives

75%

100%

Number of participants trained
and who have received acertificate of participation2

2

Dates implemented

Scheduled to be
implemented
15 September – 29 October
2020

UNITAR’s Online Certificate on Essential Professional Skills was delivered via
the online platform Zoom from 15 September to 29 October 2020 (48 hours of
training in total). Interactive by nature, the e-Workshops offered space fordiscussion, experience sharing, and reflection. The training allowed
participants to increase their knowledge on self- and social awareness,emotional intelligence and different negotiation, communication, andleadership styles, and provided them with the opportunity to exchange theirpersonal professional experiences and discuss challenges particularly faced byleaders. After the successful completion of the online workshops, allparticipants received a certificate of participation.

15 September – 29
October 2020

154

Reasons for Variance

Comments

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: Click here toenter text. ☐ Progress☒ Finale-Learning Fellowships –International Law
Division for Multilateral Diplomacy (DMD)$5,200Swedish International Development Agency (Sida)

Project objective

To strengthen knowledge of LDC and SIDS nationals on the core aspects ofinternational law

May –June 2020
Period covered: May – June 2020

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5

Link to 2030 Agenda orother 2015 outcome

SDG1, SDG4, SDG5, SDG 10, SDG 13, SDG16, SDG17Country andbeneficiary metrics

Targeted countries:
LDC and SIDS in Africa,
Asia, Latin America andMiddle-East

Attach list if more
Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

Participants
FemaleMale
Other
Not disclosed
Total

1
1
/
2

Other metrics
Disability #Other vulnerable #Completion #Certification #No Certificate #2
2
0

Two Participants enrolled in Executive Diploma on International Law in the 21st century (25May – 05 June 2020) .
The Online Executive Diploma on International Law in the 21st century explored new andcutting-edge legal topics to dynamically inspire participants to become accomplishedprofessionals in their respective field and to provide them with the tools, information, andnetwork they will need to do so. Designed as an online programme and delivered via themedium of zoom, topics covered were as follows: Public International Law; International
Environmental Law; Polar Law; Law of Space; International Law of Cyber-Security; ExtraTerritorial Use of Force Against Non-State Actors; Cyber Warfare and International
Humanitarian Law.
At the end of the course, both participants received a certificate of completion.

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects

The success of this course contributed not only to UNITAR’s efforts in strengthening therepresentation of countries in special situations in institutions of global governance (SO2.2),
but also with regard to supporting institutions and individuals to contribute meaningfully tosustainable peace (S01), as it emphasized the importance o the rule of law and the role
women can play in the legal sphere.
The two beneficiaries who participated in DMD’s online activities expressed gratitude andsatisfaction with their participation in this training free-of-charge. Both participants received
a certificate of completion.
Both beneficiaries who obtained a fellowship for DMD’s e-learning activities came from LDCs
155

on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closureand SIDS (100%).

The online executive diploma was designed as an online activity from the very beginningsince the start of the current pandemic to allow that participants across the world could
benefit from these training activities.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

156

Results

Intended impact
Provide a holistic vision of international law
Outcomes & outputs
Outcome 1. Raise awareness on theimportance of international law
Output 1.1 Promoted and enhanced
knowledge of LDC and SIDS participants on
the importance and international law

Indicator(s)Percentage of participant who
meet or exceed the learning
objectives

Performance (target)

Performance (actual)

75%

100%

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Number of participants trained
and who have received acertificate of participation

2

2

157

Reasons for VarianceStrategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
1

Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: Click here toenter text. ☐ Progress☒ Finale-Learning Fellowships – Multilateral Diplomacy and International Law
Division for Multilateral Diplomacy (DMD)$50,000
Swedish International Development Agency (Sida)

Project objective

To strengthen knowledge of LDC and SIDS nationals on the core aspects ofmultilateral diplomacy and international law

April – December 2020
Period covered: April – December 2020

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5

Link to 2030 Agenda orother 2015 outcome

SDG1, SDG4, SDG5, SDG 10, SDG 13, SDG16, SDG17Country and beneficiary
metrics

Targeted countries:
LDC and SIDS in Africa,
Asia, Latin America andMiddle-East

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Participants
FemaleMale
Other
Not disclosed
Total

15
26
/
41

Other metrics
Disability #Other vulnerable #Completion #Participation #No Certificate #

12
24
5

Using the Internet as a training medium, UNITAR’s Division for Multilateral Diplomacy brings
together participants and trainers in a unique learning environment. All online activities build
on UNITAR’s wealth of experience in designing and implementing training workshops in
diplomacy and multilateral affairs at the country and regional levels.
Participants enrolled in the following courses:
e-Learning course on Overcoming Negotiation Deadlocks (27 April – 24 May 2020)
This course aims to equip participants with practical skills to enhance individual
negotiation capacity and lead through situations of deadlock. It will help learners to
improve their negotiation performance in order to obtain better outcomes inbilateral and multilateral negotiations, but also to become brokers of agreements
when solutions look impossible.
A number of leading academics (Prof. William Zartman, Prof. Minh A. Luong, David
Koschel) and senior practitioners in the field of international negotiations (President
Martti Ahtisaari, numerous senior diplomats) contributed to the development anddelivery of this course.

1

Initially, DMD was going to implement a 2-week e-workshop for Kenya nationals (60,000 USD). Unfortunately this activity was cancelled.
We informed EDO and it was agreed that the funds allocated to this project were allocated instead to: 1)e-workshop on Water Diplomacy
for Sudanese government officials (10,000 USD) and; 2) e-Learning fellowships for LDC and SIDS nationals (50,000 USD).
158



e-Learning course on United Nations Protocol (27 April – 24 May 2020)
This e-Learning course aims to provide an overview of United Nations andmultilateral protocol practices to guide the protocol practitioners who operate
within the Offices of the United Nations at its Headquarters as well as in its
numerous field Offices throughout the world. With the help of interactive online
exercises, participants will finish the course with a concrete understanding ofspecific protocol-related situations.



Online Diploma in Multilateral Diplomacy (27 April – 31 December 2020)
The Online Diploma in Multilateral Diplomacy offers a unique opportunity for bothstudents wanting to pursue a career in international relations, and professionals
working in international and regional organizations as well as governmental andnon-governmental institutions, to expand their knowledge on international affairs
and strengthen their capacities in the field of multilateral diplomacy.

e-Learning course on Diplomacy 4.0 - Beyond the Digital Frontier (27 April – 7 June2020) and ( 12 October – 22 November 2020)
Building up on the Diplomacy 4.0 concept, UNITAR designed its first evercomprehensive e-Learning course tackling the most pressing issues at theintersection of diplomacy and technology. The programme provides its participants
with theoretical knowledge and practical skills on how to implement best practices
in this field. Its overarching purpose is to prepare participants for the continuously
deepening interdependence between diplomacy and technology and equip themwith necessary skills to exercise those innovations in practice. The programme
further intends to raise awareness about Diplomacy 4.0 to stimulate modernisationof diplomatic practices. It encompasses modules on I) the Neoteric Diplomat, (ii)digital- and cyberdiplomacy, iii) cybersecurity, iv) artificial intelligence, v) internet
governance and vi) science diplomacy.

E-Workshop on Conducting Diplomacy Digitally (4 - 6 May 2020)
In this interactive 3-day e-Workshop participants discovered different themes ofConducting Diplomacy Digitally taking part in highly interactive exercises in order tofurther increase their understanding of the topic. The e-Workshop sessions
particularly focused on the ways in which digital technologies have transformed theinternational environment in which diplomats and diplomatic services have tofunction. Participants examined how diplomats, and other international actors, haveused digital technologies, concentrating on their successes and their weaknesses.
Additionally, more effective ways of using digital technologies in foreign policy
analysis, conflict analysis and crisis management were discussed. After the
successful competition of the e-Workshop participants were able to develop
effective strategies for using digital, and related, technologies to advance diplomaticand other international objectives.

E-Workshop on Leadership Skills (12-15 May 2020)
This e-workshop enhanced participants' understanding and appreciation of thedefinition of leadership and the qualities of a strong leader, the differing styles ofleadership particular to different cultural contexts, the importance and practice ofeffective communication skills, techniques and strategies to practice strong
leadership in times of crisis, in the process of decision making as well as in risk
management. Originally planned in person, the e-workshop was transposed into an
online format and faced challenges such as difficulties in relaying non-verbal
communication (a key aspect in this workshop). The issue has been resolved bymeans of additional tools and resources to deliver the message, such as example
videos.



Executive Diploma on International Law in the 21st century (25 May – 05 June2020) and (19 – 23 October 2020)
The Online Executive Diploma on International Law in the 21st century explored
new and cutting-edge legal topics to dynamically inspire participants to become
accomplished professionals in their respective field and to provide them with thetools, information, 159
and network they will need to do so. Designed as an online

programme and delivered via the medium of zoom, topics covered were as follows:
Public International Law; International Environmental Law; Polar Law; Law of Space;International Law of Cyber-Security; Extra-Territorial Use of Force Against Non-State
Actors; Cyber Warfare and International Humanitarian Law.

E-Workshop on Negotiation (26 - 28 May 2020)
This interactive online workshop taking place during three consecutive half days wasmeant to provide information and knowledge on the topic Negotiation, coveringvarious skills and techniques.
It aimed at improving participants’ analytical and interpersonal skills in theircontinual negotiations to make sure they do first things first. It is important to
prepare before action, especially when strong coalitions and consensus are needed,
and to improve the quality of relationships, before any other action. Negotiating theprocess and agenda is needed before dealing with problems and issues. In ameeting, negotiators must also communicate effectively, and use effective listening
before speaking, asking relevant questions before presenting persuasive arguments.
They also need to identify common platforms with others, before they express theirown demands. In other words, participants became more aware of how they
behave in negotiation contexts, and whether or not they should behave the sameway, or differently.

E-Workshop on Digital Diplomacy (15 - 18 June 2020)
This e-workshop equipped participants with the practical skills to make the best useof digital tools in pursuing diplomatic objectives, as well as a better understanding
on how to address the challenges and difficulties digital technologies pose for
diplomacy. At the same time, it helped them better understand the broad range ofproblems being generated in cyberspace and how diplomacy can be applied to
managing them. The workshop, enshrined in the Core Diplomatic Training pillar,
was originally envisioned to take place in person but was ultimately converted into
online format due to the COVID-19 pandemic, with successful result.



Online Certificate on Essential Professional Skills (15 September - 29 October
2020)
The online certificate consisted of a series of e-workshops targeted to working
professionals and individuals seeking to improve their professional skills. The online
certificate aimed at reinforcing individuals’ transferable professional skills,
especially in a time where flexibility and adaptability are key. Participants were able
to reskill and upskill through theories and practices on four different professional
areas: Leadership and Team Mobilization, Stakeholder Engagement, Negotiation
Skills, and Cross-Cultural Communication.

E-Workshop on Leadership and Team Mobilization (13 - 15 October 2020)
The increase in Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) in today’s
world means that there is a pivotal need to master one’s own high-level
management approach in each organisation and work setting. Therefore, the eWorkshop equipped participants to understand their own leadership style andexecute it through ad-hoc simulation and group exercises. They managed to workthrough leadership challenges, strengths, values, and role models. Moreover,through group exercise they were able to acquire pivotal coaching and mentoringskills needed for team mobilization in culturally diverse contexts.

E-Workshop on Cross-Cultural Communication (27 - 29 October 2020)
Nowadays, as a result of the globalisation process, individuals and organisations
constantly need to 160
be engaged in developing their cross-cultural competences inorder to operate effectively in a multilateral setting and avoid barriers,
misunderstandings and prejudices in negotiation and mediation processes.
Therefore, the e-Workshop offered unique opportunities to participants throughgroup exercises and simulations, enabling their analytical thinking and allowing
them to identify, acquire, and apply tools and techniques for effective cross-culturalcommunication in multilateral professional environments.
At the end of each course, successful participants received a certificate of completion (eLearning courses) and a certificate of participation (e-workshops).

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

The beneficiaries who participated in DMD’s online activities expressed gratitude andsatisfaction with their participation in this training free-of-charge. 26 participants received acertificate of participation and 12 participants received a certificate of completion.
All the beneficiaries who obtained a fellowship for DMD’s e-learning activities came from
LDCs and SIDS (100%). Specifically, 17 participants came from African countries, 4 from Asia,
a 6 from Central and South America and 5 participants from Oceania.
16 female participants benefitted from participating in DMD’s activities on multilateraldiplomacy and international law.
These activities were designed as online activities from the very beginning since the start ofthe current pandemic to allow that participants across the world could benefit from thesetraining activities.
Some participants considered the some of the e-workshops as too short to tackle the vast
notion of the topic at hand.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

161

Results

Intended impact

Indicator(s)Performance (target)

Performance (actual)

Provide a holistic vision of multilateraldiplomacy and international law

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Outcome 1. Raise awareness on theimportance of multilateral diplomacy andinternational law

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Output 1.1 Promoted and enhanced
knowledge of LDC and SIDS participants on
the importance of multilateral diplomacy
and international law

Number of participants trained
and who have received acertificate of participation

36

41

Major activities

Dates implemented

UNITAR’s online activities are designed to be highly interactive and• Online Diploma in
Multilateral Diplomacy (27Scheduled to be
implemented

Reasons for Variance

Outcomes & outputs

162

Comments

participatory and included a variety of simulation exercises and pedagogicaltools to enable participants to acquire a thorough knowledge andunderstanding of the core issues on multilateral diplomacy and internationallaw, while also promoting a gender- sensitive approach.

April – 31 December 2020)•e-Learning course on
Overcoming Negotiation
Deadlocks (27 April – 24
May 2020)•e-Learning course on
United Nations Protocol(27 April – 24 May 2020)• e-Learning course on
Diplomacy 4.0 - Beyond theDigital Frontier (27 April –7 June 2020) and ( 12October – 22 November
2020)• E-Workshop on
Conducting Diplomacy
Digitally (4 - 6 May 2020)• E-Workshop on
Leadership Skills (12-15
May 2020)• Executive Diploma on
International Law in the
21st century (25 May – 05
June 2020) and (19 – 23
October 2020)• E-Workshop on
Negotiation (26 - 28 May
2020)• E-Workshop on Digital
Diplomacy (15 - 18 June
2020)

163

• Online Certificate on
Essential Professional Skills(15 September - 29
October 2020)• E-Workshop on
Leadership and Team
Mobilization (13 - 15
October 2020)• E-Workshop on CrossCultural Communication(27 - 29 October 2020)

164Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ No
☒Yes
Project period
Report: ☐ Progress☒ FinalUNITAR e-Workshop on Water Diplomacy
Division for Multilateral Diplomacy$ 10,000
Qatar
Partially funded by SFF Sweden

Project objective

The UNITAR e-Workshop on Water Diplomacy was designed for Sudanese diplomats tostrengthen their capacity for the current state of freshwater resources worldwide and within
the region, and the need for adequate diplomatic solutions to foster cooperation around the
management of water. The e-Workshop aimed to provide knowledge resources,
circumstantial experiences, and a cadre of tools to a variety of stakeholders towards
enhancing their skills with the aim to assess, prevent, and respond to the tensions arisingfrom extreme situations of water scarcity and mismanagement.

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country andbeneficiary metrics

Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

26-29 October 2020
Period covered: 26-29 October 2020

SO1, SO2, SO4, SO5.
SDG(s) : SDG 6.1, SDG 6.4, SDG 6.5, SDG 6.a, SDG 6.b, SDG 13.1.
Targeted countries:
Sudan

Participants
FemaleMale
Other
Not disclosed

2
6
4

Total

12

Other metrics
Disability #Other vulnerable #Completion #Certification #12

The event achieved a very positive feedback from the participants, with a 100% satisfaction
rate. Participants learned how to identify global and regional water challenges and thecontemporary stressors influencing freshwater availability in the Republic of Sudan. In
addition, they learned the mapping of stakeholders and their position within a specificcontext. Above all, all the participants especially enjoyed understanding the importance ofdiplomatic methods and cooperation to achieve mutually beneficial problem-to-solution
processes, as well as designing negotiation processes and strategies (100%). Regarding theoutcome, all the participants who filled the evaluation questionnaire, reported that the
programme has improved their knowledge and understanding of the topic, and they are
confident they can apply what they have learned to their role (100%). A little over half ofthem also reported that the workshop covered topics that were new for them and fulfilled
their expectations (57,14%). All the participants agreed about the outstanding performanceof the trainer to present information and to promote the participation of all learners andstimulate their involvement (100%).
The positive outcome of the training contributed to helping UNITAR achieve some of its
strategic objectives, by chiefly providing a quality learning opportunity to Sudanese diplomats
in order to help their country to achieve inclusive and sustainable economic growth.
Additionally, the training aimed to strengthen their knowledge of international cooperation
regarding water diplomacy to foster the representation of their country in special situationsin institutions of global governance.
165Describe project effecton direct beneficiary/
beneficiaries

After collecting the data from the final survey with the beneficiaries’ feedback, the training
was perceived as adding tremendous value to the participants’ learning and a highawareness of Water Diplomacy. For future e-Workshops, UNITAR will consider extending
the duration of the workshop, as there would have been time to cover more case studies
relevant to the region and more simulation activities.
The e-Workshop on Water Diplomacy was delivered to LDC nationals, in this case, toSudanese diplomats

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe implementation
Given that the Internet connection in Sudan was not very stable, participants found it morechallenges, including
difficult to fully enjoy the e-Workshop. COVID-19 supposed a challenge for this training
COVID-19-related
specifically, as it would have been better to conduct it face to face.
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

166

Results

Intended impact
ImpactStrengthen the participants’ knowledge andskills in the domains of water diplomacy
and water cooperation.
Outcomes & outputs
Outcome 1.
Identify global and regional water
challenges (seasonal and spatial water
distribution, water scarcity, water conflict);
Output 1.1.
Describe contemporary stressors
influencing freshwater availability in the
Republic of Sudan and their impact onachieving national security goals;
Output 1.2.
Mapping of Stakeholders and their position
within a specific context;
Output 1.3.
Understand water cooperation and how
diplomatic methods based on dialogue canpotentially encourage mutually beneficial
problem-to-solution processes;
Output 1.4.
Design negotiation processes andstrategies, as well as dealing withnegotiation deadlocks (Introduction toGame Theory);

Indicator(s)Percentage of participant who
found the workshop useful

Performance (target)
100%

Performance (actual)
100%

Reasons for Variance

Percentage of participant who
meet or exceed the learning
objectives

100%

85,71%

14,29% of the respondents remained neutral(rating 3) to this question.

Percentage of participant who
meet or exceed the learning
objectives

100%

71,43%

28,57% of the respondents remained neutral(rating 3) to this question.

Percentage of participant who
meet or exceed the learning
objectives
Percentage of participant who
meet or exceed the learning
objectives

100%

85,74%

100%

100%

Percentage of participant who
meet or exceed the learning
objectives.

100%

100%

Percentage of participant who
meet or exceed the learning

14,29% of the respondents remained neutral167

Output 1.5.
Get a grip of the legal internationalframework and state of the art with regards
to shared waters.
Major activities
e-Workshop on Water Diplomacy

objectives.

100%

85,71%(rating 3) to this question.

Dates implemented

Scheduled to be
implemented
26-29 October 2020

Comments

26-29 October 2020

168Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalOnline Intensive Training Programme on International Law
Multilateral Diplomacy Programme Unit (MDPU)$4,998.03
Government of Pakistan

Project objective

To familiarize mid-career diplomats from Pakistan with notions and concepts of Asylum,
Extradition and Mutual Legal Assistance

December 2020
Period covered: December 2020. The online intensive training programme oninternational law was a two-days e-workshop on Asylum, Extradition, andMutual Legal Assistance that took place from 14 - 15 December 2020.

Link to strategic
framework objective(s)SO1, SO2.

Link to 2030 Agenda orother 2015 outcome

SDG10, SDG16, SDG17.

Country and beneficiary
metrics

Targeted countries:
Pakistan

Participants
FemaleMale
Other
Not disclosed
Total

13
15
/
/
28

Other metrics
Disability #Other vulnerable #Completion #Certification #24

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

During the activity on asylum, extradition and mutual assistance, participants’ awareness ofthe sources of refugee protection and the interactions between extradition law and asylum
law was raised. This was done through a two-days (8 hours in total) interactive e-workshopthat offered space for discussion, experience sharing and critical thinking. The whole training
helped participants gain a thorough understanding of the interconnectivity between asylum,
extradition and mutual assistance, and gave them the opportunity to participate insimulation exercises during the e-workshop. The training has been concluded by a knowledge
assessment that participants could take via UNITAR’s e-learning platform. They could alsofind additional materials and re-watch the session recordings via the same platform.

Describe project effecton direct beneficiary/
beneficiaries

The beneficiaries of the training on asylum, extradition and mutual assistance expressedgratitude and satisfaction with their participation in this government-sponsored training.
They considered the course an enriching tool for their respective careers and indicated thatthey will use the knowledge acquired in their everyday work. 95% of the participants who
took the surveys considered the training useful and relevant to their jobs.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

The success of this course contributed not only to UNITAR’s efforts in strengthening therepresentation of countries in special situations in institutions of global governance (SO2.2),
but also with regard to supporting institutions and individuals to contribute meaningfully tosustainable peace (S01), as it focussed on the highly topical issues of refugee protection andthe interactions between extradition law and asylum law.
The beneficiaries of the training on asylum, extradition and mutual assistance came from
Pakistan. Specifically, they were all mid-level diplomats serving in different duty stations.
Gender parity has almost been reached, with 46% of female taking part in the training and
54% of male. The training increased their knowledge on asylum, extradition and mutual
assistance, and provided them with concrete examples of application of general principles ofasylum and legal frameworks, with a specific focus on the instruments ratified by Pakistan.
169

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Some participants considered the two-days of e-workshop as too short to tackle the vast
subject of asylum, extradition and mutual assistance. They would have liked more time tonotably discuss specific case law, allowing them to dive deeper into the topic.

N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

170

Results

Intended impact
Provide a holistic vision of theinterconnectivity between asylum,
extradition and mutual assistance
Outcomes & outputs
Outcome 1. Raise awareness on the core
principles governing asylum, extradition
and mutual assistance in international law

Indicator(s)Percentage of participant who
meet or exceed the learning
objectives

Performance (target)

Performance (actual)

70%

93%

Percentage of participant who
meet or exceed the learning
objectives

70%

95%

Output 1.1. Raised awareness of up to 30
Pakistani officials and public service officers
on the core principles governing asylum,
extradition and mutual assistance ininternational law
Major activities

Number of participants trained
and who have received acertificate of participation

20

24

Dates implemented

Scheduled to be
implemented

14-15 December 2020

14-15 December 2020

UNITAR’s training on “Asylum, extradition and Mutual Legal Assistance” wasdelivered through e-workshops via the medium of zoom on 14th and 15th
December 2020 (8 hours of training in total). Interactive by nature, the eworkshops offered space for discussion, experience sharing and criticalreflection on asylum, extradition, and mutual legal assistance. The e-workshop
sessions therefore required active participation throughout. In addition,
participants were able to re-watch the session recordings, and access
additional materials via UNITAR’s e-Learning platform. On the e-learning
platform participants were also able to access the knowledge assessment
which they needed to complete by midnight 18th December 2020 Geneva
time to be eligible for a certificate of completion.
Add rows as needed

171

Reasons for Variance

Comments

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country andbeneficiary metrics

Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives
Describe project effecton direct beneficiary/
beneficiaries

Diplomatic Excellence
Multilateral Diplomacy Programme Unit (MDPU)$
69,000.00
Swedish International Development Agency (SIDA)

November - December 2020
This project consisted of activities for the following countries: Ethiopia, Pakistan,
Sri Lanka, African francophone countries and Georgia. The activity for Ethiopia
consisted in three components:1) a one-day e-workshop on Digital Diplomacy2)a one-day e-workshop on Cyber Security 3) A two-day e-workshop on Science
Diplomacy. The project took place between 30 November and 3 December 2020.
The activities for Pakistan are included in a separate report. The activity for Sri
Lanka was reported in 2019. The activities for the African francophone countries
were implemented in 2020. However, OIF didn’t provide UNITAR withevaluation statistics despite our reminders. The activity for Georgia waspostponed to March 2021.

The training activity will allow participants to acquire an in-depth understanding of theunderlying issues behind the recent technological advancements and will permit participants
to adapt their professional and private approaches to the new digital requirements in an
effective and consummate mannerSO5.1, SO5.3, SO2.2, SO1.1.
SDG17, SDG16, SDG4, SDG5, SDG8.

Targeted countries:
Ethiopia

Participants
FemaleMale
Other
Not disclosed
Total

27
68
/
/
95

Other metrics
Disability #Other vulnerable #Completion #Certification #

/
/
95
95

The event was very successful, with highly positive feedback provided from both thebeneficiaries and the organising entities alike. The Ethiopian MOFA expressed its interest incontinuing its collaboration with UNITAR based on the success of this event. All respondents
were highly pleased with UNITAR’s experts’ ability to present information; their ability torespond to questions effectively; and to engage the audience. Furthermore, all respondents
have indicated that their awareness of the subject matter has increased. All respondents
have found the workshop useful and have indicated that they would recommend the training
to a colleague in the future. UNITAR looks forward to conducting its High Level e-Workshop
on Environmental Diplomacy in the next coming months with the Ethiopian MOFA.
Based on the evaluation, it can be said that participants have met their learning objectives.
As such, direct beneficiaries now have a stronger understanding of the evolution oftechnologies, their effects on the diplomatic environment, which allows them to develop
more effective digital strategies in their professional activities. Participants equally can now
successfully identify the main actors in cyberspace and understand cyberspace’s
interconnection with geopolitics. Furthermore, participants developed their ability totriangulate education, research, and leadership while seeking to integrate natural sciences,
social sciences, and indigenous knowledge with the aim of building common interests with all
stakeholders.
172

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

A total of 27 female participants benefited from the training sessions on Science Diplomacy,
Digital Diplomacy, and Cybersecurity, which were all elements of the Frontier Diplomacy eworkshop. Female participants were especially active during discussion sessions, and their
input was highly valued.

To a small percentage of participants, timezone-related issues were experienced.

N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

173

Results

Intended impact
ImpactStrengthen participants’ knowledge and skillsin the domains of science diplomacy, digital
diplomacy, and cybersecurity.
Outcomes & outputs
Outcome 1.
Output 1.1.
Understand how digital technologies havechanged, and continue to change, theinternational environment in which diplomats
and other state and non-state actors operate
Output 1.2.
Understand the various digital tools available
to conduct diplomacy, how they have beenused in the past and their strengths andweaknesses
Output 1.3.
Be able to develop effective strategies forusing digital, and related, technologies toadvance diplomatic and other international
objectives
Output 1.4.
Successfully identify the main actors involvedin cybersecurity on the international arena
Output 1.5.
Understand information security and how thecyberspace and geopolitics are intertwined
and affect international relations
Output 1.6.
Consider short-term and long-term impacts intheir decisionmaking

Indicator(s)Percentage of respondents
who found the workshop
usefulPerformance target(s)100%Performance actual
100%

Percentage of participant who
meet or exceed the learning
objectives

100%

100%

Percentage of participant who
meet or exceed the learning
objectives

100%

100%

Percentage of participant who
meet or exceed the learning
objectives

100%

100%

Percentage of participant who
meet or exceed the learning
objectives
Percentage of participant who
meet or exceed the learning
objectives

100%

100%

100%

100%

Percentage of participant who
meet or exceed the learning
objectives

100%

100%

174

Reasons for VariancePercentage of participant who
meet or exceed the learning
objectives
Percentage of participant who
meet or exceed the learning
objectives

100%

100%

100%

80%

Percentage of participant who
Output 1.9.
Triangulate
education,
researchand meet or exceed the learning
objectives
leadership
Percentage of participant who
Output 1.10.
Learning from the United Nations Sustainable meet or exceed the learning
Development Goals as a pedagogical tool
objectives
Major activities
UNITAR E-Workshop on Frontier Diplomacy was held from 30 November to 3
December 2020. Interactive by nature, the online training required active
participation during the exercises and discussion sessions. All attending
participants received a certificate of participation at the end of the activity

100%

100%

100%

100%

Dates implemented
30 November -3
December 2020

Scheduled to be implemented
30 November -3 December
2020

Output 1.7.
Seek to build common interests with allies andadversaries alike
Output 1.8.
Integrate natural sciences, social sciences, andindigenous knowledge

175

The small amount of respondents (5) heavily
influences the percentages. One responded
believes to have ‘more or less’ met thislearning objective.

Comments
The activity was conducted exclusively online
due to the COVID-19 pandemic.

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective

Overcoming global challenges through International Law
Multilateral Diplomacy Programme Unit (MDPU)$80,000
Swedish International Development Agency (Sida)

September 2020 – June 2021
Period covered: November 2020. The first activity on overcoming global challenges
through international law was a series of training workshops on the rule of law thatwas implemented in November 2020. The second activity on business and humanrights will take place from mid-February to early March 2021 and the third activity
on climate change and refugees in May 2021.
To strengthen knowledge on the core aspects of the rule of law and its relevance for both the
public and the private sectors, paying special attention to the role of women.

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5.

Link to 2030 Agenda orother 2015 outcome

SDG4, SDG5, SDG 8, SDG 10, SDG16, SDG17Country andbeneficiary metrics

Targeted countries:
LDC and SIDS in Africa,
Asia, Latin America andMiddle-East

Attach list if more
Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madeParticipants
Female61

Other metrics
Disability #

Male
Other
Not disclosed
Total

51
4
/
116

Other vulnerable #Completion #Certification #No certificate

55
55
61

Each e-workshop on the rule of law lasted 2 days, 8 hours in total. To allow for a cross-borderexchange of knowledge and to enable participants to establish a professional network, eachcomponent has included an e-workshop for one of the time zones of the cities of the United
National Regional Economic Commission: UNECA and UNESCWA, UNESCAP, UNECLAC (i.e.
Addis Ababa, Beirut, Bangkok and Santiago de Chile). In total, 116 participants were admitted
to the training, 85 confirmed their interest in taking part, and 55 participated. The wholetraining helped participants to gain a thorough understanding of the rule of law and its
interconnectivity with vital legal issues, with a special attention paid to two different
paradigms: the rule of law ‘in normal times’ and ‘in crises and the new normal’.
The success of this course contributed not only to UNITAR’s efforts in strengthening therepresentation of countries in special situations in institutions of global governance (SO2.2),
but also with regard to supporting institutions and individuals to contribute meaningfully tosustainable peace (S01), as it emphasized the importance o the rule of law and the role
women can play in the legal sphere.
The beneficiaries of the training on rule of law expressed gratitude and satisfaction with their
participation in this free-of-charge training. They considered the course as an enriching toolin their respective careers and indicated that they will use the knowledge they acquired intheir everyday work. 92% of participants that took the surveys considered the training asvery useful and responding adequately to their needs and expectations.
The majority of the beneficiaries of the workshop on the rule of law came from developing
countries, SIDS, and LDCs (83%). Specifically, 27% of participants came from African176vulnerable e.g. women,children, disabled,
indigenous peoples, if
applicablecountries, 12% from the Middle East, 27% from Asia, and 21% from South America.
Furthermore, the majority of participants was female (58%). The e-workshops increased
their knowledge and enabled them to participate effectively in simulation exercises – giving
them insights on the role played by the rule of law in today’s world. A special attention was
paid to regional practices and instruments depending on the sessions/timezones. The impactof the COVID-19 pandemic on the rule of law has also been discussed.

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Some participants considered the two-days of e-workshops as too short to tackle the vast
notion of the rule of law. Especially when discussing the challenges of the rule of law, moreexperience sharing would have been possible had the time allowed.

The second activity of the project on overcoming global challenges through International Law
will be a series of 6 e-workshops on Business and Human Rights (February 2021) and on
Climate Change and Refugees (May 2021). To allow for a cross-border exchange ofknowledge and to enable participants to establish a professional network, each activity will
include an e-workshop for one of the time zones of the cities of the United National Regional
Economic Commission: UNECA and UNESCWA, UNESCAP, UNECLAC (i.e. Addis Ababa, Beirut,
Bangkok and Santiago de Chile).

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

177

Results

Intended impact
Provide a holistic vision of theinterconnectivity between the rule of law,
the fundamental principles of human rights
and governanceOutcomes & outputs
Outcome 1. Raise awareness on theimportance of the rule of law

Indicator(s)Percentage of participant who
meet or exceed the learning
objectives

Performance (target)

Performance (actual)

75%

92%

Percentage of participant who
meet or exceed the learning
objectives

75%

92%

Output 1.1 Promoted and enhanced
knowledge of up to 90 participants on theimportance the rule of law

Number of participants trained
and who have received acertificate of participation

80

55

Outcome 2. Improve capacities ofgovernment officials to become moregender sensitive at national levels andunderstand the role women can play in theentire legal sphere
Output 2.1. Create a professional sphere
for up to 90 stakeholders from different
countries to cooperate and address
challenges concerning the rule of law andother relevant legal challenges, such as
climate change, human rights andmigration

Percentage of participant who
meet or exceed the learning
objectives

75%

93%

Percentage of participant who
meet or exceed the learning
objectives

80

55

178

Reasons for Variance

116 participants were accepted to take part inthis training but only 85 confirmed that theywould attend and only 55 joined the actual
sessions. These participants who were notpresent in any of the e-workshop sessions
were not granted a certificate

We received 257 applications in total, butsome participants applied twice. We gave thepriority to LDCs, SIDs, developing countries,
and to the participants coming from therespective region targeted. We admitted 116
participants in the training, 85 confirmed thatthey would take part but not all of them were
present in the e-workshop sessions. However,
41 countries were represented among thepresent participants and 92% of those who
took our surveys indicated that the
programme was very useful and respondedadequately to their needs and expectations
Major activities

Dates implemented

In light of the ongoing global pandemic and related travel restrictions, thetraining programme was held exclusively online, enabling participants form
different countries to join and engage in peer-to-peer learning without
necessitating travel. UNITAR’s training programmes are designed to be highlyinteractive and participatory and included a variety of simulation exercises andpedagogical tools to enable participants to acquire a thorough knowledge andunderstanding of the core legal issues, while also promoting a gendersensitive approach. The e-workshops were built on the following pedagogicalpillars: concept learning (lectures, presentations), court hearing, institutional
briefing, experience sharing (panels, working group discussions) and exposure
to real world problems and policy choices. Each workshop was help in 2days (8 hours in total): the first day focused on the rule of law in ‘normal
times’, while the second day touched upon the rule of law ‘in crises and the
new normal’.

9-10 November 2020
(UNECA/UNESCWA
timezone)

Scheduled to be
implemented
9-10 November 2020
(UNECA/UNESCWA
timezone)

16-17 November 2020
(UNESCAP timezone)

16-17 November 2020
(UNESCAP timezone)

23-24 November 2020
(UNECLAC timezone)

23-24 November 2020
(UNECLAC timezone)

179

Comments

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ Final

Ethiopia – safer chemicals management and gender mainstreaming
Chemicals and Waste Management Programme$70,000
Sida

Project objective

The main objectives of the project are (i) to contribute to protecting human health and theenvironment from anthropogenic emissions and releases of mercury and mercury
compounds by accelerating the ratification of the Minamata Convention on Mercury in
Ethiopia; and (ii) to develop a gender road map in the ASGM sector for the implementationof the recommendations for risk mitigation and promotion of better living conditions throughthe strengthening of the gender dimension.
Strategic Objective 3.2: Strengthen the sound and sustainable management of chemicals andwaste
2.1 Promote people's well-being, including the protection and empowerment of groups thathave been marginalized and are vulnerable
SDG(s): SDG3: "Ensure healthy lives and promote well-being for all at all ages"(CWM); SDG6:"Ensure availability and sustainable management of water and sanitation for all"; SDG8:“Promote sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all”; SDG11: " Make cities and human settlements inclusive,
safe, resilient and sustainable"; SDG12: "Ensure sustainable consumption and production
patterns"
Target(s): Target 3.9: "by 2030, substantially reduce the number of deaths and illnesses fromhazardous chemicals and air, water and soil pollution and contamination"; Target 6.3: "by2030, improve water quality by reducing pollution, eliminating dumping and minimizing
release of hazardous chemicals and materials, halving the proportion of untreatedwastewater and substantially increasing recycling and safe reuse globally"; Target 8.8“Protect labour rights and promote safe and secure working environments for all workers,
including migrant workers, in particular women migrants, and those in precarious
employment”; Target 11.6 "by 2030, reduce the adverse per capita environmental impact of
cities, including by paying special attention to air quality and municipal and other waste
management"; Target 12.4: "by 2020, achieve the environmentally sound management ofchemicals and all wastes throughout their life cycle, in accordance with agreed internationalframeworks, and significantly reduce their release to air, water and soil in order to minimize
their adverse impacts on human health and the environment"

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

Country and beneficiary
metrics

October – December 2020
Period covered: October – December 2020
Planned end date : December 2021

Targeted countries:
Ethiopia

Participants
FemaleMale
Other
Not disclosed
Total

Attach list if more

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Other metrics
Disability #Other vulnerable #Completion #Certification #Due to change of target country from Sudan (declined support) to Ethiopia, CWM is currently
establishing contact with government officials (i.e. Ministry of Environment Forest andClimateChange of Ethiopia) and identifying national focal points to proceed with national
implementation. With regards to the gender roadmap component, initial meeting with MSP
Institute has been conducted and MSP agreed to provide support on the development of agender roadmap in artisanal mining.

180

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

The project has two major components:
1) ratification of an international convention (on mercury): Beneficiaries will be the whole
population, through better management of mercury at the national level.
2) development of a gender roadmap in artisanal mining: Beneficiaries will be groups invulnerable situations, notably women involved in mining/mining supply chains.
The artisanal and small-scale gold mining (ASGM) activities have not been extensive to date.
Moreover, understanding of the gender dynamics within the mining communities is limited.
Most interventions focus solely on the miners (mostly men), and overlook gender dynamics
and the different roles that are immediately associated with mining, such as gold panningand burning off of gold-mercury amalgam, where women are more likely to be working.
Developing a roadmap to understand the situation and develop targeted activities thatmitigate these concerns will be a first in Sudan (and still innovative at the global level).
The initial targeted country beneficiary (Sudan) withdrew from project implementation as
national priorities have changed since submission of SFF proposal.
A new country beneficiary, Ethiopia, was identified. We are currently in contact with national
focal point from the Ministry of Environment in order to agree upon project components
and finalize the agreement for implementation of national activities.
- Establish contact with national focal points withing the Ministry of Environment Forest andClimate Change of Ethiopia- Plan and agree on project implementation steps and activities- Continue cooperation with MSP Institute to start working on gender roadmap (e.g.
drafting ToRs and sign contracts with the institution)

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

181

Results
Intended impact- Ratification of the Minamata Convention
onmercury, leading to implementationof the Convention’s provisions- Gender considerations in ASGM aremainstreamed in Ethiopia

Indicator(s)- Ratification of the
Minamata Convention on
mercury, leading to
implementationof the Convention’s
provisions- Gender considerations in
ASGM are mainstreamed in
Ethiopia

Performance target(s)1 ratification of the
Minamata Convention

Performance actualn/a

1 study and associatedRoadmap available in
Ethiopia

The project will be therefore implemented in
Ethiopia. The change of project beneficiary has
led to delays in starting activities as originallyplanned. Currently communication between
CWM team and Government of Ethiopia areundergoing to finalize the letter of agreement
and workplan of proposed activities.

Outcomes & outputs
Outcome 1.
Domestic Legislation is analysed anddrafted to implement and Ratify the
Minamata Convention
Output 1.1.
Legal text available and legislation to cover
the Minamata Convention on mercury
Outcome 2.
Study undertaken to identify key Gender
dynamics and issues in ASGM in Ethiopia(focusing on a sample mining area)
Output 2.1
Draft study to identify key gender dynamics
and issues in ASGM
Outcome 3.
Roadmap developed that builds on the
ASGM/gender study to propose key
activities
Output 3.1

Reasons for Variance
Sudan was initially targeted as project country,
however national priorities have changed andthe country withdraw form the project.

