Ministry of Foreign Affairs

Capacity Building Program for NGO in Indonesia
Report of “Post-Disaster Reconstruction
with Community Participation”

March 2006
Japan NGO Network for Education (JNNE)

Ministry of Foreign Affairs
Capacity Building Program for NGO in Indonesia
Report of “Post-Disaster Reconstruction with Community Participation”
Issue：March,2006

Issued by：

Non-Governmantal Organizations Assistance Division, Economic Cooperation Bureau,
Ministry of Foreign affairs
2-2-1 Kasumigaseki, Chiyoda-ku, Tokyo 100‐8919, Japan
TEL：03‐3580‐3311, FAX：03‐5501‐8360

Translated by：

Ms. Akiko Iizuka & Ms. Tokiko Ito

Implemented and Edited by：

Japan NGO Network for Education（JNNE）＜Secretariat＞

C/O Shanti Volunteer Association（SVA）

Jibo Kaikan 3F, Daikyo-cho 31, Shinjuku, Tokyo 160‐0015, Japan
TEL：03‐5360‐1233, FAX：03‐5360‐1220
E-mail：jnne@sva.or.jp

Ⅰ

Outline of Workshop

1. Sponsor & Execution
Sponsor: The Ministry of Foreign Affairs, Japan
Execution and Management:
Japan NGO Network for Education (JNNE) & Shanti Volunteer Association (SVA)
Support Corp.: Japan International Cooperation Agency (JICA)
2. Purposes
This training aims at improving the NGOs in Japan in their ability for post-disasterreconstruction support through the usage of community participation that is based on thelessons obtained from the disaster support that has been given within the Asian Region.
The participants are expected to acquire the following skills through this training:1) Situation Analysis: To analyze various stake-holders (administrative body, resident
organization, and help organization) who influence the reconstruction process. And, tounderstand the disaster situation, reality of people from the side of the society, economy,
politics, and culture.
2) Project Planning: To analyze the needs and possible problems to be treated for a medium
and long-term reconstruction support, and to form an appropriate project plan.
3) Promotion of Community Participation: To understand the method and acquire the skill
to promote the community participation from the stage of planning to execution of thereconstruction project.
4) Acquisition of Activity Method: To widen the views and approaches for the post-disasterproject planning project (category-Education), such as consideration towards the subjected
people such as women, children and physically handicapped person.
3. Lecturer
1) Mr. Jerald Joseph、
Malaysian.
Executive Committee Member of the Asian South Pacific Bureau of Adult Education(ASPBAE).
Director of the Pusat Komunikasi Masyarakat (People's Communication Centre), Malaysia.
M.A. in Human Rights, Mahidol University (Thailand).
Have a lot of experiences for developing trainers through TOT and the usage of participatory
methodologies/techniques of human rights education (HRE) trainings. Also works directlywith grass-roots community especially the indigenous people, the urban poor, refugee1community, and street children. Also has experience in understanding the UN human rights
system. Has conducted many trainings in different parts of the world, Thailand, India, andAustralia, etc. in addition to Malaysia.
2) Ms. Nani Zulminarni、Indonesian.
Executive Committee Member of the Asian South Pacific Bureau of Adult Education(ASPBAE).
National coordinator of the Program Pemberdayaan Perempuan Kepala Keluarga (PEKKA,
the Program for Empowering Women as Head of the Family).
Administrator of the Centre for Women's Resource Development, Indonesia.
M.A. in Sociology from North Carolina State University (US).
Specialty in development of limited numbers of women’s empowerment, reproductive health,and the political education.
Has an experience of 17 years as a Facilitator that uses a gender focus at the grassroots level,
popular communications, and an educational technique for advocacy of government policy.
Her experience extends to Cambodia, Malaysia, and Vietnam in addition to Indonesia.
4. Content of training and place:
1) Training in Tokyo・ Date: ：2005-Oct-28 (Fri)～30(Sun)・ Place: Japan international cooperation agency (JICA)
Tokyo International Center (TIC)・ Content of theme: Lecture, maneuver, group work, and presentation
・ Number of participants: 192) Training in Overseas (North Maluku, Indonesia)
・ Date：2006-Jan-31 (Tue) – Feb-7 (Wed)・ Participants: 8 from those who completed training in Tokyo.
＊The following report is written by the participants and edited by the JNNE secretariat