Legislation does not currently
cover
the
Minamata
Convention on mercury

1 legal text is developed
to ratify the Convention
and implement its
provisions domesticallyn/a

See above

No study currently available

1 study on gender
dynamics and issues in
ASGM in Ethiopia
available

n/a

See above

No roadmap currently
available

1 roadmap available

n/a

See above182

Draft roadmap of activities to improve
ASGM/Gender dynamics in Ethiopia
Major activities
Process undertaken to develop a
Ratification dossier – legislation fordomestic implementation of theConvention and the international
ratification
A study undertaken to identify key Gender
dynamics and issues in ASGM in Ethiopia(focusing on a sample mining area)
Roadmap developed that builds on the
ASGM/gender study to propose key
activities

Dates implemented
n/aScheduled to be
implemented
Jan-Jul 2021

n/a

Jan-Jun 2021

n/aJun- Nov 2021

183

Comments

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective
Link to strategic
framework objective(s)Strengthening SDG competencies in the digital age
Strategic Implementation of the 2030 Agenda Unit and Green Development andClimate Change Programme Unit, Division for Planet$ 100’000.00 for SIA2030 + $20’000.00 for GCP
Swedish International Development Agency

September 2020 to June 2021
Period covered: Up to 31 December 2020

Establishment of a working self-assessment service for all users of the UNCC:Learn
and UNSDG:Learn platforms that will allow them to better understand their needs
and find the learning resources that best match those needs.
SO3: Planet with a specific focus on SO3.1 on fostering a green, low carbon andclimate resilient transition
SO.5. Promote the indivisible and integrated nature of the 2030 Agenda
SO.5.2. Support coherence and evidenced-based policies of the 2030 Agenda

Link to 2030 Agenda orother 2015 outcome

SGD 13
Directly aimed at supporting the cross-cutting implementation of the 2030
Agenda and 17 SDGs.
SDG(s): SDG 4, SDG 17, SDG 12, SDG 13
Target(s): 4.7, 17.14, 12.8, 13.1, 13.3, 13.b

•
•
•
•

Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Targeted countries:
All countries

Participants
FemaleMale
Other
Not disclosed
Total

Attach list if more
For UN CC:Learn

Other metrics
Disability #Other vulnerable #Completion #Certification #The project is in the early stages of conceptualisation. A detailed concept has
been developed with a clear timeline prepared. The next steps are detailed
below.
For UNSDG:Learn
The concepts for the SDG-competency assessments developed by UNSDG:Learn
Working Group on Learning Pathways, incl.
••

the methodology for personas (mental models) based on qualitativeinterviews and the brainstormings during two meetings of the
UNSDG:Learn Working Group on Learning Pathways,
methodological guidance for tagging courses and assessments againstcross-cutting SDG competencies, and184

•

the UNSDG:Learn Learning Guidance Architecture assessment architecture
defining the connections and the tagging rules (encl. in Annex 2).

UNESCO has been directly involved in defining the guidance for tagging learning
content against competencies. GCP have been invited to the meetings on the WG on
personas and overall learning guidance and assessment architecture.
A sample of courses has been selected from UNSDG:Learn platform for simulating
the content tagging, and the web concept is in development.
Cross-cutting assessments are under development (developed for 3 competencies).
Podcasts and blogs interface developed, and the first series prepared for launch in
March 2021.
Describe project effecton direct beneficiary/
beneficiaries

For UN CC:Learn: The effect will be to increase user confidence in the CC:Learn
platform resulting in more return visits, as well as providing an engaging andpersonalised entry point for new users. The overall effect will be to strengthen
CC:Learn as a global brand in the delivery of climate change literacy.
For UNSDG:Learn: A short evaluation will be conducted a couple of months after
the launch of the interface. A final evaluation, incl. a user survey, will be
conducted in January 2022 to assess the effectiveness of the SDG self-assessment
services.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

For UN CC:Learn: The issue of disability is critical to the further evolution of the
CC:Learn platform. This will be an important consideration in the detailed designof the proposed self-assessment tool.
For UNSDG:Learn: The SDG competencies self-assessment aims to provide
opportunities to all global learners to make better decisions on their learning
pathways and strengthen SDG competencies. The September 2020 UNSDG:Learn
user survey has shown that 40% of all respondents have identified themselves asworking with or coming from vulnerable groups. The SDG competencies will
therefore help empower representatives of vulnerable groups or help persons
working with vulnerable groups strengthen their abilities to create more inclusive
processes, better assess the needs of vulnerable groups, advocate for their rights
and provide better service.
For UN CC:Learn: The main challenge will be in the formulation of a clear set ofquestions (25 in total) that will engage the user and generate a personalizedgraph visualizing the user’s level of literacy in either climate change or green
economy.
For UN CC:Learn
•
•
•
•
•

Identify existing plug-ins that could be used in wordpress or moodle
develop visual identify based on CC:Learn branding guidelines but withadditional
Creative input
Build and testing of the gadget
Communication and marketing of the gadget through our CC:Learn channels

For UNSDG:Learn•

Finish the review of existing online tools that perform similar functions (e.g.,
online IQ tests, political barometer tests, knowledge tests, professional
capability assessments, etc.)
185

•
•
•
•
•
•
•

Implement the web solution for SDG competencies assessments on
UNSDG:Learn platform, incl. the tagging system in the back office
Implementing 1-2 cross-cutting SDG assessments and 2-3 specialized
assessments
Launch blogs/podcasts series
Tag all courses and microlearning
Implement the web solution for recommending learning pathways
Conduct a short preliminary evaluation
Conduct a final evaluation

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

186

Results
Intended impact
ImpactLearners around the world have accessto self-assessment tools and to effective
guided online learning, including courses
and micro-learning, and can strengthen
both their specialized and cross-cutting
SDG competencies.

Outcomes & outputs
Outcome 1.
An effective service is provided to global
learners enabling them to self-assess
their SDG competencies and receive
relevant course recommendations andlearning guidance.

Outcome 2.
10’000-12’000 learners having selfassessed competencies within 12-18
months of implementation.
Output 1.

Indicator(s)Performance target(s)Performance actual

Share of polled users
indicating thecomprehensivecompetency development
service has enabled themto make a concrete
contribution to the SDGs
(e.g., change individual
behaviour, process atwork or contribute to a
specific project).

70% or more

n/a yetShare of polled users
evaluating the selfassessment tools aseffective.

70% or more

n/a yetShare of polled users
evaluating therecommended learning as
relevant.

70% or more

n/a yetNumber of learners having
self-assessedcompetencies within 1218 months of
implementation.

10’000-12’000

n/a yet187

Reasons for VarianceA methodology for the concept of
personas developed through aparticipatory process.

Share of polled users
easily identifying
themselves with personas.

70% or more

n/a yetShare of polled users per
constituency easily
identifying themselveswith personas

50% or more

n/a yetOutput 2.
A methodology and interface for SDG
competencies self-assessment service
developed and implemented on
UNSDG:Learn. Specific tailoring will be
required for the method to be applied to
the UNCC:Learn platform.

Methodologies forcompetency assessments
and to link personas andassessments developed2

2

Share of polled users
finding the implemented
interface is visuallyattractive and userfriendly

70% or more

n/a yetOutput 3.
1-2 cross-cutting competency
assessments (tests) and 1-2 specializedcompetency assessments implemented.

Number of cross-cuttingcompetency assessments(tests)1-2

1 in progress

Number of specializedcompetency assessments
Tagging system developedand implemented in theback office ofUNSDG:Learn

1-2

not yet1

0.5*

Improvements made to
UNSDG:Learn

2 (Solution to catchmicrolearning from
Partners using APIs &1 (Blogs and Podcast series
space)

Output 4.
New features on UNSDG:Learn platform
to connect assessment with course andmicro-learning recommendations.

188

Tagging system developed but not
implemented

dedicated Blogs andpodcast series spacefor microlearning)

Output 5.
User facing self-assessment tool in placeon the UNCC:Learn e-learning platform
with the ability to classify individuals into
4 levels of climate change or green
economy literacy and to provide basic
corresponding advice on learning
pathways.
Outcome 3.
Strengthened cross-cutting and Goalspecific competencies of global learners
to contribute to the SDGs as a whole andin specific areas, to innovate, design andimplement “no one is left behind”
solutions, to adapt their lifestyles andprojects with sustainability
requirements, and to use evidence toguide their decisions.

Courses and microlearning taggedAll

Not yetShare of polled users
qualifying learning
pathways interface
implemented in the front
office of UNSDG:Learn isclear and easy to use

70% or more

n/a yetShare oflearners/respondents
believe they are better
positioned to develop or
implement coherent
policies and practices
aimed at ensuring No One
is Left Behind

70% or more

n/a yet189

Output 6.
Blogs and Podcast Series launched toaddress the development of cross-cutting
SDG competencies of the general public.

Number of episodes in theblogs series on policy
coherence

3-4

Not yetMajor activities

Dates implemented

Comments

Conducting focus groups and/or interviews with global learners to
identify personas and needs
Review existing online tools that perform similar functions (e.g., online
IQ tests, political barometer tests, knowledge tests, professional
capability assessments, etc.)

September 2020

Scheduled to be
implemented

February 2021

September 2020

Developing the methodologies for the concepts of personas and SDG
competency self-assessments
Implementing features on UNSDG:Learn to increase availability of
relevant microlearning and courses to address SDG cross-cuttingcompetencies, i.e., open APIs solution for large partners andblogs/podcasts space
Implementation of the web solution for SDG competencies
assessments on UNSDG:Learn platform

October-November
2020
January-April 2021

October-November 2020

This review is more useful for thepresentation of scoring than for themental models or tagging per say, andwas reschedule to later)

April-May 2021

November 2020-January
2021 for UNSDG:Learn

Implementing 1-2 cross-cutting SDG assessments and 2-3 specialized
assessments
Development of a tagging system as part of UNSDG:Learn Learning
Guidance Architecture and implementation in the back office

December 2020-May
2021
February-May 2021

November 2020-February
2021
February-March 2021

Tagging all courses and micro-learning

May-early June 2021

April 2021

Implementation of the web solution for recommending learning
pathways

June 2021

May-June 2021

190

September 2020

November-December 2020

API solution depends on the pilot entity.
Podcasts had been prepared by UNSSC by
January 2021 but it took longer to study
compatibility requirements.
It was decided to first run a simulation in
excel before the web solution can befinalized, this is why web development
will happen in one block after all the parts
had been clearly defined and tested.
Tests can only be implemented once theweb platform had been adapted.
The tagging system had been developedon time, but the implementation will bedone at the same time as rest of web
development.
Tagging will be done once web
development is completed.

Conducting a short preliminary evaluation

September 2021

June 2021

Launching a blogs series on policy coherence composed of 3-4
episodesJanuary-March 2021

November- December
2020

Conducting a final evaluation

January 2022

January 2022

191

Allow some time for users to start using
the system launched in June 2021.
The series will be launched in Marchfollowing the implementation of the blogs
and podcasts space.

Annex 2.
UNSDG:Learn Working Group on Learning Pathways has conceptualized the SDG assessments architecturethat includes the following building blocks:-

Mental models (e.g., policy-maker, communicator, business person, etc.) developed based on
qualitative interviews with learners/platform users;- Methodological guidance for tagging courses and assessments against SDG competencies;- Assessments and assessment reports;- Recommendations of Learning Pathways based on mental models and assessment results.
This has been presented during the 2nd Steering Group meeting of UNSDG:Learn. The concepts havereceived an overwhelming support from UNSDG:Learn members. The number of members who expressed
their interest in joining the work of the WG on Learning Pathways has increased.

Photo: Mental models developed on Murals by WG on Learning Pathways.

192

Photo: Learning Guidance Architecture developed on Murals based on brainstormings by WG on Learning Pathways.

193

Strategic
Framework
Fund

Annex 4
Long reports referenced in Annex 2

194Strategic
Framework
Fund

Upgrading StaTact Application
Final Project Report
TARSF003
23 February 2021

Reporting period: September 2019-December 2020

195

1Strategic Framework Fund
Narrative Report
Project title: Upgrading StaTact Application
UNITAR Division/Programme Unit: Strategic Implementation of the 2030 Agenda Unit
Allocation amount: $ 90’268.00
Funding source within SFF: Swedish International Development Agency
Other funding: ☒ Yes - Specify amount and source: _Synergy with a Capacity for the 2030
Agenda 2.0 project signed in March 2020 with one of the components supporting StaTact☐ No
Project implementation period: From 1 September 2019 to 31 December 2020
This report is: ☐ Progress☒ FinalProject objective

To ensure that NSOs using StaTact have improved operational statistical planning
processes and managed to address or are making improvements towards addressing
priority data gaps impeding successful monitoring on localized SDGs.

Link to strategic
framework

SO.5. Promote the indivisible and integrated nature of the 2030 Agenda
SO 5.2 Support coherence and evidenced-based policies of the 2030 Agenda

Link to 2030
Agenda or other2015 outcome

Directly aimed at supporting availability of data for monitoring progress across all SDGs
and strengthening of statistical capacities in countries in special situations under Goal
17

Targeted country/
countries

Global platform

Concise summaryof results achieved

The StaTact Application has been redesigned to ensure an improved user experienceand functionalities such as the reorganization of key stages into problem statement,
problem analysis and action plan stages and the adding of a functional implementation(monitoring) stage, as well as new functionalities, incl. user panels for national
administrators, working group leaders and regular users, good practice library andsharing function.
•

•
•
•
•

Describe project
effect on direct
beneficiary/
beneficiaries

851 participants have improved their knowledge of data governance and statisticalplanning through 3 editions of Massive Open Online course “Data governance for
the SDGs” and 92% of polled participants found the course overall useful.
140 government officials from 37 countries trained on StaTact
97% of workshop participants have confirmed the overall usefulness of StaTact
93% of workshop participants found StaTact relevant to their work
82% of regional workshop participants have confirmed the effectiveness of
StaTact workshop design

As of present, 851 course participants, incl. 240 fully certified, have strengthened theirknowledge around value of official data, UN Fundamental Principles of Official Statistics,
and data governance issues, incl. partnerships and coordination, to inform SDG
decision-making processes
A further survey of Platform users will be conducted in Dec 2021 – Jan 2022 to provide
a basis for assessing the impacts for beneficiaries, the application of knowledge andskills and the use of StaTact.

Describe project
effects on groups
made vulnerable
such as women and2 out of 4 working groups set up by the Philippine Statistics Authority for the StaTact
workshop was dealing directly with data and better understanding of needs ofvulnerable groups. StaTact has also potential to help address other gender-related data2

196

children, if
applicableproblems in a context-sensitive manner through improved multi-stakeholder analysis
and work planning.

Describe
implementation
challenges (if any)

The implementation of the upgraded StaTact had been delayed by around 5-6 months
compared to the initial timeline due to the first COVID-19 lockdown and the related
unavailability of web developers to start working full time on the project during that
period, as well as due to the decision to go for a customized application instead of
Wordpress after an expert risk assessment with support from UNITAR IT specialist.
The pilot workshop had to be held online, with the main limitation being the number ofworking groups having to be 4 to allow having at least one UNITAR/UNSD facilitator pergroup. The NSO has therefore decided to limit the participation primarily to its staff, butseveral participants from Ministry of Education also took part.

If progress report,
describe planned
activities to bringproject to closure
Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with morea more elaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an
updated log frame or results framework should be attached, with actual performance and reasons for variance. See attachment.

3

197

BackgroundAs the COVID-19 pandemic hit the world in 2020, the achievement of the SDGs had been
threatened by rollbacks in a number of areas. At the same time, the crisis has exposed thevulnerabilities of a number of the mainstream systems and policies demonstrating how important
it is to have resilience built into all national development plans, policies and strategies guiding theimplementation of sustainable development at the country level. While some of the approaches
and activities had to be adjusted, the overall importance of supporting strategic planning
processes, M&E and availability of robust data for decision-making as well as an access to SDG
learning has further increased in importance.
This is the final report for the project entitled “Upgrading StaTact” that addresses the data
governance related aspects. The report covers the period from September 2019 to December
2020. This project approved in September 2019 and funded from Strategic Framework Fund
Sweden has benefited from synergies with a project launched in March 2020 “Building Capacity
for the 2030 Agenda 2.0” (2020-2022) funded by the Swiss Development Cooperation and that
addresses policy coherence, data relevant for StaTact and learning relevant for UNSDG:Learn.
This has helped expand some of the project deliverables, i.e., a customized solution with higher
level of IT security for StaTact, regional workshops and demo case studies, and ensure web
maintenance, technical support and promotion of StaTact through the end of 2022.
In 2018, UNITAR has developed in close collaboration with UN Statistics Division a new tool StaTact
aimed at supporting short-term statistical planning processes for addressing selected priority SDG
data gaps. The tool aims to help achieve concrete results through an improved collaboration between
various data producers and users, and the use of a tactical approach by attempting at finding noncostly solutions – often in areas of governance, coordination and partnerships – to ensure there arefeasible solutions and they are implemented within the stated timeline, usually 9-12 months.
The tool was moved to the web in early 2019, and expanded to include an initial monitoring stage insummer 2019. It was used by more than 30 countries by now. Overall, the feedback was very positiveand several countries have expressed an interest in using for a broader set of data issues bearing in
mind its operational nature. An e-learning course was developed in collaboration with UN Statistics
Division on data governance to support the use of StaTact through improved understanding of key
concepts relevant for its use.
During StaTact workshops, UNITAR and UNSD have been collecting feedback from countries on how
to improve its user-friendliness and make it part of the usual toolbox used by NSOs. Those include themobile phone and downloadable formats, improved project manager panel, visually improved
monitoring plan, good practice library, options for sharing experiences with other countries, and an
improved monitoring stage. This project helped upgrade the tool by improving the overall user
experience and remote work options building on the recommendations from the users and enhance its
usefulness to NSOs, particularly those with limited resources, to focus their work in a short run andidentify non-costly solutions to urgent data gaps. The advent of the COVID-19 has increased theusefulness of this tool as an online collaborative solution allowing colleagues plan discuss and planthings remotely and address unexpected issues (e.g., impossibility of field work, adjusting annual plan,etc.) in the COVID-19 context.

198

Overall objective
The overall objective of the project was to ensure that NSOs using StaTact have improved
operational statistical planning processes and manage to address or are making improvements
towards addressing priority data gaps impeding successful monitoring on localized SDGs.

Beneficiaries
The StaTact is intended for use by National Statistical Offices in collaboration with otherstakeholders (other members of National Statistical Systems and other data producers, data users andholders). The e-learning course on data governance for monitoring the SDGs developed earlier
and delivered to support the use of StaTact is intended for all users of StaTact as well as otherinterested learners who want to improve their knowledge of the value of official statistics, UN
Fundamental Principles, and good practices in areas of statistical legislation, planning, partnerships
and broader data governance systems.

Key results
The StaTact application, a short-term statistical planning tool, had been redesigned to improveflows, and user experience and strengthen features necessary for online exchanges and remotecollaboration.
StaTact was introduced through 3 regional workshops in November 2020, 1 national
workshop with the Philippine Statistics Authority in December 2020 and 1 global webinar for
Global Network of data officers and statisticians.
As a result, a total of 140 government officials from 37 countries have been trained on StaTact
and additional UN staff and other data experts learnt about StaTact through Global Network of
Data Officers and Statisticians. 97% of participants have confirmed the overall usefulness of
StaTact and 93% of participants found StaTact relevant to their work. 82% of regional workshop
participants have confirmed the effectiveness of StaTact workshop design.
851 participants have improved their knowledge of data governance and statisticalplanning through 3 editions of Massive Open Online course “Introduction to data governance formonitoring the SDGs”. 92% of the polled course participants found the course overall
useful.

Redesigned StaTact
The redesign of StaTact has unfolded in 3 stages: review and redesign of the user experience(October-December 2019), development of an interactive prototype (December 2019 - March
2020) and the implementation of the web application (May – November 2020). Thanks toadditional funding from a new project funded by SDC as of March 2020 (one of its components
contributes to StaTact), it was possible to select a better but more expensive web application
solution to meet higher security requirements based on an assessment made with the support of
UNITAR IT expert.

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5

Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020

The StaTact is organized at 4 levels of administration: platform administrator, national
administrator, project manager and an ordinary user. Same person can have different roles withrespect to a specific project.
Platform administrator (UNITAR) has the role related to setting up national pages (or pages forinternational/regional organizations), appointing national administrators, defining the platform
metadata and managing the platform. National administrator can set up specific projects,
appoint project leads, add national indicators and key documents, and create relevant thematic
tags for managing the national sub-site. Project manager can invite through an online function
other stakeholders/persons to join his/her group/project, edit all project relevant content and give
editing rights to other group members for specific parts of the project as he/she may deem
necessary. Ordinary users, i.e., other project members, can comment on each stage of the
project through the chat function and edit those sections for which they got editing rights from the
project manager. The nationally relevant 3 levels are described in the diagram below.

Each project has four main stages: problem statement stage, problem analysis stage, action
plan stage and implementation stage. During the problem statement stage, the project groupdefines their measurement or data problem, build a business case to raise support for solving it,
and identifies key stakeholders to be involved in the project. Some may already be represented
but others may not. The team may think not only of data producers but also of data users anddata holders.
During the problem analysis stage, the group first defines relevant indicator/s and related data
sources they wish to analyse. Based on this choice, they will be able now to analyse these data
sources by using as analytical frameworks two key official statistics models: Generic StatisticalBusiness Process Model (GSBPM) and Generic Activity Model for Statistical Organization(GAMSO). These models help to better define the root causes of the data problem the project
team is dealing with on the technical and institutional sides and brainstorm on possible solutions
to these root cause problems.

6200Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020

Photo: StaTact preview.

During the action plan stage, the project group defines what it wants to achieve and how it willmeasure this, confirms the implementation team and designs a detailed action plan based on
solutions identified during the previous stage. Each solution is broken down into specific actions
at the level of responsible organizations and each action is broken down into specific tasks withresponsibilities assigned to individuals this time. The timelines for tasks aggregate into timelines
for actions, solutions and the overall plan, and the budgets defined when needed at the level ofactions aggregate into resource requirement at the level of solutions and the action plan overall.
The action plan versions can be saved as PDFs and printed when needed. You can see below
the images with a preview of key StaTact stages with the layout showing the Action Plan stage inmore detail using a demo project.

Photo: StaTact preview.

7

201

Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020

Photo: StaTact preview.

Once the action plan has been developed, the project moves into the implementation stage.
During this stage project members can meet for periodic progress review meetings, trackprogress individually and mark progress (e.g., 50%), full completion, deletion or postponement ofa task. They also have an opportunity to give different weights to tasks based on their importancefor the achievement of the overall project objective. Tasks that had been cancelled will appear in
red and those that have been completed will appear in green. Please see the example of theimplementation stage for a demo project in the timeline view.

Photo: StaTact preview.

Finally, the upgrade StaTact application has a new functionality whereby project managers candecide to share particularly successful projects (the pdfs of action plans) through the StaTact
8

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Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020

community. This is where one will be able to find projects from other countries that have chosen
to share them. They may appear either in fully open access format or just the title with PDF to beshared on demand format.
The implementation of the upgraded StaTact had been delayed by around 5-6 months comparedto the initial timeline due to the first COVID-19 lockdown and the related unavailability of web
developers to start working full time on the project during that period, as well as by the decision togo for a customized application instead of Wordpress after an expert risk assessment withsupport from UNITAR IT specialist. The application has however been fully delivered by earlyNovember and could be used in the national and regional workshops described below in 2020.
To support the use of StaTact, three editions of the Massive Open Online course “Introduction
to data governance for monitoring the SDGs” had been conducted to improve the knowledgeof UN Fundamental Principles of Official Statistics, the awareness about the purpose and key
components of the GSBPM and GAMSO models and the understanding of the StaTact
process/key stages. 851 participants have improved their knowledge of data governanceand statistical planning through 3 editions of Massive Open Online course “Data governancefor the SDGs”. 240 of them obtained course certificates. 74% of the polled course participants
stated that they have achieved the learning objectives and 92% found the course overall
useful.

Piloting upgraded StaTact through a national workshop
The updated StaTact was piloted with the Philippine Statistical Authority on 7, 10 and 11
December 2020 in collaboration with UN Statistics Division and Paris 21, and in connection with
ADAPT, a long-term planning tool.
A joint flyer had been developed by UNITAR and PARIS 21 to explain to use of the StaTact and
ADAPT tools for statistics planning.

The pilot workshop had to be held online due to the COVID-19 issue. The main limitation was
linked to the fact that the length of the workshop days had to be cut in half and it was important toensure that there is at least 1 UNITAR/UNSD facilitator per Working Group at all times online
9203

Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020(unlike in the f2f context, where there is more time to explain things during full days and it ispossible to move from one group to another). As a result, the number of working groups that was
set up was 4 to allow having at least one UNITAR/UNSD facilitator per group (1 UNITAR staff, 2
UNITAR consultants and one UNSD staff). The NSO has therefore decided to limit theparticipation primarily to its staff and issues of direct relevance to them, but several participantsfrom the broader National Statistical System, and more specifically from the Ministry of Education,
also took part.

Photo : StaTact workshop for PSA, December 2020

The pilot ran over 3 half-days spread over 1 week with home assignments and group work online
in-between. 21 national government officials, mostly from PSA, participated in the training.
Four data problems were discussed:
a. Strengthening coordination on methodologies and standard setting between local andnational levels,
b. Registries for special population groups,
c. Data on informal settler families, andd. Develop capacities to collect and process educational data.
2 of the groups had been working specifically on data issues related to vulnerable groups andtheir needs.
As a follow to the workshop, the country indicated an interest in delivering a StaTact training to
the broader National Statistical System. The results of the feedback are presented below.

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Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020

Regional workshops, global webinar, demo case studies and country
supportJust before the PSA workshop, in November 2020, three regional StaTact workshop-style
webinars were conducted for a total of 36 countries, incl. 12 from the Latin American region, 8 from the African region (English-speaking countries) and 16 - from the Asian region. A total of
113 persons had been trained, including 58 women and 55 – men.
92% of the participants found the workshops content relevant and 97% found the StaTact
overall useful while 82% have confirmed the effectiveness of the webinar design.
Evaluation results from 3 online regional workshops
100%

92%

97%

91%

82%

74%

80%

83%

60%
40%
20%
0%

Job relevanceNew content

Intent to use

Overall
usefulness

Effectiveness of User-friendlinessworkshop designof StaTact

One global webinar organized on 8 December 2020 by UN Statistics Division for the Global
Network of Data Officers and Statisticians focussed specifically on StaTact with the mainpresentation made by UNITAR.
Four demo case studies were also developed on the StaTact demo page: one on water quality
and citizen science data, one on CPI and scanner data, one on mobility and CDR (mobile phone)data, and one on the development of administrative data as some of the developing countries
who had censuses upcoming and found themselves in a deadlock were willing to advocate forinvesting into administrative data more strongly at national level.
In addition, UNITAR has provided support to Grenada NSO in using StaTact for developing theirnational proposal for a World Bank loan application. 6 additional persons had been trained on the
new version of StaTact.
The regional workshops, global webinar, four demo case studies and Grenada support had beenorganized with additional funding support from the SDC-funded project “Capacity for the 2030
Agenda 2.0”.

Conclusions and Way Forward
As 2020 was marked by the COVID-19, some of the activities had to be postponed by 5-6 months
and the workshops have been fully transformed into the online format.

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Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020

At the same time, the COVID-19 crisis and related social distancing and lockdown measures
have considerably increased the interest in online learning and collaborative tools. The
relevance of data related learning and StaTact has also increased as a result of the COVID-19.
On the one hand, the official statistics community was prompted to provide close to real-time
data, analyse it and communicate it effectively leveraging new data sources and innovate in
the face of fieldwork difficulties. This is where the StaTact application came in handy as the
National Statistical Offices had to significantly adjust their work and shift the focus to short termplanning and problem-solving remotely. The StaTact collaborative environment offered an
excellent opportunity for doing so.
Thanks to the additional funding from the SDC under the “Capacity for the 2030 Agenda
2.0” project spanning into 2022, UNITAR will be in a position to continue the work on StaTact
and provide not only web maintenance, but also technical advice and promote the StaTact
platform through an external website but also additional regional and national events. Oneof the recommendations from this project would be for the national workshops that cannot be held
face-to-face over 3 full days to increase the number of days whenever possible to 4 or 5. Face-toface national workshops however may be preferable in the future if the COVID-19 situation
permits as they allow more exchange between different members of the National Statistical
Systems and may benefit from higher levels and better quality of participation related to better
concentration in a 3 full-day format. Once the members of the NSS have had exposure to andhave been trained on StaTact, the application can then be used outside of workshop context byworking groups as may be required.
To measure those outcomes for which it was too early to undertake a survey, UNITAR willconduct a short survey in December 2021 – January 2022 to understand how StaTact is being
used by countries, whether it contributes to better statistical coordination and what is the share ofaction plans that had been implemented. Data will also be collected on the application of goodpractices by the participants of the MOOC “Introduction to data governance for monitoring theSDGs” and included in the survey analysis document.

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Annex 1. Results Framework | Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020

Annex 1. Results
Intended impact

Indicator(s)ImpactNSOs using StaTact have improved
operational statistical planning processes
and managed to address or are making
improvements towards addressing priority
data gaps impeding successful monitoringon localized SDGs.

Share of polled users
indicating improvements instatistical planning
processes or towards
addressing priority data
gaps in monitoring SDGs aresult of using StaTact/ecourse on data
governance.

Outcomes & outputs
Outcome 1. StaTact action plansdeveloped by NSOs are implemented
fully or partially and the monitoring tool isactively used.

Outcome 2. UN StaTact methodology iseffective in enabling National Statistical
Offices and National Statistical Systems
to address SDG data gaps.

Performancetarget(s)20%Performance actual

Share of StaTact actionplans developed by NSOs
implemented fully or close
to fully within the statedtimeline10%

n/a yetShare of StaTact plansdeveloped by NSOs whose
implementation reached
30% or more within thestated timeline50%n/a yetShare of StaTact Working
Groups having met for atleast 1 mid-term review
meeting30%

n/a yetShare of polled StaTact
users indicating they find
StaTact useful andeffective for addressing

70%

Reasons for Variancen/a yetUser survey to be conductedend 2021-beg 2022

User survey to be conductedend 2021-beg 2022
97%ofworkshopparticipants have confirmed
the overall usefulness of
StaTact

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Annex 1. Results Framework | Upgrading StaTact Application September 2019-December 2020 | TARSF003 | 23/02/2020

their priority data gaps
related to monitoring SDGs

93%
ofworkshopparticipants found StaTact
relevant to their work
82% of regional workshop
participants have confirmed
the effectiveness of StaTact
workshop design

Outcome3.
Increased
Improved
application of good practices in the areaof official data, data governance andcoordination, and statistical planning incountries using StaTact and/or countries
with NSS members taken a course on
Data governance for monitoring the
SDGs.

Percentage of polled
StaTact and Data
governance course users
reporting they haveintroduced changes orapplied agreed decisions
or good practices n theirprofessional contexts as aresult of the StaTact
use/course

70%

n/a yet70%
Share of polled StaTact
users who feel that
applying StaTact helped
improved coordination andcommunication among
different members ofnational data ecosystem
Output 1. Upgraded StaTact including
updated and new functionalities making
it more user friendly.

Output 2. National pilot StaTactn/a yetUser survey to be conductedend 2021-beg 2022
Yes

Upgraded StaTact
launched

Yes

Share of polled users
finding it user friendly70%

N of trained participants

50

75% of national workshop
participants found StaTact
user-friendly
140

The number of the naiotnal workshop

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workshop using the upgraded StaTact
conducted with 50 participants trained.

participants was 21. This has howeverbeen compensated by a high number ofparticipants trained 3 regional workshops
held in November 2020 under SDC-funded
project (113) and technical support for
Grenada in January 2021 (6) raising thetotal number of trained persons to 140.

Output 3. A massive open online course
on Data governance for the SDGs
delivered and recommended to StaTact
users, in particular Module 3 showcasing
the use of StaTact.

N of course participants

200

851 as of Dec 2020

N of certified participants

50

240 as of Dec 2019

Output 4. StaTact administered andaccess provided to NSOs and relevant
UN organizations.

Number of countries andother users using StaTact
informed on the
upgrade/profile created30

37

Major activities

Dates implemented

Scheduled to be
implemented

Brainstorming meeting to discuss the redesigned concept, incl. updated
user experience (improved layout and mobile experience), updated
functionalities (action plan and monitoring stage) and introducing newfeatures (user panels for national administrators, working group leaders
and regular users, good practice library and sharing function)
Developing a new protype of StaTact application
Delivering Data Governance for SDGs MOOCs 1steditions

October 2019

Developing a joint flyer with PARIS 21 on StaTact and ADAPT

Developing an interactive prototype
Implementing upgraded StaTact
Conducting a pilot national workshop using the upgraded application

December 2019
August -December
2019
August 2020

In addition to sharing the information undercurrent project, 36 countries had been
trained through 3 regional online
workshops funded by SDC and 1 morethrough technical meetings (SDC)
Comments

PARIS-21 has not made more progress onestablishing TaskForce in 2020 but they
are discussing this now with UNSD,
UNITAR and Regional Commissions.

March 2020
June - November
2020
December 202015

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Administering the StaTact platform

Continuous

Delivering Data Governance for SDGs MOOC 2nd edition
Promoting the upgraded StaTact platform

March-June 2020
November 2020 continuous
December 2020

Introducing StaTact to the Global Network of statisticians and data
officers composed of statisticians from specialized agencies and data
persons from UNCTs during a dedicated webinar.
Delivering Data Governance for SDGs MOOCs 3rd edition
Conducting the preliminary evaluation of the StaTact application use

August -December
2019
December 2021January 2022

New

This was proposed by UNSD to promote
StaTact more broadly.

The survey will be conducted end Dec
2021 – beg Jan 2022 as it takes time to rollout the application through side events
during Regional Forum on Sustainable
Development and other avenues inpartnership with UNSD and other
International Organizations

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REPORT
END-OF-FIRST-YEAR SELF-EVALUATION
7 December 2020

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Introduction
3
Scope and objectives of evaluation
3
Methodology
3
Key findings
4
Recommendations
5
Data analytics
6
Analysis of the results of the Partners’ feedback
8
Taxonomies
11
Communications
12
Development of new assessments /working group streams
13
Other services
17
Analysis of the results of the Users’ feedback
18
Composition of respondents:
18
Accessibility
19Interests
19
Use of the platform
21
Stories
24
Short synthesis of feedback from interviews with UN SDG:Learn Partners and users 25
Vulnerable groups: LNOB
25
Improve relevance for users
26
User-friendliness
26
Partnership strategy & Interest of Partners
26
Promote the Platform
27
Annex 1
28

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Introduction
The report provides a summary of the findings and recommendations resulting from the end-offirst-year self-evaluation conducted by UN SDG:Learn. UN SDG:Learn was launched in July
2019 by UNITAR and UNSSC as a joint initiative to provide a smart gateway to learning
resources on the SDGs, drawing on the successful experience of UN CC:Learn, another interagency initiative. The 3 key components of the UN SDG:Learn initiative include an online
Platform, a Partnership with more than 50 member Organizations and a Programme providing
space for collaboration between interested Partners. Benefiting from the overall stewardship of
the UN Deputy Secretary-General, the initiative was supported by the joint UN SDG:Learn
Secretariat comprising UNITAR and UNSSC representatives. The first Steering Group meeting
was held in November 2019 and lead to the adoption of a roadmap for 2020. Three working
groups have been created as a result with a focus on “Learning Pathways”, “Programming,
Quality Assurance, Communications and Evaluation”, and “Content Distribution”. All the working
groups met at least two times and the first group met four times due to the co-creation work it
has been undertaking. The results of this self-evaluation will be shared with all Partners andpresented during the second Steering Group meeting organized at the end of November 2020.
The initiative is supported by several funding partners such as Switzerland, Sweden, Germany
and Qatar. The evaluation of the initiative was identified as an important element to facilitate its
improvement, ensure it helps achieve key stated objectives and assess the effectiveness of theinitiative.

Scope and objectives of evaluation
The self-evaluation was conducted from August to September 2020, around one year after thelaunch of UN SDG:Learn, to evaluate the initial results of the initiative in terms of effectiveness,relevance, sustainability and coherence - bearing in mind that this type of initiatives may take acouple of years to get fully up to speed. The objective of the self-evaluation was therefore to
improve the understanding of the needs, as well as the profiles and current experience oflearners, draw some initial lessons from the initiative based on users’ and Partners’ feedback
and make relevant improvements. It was also expected that this evaluation would shed light on
why some potential users or potential course providers are not yet using UN SDG:Learn. In
addition, it was expected that data and information collected during this evaluation also would
serve an additional purpose, providing a basis for the development of new features such as the“Learning Pathways” interface taking into account users’ expectations.

Methodology
Given the small budget of the initial project, the evaluation conducted at the end of the first year
was a self-evaluation undertaken by the UN SDG:Learn Secretariat and guided by the Working
Group on Programming, Quality Assurance, Communication and Evaluation. It has identified as
key stakeholder platform users, UN SDG:Learn Partners as well as course providers andlearners who are not yet part of the UN SDG:Learn community.
The following data collection methods have been used:●

Google analytics (total users, user return, geography, users’ clicking on the link to go
to the Partner page or view resource, most viewed courses/microlearning by SDG,
subject and type of learning, regional pages, statistics page/statistical taxonomy, etc.)

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For actual and potential users:●●

User survey (incl. reduced potential user version) - to be published on the platform
and sent through ISSD mailing list and shared on social media channels
Evaluation interviews combined with “persona” interviews with 5-10 volunteering
users/potential users representing different constituencies

For actual and potential Partners:●●

Partner survey – to be sent by email to all Partners
Evaluation interviews with 3-5 partners (mix of active and less active partners)

Two other data collection methods have been planned but not implemented due to the limitationin time: short survey of non-Partners (learning providers) - to be sent via IISD mailing list, andinterviews with non-Partners.
The list of evaluation questions can be consulted in Annex 1. The results of the surveys need
to be treated with caution given relatively small samples of Partners (23 respondents for 15
Partners against more than 50 Partners) and, particularly that of users (115 respondents
against 56’000 users) who provided their answers.

Key findings
The Platform and the initiative seem to be appreciated by both users and Partners. Youngpeople starting their careers felt it was a great resource for their self-development, and anumber of other users saw it as a useful source in their efforts to raise awareness, educate
and engage with local communities on the SDGs. However, more needs to be done in
making sure it is promoted to new target audiences and features relevant content since theuser-friendliness of the Platform does not necessarily fully translate into most effectively
enabling learners to find relevant offers. 40% of respondents also identify themselves withvulnerable groups, either by being their representative or by working with them.
When asked about subjects of interest or topics on which users could not find courses, theresponses seemed to suggest that the existing courses are relevant but not sufficient interms of thematic coverage. There has been an overwhelming interest in finding learning onsome frontier topics such as crypto-currency, etc., and some emerging issues such as COVID19 response and other, but also in project management, monitoring and evaluation, and heritage
in the context of the SDGs. In terms of competencies, many participants wanted to strengthencommunity involvement, storytelling/communication, data and statistics, leadership, teamwork,
public speaking, negotiation, systems thinking & anticipatory competencies, training andcoaching skills but also technical competencies. Users seemed to be interested in having moreaccess to educational materials and toolkits they could use in their capacity-building
activities. Partners wanted to see more of success stories and good examples on the
Platform. The Learning Pathways approach has received a positive feedback.
Taxonomies are mostly clear and straightforward, both thematic and types of learning, and
the Platform is easy to navigate through but some fine-tuning may be necessary. On thequestions related to access by constituencies, users have appreciated this suggestion andsome felt that searching by traditional topics should also be explored. Some Partners felt it may
create another level of complexity but others indicated that special landing pages could be
way forward. Some Partners also indicated that target audience and certification should beclearly stated for each product.