2

Ⅱ．Program
Day
Day 1

Date

Time

Activity

Jan 31, 2006 -22:00
All participants gather at Hotel Bandara Jakarta

Day 2

Day 3

Day 4

Feb 1, 2006

Feb 2, 2006

Feb 3, 2006

06:00-13:00

Jakarta to Ternate

13:30-15:30

Lunch and Briefing on Agenda for the day

15:30-18:30

Session 1: Visit children target group at IDP’s camp
(Target group of LML=Environment NGO and
Daurmala=women’s NGO)

19:30-22:00

Dinner with 4 NGOs at Florida Restaurant (discuss &share experience with 4 NGOs)

07:30-11:00

Cross the sea from Ternate to Sidangoli (Halmahera
Island) and Road trip to Kao

11:00-15:30

Session 2: Preparation for Facilitation Workshop at
PEKKA’s Regional Forum at the guest house

16:00-18:00

Attend the PEKKA’s Regional Forum and Facilitationof the workshop with women leaders

18:00-20:00

Dinner at hotel

20:00-22:00

Attend PEKKA’s Cultural Night (Part of the PEKKA’s
regional forum) and Japanese share their cultural
performance

08:00-09:30

Trip to Tobelo

10:00-12:00

Session 3: Meeting with World Vision Indonesia(WVI)

12:00-13:00

Lunch

13:00-14:30

Visit to BPD (WVI’s target group)

14:30-16:30

Visit to WVI’s target group at Mamuya village

3

Day

Day 5

Day 6

Day 7

Date

Feb 4, 2006

Feb 5, 2006

Feb 6, 2006

Time

Activity

19:00-20:00

Dinner at Hotel

20:00-21:30

Sharing/Debriefing

08:00-10:00

Session 4 : Meeting with Padamara NGO

10:00-12:00

Visit to Padamara’s target group

12:00-17:00

Lunch / Free time

19:00-21:30

Session 5 : Workshop 1 - Conflict Analysis

05:00-10:00

Depart to Sidangoli and cross the sea to Ternate

10:00-11:00

Rest

11:00-13:00

Session 6 : Workshop 2 – Special Issues

13:00-14:00

Lunch

14:00-17:30

Session 7: Workshop 3 – Programming Peace
Building

19:00-21:00

Dinner at the Ternate town

08:30-11:00

Session 8 : Workshop 4 – Facilitation Skill

11:00-12:30

Closing
Lunch

13:30-20:00

Flight from Ternate to Jakarta

4

Ⅲ. Training in North Naluku
1. Outline of North Maluku State (Pulau Halmahera) Dispute
In January 1999, the collision with the Muslim and a Christian in Ambon, Maluku
state in Indonesia developed into the large-scale religious strife between the Muslim and theChristian to the whole Maluku Islands. While the national army and the police intervened, theseveral reconciliation processes between the religious failed. Thus, the government issued tothe emergency warning for in the Maluku state and the north Maluku state in the end of June,
2000.
In the north Maluku state (that time north Maluku prefecture) where people live inpeace till then, a religious strife started from the collision in north Halmahera area in
Halmahera island, in August, 1999. There, except the Galera district where Muslim is the
majority population, large majority of the population is Christians in north Halmahera
peninsula in Halmahera Island. Since the missionary of the Netherlands crossed about 160
years ago at Tobelo in North Halmahera, this area serves as headquarters of Christianity
mission. There are also geographical features of an island. Thus, the expansion of theChristianity to South Halmahera did not progress. Under these circumstances, the local
government was emigrating the Makian people who were Muslims to the Malifut area, thecentral part of the island, from the Makian island in South Halmahera in 1975.
In August 1999, the Malifut area was unified and a new administrative district“Malifut” district was to be set up. Malifut was the area where the villages of the Kao andJairoro people majority of whom were Christians and former occupants and the villages of
Makian people coexist. There had been offense and defense between the Christian who
become a minority and the Muslim who become a majority in the new district if the Malifut
district is founded. In August 1999, an attack incident arose between the Muslims from
Makian people and the Christians from Kao and Jairoro people in Malifut area. Then, some
big attack happened over the following months. At the end of October 1999, Christian people
destructed all the villages of the migrant Makian people. Another attack to the village of the
Muslim by the Christian in Tobelo district and a Garera district took place at the end of
December. Later at the end of May 2000, the holy war national guardsman of Muslims fromthe outside of Halmahera such as Ambon, South Celebes, Java, etc. attacked the village of theChristian in Garera district. In the meantime, although there was a Peace Maintenance Unit
newly composed under the command of the National Army, the police, sultan, and theGovernor of the area in order to maintain peace, they could not achieve to suppress theconflict. On the other hand, it has been reported that the general citizen was attacked by theprivate unit without the forgiveness, and there were incidents of torture even between thesame religious groups. In this dispute, Christian churches, Muslim mosques and houses of5residents have got fire attacks. The copy of the Koran was torn. The believers were burned todeath and slaughtered in churches and mosques. Thus, many people suddenly became
refugees. In the area, over the generations, people had kept harmonious social relations
between the religions and had lived peacefully, but the life has been destroyed.
According to some large attack incidents, many refugees occurred and theyevacuated to the Ternate Island or the Tidore Island. The number of refugees in the town ofTernate amounted to 75,000 persons at the beginning of 2000. On the other hand, the Muslim
who took refuge held frustration and anger after arrival to IDP camps, in such as Ternate, andthe Christian of each area was attacked, and the strife was expanded further. The pastor was
murdered, the private houses and the churches encountered fire attacks, and refugees occurred
further. The Christian who took refuge from Ternate arrived at Tobelo that is the Christian
habitation and at even North Celebes and the other states.
For a background, it is believed that there were political issues behind the fights, such as thedecentralization policy of the central government of Indonesia and local government influence,a motion of national army. It is also thought that there are land and a natural-resources
possession problem involving the gold ore in Halmahera, and moreover a religious
confrontation, etc.
Source: Masatoshi Sasaoka (2001) “Ryuketsu no Maluku – conspiracy of National Army ofIndonesia・Politicians” Network for Indonesian Democracy, Japan (NINDJA) pp7-9、32-45

6

2．MapSource：http://www.euroindonesian.com/country/indonesia/MALUKUMAP.jpg

7

3.

Training in North Maluku

Session 1: Internally Displaced Persons (IDP) Camp
Purpose:·To visit IDP camp in Ternate, the state capital in North Maluku and to understand thesituation of IDP after conflict as well as assisting NGO activities.

Process:

１）Visiting of three IDP camps (one Christian camp and two Muslims)２）Understanding of the lives of IDP
３）Understanding of local NGOs' activities

Content 1:

IDP camp 1（Muslim）:
The residents of this camp are IDPs
who evacuated from Morotai Island in
North Maluku in 2000. The populationof Morotai Island consisted of 20%
Christians and 80% Muslims.

Most

family income source is from local
industry; manufacturing and selling
accessories made of waste metals
during World War II. They use old
junior high school as the camp. In the
IDP camp, there are eighty families from the same community. Many children were born inthe camp. 80% of the children go to school, but almost all the children have jobs to support
families.
IDP camp 2 (Muslim):
The residents of this camp are IDP
whoevacuatedfromTobeloinHalmahera Island in North Maluku.
They used to live in the church, but the
church was relocated. So, they wereordered to move to the building underconstruction. Since then, six years havepassed. They are living anxiously due tothe possible eviction. Before conflicts,
most

of

them

were

engagedinagriculture. Currently, they gain income by transporting goods in the Market, etc. They want
the fair service and information from government. There are forty-three people including
twenty five children living in the building under construction. (One family usually has four
to five members.) The children earn some money by transporting goods.

8Problems:
The Government and UN used to assist IDP camps. Now, most IDP already went home;
however, there are some IDP camp left out due to the wrong information list made bygovernment, UN, and NGOs. Government materials states the IDP' return has completed.
Therefore, the management of IDP camp is very difficult at current moment. Also, IDP gain
only low income, so many children work. Also, there's no assistance for IDP to return theirhome such as the construction cost of their houses. Government arranges the environment
when IDP returns, but that doesn't meet expectation of IDP. So, there is no plan for the
return.
NGO's activities:
Local NGO called DAURMALA is working at this camp. DAURMALA has been
implementing the education and human rights' related activities since 2000. Currently, it has
trauma counseling programs for sexually abused children through reading, making poetries,
drawing, etc. It has advocacy activities and has built five cases with the collaboration with
UNICEF.
IDP camp 3（Christian）：
The residents of this camp are from
Ternate. They left for Manado in 2003
and came back to Ternate later.
However, their houses were destroyed
and they cannot go back to the originalplaces. They live in the big building
which used to be a factory.
NGO's activities：
Local NGO

called LEMBAGAMITRA LINGKUNGAN (LML) is originally environmental NGO. Now, it provides basic
education for free for the children who dropped out from school. It advocates that theireducation should be recognized as public education for children. Also, it provides two-year
scholarships for children.