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Partners felt that the Platform was particularly useful in promoting their learning offer but
also in learning more about other partners’ products. Some partners were interested insharing knowledge and collaboration and one called specifically for more co-creation.
There is an interest in taking courses in other languages beyond the six UN languages.
Partners have agreed with this statement and some recommended the strengthening ofcollaboration with regional organizations and universities around the world.
The Platform was not perceived as creating duplication. Most responses indicated that there
were no other similar Platforms although there were Platforms with a high number of courses
such as SDG Academy whose may not be fully covered.
Partners indicated overall satisfaction with the work of the Secretariat, with somedivergence: single voices praising an excellent effort or indicating the burden. There was asuggestion related to more concise communication and a more intensive use of modern tools.
Furthermore, there has been a great emphasis on strengthening engagement with Partners on
the promotion of the Platform through their Organizations and with the help of theircommunications teams, including an interest in an editable newsletter. The Secretariat was
invited to further stimulate the collaboration between Partners. Some Partners indicated theirinterest more specifically in receiving more information and analytics to understand best theperformance of their content.

Recommendations
To ensure the Platform features more relevant content, the expansion of the Platform toinclude new Partners with their existing content and the development of new courses
addressing frontier and emerging issues or the needs of new constituencies seem to be
desirable. As a first step, this could involve the mapping of the existing offer among nonPartners, and the review of the courses under development by UN SDG:Learn Partners.
The mapping of the MOOCs is another one to be followed by a systematic mapping of new
external offerings in the future. This issue could be also part of the overall discussion on thePartnership strategy for UN SDG:Learn. Furthermore, when existing Partners have notpublished all their content, a bilateral discussion may be required to understand the obstacles
and find solutions. This could also help address the availability of content in other languages
through new Partnerships with regional organizations and universities around the world.
To ensure the Platform contributes towards leaving no one behind, beyond the linguistic
aspects, it is important to address the accessibility of the learning offer through offline
versions of the courses, downloadable and mobile formats, the prioritization of freelearning, encouraging reduced costs, and conducting a survey to better understand thelearning needs of vulnerable groups and those who work with them.
The development of special landing pages should be encouraged and new Partnerships
brokered where there are gaps. Two ideas are currently under development: special landing
pages for Businesses with special interest in reaching out to SMEs (while also closing gaps forlarge companies) and that for Youth.
While overall the search design seems to be effective, some fine-tuning is required suchas creating sections for Goal 17, reviewing the approach to the 2030 Agenda and Breaking thesilos tags, inclusion of automated archiving for courses with no specified timelines after one
year, with a notification to the course provider, providing descriptions for some terms; adding

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options for including summaries of evaluation results, reviewing the list of categories that should
be indicated for each submission by including the price (clearly stating free if no fee), target
audience and certification.
Efforts to strengthen communication via diverse social media channels such as Twitter andInstagram should continue, including automated course promotion. There is a need to engage
more with Partners and their Communications Departments to promote the Platform withpromotional toolkits and coordinated social media campaigns, develop an editable newsletter,and explore the possibility of involving personalities from within and outside UN as UN
SDG:Learn Champions (e.g., videos with UN Deputy Secretary-General Amina Mohammed,
scholars such as Jeffery Sachs, or famous youth leaders, or movie stars). During the Second
Steering Group meeting, where the draft evaluation report was presented, several Partners
suggested that a Working Group dedicated to Communications may be needed to strengthen
the outreach of the Platform.
Efforts with co-creation started within Learning Pathways Working Group should also
continue with those Partners who are interested to contribute. In addition, this could be spacefor exploring the suggestions on success stories and good examples as the development ofpotential joint micro-learning, practical solutions for people on the ground and learningmaterials that can be used to engage with communities. Other co-creation could include
collaboration on blogs and organic content with the Programming Working Group involving more
UN experts. Finally, during the Second Steering Group meeting, several Partners expressed aninterest on collaborating on the development of joint learning courses/resources.
Space could be created to promote knowledge sharing between Partners through “How-towebinars” or working around learning issues selected by Partners.
Partners should receive data analytics updates to understand best the performance of thecontent once the IT solution has been implemented.
The engagement with Partners interested to collaborate needs to be continued and further
encouraged. The work of the Secretariat could be further strengthened by exploring new
solutions for making communication clear, concise and real-time (e.g., use ofcommunication platform Slack).

Data analytics
The Platform currently features a total of 270 courses, and 150 micro-learning bits. The initial
mapping of courses and micro-learning conducted in May 2020 demonstrated that the areas
best covered included cross-cutting areas and Goals 1, 2, 5, 6, 8, 13, 16 and 17 , and the areas
with gaps included Goals 3, 4, 7, 10, 11, 14 and 15. After the mapping, sever partners provided
the content contributing to SDGs 1, 3, 4, 8, 9, 10, 11, 12, 13, 14, 15 and 17. However, the gaps
remain in the area of SDG 7 and for microlearning for SDG 4. As the content updates on aregular basis, the mapping would need to be conducted on a regular basis. 59 partners havejoined the initiative and 35 contributed their materials to the gateway. In addition, several
regional organizations have the opportunity to contribute to the special landing page on statistics
through the Global Network of Institutes for Statistical Training.
As of 9 November 2020, there are more than 60,000 users on the platform with the users
representing different regions (Figure 1).

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Figure 1

The number of users has grown sharply starting from March-April 2019 against the backdrop of
the the COVID-19 lockdowns in a number of regions and the efforts of UN SDG:Learn
Secretariat to promote the Platform through paid social media campaigns.
In regards to the demographics, the platform is used by all ages starting 18 years. It is mostpopular among the population aged between 25 to 34 years, closely followed by 18 to 24 years.
More than half of users live in Asia, with significant shares from the Americas and Africa, and toa lesser extent Europe.

Figure 2

Gender breakdown shows that more male representatives use the platform, although thedifference is not particularly prounounced.

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Figure 3

A solution will be implemented to help Partners track how the traffic is being driven to theirlearning platforms.

Analysis of the results of the Partners’ feedback
In total, there were 23 responses to the partner evaluation survey, representing 15 partnerorganisations. Regarding how the responding partners use the platform, the SDG area most
covered by learning provided by partners was “2030 Agenda” overall, accounting for 56% ofresponses. The individual SDG areas most covered were SDGs 4 and 5, with 34% and 31% of
responses respectively. “Breaking the silos” and SDG 7 were not selected by any
respondents as areas covered by their learning (figure 4).

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Figure 4

Partners were then asked about the main added value they derive from the UN SDG:Learn
platform. “Promoting our offering to the broader public” and “learning about courses otherorganisations are offering” were the two most common responses, each with 72% (figure 5).
Half of respondents selected “sharing knowledge and experience with other partners”, while
none of the respondents considered the platform to add no value.

Figure 5

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Asked to rank the platform on the criteria of relevance, effectiveness, user-friendliness, athird of respondents rated UN SDG:Learn as very relevant, and a majority of respondents
considered the platform to be very user-friendly and effective for search and comparison. Morethan 80% of respondents answered that the platform was very or moderately effective inenabling learners to easily identify the most suitable learning course quickly (figure 6). Asked
about other platforms they knew of with similar services to UN SDG:Learn, 69% responded thatthey knew of none, while 25% responded they knew platforms with somewhat similar services.
These were listed as the SDG Academy and UNSSC. One participant commented that linkages
to the SDG Academy and other providers have not been sufficiently established.

Figure 6

Regarding their satisfaction with the UN SDG:Learn initiative, approximately equal numbers of
respondents indicated that they were either very/extremely satisfied or moderately satisfied
with the initiative overall and with the current working modalities (figure 7).

Figure7 SEQ Figure \*ARABIC 4
Figure

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Taxonomies
Survey participants were then asked a series of questions relating to the thematic taxonomy
and types of learning taxonomy used on UN SDG:Learn to categorise learning offers.
On the thematic taxonomy, comprising “2030 Agenda”, “Breaking the silos”, “Leave No One
Behind” and “SDGs 1-17”, a majority of respondents felt that these categories were mostly
clear and straightforward (figure 8). However, around 10% of respondents felt that “Breaking
the Silos” and “Leave No One Behind” were not clear and straightforward.
A common suggestion to improve the taxonomy was that “breaking the silos” was too broad,and not sufficiently differentiated from “2030 Agenda”. Participants also suggested more
precisely defining each term, or creating an article with a list of topical areas.

Figure 8

Participants were then asked specific questions regarding the 2030 Agenda and Goal 17
categories. On the “2030 Agenda”, 35% of respondents answered that the cross-cutting topic“2030 Agenda” should be limited to courses that only talk about the 2030 Agenda ingeneral, such as an introductory course, or Stakeholder Engagement for the SDGs. 12% felt
the topic should be removed altogether, while 30% expressed that it should remain as is.
On the “Goal 17”, there was a strong preference (76%) for Goal 17 to have sub-sections offinance, technology, capacity building, trade, policy and international coherence,
multistakeholder partnerships, data, monitoring, and accountability in the thematic taxonomy.
Turning to the “types of learning” taxonomy, participants were asked how clear andstraightforward they felt the categories were (figure 9). The majority of respondents felt thatthe categories were clear and straight-forward.
Respondents were undecided on whether an additional taxonomy based on
constituencies would add value. Reasons cited were that it would require more analysis, only
if it does not lead to a long list, and that it depends on how it would be developed.

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Figure 9

Participants were then asked about the timelines and archiving of courses. Regarding courses
with no specified timelines, participants overwhelmingly felt that the best way to deal with them
was to automatically archive them after one year, with a notification to the course provider.
Communications
Participants were given space to make suggestions regarding improved communications for
the UN SDG:Learn platform. Some comments included:● The communication currently in place from the Secretariat is sufficient. Internal
communication in my organization needs to be strengthened for staff andstakeholders.
● Need languages other than English, and also work more closely with the regional UN
mechanisms (if not yet explored). Would help if more information is provided on theauthor of the material to make a best choice as there are many things included.
● Use of public figures to promote the platform.
● Use more diverse social media channels, definitely including Twitter and Instagram;collaborating with partners to amplify outreach.
● Organize "how-to" webinars? Publish some blogs on what a participant will learn froma course.
A common theme was increased engagement with partners:● Send to the partners the promotional kit, tag the partners, etc.
● Coordinate the campaign with partners.
● Each partner should actively be involved in the promotion of the platform,● Engage partners more, we are not aware of related communication● Connect directly with our org Communication & Events chief/team (complements myefforts)

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●

Would be good to get some model communications for promotion within ourorganizations.

Development of new assessments /working group streams
Participants were asked to rate the relevance of the deliverables of the three working groups(Learning Pathways, Programming, Content Distribution). 50% felt that the Learning Pathways
group was relevant, compared to 43% for programming, and only 19% for content
distribution. 6% felt that the programming and content distribution working groups were not
relevant for the objectives of their organisations.

Figure 10

With regards to the Working Group on Learning Pathways, participants were then asked fortheir interest to be involved in the development of the new interface with assessments andrecommendations for UN SDG:Learn.
50% of respondents were interested in publishing selected tests or assessments relevantto their area of work, and just under 20% were interested in collaborating to develop joint
assessments (figure 11). However, a number of participants cited a lack of resources orcapacity that prevented them from committing.

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Figure 11

What competencies do your courses or microlearning address?

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Figure 12Regarding the competencies that would be most relevant to their courses, the most popular
responses were critical thinking and evidence-based. 50% of respondents also selected
systems thinking, problem-solving, and collaboration as relevant competencies (figure 12).
On the subject of the kind of learning their courses address (declarative-factual, declarativeconceptual, procedural, metacognitive-strategic, metacognitive-conditional, metacognitive-selfknowledge), the most common types of knowledge were declarative-conceptual andprocedural (figure 13). Metacognitive-conditional and metacognitive-self-knowledge were theleast common types of knowledge, selected by only 19% of respondents each.

Figure 13

With regards to the Working Group on Content Distribution, participants were then asked ifthey would be interested in using an API solution developed by the Working Group to update
and share their courses and learning products (figure 14). 25% responded yes, while 31%
responded “other”, citing that they would like to know more, or that they couldn’t answer thequestion at this stage because they lacked bespoke courses.

Figure 14

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Other services
Asked if they would be interested in a range of other services on UN SDG:Learn, 50%
responded positively to the addition of summaries of evaluation results for courses tocourse pages, while 56% were interested in the partnership having an editable newsletter(figure 15).

Figure 15

Given a free response, other useful learning related services that participants suggested for
UN SDG:Learn included:● Series of success stories and good examples to learn from.
● Receiving more information and analytics to understand best the performance of thecontent.
● Provide links to relevant capacity development platforms and fora in the various
thematic areas.
● Designation of materials by role, such as for teachers, professors, professionals, andtraining by target audience.
● A two minute animated video explanation of what the platform is about – the platform isgood but more marketing is necessary.
● Target audience and certification should be clearly stated.
The survey closed with a free response on any other suggestions partners had regarding thework of the UN SDG:Learn secretariat, including communication with partners, and the UN
SDG:Learn initiative overall.
Responses regarding the Secretariat included:● Mobile application.
● Facilitate or stimulate collaboration between partners more.
● The communication from the UN SDG: Learn Secretariat has been very efficient.
● The most concise and clear information that can be sent our way would be very
appreciated. I'm very interested in analytics and performance.

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●
●

Is there a real-time communication platform like Slack? Email is useful because it’s
asynchronous, but the added friction also inhibits deeper conversations andconnections.
Centralize the administration and curation. Provide a service, don't give us more work.

Responses on the initiative overall included:● Quick-learn initiatives.
● Encourage us to co-create.
● More outreach via diverse social media channels, such as Twitter and Instagram.
● Is there targeted outreach when a session is added or about to begin, or outreach aroundcontent that relates to a big international event (ie SDG 15 content push during theSummit on Biodiversity)?
● Keep up the good work!
● Real-life good examples and lessons to be learned.
● Identify key (learning) questions from partners so we can jointly try and address them
● We appreciate our partnership and we're happy to continue to collaborate and identify
ways to best scale up our efforts and increase our impact together.
● Internally I am trying to strengthen communication around the platform. It is early days
yet and we need to get a sense of how popular the platform is for staff before sharing
some additional ideas on how the platform can be enriched.

Analysis of the results of the Users’ feedback
Composition of respondents:
There were 110 respondents to the user evaluation survey, representing 60 nationalities from55 countries. The results of this survey therefore need to be treated with caution given a muchhigher “population” size (56’000 users). 60% of respondents were male, 40% were female. The
most common age group to which respondents belong was 25-34 years, closely followed by

Figure 16
Figure SEQ Figure \* ARABIC 14

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35-44 years. The least represented age group among respondents was under 18, with fewer
than 5% of respondents (figure 16).
Most respondents described their background as UN Global, academia, or students (figure17). 40% said they had a direct link to vulnerable groups, either belonging to or working tosupport them.

Figure SEQ Figure \* ARABIC 15

Figure 17

Accessibility
5% of participants considered themselves to have a disability, and the average extent to which
the platform met their disability requirements was “moderately”.
Interests
Asked which SDG areas interested them the most, most participants responded with the 2030
Agenda overall. Of the individual goals, SDGs 5, 6, 12 and 13 were the most popular (figure
18).

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Figure 18

In a free response question on which subjects they would be interested in finding learning
offers/products on, the answers included:- M&E- Agriculture and food security- Sustainable development- Poverty- Resources and capacity- Pollution and waste management- Health- Justice- Data and statistics- Environment- Technology- Tourism- Education- SDG integration and integrated
policies- Economy- Cryptocurrency- Industries- Humanitarian- Water resources- Training and skills development- Peace- Urban development- Stakeholder engagement- Governance- Heritage- Oceans- Communication- Climate change- Vulnerable groups

The types of competencies that participants would like to strengthen in relation to the SDGs
were listed as:- Community involvement- Storytelling/communication- Data and statistics- Leadership- Teamwork- Public speaking- Negotiation

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-

Systems thinking competency
Anticipatory thinking competency
Training and coaching
Technical

The types of learning that users were most interested in were self-paced e-learning anddocuments, scoring 56% and 57% respectively (figure 19).

Figure 19

Use of the platform
Participants were then asked a series of questions regarding how they use the UN SDG:Learn
platform, including search tags, languages, user-friendliness and whether they had taken any
courses.
The most common search tag used on the platform was SDGs, with over 80% of respondents
selecting this (figure 20). The next most popular search tags related to the subject and type oflearning. The statistics theme was used by 17% of respondents.

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Figure 20

68% of respondents said that there were no topics they wanted to take a course on but couldn’t
find on the platforms.
The topics that were listed by participants as not being available on the platform included:● Psychological bases on education.
● Agenda 2030
● Languages and UNDRIP inclusion (child, women, safety)● Project Management.
● Heritage Preservation.
● Theory of change.
● Social inclusion for prisoners.
● Blue economy, environmental management.
● How wars and conflicts affect climate actions or mitigations.
● Cyber Security.
● SDGs and AI.
● SGVB AND UNV in peacekeeping.
● Indicator wise policy framing.
Other languages that users would like to see included:● Hindi● French● Thai● Hausa● Norwegian● Arabic● Dari.pashtoo● Russian● Quechua● Pulaar/ Fulfulde● Bengali● Tamaceq● Tamil● Italian
Asked how relevant, useful, and effective they found the platform:●

70% found it extremely or very relevant.

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●
●
●

●
●
●
●

79% rated the overall usefulness as extremely or very.
57% considered the platform matched their needs extremely or very well, with 28% rating
it as moderately.
The effectiveness of the platform overall was rated effective or very effective by 76% ofrespondents, and the effectiveness of the functionalities as tools was rated effective orvery effective by 71% of respondents.
82% of respondents found the existing taxonomies to be clear, while 61% supported theintroduction of a new constituency taxonomy.
96% of respondents agreed that the course and micro-learning descriptions were
sufficient for them to make a decision on taking a course.
30% of the respondents surveyed said they had taken a course/micro-learning afterusing the platform.
89% of respondents experience no technical problems while using the platform.

Regarding the user-friendliness of the platform, most respondents said they found the platformvery user-friendly, up to date, and easy to use (figure 21). Between 30-35% of respondents
answered n/a concerning the usability of the platform on a mobile phone or tablet.

Figure 21

27% of respondents said they had identified and taken courses or learning on policy
coherence with the help of UN SDG:Learn. Nearly 30% of respondents said they had identified
and taken a course or learning on leave no one behind, and 23% on gender equality.
For those who had taken courses on these topics, around 70% said their awareness related tothe concept had very much or moderately increased, while over 65 % said they were very much
more confident in developing or implementing coherent policies and practices aimed at ensuring
no one is left behind (figure 22). More than 50% indicated they had applied one or more goodpractices. The responses to these questions need to be treated with caution however, as there
was at least one example where the respondent who was also interviewed had said he had not

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taken the course but then replied to the above questions leading to no causality. Furthermore,
it would be expected that more respondents would gain a better understanding of concepts thanbeing confident in applying the knowledge or actually applying this in practice. The results seemto indicate the opposite.

Figure 22

Respondents were then asked for any general improvements they would suggest. Responses
included:- Promote it.
- More courses.
- In developed countries, one of the most prominent barriers is the "Political will". Itshould be addressed.
- Moodle app on Android and iOS through easy navigation.
- Regular updates should there be any new software or program.
- To compact the Homepage to have all the needed links.
- Overall excellent impression but we need more focus on Knowledge and skill Basedtraining as well as Real Time Dashboard for SDG performance index.
Stories
To close the survey, respondents were asked to share a story or testimonial about their use of
the UN SDG:Learn Platform.
●●

You may want to do some outreach to let UN staff know about this platform.
UN SDG: Learn was a great way to further my knowledge in Sustainable Cities andCommunities during the lockdown. After recently graduating in the beginning of theyear, I saw all my job interviews cancelled due to the pandemics. UN SDG: Learn wasa great way to improve my curriculum and further my knowledge in topics that interest

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●

●
●
●

●
●
●

●

me and would make me a better professional and citizen. And all for free! [UNCC:Learn]"The course has allowed me to know the official and valid structure of governance ofthe data and information that are generated in a country so that the country can makeits voluntary reports and measure the progress and contribution with respect to the
SDGs.
My number one testimony is about reducing my carbon footprint which was unknown
to me until I took one of the courses.
In every policy paper we formulate aimed for mainstreaming the equity and justice via
the SDG. Other example is in development of methodology for environmental justiceindicators - as we did for local governance level.
Let try to share with this platform about the knowledge and skills I earned it throughfree online self-paced trainings. I can't conclude all of them here, but let me write what
I can memorize of them at this current time,
1. Earlier I was totally ignorant what SDGs are, in matters of knowledge or skills. But
now I have a lot of information, after I studied a number of free of charge online
courses from this UN SDGs platform.
2. Sharing the idea of SDGs capacity building and community transformation to myother colleagues practically.
3. Global SDGs advocacy networking and communications about community
mobilization awareness events implementations.
I am very proud to get a great opportunity to join this absolute great platform.
The SDG knowledge and skills learnt were very helpful for my university courses,
conference presentations and projects proposals.
This has expanded my understanding and interest on SDGs. I regard myself a selfappointed SDG Ambassador and integrated them in my teachings and advocate
wherever I go. I have also started a campaign on SDG smart communities, focusing ontake the SDGs at local communities where it matters the most. I believe that is the only
way the realisation of agenda 2030 can be met.
It is indeed very nice interactive learning approach towards strengthening
implementation of SDG 2030.

Short synthesis of feedback from interviews with UN SDG:Learn
Partners and users
Four partners have participated in the interviews and around 20 users. Below is a synthesis of
their feedback and recommendations, primarily from the partners. User interviewers provided
more information relevant for the development of mental models under Learning Pathways andwere less focused on the feedback. Partners and users were invited to provide further details
where their feedback in the survey required clarifications/further development. Partners werealso asked questions related to how to make the initiative more LNOB oriented, what is therelevance of the initiative to their Organization and how to ensure it remains and becomes evenmore relevant for all Partners beyond 2020.
Vulnerable groups: LNOB
It was suggested that the Platform needs to ensure there is content explicitly designed to meetthe needs of vulnerable groups and that a survey with a large number of users might be usefulin understanding these needs and what content would be most needed. Other aspects that need

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to be taken into account are the accessibility through offline versions of courses, mobile format
or other downloadable format. Further, it is crucial to define who these groups are, accounting
for some new groups emerging as vulnerable from the COVID-19 pandemic.
Another aspect is related to the cost. Partners should be encouraged to make courses available
for free or at reduced costs and the gateway should show the free ones first.
The language issue could be a significant obstacle, and the survey has shown that users areinterested in learning in other languages beyond the six UN languages.
Improve relevance for users
The Learning Pathways approach enjoyed support among interviewees. In addition, it wasrecommended that more emphasis should be placed on a series of success stories, goodpractices, peer learning on the SDGs.
Users emphasized the importance of learning about practical solutions and community-based
approaches.
Other suggestions included a stronger engagement with UN experts who are enthusiastic about
helping with knowledge development in their areas.
Furthermore, it was mentioned that the Platform needs to better address emerging issues, suchas COVID-19 and others, in learning materials.
Finally, the importance of developing more of quick learning to attract more users, such as shortand catchy stories, was highlighted.
User-friendliness
It was noted that some of the vocabulary is specialized for either UN or learning industry andrequires explanation by defining each term in an easily accessible glossary.
Another suggestion was to think about organization of the learning around the topics/sectorsthat SDGs cover (which people are familiar with) – to give an option to find learning by more
traditional topic areas and depart from SDG language, e.g. talking about public areas – healthdepartment, social care department, education.
It was felt that organizing around audience is also good and could be another way of
implementing the above suggestion.
One concrete suggestion was to create a thematic category on emerging issues.
Finally, it was noted that navigation - going from one micro-learning to another - could besmoother.
Partnership strategy & Interest of Partners
Current partners see UN SDG:Learn both as a way of promoting their learning but also learning
about what others are doing and being connected and engaged to peers and sharing
knowledge.
Some partners are interested in promoting the materials of UN SDGLearn to their staff and otherpartners who are featured on the platform.

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It would be important to give feedback on the platform itself, e.g. statistics on the level of users(generate some kind of a competition on the level of users – for example out of X courses Y aresuccessful, we have driven so many hits to your site…) and show that it brings added value toeach contributor.
To expand relevant offerings and close gaps, the mapping of all relevant course providers(MOOCs by universities) would be useful to see how to expand the Partnership. Systematic
potential partner mapping is advised, in addition to mapping of those who work with vulnerable
groups. A similar suggestion had been made to address business needs (mapping of the offer).
Free MOOCs are also a resource to tap into, but the question remains whether one needs tobecome a partner to have their resources featured. It was recommended that the Partnershipconsiders reaching out to accredited universities in different parts of the world to diversify the
linguistic offer (e.g., ESCWA had a good experience with Oxford University, Lebanese American
Universities). One additional suggestion was also to look into what a lot of small companies whooffer micro-learning are doing.
Promote the Platform
One specific recommendation to promote the platform would be making videos with or engaging
with public figures/celebrities as champions, e.g. UN Deputy Secretary-General Amina
Mohammed, scholars such as Jeffery Sachs, youth leaders Malala and Greta Thunberg, ormovie stars, etc.

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Annex 1
Evaluation questions:
Relevance●

How relevant is the current course offer to users’ needs?
Among aspects to be addressed are:
Types of users, users’ needs – SDG, subject, type of learning, other – existing or new– and to what extent they are met
Courses/microlearning actually taken after finding them on the Platform (completed ornot)
Gaps in course offerings vis-à-vis users' expectations
Availability of courses in a preferred language
Interest in planned new developments: taking assessments on the platform
Other services that would be appreciated by users
Continued relevance of workstreams●

How relevant is the Platform to existing and potential Partners?
Among aspects to be addressed are:Partners’ needs and expectations vis-à-vis UN SDG:Learn Platform
Partners’ needs and expectations vis-à-vis UN SDG:Learn in general
Why potential Partners are not joining UN SDG:Learn

Effectiveness●How effective is the Platform in enabling user to easily find relevant courses?
Among aspects to be addressed are:Clarity of taxonomies for courses and micro-learning, suggestions
Course descriptions matching course content
Overall usefulness and user-friendliness●How effective is the Platform in enabling users to strengthen SDG competencies, andcontribute to their achievement?
Among aspects to be addressed are:SDG competencies that users want/need to develop
Concrete examples of contributions to SDGs as a result of courses/microlearning
Competences related to policy coherence, LNOB and gender equality●

How effective was the Platform in meeting the learning needs of participants fromcountries the furthest behind and vulnerable population groups?
Among aspects to be addressed are:Share of participants from LDCs, SIDS and fragile states
Does it meet the needs of persons with disabilities?

●

To what extent is the Partnership progressing towards the achievement of theobjectives and targets of the initiative?

Sustainability

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●

Will Partners maintain their level of engagement in UN SDG:Learn beyond 2020?
Among aspects to be addressed are:Most effective ways of promoting the Platform
Effectiveness of social media and platform-related communications
How well does UN SDG:Learn drive traffic to Partners' offerings?
Communication with Secretariat experience
Adequacy of working methods●

How likely are learners to continue using the Platform and recommending it to others?

Coherence●

To what extent does the Platform add value to global and regional capacity
development efforts on SDGs and is duplication avoided?
Among aspects to be addressed are:
Uniqueness of the Platform
Presence of possible duplication●

To what extent does the Partnership foster synergies between Partners?
Among aspects to be addressed are:Relevance/Satisfaction with Working Groups’ deliverables
If led to joint initiatives/products between Partners

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Prosperity

IMPACT STORY
Frontier Technologies for Sustainable
Development: Unlocking Women’s
Entrepreneurship through Artificial
Intelligence in Afghanistan and Iraq

Background
Social entrepreneurship has grown over recent years to offer innovative solutions to development
challenges while promoting the generation of livelihoods. This approach could be of great
importance for countries in special situations, including countries in or emerging from conflict.
UNITAR, , launched the online course Frontier Technologies for Sustainable Development:
Unlocking Women’s Entrepreneurship through Artificial Intelligence in Afghanistan andIraq, to enhance women’s entrepreneurship that contributes to the achievement of the Sustainable
Development Goals (SDGs) and that harnesses frontier technologies, especially Artificial
Intelligence (AI). The course benefitted from a Swedish International Development Cooperation
Agency (Sida) contribution to the UNITAR Strategic Framework Fund.
The programme aimed to uplift women professionals from the public sector, private sector,
academia, media, and civil society organizations in Afghanistan and Iraq with new knowledge,
skills, networks, and attitudes. In order to achieve these objectives, the course included modules
on entrepreneurship and innovation, artificial intelligence and gender equality and women’s
empowerment. A particularity of the programme was its personalized nature. Each participant
was asked to develop a peer-reviewed business plan that addressed a specific development
challenge in their country or region. The participants were assigned in subgroups or “teams”, where
they could exchange ideas on their business plans, under the supervision of one of the
programme’s coaches, who were also Afghan or Iraqi.
The course was delivered over 12 weeks between January and April 2020, and consists of weekly
online sessions. Personnel from Stanford University's Innovation and Entrepreneurship
Programme, and regional experts acted as mentors. In addition, the programme received technicalassistance from Fuji Xerox Co., Ltd., and Amada AI Innovation Laboratory Inc. of Japan.
Out of 35, 28 women between 18 and 40
years old were selected, 13 (46 per cent)from Afghanistan and 15 (54 per cent) from
Iraq. The selection process criteria to
consider were professional background,motivation, being related to an area ofentrepreneurship, SME development, or
frontier technology and innovation; andhuman resource development role inspecific areas of professional responsibility

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Course learning objectives:•••

Recognizing the tools for innovation that everyorganization needs to succeed.
Developing innovation skills customized to fit
professional and organizational needs.
Developing a personalized business plan
combining current research on AI and
entrepreneurshiptoaddressdevelopment
challenges.

inaddressing
sustainable
development.
Furthermore,participants needed to secure theirjob
supervisor’s
supportandcommitment to participate in the
training.

All participants expressed overallsatisfaction with the course, found it
to be overall useful and intended touse the knowledge. Moreover, 82 percent participants indicated that the information was new and 75 per cent that it was relevant to theirjobs.
In this Impact Story, we review the results from course participants (and share the stories on themost significant changes to three of them. You can also read related news stories on Tamana
and Madina and many more.

242

Learning objectives and application of knowledge and skills
For this Impact Story we conducted an online survey to understand the changes in behavior ofparticipants seven months after the course. We received feedback from 15 participants (out of 28),
representing a response rate of 54 per cent. Most of the survey respondents had a background ineither entrpreneurship or project development (47 per cent), or in the technological field (53 percent), and 24 per cent (equivalent to 4 participants) in both of them. Our in-depth interviews also
confirmed that one of the motivations to enroll in the course was to complement their professional
backgrounds, gaining knowledge in the area that they were not experienced in or strengthen what
they already knew but from a different perspective.
Figure 1: Have you applied or transferred any of the following knowledge/skills toyour work?
Yes

No

Not applicable

Develop a business plan with Artificial
Intelligence/innovation component toaddress development challenges in yourcontext

132

Propose innovation solutions according to
the needs of your workplace or context

13

1 1

Identify/Recognize the tools of innovationneeded for the success of an organization

1

14
0%

20%

40%

60%

80%

attributed more than 25 percent of the transfer to the course.

100%

Overall, the application ofknowledge
andskillsacquired in the course to theworkplace was high (87 pecent), except for one of theparticipants
who
wasunemployed at the momentof the survey. Moroever, alloftheparticipantsconsidered that the transfer
of knowledge and skills to
the workplace was aconsequence of the course,
and at least 93 per centHowever, the survey results suggest that “direct” application of the technical knwoledge/skills wasless common, especially for those working with technology. When we asked the participants how
they have applied the knowledge and skills in their workplace, the examples were related tochanges in their understanding about business design notions and the importance of innovative
solutions, or attempts at starting their business plans (that most of them have not been able toimplement). Besides two of the participants who have now become coaches for future UNITAR
courses, only two others have created marketing strategies for their organizations.
The main challenge for transferring knowledge from the course was the lack of an enabling
environment or process support. Thus, support in the workplace is not only important forcompleting the course but for applying the knowledge after it. On the other hand, the mostimportant enabling factors were confidence, having the opportunity to apply knwoledge and skills,
and the importance of the knowledge to job success, respectively. In fact, the participants indicateda confidence of applying the knowledge above 86 per cent for all of the learning objectives. The
above mentioned highlights the importance of support at work in the success of knowledge
application beyond initial supervisor support at the registration.
Regarding business plan development, one of the participants confirmed to have succesfully
implemented her business plan, and 80 per cent indicated that work on their project business plans
was continuing after the course, but they have faced many challenges implementing them. As
expected, the COVID-19 pandemic was one of the most common reasons for not being able toimplement their plans. Other challenges limiting the implementation of the plans are the lack offunds for the initial investment (seed capital) and lack of time due to work or studies. Figure 3
illustrates these challenges.

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Figure 2: Did you continue working on your individual business
plan?
13%

Figure 3. Main challenges for implementing thebusiness plan
Lack of fund/ Initial investment

7%

43%

I continue working on
it and implemented it
I have worked on it
but not implemented ityet
I did not continue
working on it

COVID-19/Lockdown
36%
Lack of time for work/study
21%
Security in the country
14%
Gain more technical knowledge in AI
7%80%
Searching for the exact problem to solve

7%

While the business plans tackled development challenges and connected solutions to the
SDGs in their environments, especially incorporating barriers faced mostly by women, mostof the plans did not incorporate innovation and technology elements in their designs.

Business plan developed by the participants244

Ms. Sara Mustafa
Computer Engineer
An AI and data science future for Iraq

We had the opportunity to talk with Ms. Sara Mustafa who works as an integration engineer in atelecommunications company in Iraq. She believes that AI might be the future for the telecom
sector in Iraq, and she would like to contribute to the growth of AI and data science in her country.
Sara has had this wish for a long time but was lacking the entrepreneurship knowledge to lead a
project and the opportunities to innovate inside her workplace. When she learned about the
UNITAR course through social media, she decided to apply as it addressed her needs at thatmoment.
Sara found the course’s webinars very informative and interactive. During the course she wasreally immersed and compromised, mainly because of the motivation and support of the
programme coordinators throughout the process. The coaches were more difficult to reachbecause they had other responsibilities outside the course and needed to attend to all the teams’
participants.
Creating a business plan was a great opportunity for Sara to study as much as she could and build
relationships with other entrepreneurs in Iraq. She now feels very confident to join webinars
and other events related to entrepreneurship and share her ideas about the topic.
Understanding the technical business reports at work is now easier for her. She can now
understand better what is behind the numbers and how to interpret margins, profits, and otherbusiness terms. The course also changed her perspectives on the future andwhat she would liketo do in the next years. AI and data science is something she definitely wants to explore further.
Although the course only had one introductory session on AI, it motivated Sara to continue building
her knowledge on AI and data science. While studying her degree in computer sciences, she tooka few classes on AI and robotics, but as the field is advancing at a fast pace, continuous learningis needed. For Sara, the more you study the topic, the more encouraged you feel to automatize
your daily tasks. For example, after the course she started to automatize some of her dailytasks at work that allowed her to become more efficient and to complete tasks that usually
took her 3 hours in just 15 minutes. This included for example writing scripts to finding files moreeasily. This also increased her motiviation at work. While Sara received support from hersupervisors to apply for the training, changing fundamental approaches at work by including moreinnovative AI and machine-learning techniques require a lot of preparation, testing and risk
analysis and do not permit her to apply her skills in the short term at her current work.
Her business plan was, of course, related to data science and AI. It is about a mobile applicationthat helps people to get personalized mental health attention in English and Arabic using machinelearning for it. As accessing in-person professional psychological attention is difficult where she
lives due to the high levels of stigma (people do not want to be seen at hospitals) and the short
supply of specialists, Sara had the idea to create an app where people could get treatment in their245

own privacies and in their local languages. After the course, she has continued working in her idea
but has not yet implemented it, with the main challenges being online banking restrictions, lack ofadditional personnel to support the app development, and cultural issues such as lack ofconfidence to share personal data.
In the long-term, Sara aspires to become a leader in AI and hopes that one day she will take theinitiative and be able to educate and involve more people in AI, especially youth. She believes
many local development challenges can be solved by using AI, it is time for them to conduct
research on how to use AI and data science and try to go forward to solving their problems. As anext step, Sara is thinking on applying to a master’s degree in data science and use this potential
knowledge to implement her project.

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Ms. Atiqa Mirzayee
M&E Officer – Aga Khan Foundation
Entrepreneurship and gender equality for local
development projects in Afghanistan

Development projects were not new to Atiqa, whose work concentrates on monitoring andevaluating programmes focusing on agriculture, economic inclusion and civil society. In a practicalmanner, the organization she works for also includes the notions of gender equality in its work,
trying to involve women in communal activities to the largest extent possible and contribute to
women empowerment (for both, the beneficiaries and the staff). Atiqa, however, had never taken
a formal course on entrepreneurship or in women empowerment. Being aware that this knowledge
could benefit their daily work, the organization she works for encouraged their employees toparticipate in the UNITAR course. Her supervisors were also enthusiastic that their employees
could obtain a certificate. When Atiqa read the title “Entrepreneurship for women” she did not haveany doubts about applying, as the topic was new to her. She considers that her supervisors’
support was crucial to completing the course.
Atiqa is passionate about learning new things, and the UNITAR course was no exception. As she
does not work on Fridays and Saturdays (weekend days in Afghanistan), she devoted these twodays to attend the weekly sessions complete the course readings and work on her business plan.
Atiqa found that the course helped her to gain experience in entrepreneurship and gender equality,that she can now apply theme to her work. Part of Atiqa’s duties is to introduce and explain the
projects to the beneficiaries: what are the projects about, their potential benefits, the activities tobe developed, and level of involvement needed from the participants. When going to the field, forexample, she can explain the projects better and has used the knowledge on gendermainstreaming to explain to women about women’s rights, the right to work, women’s
participation in society and community, and how they could earn an income by themselves
and become more independent. Atiqa told us that many women in Afghanistan are excluded
from social life, but this is changing and she wants to contribute to this change.
Given the good atmosphere at her workplace, Atiqa has shared some of her new knowledge withher colleagues. In fact, Atiqa developed her business plan idea with a colleague who was working
in Balochi handicraft as part of the projects in the division for economic inclusion, and received
advice from her manager as well. In Afghanistan, Balochi women have the ability to makehandicrafts and this is part of their identity, as portrayed in the picture below). Atiqa’s project
consists of finding a market to sell the handicrafts at a good price in Afghanistan or foreigncountries. Even though the project was not related to AI, she chose it for its potential. Working on
the handicrafts would keep women busy, give them the possibility to work at home, and allow themto earn an income. They could also share their skills with other women, especially to those whoare illiterate or cannot go to school but they could still generate gains. Unfortunately, the COVID19 pandemic prevented her from continuing with the project.
The support she received from the course coaches greatly helped Atiqa eleaborate her businessplan. The participants in her team had a WhatsApp group, where they could share ideas and with
their coach or communicate via email. For Atiqa this was highly beneficial, as most of the teammembers were entrepreneurs, and she could learn a lot from them. Atiqa says she is very thankful

247

with UNITAR for giving her the chance of participating in a programme directed to women. She
hopes she can discuss ideas with other entrepreneurs from different countries in the future.