9Content 2:

Exchange of Opinions with Local NGOs
Informal meeting with fur local NGOs (LEMBAGA MITRA LINGKUNGAN(LML),IKATAMA, LEBMADES, DAURMALA) was held at the dinner. Four NGOs introduced
their activities and challenges. They mentioned the coordination among internationalorganizations and local organizations, difficulty of fund raising, peace building events, andthe post-conflict situation in Ternate.

Akiko Goto and Miwako Matsuzaki

10Session 2: Exercise in Facilitation
Content 1:

PEKKA's Activities
Background/Overview
There have been a lot of conflicts in Indonesia since 1999 and PEKKA made a researchon the situation of widows (loss/divorce) in the conflict affected places in 2001. It made a
assisting framework for widows affected by conflict and contribution of peace building. Itemphasizes on following points for empowerment of widows' families:·

focus on women's role·change the stereotyped ideas which encourage widows to be the target of violence andisolation·

deal with the internal conflicts of lands, economic, and military and increase thecapacity of peace building and economic activities by collective approach.
It has the program as follows:·

It holds the leadership training and the exchange program between Muslim women andChristian women, etc.

·

It holds Regional Forum and National Forum which women leaders get together once
one or two years. In the Forums, women leaders share and exchange the informationand outcomes through workshops. The forums are planned and managed by the leadersand funded by PEKKA.

·

Presently the project has been funded by Capacity Building Grants of Japan Social
Development Fund (JSDF) of World Bank.

Tokiko Ito

11Content 2:

Japanese participants facilitated workshop during the PRKKA Regional Forum which aims
at training widow leaders. Japanese participants were divided into four groups by themes ofconflict prevention.

Group 1:Analyzing Conflict Situation（Facilitator: Akiko Goto & Taisei Suzuki, Assistant: Kodar）

Purpose:·To understand that the complicated and wide range of factors causes the conflict andthat the emotional factors should not cause the conflict.

·

To obtain the capacity to think and act by constructive, wide field and long-term
perspective with a variety of fields.

Process:

Analyze the causes, situation, and outcome through games and group works, makepresentations and share the information.
１）Through balloon game, feel how conflict starts２）Provide five questions for conflict analysis, separate three groups and discuss on them３）Exchange and share the opinions and experiences and summarize the analysis of conflict
Five questions and responses① How the conflict occurs (causes) ?
・Power struggle between Malifut and Kao areas
・Envy of social gap
・Gain of power and status
・Provokers' taking advantage of the conflict・Local people easily trusted on the rumors and provokers.
・Mutual distrust② Who lose?
・Everyone sacrifices.
③ Who gain?
・Provokers who succeed in community disunite
・Government and Village administrations④ Why the conflict spread another areas?
・Revenges
・Provokers → people didn't trust each other⑤ When did the conflict end? Why did the conflict end?
・Awareness of each security force
・Meeting of key persons such as religious leaders, cultural leaders, government officers,
community leaders
・PEKKA who brought up the peace as mission
・Promotion of peace
・Giving information to the other community

12Comments

We understood of the causes and situation of conflict in broad perspective through analyzing

fromon their own. We didn't expect the outcome above. We gained the opinions of what we were

facilitators: going to do from now. In this sense, the workshop was very successful. We also learned a lot
form the translator, Kodor and we would like to develop our experience for future career.