248

Ms. Raniya Sarra
Master Student of Computer Engineering
Foreseeing women in technology in Iraq

Raniya Sarra lives in Baghdad, Iraq. Her interest in entrepreneurship started when seeing it
develop in her community as people started to head to this field to improve their economic
conditions. This is why she had taken two courses and volunteered in projects related toleadership, project management, and innovation even before the UNITAR programme. Theseexperiences impacted her a lot, and Raniya decided to combine it with her professional experience
as a computer engineer. This was her main motivation to enroll in the UNITAR course, which she
found thanks to a friend’s Facebook post.
Raniya has a strong background in technology and already knew about AI. She specializes in
information technology, worked on web development and graphic design for five years and was
also a university lab instructor before she decided to start a master’s degree. While the course’s
AI session was understandably very introductory for her, she appreciated the quality of theentrepreneurship-related modules facilitated by the Stanford team, and the modules on genderequality. Before the course, she was not that familiar with the concepts of gender equality andempowerment, the SDGs, and how to contribute to the SDGs when developing a project. Raniya
also valued the course’s methodology and in particular the usefulness of the assignments, thepeer-review of the business plan, and the group teamwork, where participants could combine
experiences for their business plan development.
The course changed how Raniya thinks when looking for solutions to challenges. Before
the course, the solutions she offered were not always applicable, but now she can use the tools
provided in the course. It also changes her mindset even in simple tasks that she can use at workand for her studies, as creating daily or monthly schedules. She feels that she is now betterorganized and using her time more efficiently.
Raniya’s experience as a university instructor helped her set the problem statement for thebusiness plan. Raniya realized that many skilled graduated students could not find job
opportunities because there was a disconnection between job seekers and suppliers. She also
found that this was still more common for women, who usually have fewer networks and then,opportunities to get a job. Using the five-steps of design thinking methodology 1 she learned
about in the course and video and other material from the course, she developed a plan for
an application that connects recent graduate students and organizations looking forworkers, with a gender component. Her coach was of great help during the development of herplan and advised her to start small in the beginning. Continuing the plan was difficult, nevertheless,since she still needs to have the right team to implement the idea which is very technical. Moreover,other deterring factors include limitation with the initial investment, and time constraints,
considering that she has started a master programme and creating a mock-up requires a lot oftime.
Currently, Raniya is completely devoted to her master studies in computer engineering andalthough she is not volunteering anymore, she believes in the power of giving back to the
1 Five steps of design thinking methodology: i) empathizing to gain better understanding; ii) defining the problem; iii) brainstorming
solutions; iv) prototyping the best solution; and v) testing the prototype and getting feedback.

249

community and engaging in small acts to improve the society she lives in. After her graduate
studies, she would like to continue pursuing the business plan idea to contribute to employment
generation. Raniya has applied for scholarships to study data science abroad and gain the required
knowledge to continue her project. As an alternative plan she expressed the possibility ofcontinuing her higher education and start a PhD after her studies to eventually become a professor
in data science or leading a business. A motivation that led Raniya to become involved intechnology is the few women in leading positions, even though there are female professors
and students in the field. She would like to see more women leading the technology andinnovation area in her country.

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Conclusion
The course was effective to generate knowledge and skills that could be applied to innovative
solutions of local needs and challenges following rigorous methodologies. It also helped toreinforce and complement the participant’s expertise on entrepreneurship and new technologies.
The coordinators’ support and the course design (creation of teams and peer-review methodology)
were important elements for an adequate generation of knowledge.
The gender equality component was relevant in the creation of the individual business plans, andin some cases, it was incorporated to the participants’ day-to-day work experiences.
The application of knowledge and skills within the participants’ workplace has been more difficult,however, mostly due to the lack of support and structures within the workplace. Nevertheless, theparticipants indicated some changes in their daily work, and in their personal lifes. They also haveshown themselves more motivated and committed to continue learning and use the acquired skills
to implement their long-term goals.
Some initial seed funding or continued follow-up with participants after the course might help
participants to implement their business plans, which have been affected by the current unstableenvironment, and consequently lead to real changes.

_____________________________________________________________________________
This activity is supported with funding allocated from the Swedish International Development
Agency’s (Sida) contribution to the UNITAR Strategic Framework Fund. UNITAR is grateful to Sida
and other contributors for supporting the SFF. The SFF was established by the UNITAR Board ofTrustees in 2018 to support projects and activities that respond to needs of developing countries
and in particular the least developed countries, African countries, the small island developing
States and countries in and emerging from conflict, in order to strengthen capacities to achieve theSustainable Development Goals (SDGs).

251

Strategic
Framework
Fund

Annex 4
Long reports referenced in Annex 3252

Pilot Project on theDevelopment of a Digital
Solution for Young African
Women Mediators
Outcome Report
REFERENCE NUMBER
02 October 2020 Geneva, Switzerland

253

1. Background and rationale
As formally recognized by the groundbreaking UN Security Council Resolution 1325 (UNSCR 1325),
sustainable peace is more likely to be achieved when women and girls are empowered to meaningfully
take part in peace process at all levels and in all capacities. Yet, despite several global commitments
to increase the representation and participation of women in mediation and peacebuilding processes,
women and girls' contribution to peace is often rendered invisible due to limited and inadequate support
for their work. While the numbers show that women are still severely underrepresented in formal efforts
aimed at building and sustaining peace, in many cases, women already act as mediators in their directenvironments, without having access to the tools needed to support their mediation and peacebuilding
efforts. Additionally, the novel virus Covid-19 and the measures deemed necessary to control its
spread have significantly exacerbated the challenges faced by women mediators and peacebuilders at
the grassroots. In fact, the global pandemic has brought to light the urgent need to harvest digital
innovation in support of women and girls’ contributions to peace to meaningfully contribute to theirenhanced participation in peace process from grassroots to global levels and ensure scalability.
Aware of such challenges and with the generous support of the State of Qatar, UNITAR conducted apilot project aimed at identifying innovative ways to leverage digital innovation in support of womenand girls' contributions to peace. The pilot project was particularly designed to investigate the specificmediation and peacebuilding challenges that young African women mediators face in building andsustaining peace in their communities and propose innovative digital solutions that could best support
their work. The pilot phase was conducted in collaboration with 4 African youth peacebuilding networks,
namely; the Pan-African Youth Union, the Junior Chamber International (JCI) Africa and Middle East,
the Commonwealth Youth Peace Ambassadors Network (CYPAN), and the Cameroon YouthMediators Network – which actively took part in all phases of the project and provided meaningful
insights and ideas throughout the process.
This innovative initiative is driven by the 20th anniversary of UNSCR 1325 and in line with several global
and continental frameworks, including the African Union (AU) Digital Transformation Strategy (20202030) and the AU Agenda 2063. Also, the project is in line with UNITAR’s cross-cutting priority on
Women’s Empowerment in Fragile Contexts – recognising the synergies between SDG 5(Gender Equality); SDG 16 (Peace, Justice and Strong Institutions); and SDG 17 (Partnerships for
the Goals). Furthermore, the project adopted a human-centred and innovative design methodology that
not only sought to place the needs of beneficiaries at the core of all efforts geared towards the full
implementation of the project, but also enable enhanced collaboration among youth mediation andpeacebuilding networks on the African continent.

2. Overview
Conducted from 03rd June to 09th September 2020, the present document reports on a pilot project
conducted by UNITAR with the generous support of the state of Qatar and in direct collaboration with
4 youth peacebuilding networks from the African continent. The project successfully achieved its key
expected outcomes, namely:•••

Enhanced understanding of the challenges facing young African women mediators in theirefforts to build and sustain peace in their communities.
Provision of an innovative digital solution that could be developed to meaningfully support
the mediation and peacebuilding efforts of young African women mediators.
Development of rapid prototypes of the proposed digital solution in view of its subsequent
technical design and implementation.

3. Implementation methodology
In light of the challenges resulting from COVID-19 restrictions, the pilot project adopted an innovative
design and implementation methodology mainly consisting of online-based activities andconsultations. As such, the project resorted to the following implementation methodology:
1. Conduct an inclusive needs assessment composed of an online survey and the facilitationof focus groups sessions with nominated youth focal points from across the African continent254

to investigate the challenges facing young African women mediators in their efforts for peace
as well as the opportunities of developing a digital solution aimed at supporting their work at
the grassroots.
2. Lead an internal online prioritization exercise aimed at proposing an innovative digitalsolution in support of young African mediators based on the outcomes of the inclusive needs
assessment.
3. Organize a series of online design thinking workshops with the support of African youth
peacebuilding networks to generate innovative ideas as well as rapid prototypes of the
proposed digital solution.

4. Indicators of achievements
a. Enhanced understanding of the challenges and needs of young African women
mediators
From June to July 2020, as a first step of the pilot project, UNITAR conducted an inclusive needs
assessment with 46 (76% female and 24% male) nominated youth focal points from 22 Africancountries. The overarching aim of this inclusive need assessment - conducted through questionnaires
and online focus groups was to obtain a more refined definition of the challenges faced by young
African women working in mediation and peacebuilding on a day to day basis and subsequently identify
areas in which a digital solution could make a positive impact. The following paragraph provides asummary of the main outcomes of the needs assessment.
•

Continentwide and cross-functional collaborative culture around mediation andpeacebuilding: The needs assessment identified a significant lack of cooperation andcollaboration among stakeholders taking part in or influenced by mediation process at thegrassroots as well as a relatively low level of local ownership over the mediation andpeacebuilding processes. Furthermore, the process revealed a strong desire of beneficiaries tobreak isolation and connect with other young women mediators as well as relevant stakeholders
from across the African continent to enhance both collective and individual knowledge and skills
on mediation and peacebuilding.

•

Limited knowledge and skills on mediation and peacebuilding topics: The need tostrengthen the knowledge and skills of young African women mediators was identified as across-cutting theme of the needs assessment. According to participants, although women are
actively involved in mediation and peacebuilding in their communities, they often lack theneeded knowledge and skills to successfully conduct their activities at the grassroots. Key
identified knowledge and skills gap primarily relate to core peacebuilding and mediation topics
as well as those pertaining to stakeholder’s engagement, gender-specific topics, and advocacy
strategies, among others. A knowledge and skills gap were also identified as crucial in
supporting the younger generation of women mediators which are often eager to build peacein their communities but lack the necessary tools and guidance to bring their passion for peace
into development.

•

Low digital literacy and disproportionate access to internet connectivity/digital devices:
The issues of digital literacy and digital divide and that of access to digital devices was raised
several times by participants of the needs assessment as key challenges faced by young
African women mediators at the grassroots. Yet, all participants agreed upon the need toleverage new information and communication technologies to elevate the amazing work thatmany young African women mediators do to build and sustain peace in their communities.
Perhaps building on social media features, offline access and the relatively wide usage ofsmartphones. Implementing such efforts were perceived both as a highly
strategic empowerment tool for women mediators and innovative for it could play an importantrole in mobilizing youth and large audiences for peace.

•

Gender- specific challenges to mediation and peacebuilding at the grassroots: The
issues of stigmatisation and violence endured by women mediators were underlying themes of
the needs assessment. In fact, a number of participants argued that even though women are
naturally more equipped to be good mediators, local practices and norms significantly limits
their contributions to peace. The issue of Sexual and Gender Based Violence was also255mentioned several times as key impediments. These findings stress the importance of including
a gender sensitive and women empowerment approach in supporting the work of young African
women mediators. Furthermore, it highlights the need for a safe space where women mediators
can freely express their problems and find solutions.

b. Proposed digital solution for young African women mediators
Following the inclusive needs assessment conducted from June to July 2020, a thorough analysis of
key findings and prioritization exercise was conducted as an internal process to suggest thedevelopment of innovative digital solution in support of young African mediators. This process
made ever clearer that all meaningful efforts geared towards supporting young African women
mediators needed to be holistic and sustainable over time. As such, the proposed digital solution will
adopt a three-pillar approach which includes the following main components:i.

The establishment of an online community of practice for young African women
mediators

The first component consists in the design and implementation of an online community of practice(CoP). Such a platform will enable the connection of mediators with specialists, experts, networks,
partners, stakeholders and other mediators, whether from grassroots to managerial level or from local
to transnational level. This will provide a safe space for the mediators who will be able to learn informally
about mediation practices, methodology, attitudes, as well as expand their digital skills.
Enhanced capacity and capacity development offerings on mediation andpeacebuilding for young African women mediatorsii.

The second component of the solution will focus on enhancing the provision of learning offers aimed atdeveloping the skills, knowledge, and attitudes of young African women. UNITAR proposes toimplement this outcome through the design and development of online self-paced courses, massive
open online courses (MOOC), small private online courses (SPOC), video learning or any other relevant
online training methods. Furthermore, targeted face-to-face trainings and trainings of trainer on
mediation and peacebuilding could be designed and implemented for the benefit of young African
women mediators to ensure scalability and meaningful support to all identified beneficiaries.
Greater digital innovation on mediation and peacebuilding in support of young
African women mediatorsiii.

The third component relates the enhancement of digital innovations on mediation and peacebuilding toaddress specific challenges that young African women mediators face at the grassroots. Focusing on
issues of digital literacy and digital divide, this component of the digital solution will contribute toenhance the digital access of young African women mediators. This is mainly to facilitate access andsustain engagements with the proposed digital solutions, which in turn will greatly advance to mediationand peacebuilding efforts of young African women mediators. UNITAR foresees the organisation of a
hackathon to generate technical solutions in furtherance of this key component of the digital solution.

c. Development of rapid prototypes of the proposed digital solution
for young African women mediators

In line with the proposed digital solution, a series of online design thinking workshops was held on 8th,
9th and 11th September 2020 to generate innovative ideas and rapid prototypes of the digital solution.
This highly interactive and innovative phase of the project was conducted in collaboration with
4 African youth peacebuilding networks which provide innovative ideas and protypes of the digitalsolution. It is worth mentioning that this phase of the project mainly focused on providing rapid
prototypes of the first component of the proposed digital solution – Establishment of an online
community of practice (CoP) for young African women mediators. Furthermore, a PowerPoint document(to be considered as annex 3 of the present report) provides a visual representation of the generated
prototypes.
i.

Generated ideas and rapid prototypes

The online design thinking workshops mainly consisted of highly interactive and innovative activities
aimed at (1) building empathy with end users of the online CoP, (2) identifying design challenges basedon the key needs and interests of the end users, (3) generating innovative solutions to address theidentified design challenges, (4) creating low-fidelity prototypes of the generated solutions. The

256

generated prototypes each focuses on addressing a specific need and interest of the end user of theonline CoP. Key among them relate to a need to provide a safe space for young end users to freely
express themselves and engage in meaningful conversations with their peers; a need to include offlinefeatures in the application to facilitate access to all beneficiaries, as well as a need to develop a platform
which engages a vast target audience from across cultures, languages, geographical region, level of
education, digital literacy, and digital access.
As a result, a number of innovative ideas and prototypes were generated by participants which include
among others:• The development of fun games, serious games or gamification features in the online
CoP to enhance engagement of beneficiaries and support the participation of younger
generations in peace processes at the grassroots;• The development of a mood board to track the mental state and adjust psychosocial
support through the online CoP;• The possibility to animate a character who can help to teach end users, especially
young ones through the online CoP;• The implementation of an online CoP oriented towards the regular use of art, games,
and music to support the acquisition of knowledge, skills, and attitudes of beneficiaries;•ii.

The frequent organisation of mediation and peacebuilding challenges for beneficiaries
through the online CoP for the meaningful advancement of UNSCR 1325 andsubsequent resolutions.
Key outcomes of the online design thinking workshops

The creation of rapid prototypes aimed to move the proposed digital solution from abstract ideas totangible products that could be further refined and developed. Upon close examination of the generated
prototypes, it appears that the digital solution could adopt a process, through which the end users
would first:• Create a profile and choose an avatar before entering the online CoP;•••

Access a shared space where they would learn some basic knowledge and skills
on mediation through serious games, videos, podcasts, documentaries and quizzes.
The gamified features of the online CoP would then allow the beneficiaries to upgrade theiravatar through a bonification system (suits and amors, strengths and virtues, unlocked
items, new objectives, etc.);
Following each upgrade, beneficiaries will participate in a number of challenges aimed atenabling them to gradually endorse facilitation roles and duties, as well as enabling accessto fun and interactive capacity development tools on mediation and peacebuilding.

Although the online design-thinking workshops provided several innovative ideas and rapid prototypesof the proposed digital solution, there is need to confront the generated outcomes withframeworks guiding the design principles of the suggested digital solution. UNITAR therefore envisions
to develop a digital solution that best represents the ideas and rapid protypes generated in the frameof this pilot project, while aligning with technical guiding principles and procedures pertaining to thedesign and implementation of the proposed digital solution.

5. Final recommendation and potential next steps
The present pilot project provided great insights on ways to harness digital innovation in support ofyoung African women mediators – which have been briefly outlined above. As a direct recommendationof this pilot phase, UNITAR proposes establishing strategic partnerships with institutions, networks, andindividuals who seek to collaborate in furtherance of the implementation of this ground-breaking project.
Bringing this pilot project into full development will truly contribute to the enhanced knowledge, skills,
and attitudes of young African women mediators. Furthermore, the project presents great opportunities
to increase the digital literacy and digital access of both direct and indirect beneficiaries. Following thispilot phase, possible next steps include consolidating UNITAR’s proposal through the technical designand development of an online CoP for young African women mediators as well as the development oftargeted learning offers on mediation and peacebuilding in support of women mediators andpeacebuilders from the African continent.

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REPORT OF THE 2020 UNITAR FELLOWSHIP PROGRAMME IN
PEACEMAKING AND PREVENTIVE DIPLOMACY
Conducted Live and Online
9 - 20 November 2020
Peacemaking and Conflict Prevention Programme

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Table of Contents
Report of the 2020 UNITAR Fellowship Programme in Peacemaking and Preventive
Diplomacy
Page
Executive Summary

1

Introduction and Background3

Objectives of the Training Programme

4

Methodologies and Content of the Training Programme

6

Evaluation of the Training Programme

8

Conclusions and Recommendations

8

Appendix I:

List of Participants

10

Appendix II:

Programme Schedule

16

Appendix III: Background Reading List

24

Appendix IV: Programme Evaluation

29

Appendix V:

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REPORT OF THE 2020 UNITAR FELLOWSHIP PROGRAMME
IN PEACEMAKING AND PREVENTIVE DIPLOMACYExecutive Summary
The Fellowship Programme in Peacemaking and Preventive Diplomacy is the only
programme within the UN system to provide training in preventive diplomacy andpeacemaking. It offers advanced training to staff from the substantive departments, agencies
and peace missions of the United Nations, staff from regional organizations, and diplomatic
staff from foreign ministries. The 2020 Programme was held from 9 – 20 November and was
conducted live and online due to the pandemic situation. Forty-one mid and senior-level
Fellows from around the world were carefully selected to participate in the programme
including 3 Ambassadors (Afghanistan, Costa Rica, AU), and senior diplomats including
Deputy Permanent Represetatives, and Counselors in charge of mediation, and crisis
prevention, among other areas, senior representatives of regional organizations, UN
Headquarters, peace mission and OHCHR and UNHCHR senior staff working in CAR,
Darfur, Iraq, Liberia, Libya, South Sudan, Ukraine and Yemen. A number of expert resource
persons from both academic and applied settings, including from the highest levels of theUnited Nations, provided training to participants in conflict analysis, negotiation andmediation.
Since its inception in 1993, the Fellowship Programme has been held annually andhas now provided intensive training to 1003 senior and mid-level UN staff, regionalorganization staff and diplomats from around the world. During this time, the programme has
gained a reputation for excellence, as reflected in the ever-increasing number of high quality
applications. The Report of the UN Secretary-General on enhancing mediation and its
support activities1 explicitly refers to the programme. Considerable experience has also been
gained in appropriately tailoring training to the particular needs of this diverse group of

1

S/2009/189.
1
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officials. Each year positive evaluations by participants demonstrate the programme's
success in this endeavor (see Appendix IV). As an autonomous organization of the United
Nations, UNITAR receives no funding from the UN's regular budget. Funding for bothprogramme and staff costs must therefore be raised on the basis of Special Purpose Grants
from governments and foundations.
Funding for the Fellowship Programme has been received in the past from thefollowing sources:•

The Australian Department of Foreign Affairs and Trade•

The Federal Ministry for Foreign Affairs of Austria•

The Canadian Department of Foreign Affairs and International Trade•

The Carnegie Corporation of New York•

The Ministry of Foreign Affairs of Cyprus•

The Federal Foreign Office of Germany•

The William and Flora Hewlett Foundation•

The McKnight Foundation•

The Minister for Development Cooperation of the Netherlands•

The Royal Norwegian Ministry of Foreign Affairs•

The Ministry for Foreign Affairs of Sweden•

The Federal Department of Foreign Affairs of Switzerland•

The Department for International Development of the United Kingdom•

The Foreign and Commonwealth Office of the United Kingdom•

The United States Institute of Peace

Funding for the 2020 Fellowship Programme was received from:•The Ministry for Foreign Affairs of Finland•

The Royal Norwegian Ministry of Foreign Affairs

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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy•

The Swedish International Development Agency

UNITAR is very grateful for these contributions. Continuing support is needed to maintainthis unique and much-needed programme.

Introduction and Background
With the increased demands on the United Nations and regional organizations in thearea of conflict prevention and peacemaking since the end of the cold war, and with thenumber of people killed in armed conflict rising tenfold since 2005, the staff of theseorganizations have to grapple with a wide range of increasingly complex conflicts, contexts
and changing dynamics. This work has been compounded by the particular challenges
brought about by the pandemic and its exacerbation of inequalities, grievances andheightening of conflict dynamics in fragile settings. Managing such problems requires an indepth understanding of conflict and a broad repertoire of problem-solving skills. Preventive
diplomacy also involves the ability to track and analyze disputes and to offer skilledintervention before such tensions escalate into armed conflict. Diplomats making decisions
within the UN system must be fully aware of the range of options open to the Organizationand have a good understanding of the causes of conflict if they are to make wise decisions
about particular cases, as well as the Organization's future direction in terms of providing
additional resources for conflict prevention and resolution. To meet these many and varied
challenges, the United Nations and the international community need individuals who are
well-versed in the issues and skills involved in preventing and resolving conflict.
Although there has been a marked increase in knowledge about problem-solving
methods of conflict resolution in recent years in academic settings, it is remarkable how littleof this knowledge has been incorporated into the everyday practice of international relations.
Indeed, many practitioners operating in this field are totally unaware of the existence of thisbody of knowledge. Within the United Nations, regional organizations and the Foreign
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Ministries of most of their Member States, there is virtually no systematic training for those
who are dealing with conflict situations on a daily basis. International civil servants anddiplomats are simply expected to know what to do or left to acquire knowledge and skills
through observation of others or trial and error.

Objectives
The major goal of the Fellowship Programme is to address the needs of the United
Nations, regional organizations, and governments for training in this area and to provide a
better understanding of what causes conflict and how to prevent and resolve it in asustainable manner. The UN Secretary-General has identified conflict prevention as the top
priority for the Organization. The Fellowship Programme provides participants with the latest
knowledge and skills in this field. The specific objectives of the programme are to:•provide an understanding of the "root causes" of conflict;•increase appreciation of the need to understand disputes within their unique cultural,
historical and political context;•

introduce problem-solving methods of negotiation and mediation;•

assist participants in structuring negotiation and mediation to be maximally effective;•

expand participants' repertoire of skills, methods and techniques;•

help participants identify and overcome obstacles to negotiation and mediation;•

promote creativity and innovation in the dispute resolution process;•enhance awareness of the cost-effectiveness of different approaches to disputes.

The UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy is aimed
at those senior and middle level individuals who are working in or with internationalorganizations in a capacity related to preventing and effectively addressing conflict, and who
have the greatest need for such knowledge and skills. Remarkably, no other training
programme of this type targets this particular audience or has been developed within thehistory of the United Nations.
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To invite the nomination of senior and mid-level diplomats and officials responsible forpeacemaking and conflict prevention, brochures for the Fellowship Programme, as well as
application and nomination forms are sent out at the beginning of each calendar year to theUnited Nations staff, Member States and regional organizations as described below. Within
the United Nations, invitations are extended to the relevant Under-Secretaries-General tonominate the most suitable candidates from the following Departments:•

Executive Office of the UN Secretary-General•

Department of Political and Peacebuilding Affairs•

Department of Peace Operations•

Office for the Coordination of Humanitarian Affairs•

Office of Legal Affairs•

Office of the UN High Commissioner for Refugees•

Office of the UN High Commissioner for Human Rights•

UN Peacebuilding Support Assistant Secretary-General
While there was some initial skepticism within the UN about whether such training

would be useful, this disappeared after the success of the first Fellowship Programme. UN
Departments are now eager to send their staff, with stiff competition for the limited number of
nominations each year. In fact, UN staff have reported that the opportunity to participate in
the Fellowship Programme is now viewed as a reward for excellence within the system.
Diplomats are selected by sending brochures to all Member States of the UN in both
New York and Geneva and governments are invited to nominate staff from their missions orfrom their Foreign Ministries.
In 2020, the nomination of 90 recommended senior and mid-level candidates wasreceived for the 40 places in the programme. After careful study of the applications, selection
is made on the basis of relevance of the programme to the candidate's work. Preference isalso given to more senior applicants, since it is understood that they will have more influence

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on policy development in their Ministries. Further, efforts are made to ensure regional andgender balance. Regrettably, however, many highly-qualified applicants have to be turned
away. A list of participants for the 2020 programme may be found in Appendix I.

Methodology and Content of the Training Programme
Although the programme retains a few core staff from year to year, each Fellowship
Programme is unique in terms of both resource persons and content, focusing on the latest
knowledge and issues and using the latest conflict situations as a means of studying conflict
prevention and resolution.
Each year, the Fellowship Programme brings together both scholars and practitioners
to build a bridge between the two groups and to help participants see the benefits of learningfrom both. The coordinator works with each of the resource persons to plan their sessions sothat there will be continuity in the programme. The programme is carefully sequenced tomaximize learning and contains the following components:
Conceptual Background: Understanding and Analyzing International Conflict and Its
Resolution: Participants are provided with a comprehensive framework for understanding
how disputes begin, escalate and are resolved. This includes a systematic overview of thenature and causes of conflict, different types of conflict, the process of conflict escalation, thevarious transformations that occur during escalation as well as the process of de-escalation.
Different types of negotiation and mediation are also reviewed. Particular attention is given to
the early detection of disputes and to the types of information required to provide soundpolitical analysis and options for conflict prevention. The UN's ability to function as a disputesettlement system and the limitations and constraints of the international system, as it iscurrently constructed, are also discussed.
Case Studies: Applying Conflict Resolution in International Conflicts: Each year,
case situations are discussed by a senior UN official who has been directly involved inresolution efforts. The review of situations by those who have been actively involved in
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facilitation and mediation efforts provides a way for the more theoretical issues discussed in
the earlier sessions to be brought to life and discussed in different contexts.
Skills Training - Practicing International Conflict Resolution: This part of the
programme is designed to build on the conceptual framework described above and toprovide hands-on practice in the skills needed to carry out effective preventive diplomacy andpeacemaking. Negotiation skills are normally practiced over a several-day period, throughexercises, simulations, role-playing and feedback. Fellows learn about and practice skills
needed for negotiation, including listening and summarizing; identifying issues, interests andpositions; creating and combining options; searching for principles or precedents upon which
to base solutions; controlling emotions; and managing unfair negotiating tactics. These arefollowed by de-briefing segments. Finding appropriate exercises for this group has not beeneasy. Many of those available have simply not been suitable. As a result, exercises havebeen altered or tailored for the programme each year, with progressively better results. We
have now found an exercise which mirrors many of today's conflicts and which participants
found particularly useful and relevant.
Fellows are also given training in third party mediation. Through role-playing,participants learn how to set procedural rules; how to enhance cooperation and trust; how todetermine interests and create and package innovative solutions; how to maintain control
over the proceedings and draft agreements. Mediation exercises typically begin with adetailed case study which is then used as the basis for setting up an extensive real-life
mediation exercise. Participants have reported that this is an excellent way of learning.
Fellows are divided into four groups, with some participants acting as mediators andothers as disputing parties in the conflict. Each group works through the mediation process
over a several day period. A resource person observes each group and provides feedback
as required. The 2020 programme schedule may be found in Appendix II.
Readings are based on the recommendations of resource persons or selected by thecoordinator. Additional readings are also provided during the course. As well, an extensive
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bibliography is updated each year and provided to all participants. A copy of the reading list
can be found in Appendix III and the bibliography, in Appendix V.

Evaluation of the Training Programme
An anonymous evaluation is carried out at the end of the programme. In particular,
ideas for improving the following year's programme are sought. Excellent feedback has been
received on the programme, which indicated Fellows’ satisfaction with both the content, andthe relevance and usefulness of the methodologies and cases. Several Fellows stated thiswas the best training programme they participated in during their entire careers. Suggestions
for future cases, speakers and topics are also sought from each Fellow for the continualrefinement of the programme.
77.50% percent of participating mid and senior level Fellows evaluated the overall
content of the Fellowship Programme as “excellent.” The overall usefulness/relevance of the
programme was evaluated by 77.50% of participants as “excellent.” 97.29% percent ofFellows indicated having achieved the learning objectives mostly or fully in the areas ofconflict analysis, negotiation and mediation. 75%“strongly agreed” the programme was“very useful” and indicated they would “use the information acquired.” A copy of theevaluation summary for the 2020 programme may be found in Appendix IV.

Conclusions and Recommendations
During the 2020 programme, Fellows interacted very well and an engaged andcollegial atmosphere was established. During sessions, female and male Fellows from many
countries, a range of institutions, and from different diplomatic ranks listened to each otherexchanging experience, lessons, perspectives and practice. The friendly and stimulating
environment contributed greatly to Fellows' overall enjoyment of the programme. Since
participants had so much experience themselves, their maximum participation was
encouraged. Fellows were challenged to be part of an effort to develop and refine themethodology of international peacemaking and preventive diplomacy, and contribute to a8267

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strengthening of a culture of peace. They were highly engaged and participated actively withprobing questions and insights into these most vital areas in both formal sessions and in after
session discussions with resource persons.
The level of substantive content presented during the programme provided both acomprehensive and in-depth examination of the whole realm of conflict and its prevention
and resolution. The serious, high-level and probing discussions that followed formal
presentations demonstrated that participants were effectively integrating the material into
their previous knowledge and experience. Fellows indicated that it was important to makethis intensive Fellowship Programme in Peacemaking and Preventive Diplomacy available ona regular basis to strengthen the capacities of female and male key actors and institutions in
the prevention and sustainable resolution of conflict - the top priorities of the UN SecretaryGeneral.

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APPENDIX I
2020 UNITAR FELLOWSHIP PROGRAMME IN
PEACEMAKING AND PREVENTIVE DIPLOMACY
Conducted Live and Online
9 - 20 November 2020
PARTICIPANT LIST
Mr. Hasan Abujaber
Information Analyst, Political Affairs
Joint Analysis Division, Political Affairs
United Nations Assistance Mission for Iraq (UNAMI)
Baghdad, Iraq
Ms. Afrah Abdulaziz Alzouba
Adviser for the Prime Minister
Peacebuilding and Development Consultant
Office of the Prime Minister
Aden, Yemen
H.E. Mr. Nasir Ahmad Andisha
Ambassador and Permanent Representative
Permanent Mission of the Islamic Republic of Afghanistan
to the United Nations Office and International Organizations
Geneva, Switzerland
Mr. Tirtha Raj Aryal
Minister Counsellor/Deputy Chief of Mission
Political Section
Embassy of Nepal
Copenhagen, Denmark
Mr. Dragos Stefan Calcan
Third Secretary
Middle East and Africa Department
Ministry of Foreign Affairs of Romania
Bucharest, Romania
Ms. Noel Calhoun
Deputy Representative
Office of the United Nations High Commissioner for Refugees (UNCHR)
Kyiv, Ukraine
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H.E. Mr. Gustavo Alonso Campos Fallas
Ambassador
Embassy of Costa Rica
Ankara, Turkey
Ms. Patricia Cortés Guadarrama
Deputy Consul
Consulate of Mexico
Salt Lake City, Utah, USA
Mr. Martijn Dalhuijsen
Coordination Officer
Development Coordination Office
United Nations Assistance Mission for Iraq (UNAMI)
Kirkuk, Iraq
Mr. Mutte Ahmed Dammaj
Political Advisor to the Prime Minister
Office of the Prime Minister
Aden, Yemen
Ms. Jikita de Schot
Senior Policy Adviser
Political, Peace and Security Team
Permanent Mission of New Zealand to the United Nations
New York, USA
Mr. Abdelbaith Elyem
Training Officer
Integrated Mission Training Centre (IMTC)
United Nations–African Union Mission in Darfur (UNAMID)
Darfur, Sudan
Mr. Fadi Absullah Farasin
Deputy Director General
Statistical, Economic and Social Research and Training Centre
for Islamic Countries (SESRIC)
Organization of Islamic Cooperation
Ankara, Turkey

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Mr. Manzi Karbou
Counselor
Disarmament and International Security and Special Political Committee
Permanent Mission of Togo to the United Nations
New York, USA
Mr. Patrick Kiezit
Regional Coordination Officer
Development Coordination Office
United Nations Assistance Mission for Iraq (UNAMI)
Erbil, Iraq
Mr. Djimtola Kodjinan
Foreign Affairs Advisor
Analysis and Prevention of Crises
Ministry of Foreign Affairs
Ndjamena, Chad
Mr. Anare Leweniqila
Deputy Permanent Representative
Permanent Mission of the Republic of Fiji to the United Nations Officeand International Organizations
Geneva, Switzerland
Ms. Laura LindgrenCounsellor, Deputy Director
Centre for Mediation
Political Department
Ministry for Foreign Affairs
Helsinki, Finland
Mr. Lawrence Liu
Senior Political Affairs Officer
Office of Political Affairs
United Nations Assistance Mission for Iraq (UNAMI)
Baghdad, Iraq
Mr. Francesco Messineo
Legal Officer
Office of the Legal Counsel
United Nations Office of Legal Affairs
New York, USA

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H.E. Ms. Fatima Kyari Mohammed
Ambassador
Permanent Observer Mission of the African Union to the United Nations
New York, USA
Ms. Blanca Montejo
Senior Political Affairs Officer
Security Council Affairs Division
United Nations Department of Political and Peacebuilding Affairs
New York, USA
Ms. Rose Mwebi
Senior Policy Advisor
Department of International Protection
Office of the United Nations High Commissioner for Refugees (UNHCR)
Juba, South Sudan
Ms. Suki Nagra
Director of the Human Rights/Transitional Justice/ Rule of Law Section
OHCHR Representative
Human Rights Service
United Nations Support Mission in Libya (UNSMIL)
Tripoli, Libya
Ms. Joachime Nason
Head of Section
Humanitarian Affairs and Migration
Delegation of the European Union to the United Nations
and International Organizations
Geneva, Switzerland
Mr. Angelito A. Nayan
Minister
Fourth Committee (Special Political and Decolonization Committee)
Permanent Mission of the Philippines to the United Nations
New York, USA
Mr. Allan Mugarura Ndagije
Foreign Service Officer
Peace and Security
Permanent Mission of Uganda to the United Nations Officeand International Organizations
Geneva, Switzerland
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Dr. Sonny Onyegbula
Human Rights Officer
Field Operations and Technical Cooperation Division
Office of the United Nations High Commissioner for Human Rights (OHCHR)
Monrovia, Liberia
Mr. Jomart Ormonbekov
Political Affairs Officer / Liaison Officer in Beijing
Asia and the Pacific Division
United Nations Department of Political and Peacebuilding Affairs
Beijing, China
Ms. Cristina Maria Alina Popescu
Minister Counsellor
ECOSOC and 2nd Committee
Permanent Mission of Romania to the United Nations
New York, USA
Ms. Morna Richards
Associate Political Affairs Officer
Horn of Africa Team/Eastern Africa Division
United Nations Department of Political and Peacebuilding Affairs
New York, USA
Mr. Thomas Ritzer
Political Affairs Officer
PMD/ Policy Planning Unit
Department of Political and Peacebuilding Affairs
New York, USA
Mr. Shaho Pishko Shamsi
Political Affairs Officer
Office of the Special Envoy of the Secretary General for Yemen (OSEGY)
Aden, Yemen
Mr. Danny Clovis Siaka
Political Affairs Officer
Political Affairs Division
United Nations Multidimensional Integrated Stabilization Mission
in the Central African Republic (MINUSCA)
Bangui, Central African Republic

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Mr. Alejandro Sousa Bravo
Evaluation and Legal Officer
Office of the Under-Secretary for Legal Affairs
United Nations Office of Legal Affairs
New York, USA
Mr. Tmanawoe TazoCounselor
Head of Human Rights and Disarmament Experts
Permanent Mission of Togo to the United Nations Officeand International Organizations
Geneva, Switzerland
Mr. Martin WaehlischPolitical Affairs Officer
Innovation Cell/Policy and Mediation Division
United Nations Department of Political and Peacebuilding Affairs
New York, USA
Mr. Suhrab Wali
Third Secretary
International Organizations
Permanent Mission of the Islamic Republic of Afghanistan
to the United Nations Office and International Organizations
Geneva, Switzerland
Mr. Noam Wiener
Legal Officer
General Legal Division
United Nations Office of Legal Affairs
New York, USA
Mr. Thom Woodroofe
Senior Advisor on Multilateral Affairs to the President
Asia Society Policy Institute
New York, USA
Ms. Shurentsetseg Zumberellkham
First Secretary
Embassy of Mongolia
Stockholm, Sweden

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APPENDIX II
2020 UNITAR FELLOWSHIP PROGRAMME IN
PEACEMAKING AND PREVENTIVE DIPLOMACY
Conducted Live and Online
9 - 20 November 2020

WEEK 1 NOVEMBER 9 – 13
MONDAY, NOVEMBER 9
9:00 am to 13:00 pm

WEBINAR - LIVE SESSIONSNew York Time/Eastern Standard Time (EST)IN YOUR TIME ZONETime Converter Link: https://www.timeanddate.com/worldclock/meeting.html**Please be on Zoom before 9am (New York time). Recommended: Connect at 8:45 for a
9am start to confirm your connection on the day.
9:00 - 10:30 (LIVE)INTRODUCTORY SESSION: CONTEXT
AND CONTENT OF THE PROGRAMME
Ms. Trisha Riedy
Manager and Senior Trainer
UNITAR Programme in Peacemaking
and Conflict Prevention

10:30 - 11:00 (LIVE)THE SOURCES OF CONFLICT
Ms. Trisha Riedy
Professor Diana Chigas
Professor of the Practice of International Negotiation
and Conflict Resolution
Fletcher School of Law and Diplomacy
Tufts University
Senior International Officer and Associate Provost
Tufts University

11:00 - 11:15

Break** All break times are approximate
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11:15 - 11:30 (LIVE)INTRODUCTION TO NEGOTIATION SIMULATION
Ms. Trisha Riedy

11:30 - 13:00 (LIVE)PEACE PROCESSES AND OUTCOMES:CONFLICT PATTERNSProfessor Peter Wallensteen
Senior Professor of Peace and Conflict Research
Uppsala University

TUESDAY, NOVEMBER 10
SELF-PACED TO COMPLETE BY THE END OF THE DAY: VIDEOS AND CASE
UNITAR Learning Platform Address: https://learnatunitar.org/(Open from 4 November)(Example timeframes New York/Eastern Standard Time)
9:00 - 9:05

WELCOME AND OVERVIEW (Video)
Ms. Trisha Riedy

9:05 - 10:45

FRAMEWORK FOR ANALYZING AND PREPARINGFOR NEGOTIATION (Videos)Professor Diana Chigas
Professor Eleanor Wertheim
Professor (Personal Chair)
School of Psychology and Public Health
La Trobe University

10:45 - 11:00

Break

11:00 - 11:15

CONFLICT ANALYSIS TOOL AND INTRODUCTION
TO NEGOTIATION CASE (Video)

11:15 - 13:00

READ NEGOTIATION CASE MATERIALSAND COMPLETE CONFLICT ANALYSIS

By tonight you will need to read and digest the instructions for the Mupanda DistrictBakeria Negotiation Exercise and work on completing the Conflict Analysis Worksheeton your own or with a team mate in preparation for tomorrow’s negotiation exercise.
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WEDNESDAY, NOVEMBER 11
9:00 am to 13:00 pm
9:00 - 10:45 (LIVE)WEBINAR - LIVE SESSIONSNew York Time/Eastern Standard Time (EST) **NEGOTIATION EXERCISES
Professor Diana Chigas
Professor Eleanor Wertheim
Ms. Trisha Riedy
Mr. Erik Friberg
Human Rights Officer
Methodology, Education and Training Section
Office of the United Nations High Commissioner
for Human Rights (OHCHR)

10:45 - 11:00

Break

11:00 -13:00 (LIVE)NEGOTIATION EXERCISES
Professor Diana Chigas
Professor Eleanor Wertheim
Ms. Trisha Riedy
Mr. Erik Friberg

THURSDAY, NOVEMBER 12
9:00 - 13:00
9:00 - 10:30 (LIVE)WEBINAR - LIVE SESSIONSNew York Time/Eastern Standard Time (EST) **NEGOTIATION EXERCISES
Professor Diana Chigas
Professor Eleanor Wertheim
Ms. Trisha Riedy

10:30 - 10:45

Break

10:45 - 11:15 (LIVE)NEGOTIATION EXERCISES
Professor Diana Chigas

11:15 - 13:00 (LIVE)NEGOTIATION THEORY AND DEBRIEFING
Professor Diana Chigas

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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

FRIDAY, NOVEMBER 13
SELF-PACED TO COMPLETE BY THE END OF THE DAY: VIDEOS.
CASE TO REVIEW OVER THE WEEKENDUNITAR Learning Platform Address: https://learnatunitar.org/
One optional Live Session 11:00 - 12:00 New York/Eastern Standard Time(Example timeframes New York/Eastern Standard Time)
9:00 - 9:05

WELCOME AND OVERVIEW
Ms. Trisha Riedy (Video)

9:05 - 9:50

LEARNING FROM RECENT PEACE AGREEMENTS
Professor Peter Wallensteen (Videos)

9:50 - 10:50

CONFLICT PREVENTION THROUGH QUIET DIPLOMACY
Professor John Packer (Videos)
Neuberger-Jesin Professorof International Conflict Resolution
Director, Human Rights Research and Education Centre
University of Ottawa

10:50 - 11:00

Break

11:00 - 12:00 (LIVE)**

New York Time/Eastern Standard Time
Optional Drop in Zoom Session with Resource Persons
Professor Packer and Professor Wallensteen

12:00 - 13:00

LESSONS IN PEACEMAKING VIDEO
Dr. Connie Peck
Former Principal Coordinator
Peacemaking and Conflict Prevention Programme, UNITAR
Women’s Role Essential for a Global Ceasefire, (UN Video)
Call to action for Women, Peace and Security in
Peacekeeping (UN Video)
Between today and Monday, please read and analyze themediation case using the Conflict Analysis Worksheet on
your own or with your team to prepare for the simulationnext week.
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WEEK 2, NOVEMBER 16 - 20
MONDAY, NOVEMBER 16
SELF-PACED TO COMPLETE BY THE END OF THE DAY: FINALIZE REVIEWOF CASE/DISCUSS WITH TEAM MATES IF POSSIBLE, VIDEOS, READINGSUNITAR Learning Platform Address: https://learnatunitar.org/(Example timeframes New York/Eastern Standard Time)
9:00 - 9:05

WELCOME AND OVERVIEW
Ms. Trisha Riedy (Video)

9:05 - 11:15

PREPARATION FOR THE MEDIATION EXERCISE
Reading the case materials and completing a conflict
analysis on the case, individually or with your team.