Akiko Goto

13

Group 2:“Community based involvement in conflict handling”（Facilitators: Akiko Iizuka & Akiko Suzuki, Assistant: Jerald）

Purpose:·Process:１）Introduction of the facilitators

To understand that coordination among all actors is necessary for peace building２）Ice breaking: sing the song of "Under the Big Tree" with dance３）Ask participants to draw the image of conflict by groups→Presentation of each drawing "What does the drawing mean? Why did you draw it?"→Awareness of necessity of peace building４）Raise the opinions of who are the actors in peace building process →・Local people・
Religion leader・cultural leader・Government (military, police)・NGO
５）Assign one actor to each group and let them think what role each actor takes for peacebuilding
６）Each group's presentation７）After the presentation, the other group members add the comments andrecommendations.
８）Make sure the each role among all the participants
Roles of each actor based on the process above
・Local people:-Not to say the negative things to others-Stay calm (Do not act violently)-reconstruct the houses and religious facilities with the corporation among neighbors
・Religious leader:-Cerebrate the religious festival together (ex: Eid, Christmas)-Pray for each other-Mention more about each religion in the speech at the church and mosque-Deliver a lecture on peace
・Cultural leader:-Use the local language-Make hand made crafts which contain the message of peace
Government (military and police):-Should have sent more military to protect people during conflict-Decrease the military power after conflict-Do not be on one sideNGO:
-Give the technical training for both (ex: how to make coconut oil)
-Hold the conference which target several villages
９）Summary: Participants understood the importance of each actor’s role, participation,

14

and the collaboration among actors in peace building process. Facilitator added the
explanation of Kobe and Sri Lanka.
１０） Activities “Importance of cooperation”
All participants have to stand up on a piece of paper. At first, everyone was on thepaper easily. Then, facilitator held the paper to the half. Without cooperation, all themembers cannot be on the paper because the space became small. The members tried
to be on the paper by one leg and hold each other to get everyone on the paper.
Through this activity, all the members realize the importance of cooperation bypractice.
１１） Ending
At the end, facilitators repeated the importance of each member’s participation andcooperation among them. Then, facilitators told the modified meaning of “Under the Big
Tree” as follows:This song has been sung though generations in Japan. Under the big tree, there is the big
shade. People want to get the space under the shade especially when it is hot, but the
space of the shade is limited. The facilitator compared the small space to limited
resource of the country and explained that people need to share it hand by hand as theyexperienced at the previous activities. Therefore, a few people cannot occupy it, people
need to share the space.
Finally, everyone sung the song with dance again with the recognition of the meaning andfinalized the session.

Akiko Suzuki

15Group 3:

Building a Trust Environment（Facilitator: Naoyuki Koyama & Sachiko Suzuki, Assistant Romlawati）

Purpose:Process:·

To find the importance of communication to build a trust environment
Since trust is invisible and abstract notion, promote it through the activities such asgames and discussions.
１）Warm-up
Facilitators introduced the Japanese play of “Daruma san ga koronda”. They changed thename to “Monkey falls from the tree”. Everyone moved to the outside and the workshop
started after picking up a monkey. This activity helped them to be relaxed.
２）Game 1: ”Trust Fall”
Facilitators told them to make double circles and make pairs. Everyone in the circles lookoutside of circles.
① The people who are in bigger circle try to fall and the people in smaller circles supportthem.
② The people who are in smaller circle try to change the place and stop and the people
who are in bigger circle fall down without knowing who is going to support.
①②

The people who fall know
who are going to support.
The people who fall do not know
who are going to support.

After the activity, many participants said that ② was more scary then ① because thepeople who fall do not know who will support or whether someone will support them. The
message of this game is the importance of knowing each other when building confidence.
Discussion
Before conflict: It was safe and peaceful. People trust each other and they are generous.
After conflict: It was not safe any more. People cannot trust over religion. On the other
hand, some groups said they increased the trust environment and spirit of brotherhood after
the conflict.
Even though the conflict decreased the trust environment, people start to understand eachother well. Participants realized that by activities and discussions.
16３）Game 2: ”Walking Blindfolded”
Based on the understanding of Game 1, know the necessary things to get to know eachother.
In the figure below, upper line is the start point. Then, some participants walk to the goalwith closed eyes. The other participants become obstacles in the path.
1) Walk by themselves with close eyes

2) Walk with the participants who open eyes

In the case of 1), it is hard to clear the obstacles. In the case of 2), it is easier since
someone guide how to clear them. The participants learned that the communication(listening and talking) is very important to overcome the obstacles.
Comments:·

Regarding the discussion, there is a difference among individuals. The group
discussion is mixed between Muslim and Christian, so it’s difficult to imagine about
their attitude when Muslim and Christian are separate in discussion.

·

They spent most of the time for activities during the session. Facilitators adjusted theactivities for participants based on their learning in October. So, participants easily
obtained the message during the session.

·

There are many participants and some of them cannot communicate in Indonesian
fluently. Therefore, it took some time to understand how to do the activities. There
was no time to consider the message into practical life among participants. However,the participants gained the message clearly by adjusted activities.

Sachiko Suzuki
17Group 4:

Leadership in Peace Building（Facilitator: Yuki Tsutsumi & Tokiko Ito, Assistant: Nani）

Purpose:·Process:１）Ice breaking: Facilitators tell participants to be in line by height and age. The

After conflict, what is necessary for leaders to take the lead to regain peaceparticipants get to know each other and get relaxed.
２）Facilitator A who takes wrong leadership asks questions to participants andsummarizes their opinions.
① Facilitator A asks question to participants: what is the good points of Halmahera?
② Facilitator A raises questions and answer it by herself before listening to the others.
She says that she likes speed board and diving and put down her opinion on the board.
She talked on her own way and didn’t give time to share opinions with theparticipants.
③ Participants show their opinions such as rich natural resources and sea, but facilitator
A put only a few opinions from them on the board.
In summary, facilitator A push her opinion ahead.

④

３）Facilitator B who takes good leadership asks question to participants. Participants
discuss it in the group and B summarizes it.
① Facilitator B ask question: what do you know about Japan?
② Facilitator B separate into several groups and each group discusses about thequestion. Facilitator stop by each group and give advices.
③ Facilitator B gave enough time for discuss and let them make presentations. Theiranswers were electronics, technologies, etc. And then, the facilitator gave additional
information of photos of Japanese kimono and agriculture and explained each photos.
④ In summary, facilitator B respects participants’ opinion and adds her information.
４）Ask participants about the impressions and opinions of both facilitator A and B.
Discuss about it by groups and make a presentation.
① As for facilitator A, she forces her opinion ahead. She asks question to herself andanswers by herself and didn’t give time to listen.
② As for facilitator B, she paid attention to all the participants, spent the time to sharethe opinions and gave the information about Japan.
５）Ask participants if someone has ever met the person who takes the wrong leadership① One said her husband was like A in her family. She wants more time to discuss.
② There are some leaders who do not listen to the others.
６）Explain about the purpose of this session. Separate into groups and discuss on what is
the qualifications of leaders who take important role in peace building. Discuss bygroups and make a presentation.
① Peaceful perspective, faithful, intelligence, ability to get many people involved,

18

listening to the others, patience, fairness, justice, critical thinking, accountability, abilityof management (people and resources), etc.
② Raise the examples of above qualifications.
Comments：

The people who speak up in workshop are limited. When facilitators requested thecomment about facilitator A and B, participants didn’t feel like expressing their opinion
because that might hurt facilitator A. However, participants positively participated in thesession and enjoyed although facilitators were foreigners. That is because they already had
good relationship with Nani, translater and president of PEKKA. Especially Nanitranslated in her own ways and that was effective.

Yuki Tsutsumi

19Session 3: Visit of World Vision Indonesia at Tobelo field OfficePurpose:·To understand the activities of International NGO, World Vision Indonesia (WVI)
which implement the project in Ternate Island through visiting it's office, counterpart,and beneficiaries.

Content 1:

Visit of WVI office１）Persons: Mr. Alex Tristan (head of local office), Mr. Portunas (team leader), local staffs
who are in charge of education and agriculture２）Overview: WVI Tobelo field office is funded mainly from child sponsorship, but it
doesn’t implement sponsorship programme in this area. In North Maluku, WVI hasfour offices in North Maluku (Tobelo, Galera, Kao, and Soasio). Their activities
targeted children. It doesn't necessarily focus on peace building, it promotes peacebuilding through education and agriculture. In North Maluku, half of beneficiaries are
women and the other half are men. Same thing is in religion: half Muslim and half
Christian.
３）Peace building of staff
Although WVI is based on Christianity, there are many Muslim staff in WVI Tobelo
field office. In the sense, the staffs practice peace building among themselves. They
have opportunities to communicate with the other religion's staff in many cases.
４）Strategy of emergency assistance under conflict
During the conflict, international staff and Indonesian staff from the other areas
evacuated. The local staff stayed in the site, checked around and tried to calm down thecommunity.
５）Educational Project①Publish of community-based magazine for children
It distributed 121 magazines to school in the community. At first, it was produced byeditorial team in Jakarta; however, it is now done in North Maluku. Magazine is written
in Indonesia with local slang and local people edit it. According to WVI staff, it is very20