11:15 - 11:30

Break

11:30 - 12:00

THE SPECTRUM OF CONFLICT-HANDLING MECHANISMS(Book chapter, please read)
PRINCIPLES OF RECONCILIATION(Book chapter, please read)
Professor Hizkias Assefa
Professor of Practice of International Mediation
and Reconciliation
Institute of Justice and Peacebuilding
Eastern Mennonite University

12:00 - 13:00

TOWARD INCLUSIVE PEACE PROCESSES:
ENHANCING WOMEN’S PARTICIPATION
Professor John Packer (Videos)20
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TUESDAY, NOVEMBER 17 WEBINAR - LIVE SESSIONS
9:00 am to 13:00 pm
New York Time/Eastern Standard Time (EST)**
9:00 - 10:15 (LIVE)MEDIATION PREPARATION IN GROUPS
Dr. Chris Moore
Senior Partner, CDR Associates
Ms. Susan Wildau
Senior Partner, CDR Associates
Professor Diana Chigas
Ms. Trisha Riedy

10:15 - 10:30

Break

10:45 - 12:15 (LIVE)THE SETTING FOR MEDIATION
Dr. Chris Moore
BEGINNING THE MEDIATION PROCESS:OPENING STATEMENTS, EXPLORING ISSUESAND INTERESTS, AGENDA SETTING
Ms. Susan Wildau

12:15 - 13:00 (LIVE)MEDIATION PLANNING EXERCISES
Dr. Chris Moore
Ms. Susan Wildau
Professor Diana Chigas
Ms. Trisha Riedy

WEDNESDAY, NOVEMBER 18
9:00 am to 1:00 pm
9:00 - 10:30 (LIVE)WEBINAR - LIVE SESSIONSNew York Time/Eastern Standard Time (EST) **MEDIATION EXERCISES
Dr. Chris Moore
Ms. Susan Wildau
Dr. Diana Chigas
Ms. Trisha Riedy

10:30 - 10:45

Break

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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

10:45 - 13:00 (LIVE)MEDIATION EXERCISES
Dr. Chris Moore
Ms. Susan Wildau
Professor Diana Chigas
Ms. Trisha Riedy

THURSDAY, NOVEMBER 19
9:00 am - 1:00 pm
9:00 - 10:00 (LIVE)WEBINAR - LIVE SESSIONSNew York Time/Eastern Standard Time (EST)**PARTNERSHIP WITH REGIONAL ORGANIZATIONSIN THE PURSUIT OF EFFECTIVE CONFLICT PREVENTION
AND PEACEMAKING
Ms. Hanna Serwaa Tetteh
Special Representative of the Secretary-General to the African Union
Head of the United Nations Office to the African Union (UNOAU)

10:00 - 10:15

Break

10:15 - 11:45

IDENTIFYING ISSUES AND INTERESTS, GENERATINGOPTIONS AND REACHING AGREEMENTS
Dr. Chris Moore

11:30 - 11:45

Break

11:45 - 14:00 (LIVE)MEDIATION EXERCISES
Dr. Chris Moore
Ms. Susan Wildau
Professor Diana Chigas
Ms. Trisha Riedy

FRIDAY, NOVEMBER 20
9:00 am to 13:00 pm

WEBINAR - LIVE SESSIONSNew York Time/Eastern Standard Time (EST)**

9:00 - 10:15 (LIVE)CHALLENGES AND OPPORTUNITIES IN PEACEMAKING
AND PREVENTIVE DIPLOMACY IN THE COVID AND POSTCOVID ERA - PEER TO PEER EXCHANGE

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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

The Impact of COVID-19 on the Work of the Council –Trends and the Opportunities for the Future
Ms. Blanca Montejo
Senior Political Affairs Officer
Security Council Practices and Charter Research Branch
Security Council Affairs Division
UN Department of Political and Peacebuilding Affairs
New and Trending Approaches to Conflict Prevention,
Peacemaking and Peacebuilding –New Technologies and Cross-Cutting Approaches
Mr. Martin WaehlischPolitical Affairs Officer
Innovation Cell/Policy and Mediation Division
UN Department of Political and Peacebuilding Affairs
Professor John Packer
Former Constitutions and Process Design Expert
UN Standby Team of Senior Mediation Advisers
Dialogue
10:15 - 10:30

Break

10:30 - 12:00 (LIVE)THE UNITED NATIONS - 75 AND BEYOND: PREVENTING
CONFLICT, SUSTAINING PEACE AND ACHIEVING THE
SUSTAINABLE DEVELOPMENT GOALS
Ms. Ilze Brands Kehris
Assistant Secretary-General for Human Rights
Office of the United Nations High Commissioner
for Human Rights
Professor Peter Wallensteen
Professor John Packer
Professor Diana Chigas
Discussion

12:00

EVALUATIONSFAREWELL

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APPENDIX III
READING LIST
2020 UNITAR FELLOWSHIP PROGRAMME IN
PEACEMAKING AND PREVENTIVE DIPLOMACY
Conducted Live and Online
9 - 20 November 2020
BACKGROUND READINGS:
1.

United Nations Department of Political and Peacebuilding Affairs (2018) United
Nations Conflict Prevention and Preventive Diplomacy in Action: An overview of therole, approach and tools of the United Nations and its partners in preventing violent
conflict. New York: United Nations.
https://dppa.un.org/sites/default/files/booklet_200618_fin_scrn.pdf

2.

United Nations Department of Political and Peacebuilding Affairs (2019) Annual
Report Multi-Year Appeal for DPPA. New York: United Nations.
https://dppa.un.org/sites/default/files/2019annualreportdppa.pdf

3.

United Nations (2020) Report of the Secretary-General: Peacebuilding andSustaining Peace. A/74/976–S/2020/773, 30 July 2020.
https://www.un.org/peacebuilding/sites/www.un.org.peacebuilding/files/documents/sg_report_on_peacebuilding_and_sustaining_peace.a.74.976s.2020.773.200904.e_4.pdf

4.

United Nations and World Bank (2018) Pathways for Peace: Inclusive Approaches toPreventing Violent Conflict. Washington, DC: World Bank. Executive Summary andChapter 1. For the full report, see http://www.
worldbank.org/en/topic/fragilityconflictviolence/publication/pathways-for-peaceinclusive-approaches-to-preventing-violent-conflict
https://openknowledge.worldbank.org/bitstream/handle/10986/28337/9781464811623.pdf?sequence=12&isAllowed=y5.

United Nations (2017) Report of the Secretary-General on United Nations activities insupport of mediation. A/72/115, 27 June 2017.
https://peacemaker.un.org/sites/peacemaker.un.org/files/DPA%20Report%20REV9%20ENG%20WEB.PDF

6.

United Nations (2015) Report of the Secretary-General on the United Nations andconflict prevention: a collective recommitment. S/2015/730, 25 September 2015.
https://peacemaker.un.org/sites/peacemaker.un.org/files/SGReport-PreventionS2015730_Eng.pdf

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7.

United Nations (2012) Report of the Secretary-General to the General Assembly on
Strengthening the role of mediation in the peaceful settlement of disputes, conflict
prevention and resolution. A/66/811, 25 June 2012.
https://peacemaker.un.org/sites/peacemaker.un.org/files/SGReport_Strenghteningthe
RoleofMediation_A66811_0.pdf

8.

United Nations (2009) Report of the Secretary-General to the Security Council on
Enhancing mediation and its support activities. S/2009/18, 8 April 2009.
https://peacemaker.un.org/sites/peacemaker.un.org/files/SGReport_EnhancingMediat
ion_S2009189%28english%29.pdf

9.

Nathan, L., Day, A., Honwana, J. and Brubaker, R. (2018) Capturing UN Preventive
Diplomacy Success: How and Why Does It Work. Tokyo: United Nations University
Centre for Policy Research, Policy Paper, 4-24. For the full report, see:https://cpr.unu.edu/capturing-un-preventive-diplomacy-success-how-and-why-does-itwork.html
https://i.unu.edu/media/cpr.unu.edu/post/2739/UN-Preventive-Diplomacy-PolicyPaper-and-Case-StudiesWEB.pdf

10.

Security Council Report (2017) Can the Security Council Prevent Conflict? No. 1.
See: securitycouncilreports.org
https://www.securitycouncilreport.org/atf/cf/%7B65BFCF9B-6D27-4E9C-8CD3CF6E4FF96FF9%7D/research_report_conflict_prevention_2017.pdf

11.

United Nations (2019) Report of the Secretary-General to the Security Council on
women and peace and security. S/2019/80, 9 October 2019.
https://undocs.org/en/S/2019/800

12.

United Nations Department of Political Affairs (2017) Guidance on Gender andInclusive Mediation Strategies. New York: United Nations.
https://peacemaker.un.org/sites/peacemaker.un.org/files/1.%20English%20-GIMS.pdf

13.

UN Women (2015) Executive Summary. Preventing Conflict, Transforming Justice,
Securing the Peace: A Global Study on the Implementation of United Nations
Security Council resolution 1325, pp. 13-17. See wps.unwomen.org for the full report.
https://reliefweb.int/sites/reliefweb.int/files/resources/UNW-GLOBAL-STUDY-13252015.pdf

14.

Security Council Report (2020) Women, Peace and Security: The Agenda at 20. No.
3. See: securitycouncilreport.org
https://www.securitycouncilreport.org/atf/cf/%7B65BFCF9B-6D27-4E9C-8CD3CF6E4FF96FF9%7D/research_report_women_peace_and_security_2020.pdf

15.

Stewart, F. (2010) Horizontal Inequalities as a Cause of Conflict: A Review of
CRISE Findings. Oxford: Centre for Research on Inequality, Human Security andEthnicity.
https://openknowledge.worldbank.org/bitstream/handle/10986/9126/WDR2011_0029.
pdf?sequence=1&isAllowed=y16.

Wallensteen, P. (2019) Analyzing Conflict Resolution. In P. Wallensteen,
Understanding Conflict Resolution, 5th Edition. London: Sage Publications.
PDF shared on the UNITAR Learning Platform by the Resource Person

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17.

Wallensteen, P. (2019) Dealing with One-sided Violence. In P. Wallensteen,
Understanding Conflict Resolution, 5th Edition. London: Sage Publications.
PDF shared on the UNITAR Learning Platform by the Resource Person

18.

Pettersson, T. and Öberg, M. (2020) Organized Violence, 1989-2019, Journal of
Peace Research, Vol. 57(4) 597–613.
https://journals.sagepub.com/doi/pdf/10.1177/0022343320934986

19.

Chigas, D. (2013) The Role and Effectiveness of Non-governmental Third Parties in
Peacemaking. In J. Fritz (Ed.) Moving Toward a Just Peace: The Mediation
Continuum. Dordrecht: Springer.

20.

Jenny, J., Greenberg, A., Lowney, V. and Banim, G. (2018) Peacemaking and New
Technologies: Dilemmas and Options. Geneva: Centre for Humanitarian Dialogue,
Practice Series.
https://www.hdcentre.org/wp-content/uploads/2018/12/MPS-8-Peacemaking-andNew-Technologies.pdf

21.

Evans, G. (2015) The Role of International NGOs: The International Crisis Group as aCase Study. University of Western Sydney Law School Conference on Non-State
Governance, 23 October, 2015.
https://gevans.org/speeches/speech583.html

22.

Evans, G. (2018) The Responsibility to Protect: Where to Now? Keynote Address to
the Asia Pacific Centre for R2P High Level Meeting on Strengthening Cooperation for
Atrocity Prevention in the Asia Pacific, Bangkok: 23 August, 2018.
https://gevans.org/speeches/Speech654.html

23.

Crocker, C.A., Hampson, F.O. and Aall, P. (2008) Why Mediation Matters: Ending
Intractable Conflicts. In J. Bercovitch, V. Kremenyuk and I.W. Zartman (Eds.) The
SAGE Handbook of Conflict Resolution. London: Sage Publications.

24.

Svensson, I. and Wallensteen, P. (2016) When Do We Mediate? Global Trends inArmed Conflict and Peace Mediation. Oslo: The Centre for Humanitarian Dialogue
Oslo Forum Network of Mediators.
PDF shared on the UNITAR Learning Platform by the Resource Person

25.

Peck, C. (2008) United Nations Mediation Experience: Practical Lessons for Conflict
Resolution. In J. Bercovitch, V. Kremenyuk and I.W. Zartman (Eds.) The SAGE
Handbook of Conflict Resolution. London: Sage Publications.

26.

Babbitt, E.F. (2008) Conflict Resolution and Human Rights: The State of the Art. In J.
Bercovitch, V. Kremenyuk and I.W. Zartman (Eds.) The SAGE Handbook of Conflict
Resolution. London: Sage Publications.

27.

Paffenholz, T. (2015) Civil Society and Conflict Management. In C. Crocker, F.O.
Hampson and P. Aall (Eds.) Managing Conflict in a World Adrift. Washington, DC:
United States Institute of Peace Press.

28.

Nylander, D., Sandberg, R. and Tveldt, I. (2018) Designing Peace: The Colombian
Peace Process. Oslo: Norwegian Centre for Conflict Resolution.
https://noref.no/content/download/169184/766519/version/3/Nylander_Sandberg_Tve
dt_NOREF%20REPORT_Designing%20peace_the%20Colombian%20peace%20pro
cess_Feb18.pdf
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29.

Salvesen, H. and Nylander, D. (2017) Towards an Inclusive Peace: Women and theGender Approach in the Colombian Peace Process. Oslo: Norwegian Center for
Conflict Resolution.
https://noref.no/content/download/169143/766109/version/9/Salvesen_Nylander_Tow
ards%20an%20inclusive%20peace_July2017_final.pdf

30.

Moore, C.W. (2014) The Mediation Process: Practical Strategies for Conflict
Resolution. San Francisco: Jossey-Bass, 4th Edition.

31.

Moore, C.W. and Woodrow, P.J. (2010) Handbook of Global and Multicultural
Negotiations. San Francisco: Jossey-Bass.

32.

Federal Republic of Germany Foreign Office and the Berghof Foundation (2018)
National Dialogue Handbook: A Guide for Practitioners. Executive Summary. For thefull report, see: https://www.inclusivepeace.org/sites/default/files/IPTI-Report-WhatMakes-Breaks-National-Dialogues.pdf

33.

Smock, D.R. and Smith, A. (2008) Peacemaker’s Toolkit: Managing a Mediation
Process. Washington, DC: United States Institute of Peace Press.
https://www.usip.org/sites/default/files/managing_mediation_process.pdf

34.

United Nations Department of Political Affairs and United Nations Environment
Programme (2015) Natural Resources and Conflict:
A Guide for Mediation
Practitioners.
New York: United Nations Department of Political Affairs.
https://peacemaker.un.org/sites/peacemaker.un.org/files/NRCMediation_UNDPAUNE
P2015_0.pdf

35.

Organization for Security and Co-operation in Europe (2018) Factsheet on the OSCEHigh Commissioner on National Minorities.
https://www.osce.org/hcnm/33317

36.

Packer, J. and Holt, S. (2020) Self-determination and peace processes; Pathways
and stumbling blocks for conflict resolution. In Buchanan, C. Pioneering peace
pathways. Making connections to end violent conflict. Accord Issue 29.
https://www.c-r.org/accord/pioneering-peace-pathways

37.

Packer, J. and Balan, S. (2020) A genuine human rights-based approach for our post
pandemic future. OpenGlobalRights, 27 July 2020.
https://www.openglobalrights.org/genuine-human-rights-based-approach-for-postpandemic-future/

BOOKLETS PRODUCED BY THE INITIATIVE ON QUIET DIPLOMACY:• “Options and Techniques for Quiet Diplomacy”
https://www.corteidh.or.cr/tablas/r31305.pdf• “Operational Guidelines for Conflict Resolution and Peace Processes”
https://issuu.com/cohre/docs/cohre_operationalguidlines_conflict• “Quick Guide to Land and Conflict Prevention”
https://www.researchgate.net/profile/Sally_Holt/publication/301290124_Quick_Guide_to_Land_and_Conflict_Prevention/links/570fab5108ae38897ba2ca44/Quick-Guideto-Land-and-Conflict-Prevention.pdf• “Quick Guide to Managing Diversity: Language and Religion”• “Discrimination and Conflict Prevention”
https://www.researchgate.net/profile/Sally_Holt/publication/301290273_Land_and_Co
nflict_Prevention/links/570fb2ad08ae1c8b7c559650/Land-and-Conflict-Prevention.pdf

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PLEASE FIND BELOW THE FOLLOWING UNITAR KNOWLEDGE PRODUCTS. THE
LESSONS IN PEACEMAKING VIDEO WILL BE SHOWN DURING THE PROGRAMME.
Peck, C. and Wertheim, E. (Eds.) (2014) Strengthening the Practice of Peacemaking
and Preventive Diplomacy in the United Nations: The UNITAR Approach. Geneva:
United Nations Institute for Training and Research.
https://unitar.org/sites/default/files/media/file/SPPD.pdf
Peck, C. (Ed.) (2010) A Manual for UN Mediators: Advice from UN Representatives
and Envoys. Geneva: United Nations Institute for Training and Research and United
Nations Department of Political Affairs.
https://peacemaker.un.org/sites/peacemaker.un.org/files/ManualUNMediators_UN2010.pdf
Peck, C. (2005) Lessons in Peacemaking. Geneva: United Nations Institute forTraining and Research video.
BACKGROUND DOCUMENTS MENTIONED BY ASG BRANDS KEHRIS:
1. COVID-19 and Human Rights, We are all in this together:
https://www.un.org/ruleoflaw/wp-content/uploads/2020/05/UN-SG-Policy-Brief-HumanRights-and-COVID-23-April-2020.pdf
2. UN study on the contribution of human rights components to the Implementation of
Mandates of UN Field Missions:
https://reliefweb.int/sites/reliefweb.int/files/resources/Going_Further_Together_advance_une
dited_version.pdf
3. UN Call to Action for Human Rights:
https://www.un.org/sg/sites/www.un.org.sg/files/atoms/files/The_Highest_Asperation_A_Call_To_Action_For_Human_Right_English.pdf
RESOURCES ON “INNOVATION IN PEACE & SECURITY” PROVIDED BY
MR. MARTIN WAEHLISCH:
•
•
•
•
•
•

https://medium.com/futuring-peace/how-to-hack-dystopia-in-our-current-global-mess139ff85bbbd6
http://futuringpeace.org/
https://journals.sagepub.com/doi/full/10.1177/1542316619868984
https://cpr.unu.edu/robots-will-not-only-wage-future-wars-but-also-future-peace.html
https://www.youtube.com/watch?v=uuwAD5utXIM&feature=emb_logo
http://futuringpeace.org/can-technology-unlock-world-peace.html#top

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APPENDIX IV
2020 UNITAR FELLOWSHIP PROGRAMME
IN PEACEMAKING AND PREVENTIVE DIPLOMACYSUMMARY OF EVALUATIONSOVERALL EVALUATION OF THE CONTENT, RELEVANCE/USEFULNESS OF THE PROGRAMME:*
Female Feedback:Excellent

Good

Fair

Poor

Content

69.23%

30.77%

0.00%

0.00%

Relevance/Usefulness

69.23%

30.77%

0.00%

0.00%

Male Feedback:Excellent

Good

Fair

Poor

Content

81.48%

18.52%

0.00%

0.00%

Relevance/Usefulness

81.48%

18.52%

0.00%

0.00%

Overall Feedback:Excellent

Good

Fair

Poor

Content

77.50%

22.50%

0.00%

0.00%

Relevance/Usefulness

77.50%

22.50%

0.00%

0.00%

*Evaluation participation rate: Female: 100%; Male: 96.42%

95.96% of trained Fellows indicated having achieved the learning objectives mostly
or fully in the areas of conflict analysis, negotiation and mediation. Female: 100%; Male: 94%
75% of officials “strongly agreed” the programme was “very useful” and indicatedthey would use the information acquired.
Comments (please also comment on the mix between theory and practice):
Feedback from female participants:“It was a perfect mix. The course provided me with skills and new knowledge that is handson and applicable in my current role.”“Mix between theory and practice was good. I can use the knowledge and skills gained in
number of ways: for example when planning Finland’s mediation activities.”"I believe it was very good to have a theory component and then being able to practice ingroups. The overall dynamic was useful in promoting a good working relationship andcloseness with other participants. I am sure the skills acquired will be very useful in not only
at a work setting but also in every day life. We negotiate much more than we know.”“I particularly enjoyed the theory sessions, and could relate the content of these sessions
back to the Sudanese peace negotiations I monitor in my current work. The practice
exercises were also useful in consolidating this newly-learned theory and had the added
benefit of facilitating interaction with other Fellows on the programme.”"The programme is well balanced, offering a good ratio between the time allocated to thelectures and the negotiation and mediation exercises. The skills and the knowledge gained
will be very useful to me in future negotiations on the UN resolutions."
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy"The program was perfectly designed to accommodate theory and practice. I like the list ofreadings, videos, presentations they provided me with rich concepts and theories of
mediation and negotiation. I wish that we will continue to have access to the UNITAR site foreasy reference to these materials. In addition, the actual exercises were also very important,the preparation time was very useful, and I benefited even from my colleagues. The mentors
were helpful and provided rich guidance.”“There was a good balance between theory and practice. The team did a great job increating a working atmosphere.”
Feedback from male participants:“The content was very useful in terms of understanding of the various subjects discussed in
the course. I found the mix between theory and practice useful because you can better
appreciate what is happening in various parts of world and apply the theory from the course
to understanding some of the on-going negotiations relating to peacebuilding andpreventative diplomacy.”“The knowledge and skills gained will assist my country develop capacity in understanding
how disputes begin, escalate, and are resolved. The skills and knowledge gained will also
assist my country develop capacity in understanding the different kinds of negotiation andmediation techniques as well as various stages, multiple levels, and common obstacles tonegotiation and mediation. These skills will go a long way in preventing violent conflictthrough the identification of political solutions that address its root causes in order to achievesustainable peace.""The theory and practice that was provided gave a useful insight into how disputes begin andare peacefully resolved. The various cases showed how some communities are marginalized
by their governments and this causes conflicts that are detrimental to sustainable peace andsocial economic development.”“"The mixing of theory with practice allowed us to project ourselves into reality and to learn
better. I will put the new knowledge that we have just acquired at the service, not only of the
Togolese diplomacy, but also and above all in the service of conflict prevention in Africa andin the world."“The course content, and its well thought-out mix of practical exercises and theory, worked
very well. The only thing that was missing was more time to engage in self-paced mandatory
reading - I would have loved to find more time to read during the two weeks (instead workcommitments loomed large...)”“I certainly will use the skills I learned in the course, My country lives in an active conflict, tonavigate this time I need all what I learned in the course to provide advice to decision-makers
that help bring an end to it."
“The general mix between theory and practice was good, with the only mention that several
days were too packed with theory (as the last day).”“Excellent mix between theory and practice. Through this fellowship programme, I will
support a mediation process that celebrates the ethnic diversity while ensuring theimpartiality of hiring policies of development organizations in order to create an environmentthat is conducive to the common goal of the reconstruction and recovery.”This course has also opened an appetite to know more and get more involved in mediation,negotiations and prevention of conflict."“The programme has a good balance of theory and practice. The practice side was very
useful and I will use what I learned about interest based mediation in my line of work”“This was a very good programme was a balance of theory and practice.”"The mix between theory and practice was very useful since the theory provided us with tools
and tips necessary to effectively conduct negotiations and mediations. Simulation exercises
were very important to put into practice the theoretical tools. I am currently working inpeacekeeping and will be very frequently using the skills gained on the field of mediation to
support the implementation of the Mission’s mandate."30
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

The mix between theory and practice has been excellent. The knowledge and skills gained
will be very useful for my future work as they will enable me to handle cases of conflict
prevention, management and analysis as well as negotiation and mediation.”"The best practice in training and learning for adults is experiential learning allows its
learners to reflect on their experiences to draw concepts and models they can put into
practice and get more experience. Confucius said: tell me and I hear, show me and I see, letme do and I understand. In this context theories help us reinforce concepts. Mix between
theory and practice changes behaviour and built confidence to do things better.
I have already started to use my precious knowledge and skills in engaging in negotiations,preventive diplomacy and mediation between conflicting community leaders in Easter Sudan,
who opposing Juba Peace agreement between the government of Sudan and Sudan
Revolutionary Front (SRF), mainly because they believe that the leaders of Eastern Sudan
Track of SRF do not represent the indigenous people of Eastern Sudan. I will formally share
the knowledge and skills gained through training to my colleagues in the mission. It will
enhance and build on my knowledge and skills to develop my future career in the areas ofpolitical affairs, conflict analysis, political analysis, stakeholders mapping, negotiations,mediation and conflict prevention and peacebuilding. Which are all very much useful to mylocal and regional context."““A good mix of theoretical approaches and simulation exercises.”“Found the training extremely useful, particularly the focus on identifying ‘interests’ anddistinguishing from ‘positions’ in order to facilitate common positioning. I also found thelearning from videos and external speakers motivating. I work for a political mission so verymuch hope to use the skills gained in my current role as well as going forward.”“It was indeed a mix of theory and practice. I have enhanced my skills by pursuing thisprogramme, I do remember a lot of issues that I had studied. This course from the very firstwas practical to me, I applied a lot of its part in my daily life. Nowadays my country is
experiencing such negotiations.”“I think that the balance kept between theory and practice was excellent, in particular bearing
in mind the circumstances of this edition of the fellowship. The virtual delivery was very
successful, and in a way, provided also an opportunity to practically explore new ways fornegotiations and diplomacy in the current circumstances, on an internet-based model.”“The combination of the theoretical cases with the analysis maintained a good balance. The
analysis of the teachers gave good support to face the cases and the results of these cases
were well analysed by the teachers and students. Given the constant situations that I face in
my professional practice and the projects that I have in charge, this is undoubtedly a great
tool!”“Good mix. The break out sessions can be a little hit-or-miss but the excellent resource
people really help in that regard.”“There was absolute coherence between theory and exercises. The simulation is very helpful
to perform a negotiation in real world. The knowledge gained in the training will be very
helpful in all negotiations of my future career.”Which concepts presented did you find the most useful and why?
Feedback from female participants:“Interest-based negotiations - I hadn’t seen this before!”“I enjoyed every component so I truthfully found each area very useful. From the definition
and measurement of conflicts, to skills developed to negotiate and mediate to the new
outlook of these processes due to the COVID 19 pandemic. For me they were all thoughtprovoking and opened my vision to include new concepts that could most definitely be useful
to me.”“The concepts on negotiation and mediation were most useful because I had not had
previous opportunities for training on those topics. They are highly relevant to conflict
resolution at all levels.”

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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy“Actually, all the program components were very useful, I can mention the conflict analysis
part as it was very useful to structure and design the negotiation process. The sevenelements of the negotiation process are an important tool. Quiet Diplomacy and real cases
and lessons learned.”“- Sources of conflict, because it is important to know as much as possible about the factorsthat lead to The conflict and if there is anything in common that can be used as common
ground to build a compromise.
- Interests of The parties and issues at stake- BATNAs, in order to measure the proposed agreement against my BATNAs- Communication/Relationship building, to reduce hostility between parties and create afavorable attitude towards the negotiations.”“Interest based negotiation, conflict analysis and elements to redirect negotiations.”“1) Interest-based, problem-solving negotiation process;2) Interest-based, problem-solving mediation process.”“Conflict analysis; mediation skills-particularly the interest-based negotiations.”“I found Professor Packer's presentation on conflict prevention through quiet diplomacy, withthe embedded video of the real-life example of the OSCE High Commissioner for National
Minorities, useful. I also found the sessions led by Dr. Chris Moore and Ms. Susan Wildau ofuse as they provided practical advice and talked through the chronological steps of executing
a mediation process well. ““The conflict analysis framework is in my opinion the most practical applicable one that one
would need to apply in any dispute or conflict to see through the parties' positions, interestsand possible options. It is possibly one that is often to be used as a basis for analysing, agood reading and properly understanding often complex conflict dynamics that may look very
different at the surface than what are underlying drivers and triggers andincentives/disincentives for solving underlying issues.”
Feedback from male participants:“Amongst many others, culture of prevention, quiet diplomacy, establishment of relationships
and building confidence, inclusive peace processes, and the enhancing of women’s
participation on the processes, as well the SDG inter-linkages, the Conflict Analysis
Worksheet process, BATNAs, and others. Even if one could be familiar with many of theconcepts and similar situations, the program provided a systematic approach and analysis,
as well as conclusions and a practical angle richly exemplified by the experiences of theprofessors and facilitators. All these elements will be very useful and relevant in the futurefrom a diplomatic practice perspective.”“The concepts around interests, positions and options. Trying to be detailed in your line ofthought and in asking critical questions to better understand situations and positions.”"1. Sources of Conflict Exercise
2. Conflict Analysis Facilitation for Negotiation Exercise
3. Mediation
4. Peace Processes and Outcomes: Conflict Patterns;
5. Learning from Recent Peace Agreements (video);
6. The United Nations - 75 and Beyond: Preventing Conflict, Sustaining Peace and Achieving
the Sustainable Development Goals"“To be fair, all of the concepts presented during this program were interesting and very
useful.”“The interest-based approach to negotiation and mediation was new to me, and extremely
useful to learn.”“All the information presented about negotiation and mediation was very useful.”“The practical examples of successful negotiations completed, and how this was done werevery useful to me.”32
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy“The interest-based mediation was very illuminating for. I have known this concept before but
haven’t had a label for it and didn’t get a chance to practice in reality. Moving forward I will belooking for cues to understand the real interests motivating the actions of the parties and totry to understand how we can deal with disagreements.”“Interest based mediation. The seven element framework was very useful”“All the concepts were useful and the facilitators were excellent. Well experienced instructors
with deep knowledge of the issues”“Conflict analysis, listening, framing and reframing, interest-based, problem-solving, seem to
me to have been the most useful given their importance not only to have a broad picture of
the conflict before engaging in mediation or once in it, but, also to preserve the impartiality of
the negotiator or the mediator and, enable the parties to constructively participate to thenegotiation process.”“The concept of interest-based negotiations and its seven key factors.”“I believe every and each concept has been presented was very useful, as all have been
relevant and in line with the contemporary conflict management, conflict prevention andpeacemaking concepts.”“All of them were useful.”“Conflict analysis.”“- Conflict analysis and interest-based problem solving as it enabled one to unpack thesituation and focus on party interests and differing perspectives.
- Approaches to communication and relationship building - this is useful for all areas of life!
- Negotiation process, which enabled me to distinguish between ‘interest’ and ‘positions’,
frame issues and discuss options. It was clear that diving straight into a solution-oriented
approach - a default mechanism, can create obstacles to effective mediation andcommunication. It made me realise how and why UN-led mediations are often ineffective.““Source of conflicts and conflict patterns / I do consider a basic element to understand how tofind the path for a solution. Identifying issues and interests/ Avoid misunderstandings andgrey zones. Proximity talks/ Language as a key element to progress to an understanding anda solution.”“7 elements of mediation.”“Negotiation and mediation are the most important for me for my daily works.”“The way the professors were responding the questions and their answers. We may not findthese professors again.”
MS TRISHA RIEDY
Feedback from female participants:“She enabled a coherent understanding of programme context and structure. Extremely
helpful throughout the course.”“Super-good work! Effective, to-the-point steering of the Programme - many thanks!”“Trisha was great in managing the overall programme and in delivering key messages during
her presentations.”“I was very impressed by Trisha’s engagement in her work. It is evident that she isknowledgeable but also very passionate about what she does. She was inspiring and always
promoted communication with her, with professors and amongst ourselves. Great job.”“Ms. Riedy provided always a very good readout of the program of the day, was very clear inwhat the purpose and objectives of the course are and was very good in conducting us
through each session while we were all in a virtual mode.”

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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy“Ms. Riedy's daily round-ups of the programme were very useful in helping to summarise thelearning each day and preparing Fellows for the next day's work.”
Feedback from male participants:“Excellent in all aspects and in sharing her experience on working in this field.”“Ms. Trisha was elaborate and facilitated excellently.”“Ms. Riedy’s commitment, effective time-management, and expertise were essential to thesuccess of the programme. We are all very grateful to her for her kind and supportive
attitude.”“Great.”“Excellent. I am deeply grateful for Ms. Riedy’s insights.”“Ms Riedy’s delivery was excellent. Her knowledge and skills were also very good. She wasan excellent facilitator whose experience enriched the programme.”“Trisha’s facilitation helped meet the timeline and develop the agenda without any rush.”“Thank you, we would have liked to meet you in person.”“Trisha is a good presenter.”“Ms Riedy managed to keep a friendly, dynamic and open general facilitation of the course.
Her expertise and skills greatly helped to transition naturally to a completely virtualenvironment and for a participant to make the most of this programme.”“Clear and straight forward.”“Excellent facilitation and guidance. Trisha is clearly highly experienced, an excellent andmotivating trainer and above all kind and supportive.”
PROF. PETER WALLENSTEEN
Feedback from female participants:“Very valuable resource person. Presented complex material in a very simple way.”“I particularly enjoyed Professor Wallensteen's first session on Peace Processes andOutcomes: Conflict Patterns. This was a great presentation that provided overarching context
at the beginning of the programme.”“Professor Wallensteen presented concepts that were completely new and opened a newline of study that I would be very interested in knowing more about. He is knowledgeable butat the same time very open to questions and conversation. I enjoyed his lectures very much.”“Clearly possesses years of experience which comes across clearly in his presentations.”
Feedback from male participants:“He just had a wealth of knowledge and it was great that we was applying some of thisinstitutional knowledge during the course.”“Prof. Peter was elaborate and facilitated excellently.”“Very interesting input, especially as a member of the Uppsala Conflict Data Programme.”“Excellent. I am very grateful to prof. Wallensteen’s insights and anecdotes on how theconflict between Norway and Sweden was peacefully settled.”“Thank you, Prof., it was well delivered.”34
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy“It was a pleasure to hear from Prof. Wallensteen.”“An experienced and knowledgeable professor.”“Well experienced and excellent explanations.”“The Professor is an accomplished teacher whose wealth of experience and knowledge
enriched the programme. His erudite understanding of the subject matter was a big plus.”
PROF. DIANA CHIGAS
Feedback from female participants:“Diana has so much experience in different areas of expertise it was a delight to listen to her
lectures and talk to her about both the concepts and the practice. She was open to
answering questions and directed our exercises in a very professional and clear way. I truly
enjoyed talking to her and listening to her as well.”“The tools and content of the presentations were very useful. Her presentation style is clear
and concise.”“This part of the programme was complex. However, she handled it very well.”“Professor Chigas also served as the resource person in my mediation exercise andprovided very useful guidance, drawing on her wealth of experience, to both the mediatorsand the parties.”
Feedback from male participants:“Great to be able to share experience and knowledge on the seven elements and the art ofnegotiations.”“Prof. Diana was elaborate and facilitated excellently.”“Prof. Chigas is an engaging, informative and well-prepared speaker. We benefited a lot fromher presence.”"Excellent. I am deeply grateful for Prof. Chigas’ insights and examples of mediation.”“Prof Chigas was superb. An erudite scholar who patiently delivered her topics with so muchcandor. I really enjoyed her deep knowledge and candour.”“Thank you Prof. the topics were well delivered.”“I found particularly useful the general style of presentation, as well as the many examples
and the shared experiences and expertise of Prof. Chigas.”“Clear, simple and well focused.”
Prof. Diana Chigas’ experience in mediation and negotiation was very enriching.”
PROF. ELEANOR WERTHEIM
Feedback from female participants:“I was very impressed by her knowledge and her approachability. She was very professional
and knowledgeable too. She directed our conversations in a very clear way and was always
willing to answer any questions.”“Very useful presentations”“Excellent.”

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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

Feedback from male participants:“Imported some useful knowledge from her area of expertise which was very useful.”“Prof. Eleanor was elaborate and facilitated excellently.”“Excellent. I am deeply grateful for Prof. Wertheim’s insights and background in conflict
theory.”“The Professor was also great. She was patient and facilitated her sessions very well.”“Prof. Eleanor’s insights on conflict analysis and her tips to effectively conduct mediation
were very appreciated.”“The topic were well delivered and we did learn a lot.”“She possesses the best explanation language on the guidelines. Clear and easy to beunderstood.”
MUPANDA DISTRICT NEGOTIATION EXERCISE
Feedback from female participants:“I learned a lot in this exercise, it was a great opening for the next one. It also motivated us toshare both skills and experience among fellow students. I enjoyed it very much.”“A good opportunity to apply some of the theory.”“This was a good exercise to really think through some of the underlying issues that cancause conflict. It also provided an opportunity to think creatively about mutually-beneficial
solutions that address underlying interests rather than positions.”
Feedback from male participants:“The hypothetical situation really made me read some of the literature provided and also toreally think hard about the seven elements for any negotiations. First time to work on a real
simulation situation and to test my thinking and learning skills.”“Mupanda District Negotiation typically was a case study of how certain parts of the world are
marginalized by their own countries and seek self determination or breakaways.”“More time provided for the actual simulation.”“The case is such that there is a lot of room for the parties to make an agreement. The casecould be developed further to make reaching an agreement more difficult and complex. This
would push the participants to think about more innovate and out of the box solutions in orderto reach an agreement”“The time was short to complete the negotiation. The absence of some of the participants in
the group work affected my group preparations as I had to do all the negotiations. I believe
the fact that participants were at work-affected concentration on the fellowship. I will suggestthat participants be requested to obtain leave of absence to ensure full participation.”“MUPANDA material case is realistic and similar to situations in Africa, we did the simulation
seriously with room for flexibility.”“The time allocated was adequate but despite of all of that there were challenges ofcommunication especially discussing with colleagues.”“Very good to start trainees thinking about interest based analysis and deeper conflict
analysis.”“I found it with some missing details but an excellent case.”36295

2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy“The materials of the case were a very good basis for the preparation, but I think that theexercise could benefit for a little more allocated time and maybe some “deadlines” on certain
issues to allow to move forward in a faster way.”“This was an excellent exercise - it was a well written and enabled us to test and experience
how interest based negotiations work.”
MR. ERIK FRIBERG
Feedback from female participants:“Erik was professional and gave us clear guidelines to better undertake the exercise. He wasapproachable and always willing to engage.”“Excellent.”
Feedback from male participants:“Learning from experts was sincerely appreciated and helped with understanding a wide
range of issues and how they are being applied in he real world.”“Mr. Friberg was elaborate and facilitated excellently.”
PROF. JOHN PACKER
Feedback from female participants:“Very useful. I wish in future he can also present on inclusion of refugees and IDPs in thepeace process.”“I very much enjoyed his presentations. Glad we had the opportunity to engage on the lastday.”
“Professor Packer brought a very open and sincere vision that derives from many years ofexperience. His lectures offered new concepts and his participation in the discussions wasvery enlightening and eye opening.”“I thought all of Professor Packer's presentations were excellent and highly informative,
drawing on his wealth of experience in this field.”Feedback from male participants:“Was great listening to his views and position on some very critical and sensitive issues.
Really articulated himself well in the session and I enjoyed listening to his lectures.”“Prof. Packer was elaborate and facilitated excellently.”"Excellent. I am deeply grateful for prof. Packer’s critical analysis.”“His insights and frankness were refreshing!”“Professor Packer’s practical knowledge, intellectual depth and candour was a big asset tothe programme. He was very good.”“Prof. John Packer’s long experience with the UN and his critical view of the Organization
was very useful to understand or appreciate the current shifts and challenges on theinternational scene.”“Professor Packer was by far the most interesting speaker. I wish we would have had
additional opportunity to ask him questions on aspects of his work.”“Excellent trainer - motivating and provided food for thought. Also very good at bridging
theory and practice. Benefitted from his style and videos he presented.”
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy“Very good and complete analysis.”
VIDEO TAPE OF UN SPECIAL REPRESENTATIVES DISCUSSING LESSONS IN PEACEMAKING
Feedback from female participants:“I really enjoyed these, it brought an insight that is very difficult to find. It showed aperspective that is very hard to find elsewhere.”“More diverse and updated group of SRSGs would be welcome.”“Very interesting video - however, there were no women interviewed!”
Feedback from male participants:“I found the videos useful given that many shared their experience in working in this difficultand demanding technical area. Appreciated their insights on some of the behind the scenes
work on key events we only get to watch in the news.”“The Video tape gave case studies of UN Stabilization Missions in certain parts of the world
and the roles played by the UN Special Representatives in facilitating lasting peace in theseplaces.”“The Video tape gave an insight into the work of the UNSR.”"Excellent, yet a bit difficult to absorb during the training. Perhaps a link to these video
resources could have been shared somewhat earlier (for example together with theacceptance letter in July already)."“Very useful.”“It provided with insightful and enriching tools and tips thanks to the experience of UN
Special Representatives face to various range of situations.”
VIDEOS OF WOMEN’S ROLE AND CALL TO ACTION
Feedback from female participants:“I think it is very important for this topic to be at the front of the discussion. I am glad that theydecided on it.”Feedback from male participants:“Interesting perspective on the involvement of women and the important role they can play.”“The Videos were helpful and taught me the useful aspect of incorporating gender
perspectives and ensuring the equal participation of women and men in all areas of work.”"In addition to talking about and watching a video of women’s role and call to action, it would
be my suggestion to also give women equal opportunities to participate in the fellowship.”“A lot more could be said on the issue with practical examples.”“I would recommend to add more real life cases.”
MEDIATION EXERCISE
Feedback from female participants:“It was not easy, but it was very much worth the effort. I enjoyed studying the case, talking to
my teammates and it made me aware both of skills and areas that I need to build upon. I
think it was very valuable.”38
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy“I wish we had more time for the entire exercise. I felt we did not have the opportunity tothoroughly explore the tools. The debriefing was very useful.”“This was acknowledged by the programme organisers as a challenge, but it would havebeen useful for more people on the programme to have had the opportunity to assume therole of mediator.”
Feedback from male participants:“Needed more time for negotiation”“The mediation exercise was a good insight into having good listening skills and motivationby professional rather than personal concerns. It also taught me to show persistence when
faced with difficult problems or challenges. in addition, it taught me to have the ability toremain calm in stressful situations.”“I believe that there was too much dedicated for working in teams as
gov/opposition/mediators, compared to the time allocated to the actual simulation. In thecase of my group, we finished our strategy early and had a lot of spare time, while the actual
mediation exercise was really interesting but with not enough time.”“It needs more time”“The case is such that there is a lot of room for the parties to make an agreement. The casecould be developed further to make reaching an agreement more difficult and complex. This
would push the participants to think about more innovate and out of the box solutions in orderto reach an agreement.”“Extremely useful but at times sessions were long and it would have been good to reflect
more and discuss tactics and approach. It was clear that as we went along mediation skills
improved. Some people did not speak much and wanted to engage more, so may be good toenable more people to play role of mediator or have another simulation included to enablepeople to play different roles.”“It was particularly interesting learning specific experiences from the facilitators while they
guided the mediators appointed. As mentioned, maybe the exercise could also benefit from
more time for its full usefulness.”“I wished to have had more time on the meditation exercise, just one session more, in bothcases. Nonetheless the time management is something that I learned to appreciate.”
Really learnt a lot in the role play as being a party to the conflict and also in listening to themediators in trying to work with the two parties. Really learnt a lot from the exercise.”
DR. CHRIS MOORE
Feedback from female participants:“Thanks for excellent insights - much appreciated!”“His perspective was different which I think brought new elements to the course. I enjoyedlistening to him very much.”“Excellent - I particularly enjoyed the informal 'Q&A' opportunity with Dr. Moore and Ms
Wildau at the end of each day in the second week. This time was very useful and gave mean opportunity to ask additional questions.”
Feedback from male participants:“Very good listening to him on sharing his experience and most importantly on explainingsome of the key details around negotiations and mediations.”“Dr. Moore was elaborate and facilitated excellently.”
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy“Very thoughtful. I am deeply grateful for Dr. Moore’s insights and his availability to answer
questions.”“A very good facilitation. I learnt a lot”
“Perhaps adding more real cases could enrich the presentations.”“I found very interesting the experiences Dr. Moore shared during the process and inparticular how they related to the situations that were happening during the exercise with themediators and the search for solutions.”“Excellent delivery.”MS. SUSAN WILDAU
Feedback from female participants:“Susan also brought a new perspective to the table, years of experience and a different view.
I enjoyed her lectures and the interaction with her very much.”“Excellent - I particularly enjoyed the informal 'Q&A' opportunity with Dr. Moore and Ms
Wildau at the end of each day in the second week. This time was very useful and gave mean opportunity to ask additional questions.”
Feedback from male participants:“Again listening to her experience in working in the area and some of her advice on what tobe prepare for in any negotiation was very helpful.”“Ms. Susan was elaborate and facilitated excellently.”“Very excellent. I am deeply grateful for Ms. Wildau’s experience and real-life examples.”“Ms Wildau made excellent presentations.”“Ms. Wildau was very helpful as a facilitator. Her wealth of experience was evident throughthe advice she gave and help me appreciate the complex work undertaken by mediators.”“Very good presentation.”
SRSG HANNA SERWAA TETTEH
Feedback from female participants:“She was outstanding. Consideration could be given to having a longer session with her next
time.”“Her perspective, being actually engaged in talks at the moment, was very inspiring.”“Rather than her specific talk on regional organizations, I liked her sharing more her
experience as a mediator, tips and tricks etc., which we only really got to when we asked her
the questions. Think would be more useful focusing on experience as mediator/negotiator,
rather than the regional organizations element.”
Feedback from male participants:“Very relevant in putting some of the discussions into perspective and also in sharing her
experience in working on some of the key issues at the operational level.”“SRSG Hanna was elaborate and facilitated excellently.”“A refreshing and much needed perspective. Wonderful to hear from her.”40
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy"Probably the most interesting presentation, from my perspective.”"Very honoured to have the opportunity to interact with an esteemed Special Representativeof the Secretary-General, as sought-after as USG Tetteh. In line with the learning objectivesof the fellowship, could it be recommended that the SRSG be invited to share from her
impressive array of experiences, an example of a mediation exercise she personally led, as
an example for us to learn from?”“The SRSG’s deep knowledge and experience made a great impact on the participants. The
fact that she was bold and frank enriched the discussion. She was excellent.”“Perhaps adding more real cases could enrich the presentation.”“Much better than a video, this kind of live contribution was super-helpful and interesting.”“Useful to hear from a senior practitioner and from the regional perspective. Also good tohear from a woman!”
ASG ILZE BRANDS KEHRIS
Feedback from female participants:“I learned very much through her lecture, she was also open for discussion which I value
very much.”
Feedback from male participants:“Very good insights on the way forward in looking at this important space.”“ASG Ilze was elaborate and facilitated excellently.”“Very good. I am deeply grateful for ASG Brands Kehris’ insights and suggestions on a broad
range of topics.”“The ASG was excellent. Her deep knowledge of human rights was an added value.”“ASG Ilze Brands’ connection between Human Rights and the political process was very
interesting and highlights the challenges this connection poses in UN multidimensional andintegrated missions.”“Good to have human rights perspective as it is has to be integral to/ central to any process
and forms the basis of grievances and solutions.”“Clear and excellent presentation.”
SUGGESTIONS FOR TOPICS FOR NEXT YEAR’S PROGRAMME:
Feedback from female participants:•

If it can be possible, the participants can attend some of the active negotiation andmediation events, of course, based on strict Chatham House rules. They can be
deployed at some missions as interns for 2 weeks after the 2 weeks training.

•

Consideration may be given to briefing on recent and successful examples involving
numerous actors such as the electoral violence in Kenya (UN), the Gambia(ECOWAS), Bolivia (UN). Maybe considering inviting colleagues from the HD Center.

•I believe the topics selected for this year will remain relevant.

•Inclusion of refugees and IDPs in the peace process.

•Moving from peace agreement to peace implementation: how to assist parties indeveloping an implementation matrix ensuring they set realistic benchmarks andtimeframes.

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Feedback from male participants:•

1. Communication Skills.
2. Negotiation Techniques.

•

1- Strengthening the Practice of Peacemakimg and Preventive Diplomacy in the
United Nations.
2-Women negotiating peace.

•

Although not the focus of the programme, some discussion of the interplay between
mediation / negotiation and the other methods of dispute settlement, including legal
ones, would have been helpful. Sometimes it feels like the two communities ofpractice do not engage with each other at all.

•For next year’s programme, I would suggest to continue to focus on Peacemaking
and Preventive Diplomacy.

•

Topics including How to change into a culture of innovation, The Sustainable
Development Goals and Agenda 2030, The Reform of the Security Council. are allvery worthwhile topics for discussion and deeper analysis.

•

Transitional Justice.

•

Human Rights in mediation and negotiations.

•

It would be really good to include a discussion on the lessons learned from to failed
negotiations or mediation efforts.

•

It would be good to have a real case on the current conflict where the UN is involved.

•

Mediation in the time of Covid - practical examples (Libya, Yemen, Syria).

•

The changing role of the UN in mediation and peacebuilding and role of other actors.

•

Unpack and discuss an actual conflict/ mediation process.

•How to balance justice and peace in the negotiations. The rights of the victims in thenegotiations.

•

Gender and women in peacekeeping and peacemaking. Mission support in PSO.
Planning in multi-dimensional peace operations.

•Mediation on international trade;
Introduction in negotiation with terrorists/terrorist organizations;
Negotiation on climate changes.

•

Environmental and climate risks.

•Long term effectiveness of peacemaking process;
R2P as a path to find a real peacemaking process;SDG as institutional prevention.

•

Non-Western approaches to conflict resolution.
Anthropology and conflict resolution.
Modern approaches to conflict prevention.

•

UN's success story can be included in the programme.

SUGGESTIONS FOR SPEAKERS FOR NEXT YEAR’S PROGRAMME
Feedback from female participants:•

If the program could invite more special envoys from ongoing conflicts to moreinteractive sessions.
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

I can propose for example Mr. Ghassam Salamé special envoy to Libya or Jamal
Benomar or others who mediated very difficult and complicated conflicts, They havesuccesses and they also declared failures.
•

Nicholas Haysom (the limits of an SRSG).
Jeffrey Feltman (UN’s / SG’s role).
Mona Juul (peace making).
Sanam Anderlini (WPS and role of women in peacemaking).

•

Dr. Raymond Gilpin
Former Dean of Africa Centre for Strategic Studies
Chief Economist and Head of Strategy and Analysis
Regional Bureau for Africa
UNDP New York
Tel: +1 (212) 906-5905
Cell: +1 (917) 981-9252•

David Nyheim
Executive Chairman
International Conflict and Security (INCAS) Consulting Ltd. (Valletta)
Website: www.incasconsulting.com
Telephone: +356 3550 5150 (office); +44 7968850622 (direct)
Skype: incasconsulting•

Mr. Nicholas 'Fink' Haysom, Special Adviser to the Secretary-General on Sudan. USG
Haysom has a wealth of negotiation and mediation experience and is an excellent
speaker.

Feedback from male participants:•

Allan Ndagije Mugarura, Foreign Service Officer, Permanent Mission of Uganda,
Geneva.

•Alumni.

•

The current group of speakers are excellent and would be well placed to guide theFellowship with their wisdom and experience again in 2021, if their schedule allows.
In addition, for next year’s Fellowship Programme, perhaps the current OSCE HighCommissioner on National Minorities Mr. Lamberto Zannier, and the former Executive
Director of UNEP, Mr. Eric Solheim, can be invited?

•

Professor Jeremy Sarkin
Centro de Investigação e Desenvolvimento sobre Direito e Sociedade (CEDIS)
Invited Full Professor, Faculdade de Direito (FD)
Email: jeremy.sarkin@fd.unl.pt
Campus de Campolide
1099-032 Lisboa, Portugal•

I suggest, Mr. Milos Strugar, a trainer in Conflict Analysis mediation and negotiations
and has been especial envoy to Syria.
Currently, he is Executive Director, CONFLUX Center, Belgrade, Serbia.
Email Address: milos.strugar@confluxcenter.org/ milos.strugar@un.org
Cell/WhatsApp: +381621528582•

Former Secretary-General of the UN.

•

It will be good to invite a current UN envoy who is involved in the mediation of aconflict.

•

Former SRSGs/ Special Envoys, i.e. Stephan de Mistura to share vast experience in
Iraq, Afghanistan, Syria.

•

Martin Griffiths - SE, Yemen - worked in various contexts both for UN and otherentities so has a wealth of experience to share. He is also an engaging and amusingpresenter.
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WHO - on health diplomacy and how they were able to engage parties aroundcommon interest of responding to C-19.

•

The same speakers of this year.

•

Those on the front line on the ground are the best on practical experience.

•Prof. Robert DUSSEY, Ministry of Foreign affairs of Togo, Chief Negotiator on ACP EU post Cotonou Agreement

OTHER IDEAS FOR IMPROVING THE PROGRAMME:
Feedback from female participants:•

Would be useful to have more interventions/hands on while we were being monitored
practicing the exercises. Think it would have been helpful for stronger moderation of
all the discussions so we didn’t hear from the same individuals all the time.

•

Provide more time for the simulation exercise and regular debriefings in between. As
opposed to providing more topics I would rather propose a change in the sequencing.
The discussions on Friday were very enriching and would be even more useful earlier
in the programme.

•

A more critical approach to the processes described, what went wrong and how it
could be improved would be an interesting discussion in the context of cases such as
Yemen or the early stages of the Syria conflict.

•

I wish to congratulate the organizers for managing this online session so well.
Amazingly, all the complicated moving between breakout rooms went flawlessly. You
managed time well and created plenty of opportunities for participation. This is a great
achievement.

Feedback from male participants:•

To probably discuss some on the real cases happening to explain how they might doit differently or how they would approach the situation.

•

Thank you so very very much for the organization of this course, UNITAR Fellowship
Programme in Peacemaking and Preventive Diplomacy. It was the best training I
have had the pleasure of taking in a long time. The following are just a few
suggestions to make the 2021 fellowship even more excellent:
Reading List and Reference Materials
I received the Reading List and Reference Materials the first day of the training. I
would have greatly appreciated it to have this background information available muchsooner (for example at the same time as the selection message). This way, I would
have more time to study the material, as the training itself is quite intensive andmakes it challenging to absorb all the background readings (some of which are notavailable online, including # 19, 23,25, 26, 27, 30, 31). I would greatly haveappreciated to receive the reading list and reference materials earlier.
Course-security
I found the security a bit heavy with log-in codes, passwords and PDFs at the very
highest level of confidentiality, not to be shared with anyone or even making notes on.
This makes it difficult to access and use course materials on different devices(computer, laptop, phone, tablet). As far as I can tell, the information is not classified
as confidential (and most can be found on the internet). Perhaps the meetings anddocuments can be made more “open” and share-able?

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Giving the participants the themes related to conflicts on which they can work andpresent individually and in a group.

•

Exploring how other actors, i.e. business leaders have engaged on and facilitatedconflict resolution and mediations (or perhaps this could be a phase 2 of this course
or could even be specialised talks and webinars with key note speakers for
programme alumni)

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APPENDIX V
BIBLIOGRAPHY
2020 UNITAR FELLOWSHIP PROGRAMME
IN PEACEMAKING AND PREVENTIVE DIPLOMACY
Practical Advice for Mediators: 1-5
Dispute Resolution: 5-26
UN and Regional Organizations: 26-32
BIBLIOGRAPHY – PRACTICAL ADVICE FOR MEDIATORS
African Union and the Centre for Humanitarian Dialogue (2013) Handbook for AU Practitioners
Volume I: Managing Peace Processes – Process Related Questions. Geneva: Centre for
Humanitarian Dialogue.
African Union and the Centre for Humanitarian Dialogue (2013) Handbook for AU Practitioners
Volume II: Managing Peace Processes – Thematic Questions. Geneva: Centre for Humanitarian
Dialogue.
African Union and the Centre for Humanitarian Dialogue (2013) Handbook for AU Practitioners
Volume III: Managing Peace Processes – Toward More Inclusive Processes. Geneva: Centre for
Humanitarian Dialogue.
Beer, J. and Packard, C. (with Stief, E.) (2012) The Mediator’s Handbook. Gabriola Island, British
Colombia, Canada: New Society Publishers, 4th edition.
Bell, C. (2018) Accessing Political Power: Women and Political Power-Sharing in Peace Processes.
Series on Inclusive Peace Processes. New York: UN Women.
Biersteker, T. and Hudáková, Z. (2015) UN Sanctions and Peace Negotiations: Possibilities forComplementarity. Oslo Forum Papers 4, Geneva: Centre for Humanitarian Dialogue.
Bruce, J.W. and Holt, S. (2011) Land and Conflict Prevention. Colchester, UK: Initiative on Quiet
Diplomacy.
Buchanan, C. (Ed.) (2009) Reflection on Guns, Fighters and Armed Violence in Peace Processes.
Geneva: Centre for Humanitarian Dialogue.
Buchanan, C. (Ed.) (2008) Viewpoints: Negotiating Disarmament. Geneva: Centre for Humanitarian
Dialogue.
Burgess, H. and Burgess, G. (2010) Peacemaker’s Toolkit: Conducting Track II Peace Making.
Washingon, DC: USIP Press.
Centre for Humanitarian Dialogue (2017) Trainer’s Manual on Conflict Resolution: A Foundation
Course – Understanding, Negotiating and Mediating Conflict. Geneva: Centre for Humanitarian
Dialogue.
Chounet-Cambas, L. (2011) Mediation Practice Series: Negotiating Ceasefires. Geneva: Centre for
Humanitarian Dialogue.
Cousens, E. (2008) It Ain’t Over ‘Til It’s Over: What Role for Mediation in Post-Agreement Conflict?
Geneva: Centre for Humanitarian Dialogue.
Damman, S.E. (2017) Understanding, Negotiating and Mediating Conflict: Trainers’ Manual on
Conflict Resolution: A Foundation Course. Geneva: Centre for Humanitarian Dialogue.

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Davis, M. (2009) Why Should Mediators Consider the Economic Dimensions of Conflict? Geneva:
Centre for Humanitarian Dialogue.
De Soto, A. (2007) A Mediator’s View from Here: Vision, Strategy, and Other Elements ofPeacemaking. Geneva: Centre for Humanitarian Dialogue.
Engel, A. and Korf, B. (2005) Negotiation and Mediation Techniques for Natural Resource
Management. Rome: United Nations Food and Agriculture Organization.
Federal Republic of Germany Foreign Office and Berghof Foundation (2018) National Dialogue
Handbook: A Guide for Practitioners. Berlin: Berghof Foundation.
Fitzgerald, K. (2006) Managing Constituencies: Political Opposition During a Peace Process.
Geneva: Centre for Humanitarian Dialogue.
Fomunyoh, C. (2009) Mediating Election-Related Conflicts. Geneva: Centre for Humanitarian
Dialogue.
Ginsberg, T. (2018) Constitutional Design for Territorially Divided Societies. Stockholm, Sweden:
International IDEA.
Harlander, J. (2016) Supporting a National Dialogue: Dilemmas and Options for Third Parties.
Geneva: The Centre for Humanitarian Dialogue.
Hayner, P. (2009) Negotiating Justice: Guidance for Mediators. Geneva: Centre for Humanitarian
Dialogue.
Haysom, N. and Kane, S. (2009) Negotiating Natural Resources for Peace: Ownership, Control and
Wealth Sharing. Geneva: Centre for Humanitarian Dialogue.
Hollo, L. (2011) Discrimination and Conflict Prevention, 2nd edition. Colchester, UK: Initiative on Quiet
Diplomacy.
Huber, K. (2014) Conflict Analysis: The Foundation for Effective Action: Mediation Practice Set.
Geneva: Centre for Humanitarian Dialogue.
Initiative Mediation Support Deutschland (2017) Basics of Mediation: Concepts and Definitions.
Berlin: Federal Foreign Office of Germany.
International IDEA (2019) Timing and Sequencing of Transitional Elections. International IDEA Policy
Paper No. 18. Sweden, Stockholm: International IDEA.
International IDEA (2013) Political Party Dialogue: A Facilitator’s Guide. Stockholm: International
IDEA.
International IDEA (2011) Constitution Building After Conflict: External Support to a Sovereign
Process. Stockholm: International IDEA.
International IDEA (2007) Democratic Dialogue: A Handbook for Practitioners. Stockholm:International IDEA.
Initiative on Quiet Diplomacy (2011) SCR 1325 and Women’s Participation: Operational Guidelines
for Conflict Resolution and Peace Processes. Colchester, UK: Initiative on Quiet Diplomacy.
Isoaho, E. and Tuuli, S. (2013) Lessons Learned from Mediation Processes: From Pre-Talks to
Implementation. Helsinki: Conflict Management Initiative.
Jamar, P. and Bell, C. (2018) Transitional Justice and Peace Negotiations with a Gender Lens.
Series on Inclusive Peace Processes. New York: UN Women.
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Le Brun, E. and Damman, S. (2009) Addressing Explosive Ordnance in Peace Processes. Geneva:
Centre for Humanitarian Dialogue.
Lehmann, I.A. (2009) Managing Public Information in a Mediation Process. Washington, DC: USIP
Press.
Lehmann-Larsen, S. (2014) Effectively Supporting Mediation Development: Challenges andRequirements. Oslo Forum Papers. Geneva: Centre for Humanitarian Dialogue.
Mason, S.J.A. and Blank, D. (2013) Mediating Water Conflicts in Peace Processes. Zurich: Center
for Strategic Studies.
McHugh, G. (2010) Peacemaker’s Toolkit: Integrating Internal Displacement in Peace Processes andAgreements. Washington, DC: USIP Press.
Moore, C.W. (2014) The Mediation Process: Practical Strategies for Resolving Conflict, 4thedition. San Francisco: Jossey-Bass.
Ong, K. (2012) Peacemaker’s Toolkit: Managing Fighting Forces: DDR in Peace Processes.
Washington, DC: USIP Press.
Organization for Security and Cooperation in Europe (2012) OSCE Guidelines on Non-military
Confidence-Building Measures. Vienna: OSCE.
Organization of American States and the United Nations Development Programme (2013) Practical
Guide on Democratic Dialogue. Panama City: UNDP.
Paffenholz, T. (2014) Broadening Participation in Peace Processes: Dilemmas and Options forMediators. Mediation Practice Series, Geneva: Centre for Humanitarian Dialogue.
Paffenholz, T., Kew, D. and Wanis-St. John, A. (2006) Civil Society and Peace Negotiations: Why,
Whether and How They Could be Involved. Geneva: Centre for Humanitarian Dialogue.
Paffenholtz, T., Zachariassen, A. and Helfer, C. (2017) What Makes or Breaks a National Dialogue.
Geneva: Inclusive Peace and Transition Initiatives (The Graduate Institute of International andDevelopment Studies).
Papagianni, K. (2013) National Dialogue Processes in Political Transitions. Geneva: Centre for
Humanitarian Dialogue.
Papagianni, K. (2011) Can Mediation Transform Societies? Geneva: Centre for Humanitarian
Dialogue.
Papagianni, K. (2008) Power-sharing: A Conflict Resolution Tool? Geneva: Centre for Humanitarian
Dialogue.
Papagianni, K. (2008) Power Sharing, Transitional Governments and the Role of Mediation. Geneva:
Centre for Humanitarian Dialogue.
Papagianni, K. (2006) Trust and Untruths: Federalism, Autonomy and Decentralization. Geneva:
Centre for Humanitarian Dialogue.
Peck, C. (Ed.) (2010) A Manual for UN Mediators: Advice from UN Representatives and Envoys.
Geneva: United Nations Institute for Training and Research and the United Nations Department of
Political Affairs.
Pospisil, J. and Bell, C. (2018) ‘Securing’ Peace: Women and Security Arrangements in Peace
Processes. Series on Inclusive Peace Processes. New York: UN Women.
Potter, A. (2011) Opinion: G is for Gendered: Taking the Mystery out of Gendering Peace
Agreements. Geneva: Centre for Humanitarian Dialogue.

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Potter, A. (2008) Gender Sensitivity: Nicety or Necessity in Peace Process Management. Geneva:
Centre for Humanitarian Dialogue.
Potter, A. (2008) Women and Negotiations with Armed Groups. Geneva: Centre for Humanitarian
Dialogue.
Potter, A. (2005) Opinion: We the Women: Why Conflict Mediation is Not Just a Job for Men.
Geneva: Centre for Humanitarian Dialogue.
Quinney, N. and Coyne, H. (2011) Peacemaker’s Toolkit: Talking to Groups That Use Terror.
Washington, DC: USIP Press.
Shapiro, D. (2017) Negotiating the Nonnegotiable: How to Resolve Your Most Emotionally Charged
Conflicts. New York: Penguin Books.
Slim, H. (2007) A Guide to Mediation: Enabling Peace Processes in Violent Conflict. Geneva: Centre
for Humanitarian Dialogue.
Slim, H. (2006) Towards Some Ethical Guidelines for Good Practice in Third Party Mediation in
Armed Conflict. Geneva: Centre for Humanitarian Dialogue.
Smock, D.R. and Smith, A.L. (2009) Peacemaker’s Toolkit: Managing a Mediation Process.
Washington, DC: USIP Press.
Snodderly, D. (2018) Glossary of Terms for Conflict Management and Peacebuilding. Washington
DC: USIP Press.
Spector, B.I. (2011) Negotiating Peace and Confronting Corruption. Washington, DC: USIP Press.
Suteu, S. and Bell, C. (2018) Women, Constitution-making and Peace Processes. Series on
Inclusive Peace Processes. New York: UN Women.
Topperwien, N. (2010) Peace Mediation Essentials: Decentralization, Special Territorial Autonomy
and Peace Negotiation. Bern: Mediation Support Project.
Tripathi, S. and Gündüz, C. (2008) A Role for the Private Sector in Peace Processes? Examples and
Implications for Third Party Mediation. Geneva: Centre for Humanitarian Dialogue.
United Nations Department of Political Affairs (2017) Guidance on Gender and Inclusive Mediation
Strategies. New York: United Nations Department of Political Affairs.
United Nations Department of Political Affairs (2012) Guidance for Effective Mediation. New York:
United Nations Department of Political Affairs.
United Nations Department of Political Affairs (2012) Guidance for Mediators: Addressing ConflictRelated Sexual Violence in Ceasefire and Peace Agreements. New York: United Nations
Department of Political Affairs.
United Nations Department of Political Affairs (2011) Mediation Start-up Guidelines. New York:
United Nations Department of Political Affairs
United Nations Development Programme (2014) Supporting Insider Mediation: Strengthening
Resilience to Conflict and Turbulence. New York: UNDP.
United Nations Development Group (2013) Natural Resource Management in Transition Settings.
New York: United Nations.
United Nations Environment Programme and United Nations Department of Political Affairs (2017)
Natural Resources and Conflict: A Guide for Mediation Practitioners. New York: United Nations.
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United Nations Interagency Taskforce for Preventive Action: (2012) Toolkit and Guidance forPreventing and Managing Land and Natural Resource Conflicts. New York: United Nations.
Watchlist on Children and Armed Conflict (2016) Checklist for Drafting Children and Armed Conflict
Provisions in Peace Agreements. https://watchlist.org/wp-content/uploads/Checklist-for-CACrelevant-provisions-in-peace-agreements-FINAL-10-12-16.pdf
Whitfield, T. (2010) Mediation Practice Series: External Actors in Mediation: Dilemmas and Optionsfor Mediation. Geneva: Centre for Humanitarian Dialogue.
Whitfield, T. (2010) Mediation Practice Series: Engaging with Armed Groups. Geneva: Centre for
Humanitarian Dialogue.
Whitfield, T. (2010) Peacemaker’s Toolkit: Working with Groups of Friends. Washington, DC: USIP
Press.
Wise, L. and Bell, C. (2018) Gaining Ground: Women and Territorial Power-Sharing in Peace
Processes. Series on Inclusive Peace Processes. New York: UN Women.
Zartman, W. and de Soto, A. (2010) Peacemaker’s Toolkit: Integrating Internal Displacement inPeace Processes and Agreements. Washington, DC: USIP Press.
Zuelueta-Fülscher, K. and Bisarya, S. (2018) (S)Electing Constitution Making Bodies in Fragile andConflict-Affected Settings. Stockholm, Sweden: International IDEA.
See also: www.peacemaker.un.org for examples of peace agreements, guidance and other readings.
BIBLIOGRAPHY – DISPUTE RESOLUTION
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Georgetown, Ontario: McGill-Queens University Press.
Aall, P. and Crocker, C.A. (Eds.) (2016) Minding the Gap: African Conflict Management at a Time of
Change. Georgetown, Ontario: McGill-Queens University Press.
Abdi, D.I. and Mason, S.J.A. (2019) Mediation and Governance in Fragile Contexts: Small Steps toPeace. Boulder, Colorado: Lynne Rienner Publishers.
Abe, T. (2018) Unintended Consequences in Transitional Justice: Social Recovery at the Local Level.
Boulder, Colorado: Lynne Rienner Publishers.
Ackermann, A. (2003) The Idea and Practice of Conflict Prevention. Journal of Peace Research,
40(3), 339-347.
Adebajo, A. (2014) African Peacemakers: Nobel Peace Laureates of African Descent. New York:
Zed Books.
Adebajo, A. (2010) The Curse of Berlin: Africa After the Cold War. New York: Columbia University
Press.
Adeyemi, A. (2015) Terrorism and Transnational Security Threats in West Africa: A Global
Perspective. Bloomington, Indiana: Xlibris Publishing.
Åkebo, M. (2017) Ceasefire Agreements and Peace Processes: A Comparative Study. New York:
Routledge.
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Allansson, M., Melander, E. and Temnér, L. (2017) Organized Violence, 1989-2016. Journal of Peace
Research, 54(4), 574-587.
Anderleni, S.N. (2007) Women Building Peace: What They Do, Why It Matters. Boulder Colorado:
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Anderson, M.B. and Wallace, M. (2012) Opting Out of War: Strategies to Prevent Violent Conflict.
Boulder, Colorado: Lynne Rienner Publishers.
Anderson, M.B., Chigas, D. and Woodrow, P. (2007) An Approach to DAC Guidance for Evaluating
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Anderson, M.B. (1999) Do No Harm: How Aid Can Support Peace – or War. Boulder, Colorado:
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Assefa, H. (2007) A Mediator Talks: An Interview with Professor Hizkias Assefa. Journal of Socialand Ethical Concerns, 22(1).
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Assefa, H. (1993) Crucible of Civilization and Conflicts: Ethiopia. In P.A. Nyongo (Ed.) Arms andDaggers in the Heart of Africa: Studies in Internal Conflicts. Nairobi: Academy of Sciences.
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and Negotiations. Bonn: Herbert Quandt Foundation.
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York: Syracuse University Press.
Babbitt, E.F. (2009) The Evolution of International Conflict Resolution: From Cold War to
Peacebuilding. Negotiation Journal, Fall, 2009.
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Barltrop, R. (2011) Darfur and the International Community: The Challenges of Conflict Resolution in
Sudan. London: I.B. Tauris.
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Press.
Bellamy, A.J. (2009) Responsibility to Protect. Bristol, UK: The Policy Press.
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Cape Town, South Africa: Human Sciences Research Council.
Bercovitch, J. (2014) Theory and Practice of International Mediation: Selected Essays. New York:
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Bercovitch, J. and Gartner, S. (Eds.) (2009) International Conflict Mediation: New Approaches andFindings. New York: Routledge.
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Bercovitch, J., Kremenyuk, V. and Zartman, I.W. (Eds.) (2009) The Sage Handbook of Conflict
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Caplan, N. (2009) The Israeli-Palestinian Conflict: Contested Histories. Malden, Massachusetts:
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Chigas, D. and Woodrow, P. (2014) Systems Thinking in Peacebuilding Evaluations: Applications in
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Evans, G. (2016) R2P: The Next Ten Years. In A. Bellamy and T. Dunne (Eds.) The Oxford
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Gurtov, M. (2018) Engaging Adversaries: Peacemaking and Diplomacy in the Human Interest.
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Hartzell, C.A. and Mehler, A. (2019) (Eds.) Power Sharing and Power Relations After Civil War.
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Human Security Report Project (2007) Human Security Brief 2007. Vancouver: School forInternational Studies, Simon Fraser University.
Human Security Centre (2006) Human Security Brief 2006. Vancouver: University of British Columbia
Human Security Centre.
Human Security Centre (2005) Human Security Report 2005: War and Peace in the 21st Century.
Oxford: Oxford University Press.
Huyes, L. and Salter, M. (2008) Traditional Justice and Reconciliation After Violent Conflict: Learningfrom African Experiences. Stockholm: International IDEA.
International IDEA (2016) Electoral Crisis Mediation: Responding to a Rare but Recurring Challenge.
See: www.idea.int/publications/electoral-crisis-mediation/index.cfm
International IDEA (2015) Women in Conflict and Peace. See: www.idea.int/publications/women-inconflict-and-peace/index.cfm
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International IDEA (2015) Marginalized Groups and Constitution Building. See: www.idea.int/
publications/marginalized-groups-and-constitution-building/index.cfm
International IDEA (2013) Overcoming Political Exclusion: Strategies for Marginalized Groups toSuccessfully Engage in Political Decision-Making. Stockholm: International IDEA.
International IDEA (2012) Electoral Management During Transition: Challenges and Opportunities.
Stockholm: International IDEA.
International IDEA (2011) Constitution Building After Conflict: External Support for Sovereign
Processes. Stockholm: International IDEA.
International IDEA (2011) State of Local Democracy in the Arab World. Stockholm: International
IDEA.
International IDEA (2010) Islamist Mass Movements, External Actors and Political Change in the
Arab World. Stockholm: International IDEA.
International IDEA (2010) Electoral Justice: The International IDEA Handbook. Stockholm:International IDEA.
International IDEA (2008) Traditional Justice and Reconciliation after Violent Conflict: Learning fromAfrican Experience. Stockholm: International IDEA.
International IDEA (2006) Democracy, Conflict and Human Security: Pursuing Peace in the 21stCentury, Volume 1. Stockholm: International IDEA.
International IDEA (2006) Democracy, Conflict and Human Security: Further Readings, Volume 2.
Stockholm: International IDEA.
International IDEA (2005) Traditional Justice and Reconciliation After Violent Conflict. Stockholm:International IDEA.
International IDEA (2003) Reconciliation After Violent Conflict: A Handbook. Stockholm: International
IDEA.
International Institute for Strategic Studies (2017) The Armed Conflict Survey 2017. New York:
Routledge, 3rd edition.
International Peace Institute (2012) Preventive Diplomacy: Regions in Focus. Policy Paper. New
York: International Peace Institute.
Jacoby, T. (2008) Understanding Conflict and Violence: Theoretical and Interdisciplinary Approaches.
New York: Routledge.
Jakobsen, P.V. (2006) Nordic Approaches to Peace Operations: A New Model in the Making. New
York: Routledge.
Jarstad, A.K. and Sisk, T.D. (Eds.) (2008) From War to Democracy: Dilemmas of Peacebuilding.
Cambridge: Cambridge University Press.
Jenny, T., Greenberg, R., Lowney, V. and Bania, G. Peacemaking and New Technologies: Dilemmas
and Options for Mediation. Geneva: Centre for Humanitarian Dialogue.
Jensen, E. (2011) Western Sahara: Anatomy of a Stalemate? 2nd edition. Boulder, Colorado: Lynne
Rienner Publishers.
Jentleson, B.W. (Ed.) (2000) Opportunities Missed, Opportunities Seized: Preventive Diplomacy in
the Post-Cold War World. Lanham, Maryland: Rowman and Littlefield Publishers.
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

Jesse, N.G. and Williams, K.P. (2005) Identity and Institutions: Conflict Reduction in Divided
Societies. New York: State University of New York.
John, M.S. (2005) The Concept and Practice of Conflict Prevention: A Critical Reappraisal.
International Studies, 42(1), 1-19.
Jonathan W. (2005) Mediating International Crises. New York: Routledge.
Jones, A. (2017) Genocide: A Comprehensive Introduction. 3rd Ed. New York: Routledge.
Jones, B., Pascual, C. and Stedman, S.J. (2010) Power and Responsibility: Building International
Order in an Era of Transnational Threats. Washington, DC: Brookings Institution Press.
Jones, P. (2015) Track Two Diplomacy in Theory and Practice. Stanford, California: Stanford
University Press.
Joshi, M., Quinn, J.M. and Regan, P.M. (2015) Annualized Implementation Data on Comprehensive
Intrastate Peace Accords, 1989-2012. Journal of Peace Research, June 8, 2015, OnlineFirst.
Joshi, M. and Wallensteen, P. (Eds.) (2018) Understanding Quality Peace: Peacebuilding After Civil
War. New York: Routledge.
Kaufman, J.P. and Williams, K.P. (2013) Women at War, Women Building Peace, Challenging
Gender Norms. Boulder, Colorado: Lynne Rienner Publishers.
Keating, T. and Knight, W.A. (Eds.) (2004) Building Sustainable Peace. Tokyo: United Nations
University Press.
Kemp, W., Popovski, V. and Thakur, R. (2011) Blood and Borders. Tokyo: United Nations University
Press.
Khadiagala, G.M. (2015) Silencing the Guns: Strengthening Government to Prevent, Manage andResolve Conflict in Africa. Policy Paper, International Peace Institute.
Khan, S.M. (2000) The Shallow Graves of Rwanda. London: I.B. Tauris.
Khouri, R., Makdisi, K. and Wählisch, M. (2016) Interventions in Conflict: International Peacemaking
in the Middle East. London: Palgrave McMillan.
Koopsman, S.M.G. (2018) Negotiating Peace: A Guide to the Practice, Politics and Law ofInternational Mediation. Oxford: Oxford University Press.
Krahmann, E. (2005) New Threats and New Actors in International Security. New York: Macmillan.
Kriesberg, L. (2006) Constructive Conflicts: From Escalation to Resolution. Lanham, Maryland:
Rowman and Littlefield Publishers.
Kuehnast, K., de Jorge Oudraat, C. and Hernes, H. (2011) Women and War: Power and Protection in
the 21st Century. Washington, DC: USIP Press.
Lacina, B.A. (2006) Explaining the Severity of Civil Wars. Journal of Conflict Resolution, 50(2), 276289.
Lapidoth, R. (1997) Autonomy: Flexible Solutions to Ethnic Conflict. Washington, DC: USIP Press.
Large, J. and Sisk, T.D. (Eds.) (2006) Democracy, Conflict and Human Security: Pursuing Peace inthe 21st Century, Vol. 1. Stockholm: International IDEA.
Le Billon, P. (2005) Fuelling War: Natural Resources and Armed Conflict. Adelphi Paper, No. 373, 192.
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Lederach, J.P. (2010) The Moral Imagination: The Art and Soul of Building Peace. Oxford: Oxford
University Press.
Lederach, J.P. (1997) Building Peace: Sustainable Reconciliation in Divided Societies. Washington,
DC: USIP Press.
Lehmann, I.A. (2009) Managing Public Information in a Mediation Process. Washington, DC: USIP
Press.
Leslie, E. (2013) Widening the Table: Hybrid Support Groups in Conflict Mediation. World Politics
Review, December 17, 2013.
LeVine, M., Mossberg, M. Bartelson, J. and Wallensteen, P. (2014) One Land, Two States: Israel
and Palestine as Parallel States. Berkeley: University of California Press.
Levinger, M. (2013) Conflict Analysis: Understanding Causes, Unlocking Solutions. Washington,
DC: USIP Press.
Levitt, M. (2008) Negotiating Under Fire: Preserving Peace Talks in the Face of Terror Attacks.
Lanham, Maryland: Rowman and Littlefield Publishers.
Lezhnev, S. (2005) Crafting Peace: Strategies to Deal with Warlords in Collapsing States. Lanham,
Maryland: Rowman and Littlefield Publishers.
Little, D. (Ed.) (2007) Peacemakers in Action: Profiles of Religion in Conflict Resolution. Cambridge:
Cambridge University Press.
Lund, M. and McDonald, S. (2015) Across the Lines of Conflict: Facilitating Cooperation to Build
Peace. New York: Woodrow Wilson Center Press/Columbia University Press.
Lupel, A. and Verdeja, E. (Eds.) (2013) Responding to Genocide: The Politics of International Action.
Boulder, Colorado: Lynne Rienner Publishers.
Mac Ginty, R. (Ed.) (2015) Routledge Handbook of Peacebuilding. New York: Routledge.
Mahmoud, Y. and Makoond, A. (2017) Sustaining Peace: What Does It Mean in Practice? Issues
Brief. New York: International Peace Academy.
Malet, D. and Anderson, M.J. (Eds.) (2017) Transnational Actors in War and Peace. Washington DC:
Georgetown University Press.
Mansfield, E.D. and Snyder J. (2005) Electing to Fight: Why Emerging Democracies Go to War.
London: MIT.
Marker, J. (2003) East Timor: A Memoir of the Negotiations for Independence. London: McFarland
and Company, Inc.
Martin, H. (2006) Kings of Peace, Pawns of War: The Untold Story of Peace-making. New York:
Continuum.
Martin, I. (2010) (Ed.) Nepal’s Peace Process at the United Nations. Lalitpur, Nepal: Himal Books.
Martin, I. (2010) All Peace Operations are Political: A Case for Designer Missions and the New UN
Reform. Thematic Essays. New York: Centre on International Cooperation.
Mason, T.D. and Mitchell, S.M. (2016) What Do We Know About Civil Wars? Lanham, Maryland:
Rowman and Littlefield Publishers.
Maundi, M.O., Zartman, I.W., Khadiagala, G.M. and Nuamah, K. (2005) Getting In: Mediators' Entry
into the Settlement of African Conflicts. Washington, DC: USIP Press.
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

Mayer, B. (2012) The Dynamics of Conflict: A Guide to Engagement and Intervention, 2nd edition.
San Francisco: Jossey-Bass.
Mayer, B. (2010) The Dynamics of Conflict Resolution: A Practitioner’s Guide. San Franciso: JosseyBass.
Mayer, B. (2009) Staying with Conflict: A Strategic Approach to Ongoing Disputes. San Francisco:
Jossey-Bass.
Mayer, B. (2004) Beyond Neutrality: Confronting the Crisis in Conflict Resolution. San Francisco:
Jossey-Bass.
McLoughlin, S. (2014) The Structural Prevention of Mass Atrocities: Understanding Risk andResilience. New York: Routledge.
Malley, R. (2018) 10 Conflicts to Watch in 2018. Brussels: Crisis Group.
Melbourn, A. and Wallensteen, P. (2008) Third Parties and Conflict Prevention. Anna Lindh
Programme in Conflict Prevention. Hedemora, Sweden: Gidlunds forlag.
Merrills, J.G. (2017) International Dispute Settlement, 6th edition. Cambridge: Cambridge University
Press.
Mertus, J. and Helsing, J.W. (Eds.) (2006) Human Rights and Conflict: Exploring the Links Between
Rights, Law, and Peacebuilding. Washington, DC: USIP Press
Miall, H., Woodhouse, T., Ramsbotham, O. and Mitchel, C. (Eds.) (2015) The Contemporary Conflict
Resolution Reader. Cambridge: Polity Press.
Mine, Y., Stewart, F., Fukada-Parr, S. and Mkandawire, T. (Eds.) (2013) Preventing Violent Conflict inAfrica: Inequalities, Perceptions and Institutions. London: Palgrave Macmillan.
Moffitt, M.L. and Bordone, R.C. (Eds.) (2005) The Handbook of Dispute Resolution. San Francisco:
Jossey-Bass.
Moore, C.W. (2014) The Mediation Process: Practical Strategies for Conflict Resolution. San
Francisco: Jossey-Bass.
Moore, C.W. and Woodrow, P.J. (2010) Handbook of Global and Multicultural Negotiation. San
Francisco: Jossey-Bass.
Muggah, R. (Rapporteur) (2012) What Works in Preventive Diplomacy? Meeting Notes. New York:International Peace Institute.
Mustapha, M. and Bangura, J.J. (2010) Sierre Leone: Beyond the Lomé Peace Accord. New York:
Palgrave Macmillan.
Naimark, N.M. (2017) Genocide: A World History. Oxford: Oxford University Press.
Newman, E. and DeRouen, K. (Eds.) (2014) Routledge Handbook of Civil War. New York: Routledge.
Newman, E. and Richmond, O. (Eds.) (2006) Challenges to Peacebuilding: Managing Spoilers
During Conflict Resolution. Tokyo: United Nations University Press.
Nilsson, S. (2012) Anchoring the Peace: Civil Society Actors in Peace Accords and Durable Peace.
International Interactions: Empirical and Theoretical Research in International Relations, 38(2), 243266.
Nylander, D., Sandberg, R. and Tveldt, I. (2018) Designing Peace: The Colombian Peace Process.
Oslo: Norwegian Centre for Conflict Resolution.
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O’Reilly, M., Sulleabhain, A.O. and Paffenholz, T. (2015) Reimagining Peacemaking: Women’s Roles
in Peace Processes. Policy Paper, New York: International Peace Institute.
Odendaal, A. (2013) A Crucial Link: Local Peace Committees and National Peacebuilding.
Washington, DC: USIP Press.
Ofstad, O. (2017) Conflict Management in International Missions: A Field Guide. London: Routledge.
Öjendal, J. and Dellnäs, A. (2013) The Importance of Good Local Governance: Challenges for the
Next Decade of Decentralization. Tokyo: United Nations University Press.
Organization for Economic Co-operation and Development (2001) The Development AssistanceCommittee Guidelines: Helping Prevent Violent Conflict. Paris: OECD.
Packer, J. (2013) 20 Years High Commissioner on National Minorities: The Continuing Value of an
Innovative Institution”, Security Community, Vol. 1.
Packer, J. (2011). Music and Lyrics – Dancing to his own Tune, In the special issue Tribute to Max
van der Stoel of the journal Security and Human Rights, Vol. 22 (3).
Packer, J. (2007) Reflections on Implementation Mechanisms of Selected Autonomy, Self-Rule andSimilar Arrangements. In M. Boltjes (Ed.) Implementing Negotiated Agreements: The Real Challenge
to Intrastate Peace. The Hague, Asser Press.
Packer, J. (2006) Towards a Consistent Approach in the Management of Linguistic Diversity:
Reflections from Practice. Supreme Court Law Review, 31(2), 45-60.
Packer, J. (2006) Confronting the Contemporary Challenges to Europe’s Minorities. Helsinki Monitor,
16 (3), 227-231.
Packer, J. (2005) Autonomy and the Effective Participation of Minorities in Public Life: Developmentsin the OSCE. In Z. Shurbaty (Ed.) Beyond the One-Dimensional State: An Emerging Right toAutonomy? Leiden, The Netherlands: Martinus Nijhoff Publishers.
Packer, J. (2003) The Contemporary Protection of Minorities. In M. Bergsmo (Ed.) Human Rights andCriminal Justice for the Downtrodden. The Hague: Kluwer Law International.
Packer, J. (2000) Making International Law Matter in Preventing Ethnic Conflict: A Practitioner’s
Perspective. New York University Journal of International Law and Politics, 32(3), 715-724.
Packer, J. (1999) Problems in Defining Minorities. In D. Fottrell and B. Bowring (Eds.) Minority andGroup Rights in the New Millennium. The Hague: Kluwer Law International.
Packer, J. and Friberg, E. (2004) Genocide and Minorities: Preventing the Preventable. London:
Minority Rights Group International.
Packer, J. and Holt, S. (2005) Article 9. In M. Weller (Ed.) The Rights of Minorities: A Commentary on
the European Framework Convention for the Protection of National Minorities. Oxford: Oxford
University Press.
Paffenholz, T. (Ed.) (2010) Civil Society in Peacebuilding: A Critical Assessment. Boulder, Colorado:
Lynne Rienner Publishers.
Papagianni, K., Dziatkowiec, P., Buchard, C. and Convergne, E. (Eds.) (2016) Oslo Forum: On
Peacemaking: A Decade of Reflection. Geneva: Centre for Humanitarian Dialogue.
Paris, R. (2004) At War's End: Building Peace After Civil Conflict. Cambridge: Cambridge University
Press.
Patrick, P. and Packer, J. (Eds.) (forthcoming) Language Rights. Berlin: Mouton de Gruyter.
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Popovski, V., Reichberg, G.M. and Turner, N. (Eds.) (2009) World Religions and Norms of War.
Tokyo: United Nations University Press.
Porter, E. (2015) Connecting Peace, Justice and Reconciliation. Boulder, Colorado: Lynne Rienner
Publishers.
Probst, M. (2016) Diasporas as Catalysts for Dialogue: The Case of Laos and Papua. Geneva: The
Centre for Humanitarian Dialogue. Oslo Forum Papers, June, 2016.
Principe, M.A. (2016) Women in Nonviolent Movements. Special Report. Washington, DC: USIP.
Pruitt, B. and Thomas, P. (2007) Democratic Dialogue: A Handbook for Practitioners. Stockholm:International IDEA (co-published with UNDP and the OAS).
Pruitt, D., Rubin, J. and Hee Kim, S. (2003) Social Conflict: Escalation, Stalemate and Settlement,
3rd edition. New York: McGraw Hill.
Pugh, M. and Cooper, N. with Goodhand, J. (2004) War Economies in a Regional Context:
Challenges of Transformation. Boulder, Colorado: Lynne Rienner Publishers.
Quandt, W. (2016) Camp David: Peacemaking and Politics. Washington, DC: Brookings Institution
Press.
Ramsbotham, O. (2016) When Conflict Resolution Fails: An Alternative to Negotiation and Dialogue:
Engaging Radical Disagreement in Intractable Conflict. New York: Polity Press.
Ramsbotham, O. (2010) Transforming Violent Conflict, Radical Disagreements, Dialogue andSurvival. New York: Routledge.
Ramsbotham, A. and Wennmann, A. (2014) Legitimacy and Peace Processes: From Coercion toConsent. Accord, Issue 25.
Rausch, C. (Ed.) (2018) Fighting Serious Crimes: Strategies and Tactics for Conflict-Affected
Societies. Washington, DC: USIP Press.
Rausch, C. and Luu, T. (2017) Inclusive Peace Processes Are Key to Ending Violent Conflict. Peace
Brief. Washington, DC: USIP.
Regan, A. (2010) Light Intervention: Lessons from Bougainville. Washington, DC: USIP Press.
Reilly, B. and Nordlund, P. (2008) Political Parties in Conflict-Prone Societies: Regulation,
Engineering and Democratic Development. Tokyo: United Nations University Press.
Reiter, A.G. (2016) Fighting Over Peace: Spoilers, Peace Agreements and the Strategic Use ofViolence. London: Palgrave Macmillan.
Reynolds, A., Reilly, B. and Ellis, A. (Eds.) (2005) Electoral Assistance Design: The New International
IDEA Handbook. Stockholm: International Institute for Democracy and Electoral Assistance.
Rifkind, G. and Picco, G. (2014) The Fog of Peace: The Human Face of Conflict Resolution. London:
I.B. Tauris.
Rød-Larsen, T., Laiq, N. and Aidan, F. (Eds.) (2014) The Search for Peace in the Arab-Israeli
Conflict: A Compendium of Documents and Analysis. Oxford: Oxford University Press.
Roeder, P.G. and Rothchild, D. (Eds.) (2005) Sustainable Peace: Power and Democracy After Civil
Wars. Ithaca, NY: Cornell University Press.
Rosoux, V. and Anstey, M. (2017) Negotiating Reconciliation in Peacemaking: Quandaries ofRelationship Building. Dordrecht: Springer.
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Rovine, A.W. (Ed.) (2010) Contemporary Issues in International Arbitration and Mediation. Leiden,
The Netherlands: Martinus Nijhoff Publishers.
Rudolph Jr., J.R. and Lahneman, W.J. (2017) From Mediation to Nation Building: Third Parties andthe Management of Communal Conflict. Lanham, Maryland: Lexington Books.
Ryan, S. (2007) The Transformation of Violent Intercommunal Conflict. Burlington, Vermont:
Ashgate.
Sandole, D.J.D., Byrne, S., Sandole-Staroste, I. and Senehi, J. (Eds.) (2008) Handbook of Conflict
Analysis and Resolution. New York: Routledge.
Saner, R. (2005) The Expert Negotiator: Strategy, Tactics, Motivation, Behaviour, Leadership,
2nd edition. Boston: Martinus Nijhoff Publishers.
Schirch, L. (2013) Conflict Assessment and Peacebuilding Planning: Toward a Participatory
Approach to Human Security. Boulder, Colorado: Lynne Rienner Publishers.
Schnabel, A. and Carment, D. (Eds.) (2004) Conflict Prevention from Rhetoric to Reality: Volume 1:
Organizations and Institutions. Lanham, Maryland: Rowman and Littlefield Publishers.
Schnabel, A. and Ehrhart, H-G. (Eds.) (2005) Security Reform and Post-Conflict Peacebuilding.
Tokyo: United Nations University Press.
Schultz, R.H. and Lockard, I.V. (2010) Understanding Internal Wars and Conflicts. New York:
Routledge.
Semple, M. (2009) Reconciliation in Afghanistan. Washington, DC: USIP Press.
Shankelman, J. (2006) Oil, Profits and Peace: Does Business Have a Role in Peacemaking?
Washington, DC: USIP Press.
Shoup, B. (2008) Conflict and Cooperation in Multi-Ethnic States: Institutional Incentives, Myths, andCounterbalancing. New York: Routledge.
Singh Sidhu, W.P., Asif, B. and Samii, C. (Eds.) (2006) Kashmir: New Voices, New Approaches.
Boulder, Colorado: Lynne Rienner Publishers.
Siram, C.L., Martin-Ortega, O. and Herman, J. (2014) Conflict and Human Rights: Theory andPractice. New York, Routledge, 2nd edition.
Sisk, T. (2013) Statebuilding. New York: Polity Press.
Sisk, T. (Ed.) (2011) Between Terror and Tolerance: Religious Leaders, Conflict and Peacemaking.
Washington, DC: Georgetown University Press.
Sisk, T. (2008) International Mediation in Civil Wars: Bargaining with Bullets. New York: Routledge.
Sisk, T. (1996) Power Sharing and International Mediation in Ethnic Conflicts. Washington, DC: USIP
Press.
Sisk, T. and Reynolds, A. (1998) Elections and Conflict Management in Africa. Washington, DC:
USIP Press.
Skaar, E., Gloppen, S. and Suhrke, A. (Eds.) (2005) Roads to Reconciliation. Lanham, Maryland:
Rowman and Littlefield Publishers.
Smith, A.L. (2007) Advances in Understanding International Peacemaking, 2000-2005, Volume 3.
Washington, DC: USIP Press.
Smith, H. and Stares, P. (Eds.) (2007) Diasporas in Conflict. Tokyo: United Nations University Press.
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Smock, D.R. and Serwen, D.P. (Eds.) (2012) Facilitating Dialogue: USIP’s Work in Conflict Zones.
Washington, DC: USIP Press.
Smock, D.R. and Smith, A.L. (2008) Managing a Mediation Process. Washington, DC: USIP Press.
Spears, I.S. (2011) Civil War in African States: The Search for Security. Boulder, Colorado: Lynne
Rienner Publishers.
Spector, B. (2011) Negotiating Peace and Confronting Corruption: Challenges for Post-ConflictSocieties. Washington, DC: USIP Press.
Spector, B. and Zartman, I.W. (Eds.) (2003) Getting It Done: Post-Agreement Negotiation andInternational Regimes. Washington, DC: USIP Press.
Sriram, C.L. and Nielsen, Z. (Eds.) (2004) Exploring Subregional Conflict: Opportunities for Conflict
Prevention. Boulder, Colorado: Lynne Rienner Publishers.
Sriram, C.L., Martin-Ortega, O. and Herman, J. (2009) War, Conflict and Human Rights. London:
Routledge.
Staibano, C. and Wallensteen, P. (Eds.) (2005) International Sanctions: Between War and Words.
New York: Routledge.
Stedman, S.J. (1997) Spoiler Problems in Peace Processes. International Security, 22(2), 5-53.
Stedman, S.J., Rothchild, D., and Cousens, E.M. (Eds.) (2002) Ending Civil Wars: The
Implementation of Peace Agreements. Boulder, Colorado: Lynne Rienner Publishers.
Stewart, F. (2008) (Ed.) Horizontal Inequalities and Conflict: Understanding Group Violence inMultiethnic Societies. New York: Palgrave Macmillan.
Stiehm, J.H. (2013) Champions for Peace: Women Winners of the Nobel Peace Prize, 2nd edition.
Lanham, Maryland: Rowman and Littlefield Publishers.
Stone, D., Patton, B. and Heen, S. (2010) Difficult Conversations: How to Discuss What Matters
Most. New York: Penguin Books.
Suílleabháin, A. (Ed.) (2015) Leveraging Local Knowledge for Peacebuilding and Statebuilding in
Africa. Policy Paper, International Peace Institute.
Svensson, I. (2014) International Mediation Bias and Peacemaking: Taking Sides in Civil Wars. New
York: Routledge.
Svensson, I. and Wallensteen, P. (2010) The Go-Between. Washington, DC: USIP Press.
Swanstram, N., Ledberg, S. and Forst, A. (2010) Conflict Prevention and Management in Northeast
Asia: The Korean Penninsula and Taiwan Strait in Comparison. Cambridge: Cambridge University
Press.
Terris, L.G. (2016) Mediation of International Conflicts: A Relational Model. London: Routledge.
Themnér, L. and Wallensteen, P. (2012) Armed Conflict, 1946-2011. Journal of Peace Research,
49(4), 565-575.
Thornton, C. and Tusa, F. (2017) To Seal the Deal: Mechanisms for the Validation of Political
Settlements. Oslo Forum Background Paper. Geneva: The Centre for Humanitarian Dialogue.
Tir, J. (2006) Redrawing the Map to Promote Peace: Territorial Dispute Management Via Territorial
Changes. Lanham, Maryland: Lexington Books.
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Tir, J. (2005) Keeping the Peace After Secession: Territorial Conflicts Between Rump andSecessionist States. Journal of Conflict Resolution, 49(5), 713-741.
Toft, M.D. (2010) Securing the Peace: The Durable Settlement of Civil Wars. Princeton, NJ:
Princeton University Press.
Tonge, J. (2014) Comparative Peace Processes. New York: Polity Press.
Töpperwein, N. (2010) Decentralization, Special Territorial Autonomy and Peace Negotiations.
Zurich: Swisspeace/CSS ETH.
Tschirgi, N., Lund, M. and Mancini, F. (2010) Security and Development: Searching for Critical
Connections. Boulder, Colorado: Lynne Rienner Publishers.
United Nations Development Fund for Women (2010) Women’s Participation in Peace Negotiations:
Connections Between Presence and Influence. New York: United Nations.
United Nations Women (2018) Women’s Meaningful Participation in Negotiating Peace and
Implementation of Peace Agreements. Report of the Expert Group Meeting. New York: UN Women.
Ury, W. (2015) Getting to Yes With Yourself and Other Worthy Opponents. San Francisco: Harper
One.
Ury, W. (2007) The Power of a Positive No: How to Say No and Still Get to Yes. New York: Bantam
Dell Publishing GroupUry, W. (1999) Getting to Peace. New York: Penguin.
Ury, W., Brett, J. and Goldberg, S. (1993) Getting Disputes Resolved: Designing a System to Cut the
Costs of Conflict. San Francisco: Jossey-Bass.
Vendrell, F.M. (2015) Afghanistan. In S. von Einsiedel, D. Malone, B.S. Ugarte (Eds.) The Security
Council in the 21st Century. Boulder, Colorado: Lynne Rienner Publishers.
Verdeja, E. (2009) Unchopping a Tree: Reconciliation in the Aftermath of Political Violence.
Philadelphia: Temple University Press.
Vukovic, W. (2017) International Multiparty Mediation and Conflict Management: Challenges of
Cooperation and Coordination. London: Routledge.
Wadley, I. (2017) Valuing Peace: Delivering and Demonstrating Mediation Results: Dilemmas andOptions for Mediation. Geneva: Centre for Humanitarian Dialogue.
Waehlisch, M. (2018) Peacemaking, Power-sharing and International Law: Imperfect Peace. Oxford:
Hart Publishing.
Walker, B.F. (2009) Reputation and Civil War: Why Separatist Conflicts Are So Violent. Cambridge:
Cambridge University Press.
Wallensteen, P. (2019) Understanding Conflict Resolution. 5th edition. London: Sage.
Wallensteen, P. (2015) Quality Peace: Peacebuilding, Victory and World Order. Oxford: Oxford
University Press.
Wallensteen, P. (2011) Peace Research: Theory and Practice. London: Routledge
Wallensteen, P. and Joshi, M. (2018) Understanding Quality Peace, 1st edition. London: Routledge.
Walter, B.F. (2002) Committing to Peace: The Successful Settlement of Civil Wars. Princeton, NJ:
Princeton University Press.
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2020 UNITAR Fellowship Programme in Peacemaking and Preventive Diplomacy

Weidmann, N.B. (2015) Communication Technology and Political Conflict: Introduction to the Special
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Backward-Looking Outcomes. Lanham, Maryland: Rowman and Littlefield Publishers.
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338

Annex 1: Project Brief
Project title: Online Learning on Climate Change Negotiations & Health
Provide a very concise summary of the project here:
It in increasingly evident that environmental challenges have an impact on human health, reinforcing
existing risks. For instance, it is estimated that climate change will cause around 250,000 additional
deaths per year between 2030 and 2050 – linked to issues ranging from malnutrition to heat stress,
with direct costs to health expected to be between USD 2-4 billion/year by 20301. Also, the current
COVID-19 pandemic has highlighted the important interlinkages between human health and the stateof our environment and economies.
With recognition of the growing importance of the connection between health and the state of theenvironment as one of the fundamental issues of our time, WHO and UNITAR are exploring
opportunities to build on past collaboration within the UNITAR’s Division for Multilateral Diplomacy
and the UN CC:Learn Partnership to develop a new Climate Change Negotiations and Health online
course aimed at strengthening understanding of the interlinkages between climate and health, withparticular reference to the UNFCCC international climate change policy process. This proposed online
course will take advantage of the latest advances in the design and delivery of distance-based learning
experiences.
The proposed course has been requested directly by the WHO. The WHO will co-finance the course toa value of up to 25,000 USD, therefore only requiring 54,715 USD from the SFF.

Objective
Through exposure to engaging content, relevant case studies, practical exercises and opportunities toshare experience and ideas, the new series of knowledge and learning resources on climate change
negotiations and health will aim to inspire policy-makers, government officials, professionals and theglobal public to integrate health considerations when taking policy decisions on climate change, andvisa versa. The knowledge and learning resources will aim to change mindsets and behaviours ofparticipants, to ensure that health is at the heart of climate policy, and will promote an integrated
approach to sustainable development, more broadly.

e-Learning Development Activity Overview
This section provides an overview of the main steps in the development of an e-Learning product andsupporting webinars once an offer has been prepared and accepted by WHO:
1. E-learning product•

Needs assessment339

1

https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health•Technical read through and updating of relevant background documentation;•

First review and agreement with WHO team on learning objectives and structure of the course;•

Development of stakeholder assessment questions in line with the learning objectives;•

Development of full course syllabus, visual identity, and evaluation methodology;•

Second review and agreement with WHO team on outline and visual identity;•

Filming of videos (optional);•

Third review and agreement with WHO of storyboard;•

Implementation of interactive version in Articulate Storyline/RISE and pilot testing with arestricted audience composed of pre-selected WHO staff;•

Final review and agreement with WHO on final interactive version of the course;•

Recording of voice-over (optional);•

Development of micro-learning versions (optional);•

Launch of the module on the UN CC:e-Learn platform and advertisement through social media.

2. Webinar series (2 webinars)•

Development of draft concept/agenda for each webinar;•

Review of draft note by the WHO team and finalization based on feedback received;•

Identification of WHO champions, technical experts;•

Technical preparation (software/platform to be determined) as well as integration in the ecourse design;•

Webinar implementation and reporting.

3. Evaluation of efficiency, effectiveness and impact•

Gathering and analysis of evaluation data;•

Drafting of note on opportunities for future learning actions.

Course on Climate Change Negotiations and Health
Based on an existing face-to-face training package, a free self-paced course on climate change
negotiations and health would be made available to the public, with invited participation targeted athealth professionals engaged in negotiations under the UNFCCC. Key areas to be covered include:
•
•
•
•
•
•

Introduction to health and climate change
History of the UN Climate Change Negotiations
The Paris Agreement
Current negotiation topics
Health in the UN climate negotiations
Health in negotiation streams.

Whilst the course will be open to the public, the invited climate change and health negotiators will also
have the option to attend two facilitated, online webinars on negotiation skills. At the end of thesewebinars participants will be able to:•340

Identify and describe key negotiation theories and dynamics;•••Develop negotiation strategies;
Describe how to facilitate and build consensus;
Perform more efficiently as a negotiator.

Such course could have the following design specification:
AccessOpen and by invitation (webinar option)

Cost

Free

Language

EnglishSchedule

Self-paced, optional webinars for invited participants

Evaluation level

Intermediary

Interaction between peers

Interaction via additional webinars (2 webinars)

Target audience

Health professionals and/or climate change negotiators,
UNFCCC delegates, government officials, professionals,
interested public.
Each webinar will accommodate up to 200 participants.
The e-course on Climate Change Negotiations and Health isan open course. There is no maximum number ofparticipants.

Content

Introduction the international climate change policy
framework, the UNFCCC, negotiations to date, key issues tobe negotiated at COP26 and the interlinkages between
climate change and health

Learning techniques

Bite-size and micro-learning, multiple tools, practical
exercises, quizzes, intent to use survey, webinars

Completion time

2-3 hours (self-paced)
Additional 90 mins per webinar

Host

UN CC:Learn platform

Annex 2: Budget
Outputs

Costs in USD
341

1. Needs assessment

7,500

2. Course development (incl 3 videos)

52,5003. Webinar series (x2in Eng)

7,500

4. Evaluation and communications

4,000

5. LMS hosting (2 years) and quality control

3,000

Sub total

74,500

Project support costs (7%)

5,215Grand total

79,715**WHO are committed to co-financing the course, up to the amount of 25,000 USD.

Annex 3: Log Frame / Results Framework
Results Framework*
Impact/linkage to high-level programme objective/Impacts**
Planned outcome(s)***Indicators and performance measures

Indicator

1.

Baseline

Means of Risks/
Verificatio
assumptionsnTargetPercentage of 70%
participants
who meet or
exceedthelearning
objectives

75%

Participants n/a
feedback
andselfassessment
questionnai
re2.Improve the negotiation Percentage of 70%
strategies
ofhealth participants
professionals;
who meet or
exceedthelearning
objectives

75%

Participants n/a
feedback
andselfassessment
questionnai
reImprove
healthprofessionals’ knowledgeonkey
negotiation
theories and dynamics;

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3. Raise awareness ofhealth professionals on
how to facilitate and build
consensus;

Percentage of 70%
participants
who meet or
exceedthelearning
objectives

75%

Participants n/a
feedback
andselfassessment
questionnai
re4.
Improved
healthprofessionals’ capacity toperform more efficiently
as negotiators;

Percentage of 70%
participants
who meet or
exceedthelearning
objectives

75%

Participants n/a
feedback
andselfassessment
questionnai
re5.
Enhanced
theunderstandingofprofessionals from amultitude of fields about
the interlinkages between
climate change and healthvia the UN CC Learn
platform.

Percentage ofparticipants
who meet or
exceed thelearning
objectives

75%

Participants n/a
feedback
andselfassessment
questionnai
re70%

Proposedrevision:"Percentage ofparticipants
whofully/mostly
meet thelearning
objectives".
The feedback
form thatparticipants
who complete
the course canfill in include the'Fully" and"Mostly" metcategories together with"More or less","Partially", "Notat all", rather

343

than "Fully" metor "Exceeded".
Planned outputs

Indicators and performance measures

Means of Risks/verification assumptions

1.
Promoted
andenhanced knowledge ofhealth professionals on
key negotiation theories
and dynamics;

Numberof 80
participants
trained and who
have received acertificate
ofparticipation for
UN CC Learncourseandwebinars

150

Listof Assuming
participants enoughparticipants
are able tojoin

2. Fostered the capacitiesof health professionals ininternational
negotiations;

Numberof 80
participants
trained and who
have received acertificate
ofparticipation for
UN CC Learncourseandwebinars

150

Listof Assuming
participants enoughparticipants
are able tojoin

3. Promoted awarenessand knowledge of healthprofessionals on how tofacilitate
and
build
consensus;

Numberof 80
participants
trained and who
have received acertificate
ofparticipation for
UN CC Learncourseandwebinars

150

Listof Assuming
participants enoughparticipants
are able tojoin

4. Improved negotiation Percentage of 80
skills participants of of participants
who meet or
health professionals;
exceedthelearning
objectives for
UN CC Learncourseandwebinars

150

Listof Assuming
participants enoughparticipants
are able to
join

344

5.
Improved
understandingofprofessionals from amultitude of fields on theinterlinkages
betweenclimatechangeandhealth.

Numberof 400participants
trained and who
receivedacoursecertificate
ofparticipation via
the UN CC Learn
platform

345

1000
Proposedrevision:
1,000 (by ayear after
the launch)This is tospecify thetimeframeby whenweestimatethe course
to issue
thisnumber ofcertificates.

Number ofcertificatesofparticipation issued via
the UN CC
Learn
platform.

Assuming
enoughparticipants
are able tojoin

UNITAR New York Office
SIDA Leveling the Playing Field
Annual Narrative Report 2020

During 2020 and the 75th anniversary of the United Nations, the pandemic situation (Covid19) forced the closing of the United Nations Headquarters and UNITAR New York Office
adapted and delivered its training activities on VTC/Zoom format. UNITAR NYO maintained
95% of its regular activities and increased the number of beneficiaries of its trainings.
[Cite your source here.]
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New York, 31 December 2020
Excellency,
The UNITAR New York Office (UNITAR NYO) is pleased to present to you the Swedish
International Development Cooperation Agency (SIDA) Narrative Report 2020 which outlines thecourses and trainings that were offered during the year.
The intensive calendar of activities, even facing the ongoing Covid-19 pandemic, has allowed
the UNITAR NYO to carry out 20 learning events through workshops, seminars, briefing,conferences, public lectures, and online courses and reach 1843 participants under the
programme “Leveling the Playing Field”. 6 courses were implemented face to face from January
to mid-March 2020 and 14 courses through Zoom video conference from March to December
2020 due to the forced quarantine.
The courses were created as opportunities for all people and nations while the Swedish
development cooperation is concentrating in key areas for development such as Democracy,
Human Rights, Gender Equality, Economic Opportunities, Knowledge, Health, Environmentally
Sustainable Development, Peace and Security. The UNITAR NYO adjusted the format of its
learning events to reduce the impact of COVID-19 and benefiting individuals, organizations, andthe private sector in different countries around the world. The year 2020 certainly reachedbroader and greater audiences of diplomats and government officials sharing tools, knowledge,
and interactive experiences.
In particular, I am grateful for the support received from the Swedish International
Development Cooperation Agency ensuring a long-term partnership and helping, especially LDCs
and SIDS countries face specific social, cultural, and environmental vulnerabilities.
I would like to take this opportunity to present you this narrative report that contains shortversions of the activities with photos, statistics, and related material while I thank you personallyfor your continued support. The reputation of UNITAR NYO keeps diplomats, participants, andtrainees coming back and without a doubt, 2021 will not be the exception.
I am looking forward, Excellency, to continuing this very rewarding journey.
Sincerely,

H.E. Mr. Marco A. Suazo
Head of UNITAR NY Office
H.E. Ms. Anna Karin Eneström
Ambassador Extraordinary and Plenipotentiary
Permanent Representative of Sweden
to the United Nations

3
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Table of Contents

Section I:
Introduction

6

Calendar of Courses 20207

Section II:
Part 1: Summary of Activities in 2020

10

Part 2: Publication and Animated Cartoon Base:
Guidelines for UN Resolutions

27

Part 3: Columbia Law School Conflict Resolution,Mediation and Negotiation Catalogue

28

Part 4: Summary of E-Learning Courses in 2020

29

Part 5: Annexes

30•

Statistics

30•

Letter to the Permanent Representative of Sweden on the
progress of the app “UN HOW TO”

36

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SIDA Narrative Report | 2020 | UNITAR – NYO

SECTION I
Introduction
The content of this narrative report shows a summary of the activities under the programme“Leveling the Playing Field” carried out by UNITAR New York Office (UNITAR NYO) with thesupport of the Swedish International Development Cooperation Agency (SIDA) during 2020 and
leaded by Ambassador Marco Suazo, Head of Office. 20 academic courses are summarized in thefollowing lines, of which they were developed face to face from January to March and completely
online from March to December until the writing of this report.
The report details the interconnectedness and descriptions of learning experiences framed in
activities, exercises, workshops, and more. It also shows part of the content covered in their
sessions with photos of the panelists, participants, and UNITAR staff. Graphs with numericalrepresentation of gender statistics have been incorporated, thus showing the important role thatthe achievement of full equality represents for UNITAR.
The report contains information on the number of participants who have attended each of thesessions, both face-to-face and virtual, plus the independent activities carried out throughout theyear. An example of this is the introduction of workshops such as our regular series with Columbia
Law School with focus on gender topics like “Her Seat at the Table, Women and Self Advocacy”
or “Amplification Strategies for Strategic Leadership”; diplomatic trainings such as “A Practical
Look at the UN” or “Core Diplomatic training for the Permanent Mission of Guyana”, andworkshops focused on developing skills and knowledge such as “Negotiations Training for the
Ministry of Foreign Affairs of the Government of El Salvador”.
In addition, the report has information of the annual core courses and which UNITAR NYO has
institutionalized as The Work of the Economic and Social Council, Introduction for New Delegateson the Work of the Security Council, and The Structure, Drafting, and Adoption of UN Resolutions.
Another pillar of UNITAR’s activities has been the development of training on SDGs and the 2030
Agenda, providing the necessary tools to alleviate and consider the impact of the COVID-19.
As a result of the pandemic, UNITAR NYO adapted to the new online modality, reaching around1843 participants in 2020, achieving once again gender equality. This was the first time that
80% of its trainings were online, with more than 40 facilitators and tutors involved. 20% of the
trainings failed to materialize for some reason related to the pandemic, however, UNITAR NYO
will focus on continuing to work and offering quality courses for the new year, led by renowned
professionals from the academic area and staff from the UN Secretariat.
The purpose of presenting this report is to show the content and material proposed by UNITARNYO to individuals from a wide range of countries and mainly from LDCs and SIDS, as well as theconditions in which the learning courses took place and their results.

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Calendar of Courses from January to December 2020
Events Key
Face to Face
Online-Zoom Platform

Courses

Dates

Participants

1. United Nations Education with Columbia University

10 January31

2. The Work of the Economic and Social Council

23 January

91

3. Membership in the United Nations Security Council
Niger
February

30-31 January

18

4. Core Diplomatic Training for the Permanent Mission 25-28 Februaryof the Co-operative Republic of Guyana to the UN
27-28 February
5. ICAP International Negotiations in San Salvador

12

January32

March
6. Columbia Law School Series: Leadership & Selfawareness4 March56

From 13 March, all the following activities werecarried out through live video conference(Webinar-Zoom)
April
7. Virtual Meeting-Columbia Law School Series:
Gender Equality in Peacebuilding & Conflict
Resolution
May
8. Virtual Meeting-Columbia Law School Series: The
Power of Asking the Right Questions

22 April

150

5 May

141

9. Virtual Meeting: UNITAR and Foreign Policy
Association- UN Global Action Plan for Responding to
COVID-19

6 May

882115 (views)

10. Virtual Meeting- Food Systems Series- Defining
Transformation: A Global Food System
June
11. Virtual Meeting: A Better Planet: Big Ideas for a
Sustainable Future
July

18 May115

5 June180

12. E-learning- Toward a Global Ethics in Achieving
the SDGs. University of Colorado at Boulder
13. The Structure, Drafting and Adoption of United
Nations Resolution (Two Days)

7 July-11
November
14 -15 July

35
120

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14. Drafting Skills: Reporting and Communications

27 -28 July

71

September
15. Briefing for Non-permanent Members on theWork of the Security Council (Kenya)
October

28 September-2 31
October

16. Achieving Sustainability Through Metrics- UNITAR
and Yale Workshop

15 October

64

November
17. Columbia Law School Series: Women and Self
4 November
Advocacy
18. Columbia Law School Series: Conflict Resolution in 18 November
the Era of Political Polarization

110

19. A Practical Look at the United Nations

23, 24,30
November95

3 December

233

December
20. Columbia Law School Series: Amplification
Strategies for Diplomatic Leadership
TOTAL NUMBER OF PARTICIPANTS

170

1843

8
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Participants Worldwide
Other
1%
Male
47%

Female52%

MaleFemaleOther

Learning Events in 2020
Face toFace 13%
face to face
onlineOnline87%➢
Since March 13th when the pandemic Covid-19 hit New York City, UNITAR NYO
managed to deliver 13% of its events face to face which represents 6 learning events and
240 participants were beneficiated.
➢
When UNITAR New York Office started using VTC/Zoom for its learning courses, itmanaged to deliver 87% of its events online which represents 14 learning events and about
1,603 participants were beneficiated.

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SECTION II
Part 1. SUMMARY OF ACTIVITIES IN 2020
1.1 UN EDUCATION WITH COLUMBIA UNIVERSITYUNITAR NYO 1

January 9th, 2020.- UNITAR NYO organized a briefing on Mediation, Negotiation and Conflict
resolution offered for the master students of ISDE - Higher Institute of Law and Economics
in both Madrid and Barcelona, led by Professor Alexandra Carter, Director of the Mediation
Department of Columbia Law School. The training included an interactive presentation wherestudents were able to become mediators and prepare their own case study with a groupexercise, and to close the day, UNITAR offered them a tour exploring the United Nations
Headquarters.

1.2 UNITAR ORGANIZES THE ORIENTATION COURSE ON ECOSOC 2020

UNITAR NYO 2

January 23rd, 2020.- The United Nations Economic and Social Council (ECOSOC) and the
UNITAR NYO kicked off this year with a one-day orientation course for the members of theCouncil jointly organized with the Department of Economic and Social Affairs (DESA). This
activity was supported with funding allocated from the Swedish International Development
Agency’s (SIDA) contribution to the UNITAR Strategic Framework Fund and hosted in the
United Nations Headquarters. The orientation course consisted of six different sessions which

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covered a wide variety of topics relating to ECOSOC, such as working methods andprocedures, the engagement of stakeholders and the work of ECOSOC’s Segments andForums for the advancement of Sustainable Development (Youth Forum, High Level Political
Forum, Finance for Development etc.).
The keynote remarks were delivered by the Vice- President of the ECOSOC, H.E. Mr. Munir
Akram, Permanent Representative of the Mission of Pakistan to the United Nations, whoremarked the historical importance of the role of the ECOSOC within the United Nations
System. Ms. Marion Barthelemy, the Director of the Office of Intergovernmental Support andCoordination (OISC) from the Department of Economic and Social Affairs (DESA), examined
the major reforms implemented in 2013 which created the HLPF impacting the ECOSOC. Ms.
Barthelemy covered the functions of the ECOSOC as well as ECOSOC’s relationship with other
UN Bodies.
During the sessions, the importance of 2020 Quadrennial Comprehensive Policy Review(QCPR) as a process and key vehicle by which the General Assembly and ECOSOC can provide
policy guidance and assess activities for development adopted through General Assembly
resolution 71/243 was remarked. Also, it was analyzed how the ECOSOC serves as a platform
to engage stakeholders such as civil society, youth, private sector, and for the first time in
2019, philanthropic sector, and the role of ECOSOC in addressing the links between peace,security and development.

1.3 UNITAR CONDUCTS PRACTICAL PREPARATION WORKSHOP FOR THE
REPUBLIC OF NIGER, A NEWLY ELECTED MEMBERS OF THE SECURITY
COUNCIL 2020

UNITAR NYO 3

January 30th- 31st, 2020.- The UNITAR NYO hosted the last of a series of the Security Council
workshops with the Permanent Mission of the Republic of Niger to the United Nations. Niger
constitutes one of the newly elected members of the Security Council for the 2020-2021
period. Ms. Loraine Sievers, former SCAD Director, guided the delegates through the twoday training sessions, covering topics such as the role of the Security Council in the UN
System, foundational documents, informal and formal meetings, documents council
members create and receive, the Presidency, Security Council practices, the Security Council
relationship with the General Assembly, and the Subsidiary Organs of the Security Council.
Mr. Kenji Nakano, Chief of the General Assembly Branch covered the relationship of the
Security Council and the General Assembly.
Including Niger, UNITAR has trained 4 of 5 new members to the Security Council for
preparing them for their entrance into the Council. The other new members trained by

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UNITAR include, the Permanent Missions of Saint Vincent and the Grenadines, Tunisia andVietnam to the United Nations. (Niger requested the event to take place in January and not
at the end of 2019 as we regularly do with all the other Security Council trainings).

1.4 UNITAR DEVELOPED CAPACITY BUILDING AND TRAINING SESSIONSFOR THE NEW BUREAU OF G-77+CHINA

UNITAR NYO 4

UNITAR NYO 5

February 25th – 27th, 2020.- The UNITAR NYO coordinated the Core Diplomatic Training for
the Permanent Mission of the Co-operative Republic of Guyana to the United Nations.
The Guyana Mission was preparing for the chairmanship and coordinating the activities of
the G77+ China. H.E. Dr. David O’Connor, Permanent Observer of IUCN to the United
Nations, gave his briefing on the Sustainable Development Goals and the 2030 Agenda for
Sustainable Development, with reference to the operation of the Open Working Group (OWG)
and how concerns were addressed with the OWG to strengthen the SDGs overall. Dr. AngelAngelov, UNITAR facilitator, delivered a briefing on an Introduction to the United Structure
and Organization: United Nations 101. The course was also on Report Writing, which
focused on major challenges and best practices for UN writing.
The final day of the Core Diplomatic Training for the Co-operative Republic of Guyana Mission
to the United Nations focused on Negotiation. The facilitators for the briefing were Ms.
Jimena Leiva-Roesch, Fellow at the International Peace Institute, and Dr. Rebecca Webber
Gaudiosi, Former US Diplomat to the United Nations who discussed the role of negotiations
at the United Nations and the value of having a roadmap for conducting
negotiations. Because the Guyana Mission will be chairing the G77, the common attributesof an effective chair were discussed. The discussion then turned to the role of asymmetricpower in negotiation and how one mitigates the influence of potential disparities within anegotiation. To illustrate this, the participants were guided in a simulation exercise in which
they role-played the parts of diplomats representing fictional countries negotiating overtrade, resource disputes, and environmental issues.

1.5 UNITAR DEVELOPES COURSE ON DEVELOPING LEADERSHIP AND
STRENGTHENING NEGOTIATION TECHNIQUES
February 26th – 27th, 2020.- The UNITAR NYO Coordinator traveled to San Salvador, El
Salvador to develop training on Leadership Development and Negotiation as a follow-up to
the phase 1 training in Panama and Costa Rica last May 2019.

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The training developed the leadership skills and strengthened participants’ capacity fornegotiation and mediation for participants from El Salvador and Guatemala.
The
training
wasdevelopedinpartnership with Central American
Institute for Public Administration(ICAP) and the Specialized Institute ofSuperior Education for Diplomatic
Training (IEESFORD) of El Salvador.
Ms. Claudia Samayoa, Dean of the
IEESFORD, mentioned the importanceof developing soft skills within the
diplomatic world and highlighted the
support received from UNITAR since its
UNITAR NYO 6
initial meeting and their alignment with
the Sustainable Development Goals andthe Agenda 2030. The experts, Dr. Aldo Civico, Associate Professor at Columbia and Directorof The Civico Group and Mr. Guido Bertucci, Director of Governance International Solutions
led the training. The course also hosted a practical team negotiation.

The United Nations Institute for Training and Research (UNITAR) New
York Office, in collaboration with Columbia Law School (3 Series):
The UNITAR NYO, in collaboration with Columbia Law School, hosted a three-part series
which was supported with funding allocated from the Swedish International Development
Agency’s (SIDA) contribution to the UNITAR Strategic Framework Fund. On average, 150participants tuned in for each part with a total of around 400 participants attending theseries. Participants obtained a certificate signed by the Dean of Columbia and the Executive
Director of UNITAR at the conclusion of the training.

1.6 UNITAR BEGINS SPRING 2020 COLUMBIA LAW SCHOOL SERIES ON
LEADERSHIP AND SELF-AWARENESS (1 OF 3)
March 4th, 2020.- The first lecture of a three-part series with Columbia Law School took
place on Leadership & Self-Awareness. The presentation was led by Professor Alexandra
Carter, Director of the Mediation Clinic at Columbia Law School, and Ms. Melissa Meza and
Ms. Udoka Okafor, law students at Columbia Law School who spoke on the importance ofself-awareness, active listening, and effective feedback in facilitating good leadership. Ms.
Jeeyoon Chung and Ms. Jessica Barragan, law students at Columbia Law School, facilitatedthe conversation on cultural intelligence and the importance of adapting to different cultural
norms which was followed by a group exercise.

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UNITAR NYO 7

UNITAR NYO 8(THROUGH ZOOM PLATFORM AS OF HERE)
1.7 UNITAR IMPLEMENTS GENDER EQUALITY IN PEACE BUILDING AND
CONFLICT RESOLUTION WORKSHOP (2 OF 3)

UNITAR NYO 9

UNITAR NYO 10

April 22nd, 2020.- The second lecture of a three-part series with Columbia Law School took
place on Gender Equality in Peace Building and Conflict Resolution, emphasizing the United
Nation’s Sustainable Development Goals 5 & 10, pertaining to Gender Equality and Reducing
Inequalities through efforts on increasing gender parity. The course was attended by 150
participants remotely through zoom.
Professor Alexandra Carter discussed the necessity of having women in peacebuilding
through her mention of several scholarly theories, including those of Economic and Social
Inclusion. Gendered differences in Self-Advocacy were also discussed, followed by outlining
different strategies to promote gender equality. By the end of the session, participants
reached an understanding concerning the importance of gender equality in peacebuilding
and resolving conflicts while finding methods of working through gender inequalities.
For
more
information
and
the
video
on
please check https://alexcarterasks.com/unitar-columbialaw/

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UNITAR NYO 11

1.8 COLUMBIA LAW SCHOOL SERIES: STEER ANY DIPLOMATICCONVERSATION BY ASKING THE RIGHT QUESTIONS (3 OF 3)
May 5th, 2020.- The UNITAR NYO in collaboration with Columbia Law School, hosted the lastworkshop in the Columbia Law School series. The course entitled Asking the Right Questions
within the context of a Diplomatic Conversation, was attended by 150 participants remotely
through zoom. This workshop emphasized the United Nation’s Sustainable Development
Goals through providing participants with a practical guide for how to direct diplomaticconversations, a necessary skill in achieving the 2030 Agenda.
Professor Alexandra Carter discussed the crucial nature of questions within negotiation. Her
co-collaborators then led the discussion on tools for information gathering, and how to ask
the right questions. The differences between closed and open-ended questions, the use andoutcome of each, and how one can successfully apply the skills learned from the workshop
into their daily work environments were reflected upon. Furthermore, Professor Alexandra
Carter and her collaborators discussed the importance of active listening in a conversation,
especially in a diplomatic conversation through verbal and non-verbal communication. The
workshop concluded with an interactive Q&A about possible tactics in approaching moredifficult situations.

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UNITAR NYO 12

1.9 UNITAR LAUNCHES FOOD SYSTEMS SERIES WITH DEFINING
TRANSFORMATION: A GLOBAL FOOD SYSTEM
May 18th, 2020.- The UNITAR NYO incollaboration with Emerging Ag, hosted theworkshop entitled “Defining Transformation: A
Global Food System”. This is the first event of
six in the Food Systems Series leading up to
the 2021 UN Food Systems Summit. This
activity was supported with funding allocatedfrom the Swedish International Development
Agency’s (SIDA) contribution to the UNITAR
Strategic
Framework
Fund,
under
the
programme Leveling the Playing Field which
focusestocontributetocountries’
development. The course was attended by 115
participants from around the world who joined
remotely through Zoom.

UNITAR NYO 13

The course is aligned and in preparation for the UN Secretary-General Food Systems Summit
which will aim of maximizing the co-benefits of a food systems approach across the entire
2030 Agenda and meet the challenges of climate change.
The topics covered ranged from the importance of urban and rural agriculture to thesignificance of protecting the planet while producing food. The interconnectivity of the
Sustainable Development Goals (SDGs) and the importance of food security to all 17 SDGs
was also mentioned. Ms. Anna Lartey, Director of the Nutrition and Food Systems Divisionat the Food and Agriculture Organization at the UN provided statistics on the contributionof poor diet to the global burden of disease, demonstrating the negative impacts of bothmalnourishment and obesity. She touched on the need for the transformation of the system.
Q&A was moderated by Christine Negra, Special Advisor at the UN Foundation.

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1.10 UNITAR WITH YALE ENVIRONMENTAL DIALOGUE LAUNCHED: A
BETTER PLANET: PATHWAYS FOR A SUSTAINABLE FUTURE

UNITAR NYO 14

June 6th, 2020.- The United Nations Institute for Training and Research (UNITAR NYO), in
collaboration with the Yale School of Forestry and Environmental Science, hosted theworkshop “A Better Planet: Pathways to a Sustainable Future.” This activity was supportedwith funding allocated from the Swedish International Development Agency’s (SIDA)
contribution to the UNITAR Strategic Framework Fund, under the programme Leveling thePlaying Field which focuses on the development of skills and knowledge in both poor andrich countries. The purpose of this webinar was to bring together an effort to think aboutsustainability and engage in a discussion of the topic through the Yale Environmental
dialogue. In addition, it aimed to inject new energy and fresh thinking into the national
conversation about sustainability and sought to bring awareness of climate change and thechallenges it presents.
The course was attended by 180 participants
who joined remotely through Zoom. The
panelists that participated were Ms. Indy
Burke, Mr. Ashton Mark, and Marian Chetrowprofessors at Yale School of Forestry &Environmental Studies; Thomas E. Lovejoy a
University Professor of Environmental Scienceand Policy at George Mason University among
other experts and UN Officials. During thesession,
the
need
for
dialogueandcollaboration for sustaining lives, society, andtheenvironment,
globalenvironmental
problems
requiringcollaboration
andUNITAR NYO 15
participation across national lines, waste
management and the challenges nations face incomplying with the Paris Agreement was discussed.

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1.11 UNITAR HOLDS VIRTUAL WORKSHOP ON THE STRUCTURE,
DRAFTING AND ADOPTION OF THE UNITED NATIONSRESOLUTIONSJuly 14th-15th, 2020.- The UNITAR NYO organized
a two-day virtual event entitled “The Structure,
Drafting, and Adoption of the United Nations
Resolutions”. This training was supported withfunding allocated from the Swedish International
Development Agency’s (SIDA) contribution to the
UNITAR Strategic Framework Fund, under the
programme ‘Leveling the Playing Field’.
The workshop was attended by approximately
120 delegates from Permanent Missions to theUN who joined virtually from around the world.
Mr. Marco A. Suazo, representing UNITAR’s New
York Office, opened the seminar.

UNITAR NYO 16

Mr. Suazo announced UNITAR’s forthcoming handbook on Guidelines for United Nations
Resolutions and additionally spoke about UNITAR’s efforts to develop new tools for delegate
training considering COVID-19, thanking panelists and participants for their eagerness tolearn in a distance setting. After this brief remark, he also introduced the cartoon-based
animation, based on the procedures outlined in the guidelines, which is a user-friendly andstreamlined way of understanding the core process for drafting United Nations Resolutions.
Session I on the Agenda of the Assembly was led
by Ms. Sonia Elliott, Secretary of the First
Committee,
DisarmamentandInternational
Security. Ms. Elliott overviewed the annual process
to include items in the agenda of the GA for UN
resolutions including role of the General Committee
and the existence of exceptionally important issues
that can be included even after the session begins.
At the conclusion of the Q&A session, Ms. Elliott
continued with Session II on Preparing a Draft
Resolution.
UNITAR NYO 17

She spoke on the practical aspects and legal implications of drafting UN resolutions anddiscussed the role and decision-making of the Fifth Committee and the Advisory Committee
on Administrative and Budgetary Questions (ACABQ), the traditional and contemporary
nature of L Documents, management of trust funds, and the difference between GA
decisions and resolutions.
Mr. Suazo then introduced the afternoon session’s panelist, Mr. Larry Johnson, Adjunct
Professor of Law at Columbia Law School and Former UN Assistant Secretary-General, Legal
Affairs, who led Session III on Drafting of Resolutions, Negotiations, and Submission.
Beginning with the process of negotiations, Mr. Johnson touched on the importance ofdefining objectives, priorities, and options; importance of language usage in obtaining broad
support for a resolution; the role of consultations between co-sponsors and non-sponsors;
the difference between GA and Security Council resolutions; and when it is best to submit
these resolutions.

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The second day of training focused on the rules of procedure when it comes to resolutions.
Mr. Johnson touched upon the different decision-making systems of the GA and the Security
Council and explained the decision-making mechanism for resolutions including the various
procedural motions involved, such as Rule 74 (the adjournment or “no-action” of a debate),
Rule 75 (the closure of a debate), and the suspension or adjournment of a meeting.
Mr. Johnson then continued with an explanation of voting procedures such as overview of
the right to vote, in reference to Article 19 of the UN Charter; voting procedures foramendments versus voting on specific paragraphs; majority necessary to accept a draft
resolution; and the differences between majorities in the GA versus the Committees.
For Session V on Decision-Making in the Time of
COVID-19, led by Mr. Kenji Nakano, Chief of theGeneral Assembly Affairs Branch. Mr. Nakano
spoke on procedures now that in-person
meetings of the GA are prohibited andspecifically outlined the Silence Procedure thathas been adopted.
As the session came to an end, Mr. LarryJohnson gave concluding remarks and thanked
participants
for
their
attendance
andenthusiastic participation in the two-day
training.
UNITAR NYO 18

1.12 UNITAR HOLDS VIRTUAL WORKSHOP ON DRAFTING SKILLS:REPORTING AND COMMUNICATIONSJuly 27th-28th, 2020.- UNITAR NYO organized a
two-day virtual workshop, “Drafting Skills:
Reporting and Communications” supported withfunding
allocatedfromthe
SwedishInternational Development Agency’s (SIDA)
contribution to the UNITAR Strategic Framework
Fund, under the programme “Leveling thePlaying Field” which focuses on helping poor
people to have better opportunities. The
workshop was attended by approximately 70
delegates from around the world via videoconference.
UNITAR NYO 19

Mr. Pelayo Alvarez of UNITAR welcomed the participants and introduced the workshop’s
facilitator, Mr. Sandy Singer, a Lecturer and Instructor in the UN-LCP English Language
Programme and Consultant and Professor in the field of Written and Oral Communicationfor Business.
Mr. Singer Session I with a lecture on knowing your purpose and your audience and thedifferences between formal and informal language and the appropriate circumstances inwhich to use both. He also stressed the importance of stating purpose early in a document,

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which led to an exercise on crafting purpose statements and another exercise on how toeffectively shorten sentences.
On the second day of the workshop, Session II focused primarily on choosing the rightwording and tone for a report, the importance of utilizing “Plain English” to avoid
complicated language and the differences between active and passive language and usage.
Mr. Singer highlighted the nuances present in tone and recommended using euphemisms,
passive voice, and qualifiers in softening tone to not offend or blame. He additionally
touched on the inclusion of gender-neutral language in writing for the UN, such as using‘spokesperson’ as opposed to ‘spokesman’. To conclude the workshop, Mr. Singer took theparticipants through another exercise utilizing these strategies to adapt tone.

1.13 UNITAR DELIVERS PRACTICAL TRAININGS FOR THE KENYANDELEGATES AS INCOMING NON-PERMANENT MEMBER OF THE
SECURITY COUNCIL
October 5th-12th, 2020.- The United Nations
Institute for Training and Research (UNITARNYO) delivered a six-day training for Kenya,
the newly elected member of the UN
Security Council. Kenya was elected as amember of the Security Council in June
2020 by the members of the UN General
Assembly and will serve a two-year term in
the Security Council, starting 1 January
2021.
UNITAR NYO 20

The six-day training included a comprehensive list of content that covered multiple topics
related to the work of the Security Council delegates. To ease into the topic, the first day of
training predominately focused on introductory content. In the morning of 5 October, Mr.
Marco Suazo, Head of UNITAR Office in New York delivered a warm welcome remark for thedelegates joining both from New York and their capital. Following the opening remark, Ms.
Loraine Sievers, the Former Chief of the Security Council Secretariat Branch and co-authorof The Procedure of the UN Security Council introduced the council working methods to theparticipants. Dr. Angel Angelov, the UNITAR facilitator then continued the presentation withan introductory of the Security Council and its role in the UN System.
The second day was a full-day training thatpacked with different content and materials
to facilitate the participants’ knowledge on
their experience serving on the council. H.E.
Mr. Karel Van Oosterom, the former
Permanent Representative of the Netherlands
to the United Nations shared his insights andsome practical advice for navigating life whileserving working on the Council matters. The
morning training continued with Mr. Bojan
Stefanovic, the Political Affairs Officer who
provided a detailed introduction on the
Security Council Practices and Charter
Research Branch. After a short lunch break,

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Ms. Sievers took over the afternoon session with an overview of different meeting formats,and specially introduced the conduct of formal meetings for the delegates.
Following up with what was covered on the secondday, the training continued with the formats on theinformalmeeting.
Afterwards, Ms. Sievers
mentioned the working methods related topeacekeeping. During the training, she also covered
documents created by Council members and theimportance of these documents for the delegatesworking on the subject matter. The latter parts ofthe training focused on preparing for andconducting the presidency, and interface withsanctions committees, peacekeeping operations,peacebuilding commission and lastly, the General
Assembly as a whole. The fourth and the fifth day
UNITAR NYO 22
of training reflected the topics mentioned. Ms.
Sievers continued with council documentation andknowledge on preparing for and conducting a successful presidency. Her experience andinsights gave participants confidence to succeed in their work.
The fifth day of training covered some different topics related to interface with sanction
committees, peacebuilding commission and most importantly, the General Assembly. Mr.
Kenji Nakano, the Chief of General Assembly Affairs Branch followed immediately with an
explanation on the relationship of the Security Council to the General Assembly. Afterwards,
Mr. Davey McNab, the Senior Political Affairs officer, offered a detailed explanation on thesubsidiary organs of the Security Council and their responsibilities and functions.
After the presentation, the closing remarks were delivered by Mr. Suazo. The extremelyinteractive training series increased the delegates’ familiarity towards their work andequipped them with necessary knowledge and skills to tackle the challenges that they mightface while working on the Security Council related issues. The training series was wellreceived by Kenya’s delegation, and positive feedbacks were reflected in the comments.

UNITAR NYO 23

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1.14 ACHIEVING SUSTAINABILITY THROUGH METRICS- UNITAR AND
YALE WORKSHOPUNITAR NYO 25

UNITAR NYO 24

October 19th, 2020.- In parallel with the environmental objectives set forth by the United
Nations as it celebrates its historic 75th Anniversary, the United Nations Institute forTraining and Research (UNITAR) New York Office and the Yale Center for Environmental
Law & Policy hosted a training workshop for UN delegates and interested participants,
entitled “Achieving Sustainability Through Metrics”. As with the other workshops, thissession took place in an online format attracting over 60 participants from all over the world.
The Executive Director of UNITAR, Mr. Nikhil Seth, gave a detailed presentation to theparticipants on his perspective of the importance of the global environment and common
things humanity shares, as he described the function of UNITAR dedicated to developing
Members States’ capacities, enhancing the quality of global decision-making processes, andsupporting country-level actions for shaping a better future. Mr. Suazo, Head of UNITARNew York Office, mentioned the importance of metrics to facilitate decision-making
processes as well as to keep records that will allow organizations to measure results andtherefore take corrective actions.

UNITAR NYO 26

The moderator Mr. Zachary Wendling described
the structure of the webinar, highlighting twoparts: Panel 1. Environmental Performance
Index: History & Development of Sustainability
Indicator and Panel 2. Sustainable Development
Goals: Metrics in Practice, including objectives
and other inputs. He mentioned that theintention of the webinar was to provide abackground to a non-technical audience on thehistory, development, and practice of using
sustainability metrics, with concrete examples of
how such indicators have delivered policy
success.

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Prof. Tanja Srebotnjak, the Director ofEnvironmental Citizenship at the Nueva Schoolin the San Francisco Bay Area, elaborated on
the integration of datasets with uniformity.
She added that “integration requires building
the infrastructure to emerge data collected indifferent formats (imagery, instructed data,
ASCII), temporal and spatial resolutions, unitsof measurement, and across platforms, e.g.
different cloud storage systems, systems withdifferent security levels for access”.
UNITAR NYO 27

Mr. Guillaume Lafortune, senior economist at
the UN Sustainable Development Solutions
Network (SDSN), and Dr. John McArthur, asenior fellow with the Brookings Institutions,through an interesting presentation, referred to
the Sustainable Development Report 2020, The
Sustainable Development Goals and Covid19, published by Cambridge University Press,
which is not an official document of the United
Nations, but covers important information on
the impacts on SDGs due to the COVID-19
pandemic; the need to strengthen healthsystems
and work on prevention programs; the
UNITAR NYO 28
efforts of certain countries to face the problemof the pandemic, as well as the urgent need toinvest in statistical capacity and increase coordination between governments and the private
sector.
On the other hand, Mr. McArthur encouraged
participants to think about the challenges ofthe future, and highlighted the great work thatthe 2020 Environmental Performance Index(EPI) does, as well as the large companies andgovernments that are in favor of using
indicators to contribute to the efforts to achieve
the SDGs. Mr. McArthur addressed theimportance of synthesizing data acrosscountries and focusing on communities that are
far behind the progress gaps.

UNITAR NYO 29

As a reminder, Mr. McArthur referred that the data obtained through metrics are powerfultools that serve governments and decision-makers to act in a crucial way. They are also
tools that indicate if governments are going in the wrong direction or in any case, toaccelerate actions, choose priorities, and how to distribute responsibilities for eachobjective.

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1.15 COLUMBIA LAW SCHOOL SERIES FALL 2020

UNITAR NYO 30

November-December 2020.- The United Nations Institute for Training and Research(UNITAR NYO) hosted the third series of workshops on Conflict Resolution, Mediation, and
Negotiation as part of an ongoing partnership with the Columbia Law School Mediation Clinic.
Mr. Marco Suazo welcomed more than 513 participants during the fall 2020 sessions.
Professor Alexandra Carter facilitated the events´ presentation and introduced the rest of
the team who helped lead the discussions. The trainings were supported with funding
allocated from the Swedish International Development Agency’s (SIDA) contribution to the
UNITAR Strategic Framework Fund, under the programme ‘Leveling the Playing Field’ withthe aim to strengthen multilateral cooperation.

UNITAR NYO 31

Ms. Jeyoon Chung began the presentations byadministering a poll which asked participants
if they believed the world is more polarized
than it was 10 years ago, with over 90%
answering yes. Chung then reviewed goals of
the events which intended to cover different
survey techniques, exploring the intersection
between polarization and negotiator bias, anda discussion of best practices. Chung started
off the agenda by explaining the term “grouppolarization”: discussing its significance, why
it happens, and its relation to conflict
resolution.

Cameron Molis facilitated sending participants into breakout rooms to discuss times when
they had someone, or they themselves, make assumptions about someone based on theirnationality, culture, language, or place of origin. After the group discussion, Erica Zou began
discussing the phenomenon of “transference” and how it approaches the issue ofpolarization from a more individualized perspective. Molis then administered the second halfof the poll introduced earlier by Chung, which asked participants if polarization is a positiveor negative force in society; participants overwhelmingly said polarization was negative.

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Jessica
Barragancontinued
thepresentation with a discussion regarding
which tools one can utilize for conflict
resolution in a polarized situation,
beginning with knowing what the rightquestion to ask are. It was stated thatquestions are one of the most important
tools and having effective questions canyield effective answers. Meyer Horne
continued this section by explaining thetool of active listening: which required
engagedlistening,
empathy,
andwithholding judgement among otherthings.

UNITAR NYO 32

Mie Morikubo then presented on the specific barriers facing women’s full and meaningful
participation; these include conceptual, structural, and practical barriers. These barriers are
involved with the process of trying to secure a seat at the table, however women face further
challenges when they are at the table. More specifically, these challenges can manifest
through different stereotypes and standards that men and women are held to when speaking
up and trying to communicate.
Sessions ended with a reflection led by Professor Carter, who also took comments andquestions from participants on what had been discussed during this event. Professor Carter
ended the presentation and posed some reflection questions for the participants to consider.
Ambassador Suazo closed the sessions and thanked the presenters and participants forjoining.

1.16 A PRACTICAL LOOK AT THE UNITED NATIONS WITH H.E.
AMBASSADOR MOOTAZ AHMADEIN KHALIL
November 30th, 2020.- The United Nations
Institute for Training and Research (UNITAR)
New York Office concluded its workshop
entitled “Practical Look at the UN”. The
training was designed and delivered by H.E.
Ambassador Mr. Mootaz Ahmadein Khalil,
former Permanent Representative of Egypt
to the United Nations (2012-2014).
This training attended by 105 participants,
was supported with funding allocated fromthe Swedish International Development
Agency’s (SIDA) contribution to the UNITAR
Strategic Framework Fund, under the
programme ‘Leveling The Playing Field’
UNITAR NYO 33
which focuses on promoting fair andsustainable development at the time itcooperates in various ways with different organisations.
The topic of Human rights took centre stage during the latter half of the first day’s trainings
with an in-depth look at how the UN and its member states confront social and economic
human rights issues ranging from Women and Gender rights to torture and capital
punishment.

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The second session of the “Practical Look” began with a presentation on an issue central to
the work of the UN—sustainable development. After providing background on the origins of
the treaties that underpin the UN’s work on sustainable development and confronting
climate change, Ambassador Khalil discussed the contrast between how developed anddeveloping countries confront sustainable development and working to realize the 2030
SDGs.
Disarmament—concerning nuclear weapons, conventional weapons, and small arms—was
the second topic of the day. The session included discussions on the 1968 Treaty on the
Non-Proliferation of Nuclear Weapons (NPT), the 2013 Arms Trade Treaty, and ongoingwork to prevent the spread of weapons in the world’s conflict zones and elsewhere.
Lastly, day two concluded with a presentation on issues in the Middle East including nuclear
proliferation and the status of Palestine.
The final session, held on Monday 30 November, discussed different proposals for UN
reform, including modifying or enlarging the Security Council and the proposed abolishmentof the Trusteeship Council (which has been suspended since 1994). The session concluded
with Ambassador Khalil’s final observations on the work on the United Nations and a
discussion with session participants.
Unlike other specialized trainings designed solely for incoming diplomats, “A Practical Lookat the UN” was open to diplomats, representatives of NGOs, academics, students, andmembers of the public seeking a greater understanding of how the UN system functions.
The sessions attracted over one hundred participants from over eighty member states.
For those who did not attend this month’s trainings, UNITAR is pleased to be running an
additional set of sessions with Ambassador Khalil to be held on Tuesday 19 January,
Tuesday 26 January, and Tuesday 2 February 2021.

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Part 2. PUBLICATIONS AND ANIMATED CARTOON BASE:GUIDELINES FOR UNITED NATIONS RESOLUTIONSUNITAR NYO 34

Created by UNITAR NYO, the Guidelines for United Nations Resolutions aims toassist delegations in the process of preparing draft resolutions and decisions, principally in
the General Assembly and the Main Committees, as prescribed in the Charter of the United
Nations and the rules of procedure of the General Assembly.
The rules of procedure of the General Assembly specify the process through which theresolutions and decisions of the Assembly and the Main Committees are to be adopted.
The guidelines will be presented in English, Arabic, Spanish, and French and available as ane-book download. Additionally, the UNITAR NYO is designing and editing an animated video
depicting the process of drafting and passing a UN resolution in order to present this complex
topic in a format that is relatable and easy to understand.

UNITAR NYO 35

UNITAR NYO 36

Video animation on UN Drafting Resolutions
https://www.youtube.com/watch?v=dl-hiPEvzhg
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Part 3. COLUMBIA LAW SCHOOL CONFLICTMEDIATION AND NEGOTIATION GENDERRESOLUTION,

In this ground-breaking series, following the
success for the webinars developed speciallyduring the COVID-19 pandemic UNITAR andthe
Columbia
Law
SchoolMediation
Programme, with the full backing of Columbia
Law School and Columbia University, delivered
the most rigorous, intellectually engaging,interactive, custom programming for United
Nations diplomats and change agents aroundthe world. The fall series will be also delivered
online accessing a bigger and broader
audience. Our individual courses leveraged
Columbia’s unparalleled strength in the area ofconflict resolution, weaving it in with skills
building programming that acknowledges the2030 Agenda and Sustainable Development
Goals (SDGs). Participants in these individual,
UNITAR NYO 37
day-long programmes will receive Certificatesof Participation signed by the Dean of Columbia University, Columbia Law School, and
UNITAR’S Executive Director, ASG Mr. Nikhil Seth.

UNITAR NYO 38

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Part 4. SUMMARY OF E-LEARNING COURSES DEVELOPED DURING
IN 2020
4.1 Toward a Global Ethics in Achieving the SDGs
(7 July 2020- 11 November 2020)

UNITAR NYO 39“Leading with Ethics in Achieving the SDGs” is an online course that assists decision-makers infostering the character traits and developing the durable skills necessary for SDG Leadership.
Using state of the art online learning methodologies, instructors will explore techniques used by
ethical leaders and seminal leadership scholars to prepare participants to handle various ethicalissues and conflicts related to the achievement of the SDGs.
The certificate programme was comprised of three units. The units online were delivered via Zoom
in an interactive, blended learning experience that combined online digital media with traditionalclassroom methods. The general structure of each unit will consist of three segments:➢➢➢

Short videos/lectures by the instructor;
Instructor-led exercises or case study reviews; andTeam collaboration on Human-Centered Design projects.

Upon successful completion of the three units of the course, attendees were summative assessedin an additional segment and awarded a Certificate of Completion.

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PART 5. ANNEXES
5.1 UNITAR NEW YORK- STATISTICS

UN Education with Columbia University 10 JAN

Participants
Male

22

Female

35

Other

0

Total

57

The Work of the Economic and Social Council (ECOSOC) 23 JAN

Participants
Male

40

Female

48

Other

0

Total

88

Membership in the United Nations Security Council: Niger Mission 30-31 JAN
Participants
Male

15

Female

3

Other

0

Total

18

30
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SIDA Narrative Report | 2020 | UNITAR – NYO

Core Diplomatic Training for the Permanent Mission to the Cooperative
Republic of Guyana to the United Nations 25 FEB-28 FEB

ParticipantsMale3

Female

9

Other

0

Total

12

ICAP International Negotiations: El Salvador 26-27 FEB
Participants
Male

12

Female

17

Other

0

Total

29

Columbia Law School: Leadership & Self-Awareness 4 MAR

Participants
Male

32

Female

36

Other

0

Total

57

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Columbia Gender Equality 22 APR

Participants
Male

59

Female

66

Other

1

Total

126

Columbia Asking the right question 5 May

Participants
Male

168

Female

197

Other

5

Total

370

Emerging Ag 18 May

Participants
Male

65

Female

63

Other

1

Total

129

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Drafting Resolution 14 July

Participants
Male

101

Female

95

Other

4

Total

200

Briefing for 2021-22 Elected Security Council Members (Kenya): 28 Sept to 2 Oct

Participants
Male

16

Female

13

Other

0

Total

29

Achieving Sustainability Through Metrics, Yale, 15 October:Participants
Male

43

Female

29

Other

0

Total

72

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Columbia Law School Series: Women and Self Advocacy: 4 November

Participants
Male

50

Female

171

Other

2

Total

223

Columbia Law School Series: Conflict Resolution in the Era of Political Polarization,
18 November

Participants
Male

160

Female

176

Other

8

Total

344

“A Practical Look at the UN” 22, 23, 30 November

Participants
Male

117

Female

142

Other

4

Total

263

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OVERALL STATISTICS IN 2020

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5.2 LETTER TO THE PERMANENT REPRESENTATIVE OF SWEDEN ON THE
PROGRESS OF THE APP “UN HOW TO”

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United Nations Institute for Training and Research (UNITAR) New York Office
One United Nations Plaza, DC1 Room 603 New YorkNY 10017 USA
Tel: + 1 (212)-963-9196 / +1(212)-963- 4611
Fax: + 1 212-963-9686
Email: nyo@unitar.org
www.unitar.org/ny
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Annex 5
List of Directors/Managers overseeing design andimplementation of funded projects.
Strategic
objective(SO)

Title of project/activity

Director/Manager

SO1:

Digital Design Solution for Young African WomenMediators

Evariste Karambizi

Peace

Peacemaking and Conflict Prevention International andRegional Trainings: Transforming Fellowship Preventive
Diplomacy and Africa Peacemaking Training Programmes
in the COVID-19

Trisha Riedy

Women’s Leadership for Peace: Needs assessment,
operational plan, and design phases**

Evariste Karambizi, Rabih ElHaddad

Youth Imp!act for Peace Liberia

Evariste Karambizi

S03:

Joint UNITAR/UNICEF online climate change course

Angus Mackay

Planet

How to be e-Waste Literate: A Citizen’s Approach toSolving the e-Waste Course

Angus Mackay

SO4:
Prosperity

Joint UNITAR/WHO Online Climate Change Negotiationsand Health Course**

Rabih El-Haddad, Angus Mackay

Responding to Crisis: Strengthening Finance and Trade
Resilience to COVID-19 in Sub-Saharan Africa**

Mihoko Kumamoto

Leading Inclusive 4IR: Empowering Women in
Afghanistan for the Future of Work through Digital
Reskilling**

SO5: Crossfertilization

Mihoko Kumamoto, Michael
AdallaBUILD BACK BETTER - Sustainable and resilient postCOVID recovery in Latin America: Enhancing Trade andImproving Safety by Strengthening Chemicals and Tradelinks and bringing countries closer to OECD Standards*
Division for Prosperity lead**

Mihoko Kumamoto, Jorge Ocana

E-learning course on the use of Geospatial Information
technologies for Humanitarian assistance

Einar Bjorgo

Conflict Prevention and an Early Warning System
Development in the Lake Chad Region: Support to the

Evariste Karambizi, Einar Bjorgo

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Multiple
strategic
objectives

Multinational Joint Task Force (MNJTF) Regional
Intelligence Fusion Unit** (SO1, SO5)
Vector-borne disease risk mapping dashboard** (SO2,
SO5)
Levelling the Playing Field (SO1, SO2, SO3, SO4, SO5)

Marco Suazo

Diplomatic Excellence, Bhutan (SO1, SO2, SO4, SO5)

Rabih El-Haddad

Online Certificate on Essential Professional Skills,
Fellowships (SO1, SO2, SO4, SO5)

Rabih El-Haddad

e-Learning Fellowships, International Law (SO1, SO2,
SO4, SO5)

Rabih El-Haddad

e-Learning Fellowships – Multilateral Diplomacy andInternational Law (formerly Kenya) (SO1, SO2, SO4, SO5)

Rabih El-Haddad

Online Intensive Training Programme in InternationalLaw, Pakistan (S01, SO2)

Rabih El-Haddad

Diplomatic Excellence (SO1, SO2, SO5)

Rabih El-Haddad

Overcoming Global Challenges through International Law(SO1, SO2, SO4, SO5)

Rabih El-Haddad

Ethiopia – Safer Chemicals Management and Gender
Mainstreaming (SO2, SO3)
Strategic Implementation of Agenda 2030 Unit & Green
Development and Climate Change**
Notes:

Alex Mejia, Einar Bjorgo*Allocation made on 19 December 2019**Cross Divisional/Programme Unit project/activity

387

Jorge Ocana

Einar Bjorgo, Elena
Proden, Angus Mackay