effective media to promote peace.
②Training for teachers
First approach is usually taken by teachers when the idea of peace building get diffusedin the community. This is because teachers are respected in the community. The
training for teachers deals with the challenges which teachers often face such as how toteach easily and how to teach without violence. The trainers from Education Ministry
are invited for training. The teachers who attend for the training are from different
background and keep the balance.
６）Agricultural projectThis project is done in Kao and Malifut areas. WVI introduced the organic faming which
doesn't harm the environment and increase the crops. The immigrants from Java Island(farming) and native people (swidden cultivation) exchange the each agricultural method
and pursue the peace building.

Content2:

Visit of Counterpart
１）Peace building and improvement of village governance
Place: Popilo village
Persons: village leader, chairperson of village council２）Recentralization and function of village organization
１．Village council: There are seven village counselors in this village. They are chosen by
the consensus based on discussion among villagers.
２．Function of village council: ①Discussion on the problems villager have and carry to
the upper administrative level (county and state) ② Monitoring whether the
implementation by village administration reflect opinion of villagers ③Development ofregional culture without contradicting main stream Indonesian custom
３．Role of village council in peace building:Village council has the event of visiting each other in the religious festivals and holding
cultural events (chorus group organized by both Muslim and Christians) and sports events
The people who engage invillage administration think thatthese cultural and traditional
events play a role in peacebuilding.
By responding to who is theeffective actor in peace, heacknowledgedthat

religious

leader has an important role inpeace building process; however,21the involvement of all the community members is the key rather than its role.
３）Problems community faced
Problem 1: Increase in fuels:
Government provide 300000 rupees for three month for poor families, but criteria ofselecting families are set by government and doesn't reflect on local needs. Also the processof provision was not clarified. Therefore, village leader summarized the villagers' opinion
and proposed. Currently, they are waiting for the response.
Problem 2：Public nuisance (violence, drinking, vandalism):
Process: discussion⇒conciliation⇒ meeting among involved parties⇒forgiveness ofcrime (In many cases, perpetrator doesn't give compensation for victim.)
According to WVI staff, peace building at community level goes smoothly, but the one at
multi levels is disturbed by the outsiders. Also, when the struggle at community level occurs,
the administrative support at upper level is minimized.
Outcome：Through this visit, the attempt of peace building at community level is understood clearly
among visitors. Local people deeply recognize that the conflict was brought from outside,
therefore governance which promotes peace seems to go well.
Sachiko Suzuki

Content 3:

Visit of WVI Target Beneficiaries in Mamuya Village
Place: Mamuya village in Tobelo in Halmahera Island in North Maluku
Persons: village secretary, head of village parliament council, community leaders in fisheryand agriculture, WVI local staff
Background
There are 500 Muslims and 500 Christians living in this area. All the people evacuated whenconflict occurred in 1999. Now, everyone returned. However, when they returned, they lost
all the properties such as houses and fishery equipments and agricultural field became likeforest without maintenance. WVI managed two Happy Houses (the place where children ofboth religions stop by and play after their school).
Local people's opinion
Here are local people's opinion
about two ongoing programs: ①
Peace

education

program②

agricultural and fishery programs.
①Peace education programThis program has two function; oneis through school system and the otheris through community. According tolocal people, this program encouraged22

local people, this program encouraged and motivate children to learn about peace throughparticipatory approach. Before conflict, they consider the people believing in other religion
are enemy, but now as friends of families. Responding to the question of how childrenchanged through the program, local people answer that children became more active in
learning rather than teacher-centered education. They express their opinion and improved thecreativity. Furthermore, local people requested the reopening of Happy House.
②Agricultural and fishery programs
This program gives the training of agriculture and fishing to both people. The people inthis community engage in both agricultural and fishery industries. In the day time, they takecare of coconuts and go fishing at night. They strongly requested that they wanted money
and capitals to modernize from traditional agricultural and fishery methods. For instance,
they want to use modernized machines, fertilizers and breeding seeds rather than animals in
efficiency. They also want to use the big boat with engine rather than the boat with oars.
According to WVI staff, they use 70% of the funds for education and training and 30% formaterials under their policy.
Akiko Iizuka

23

Session 4:

Visit of Local NGO, Padamara

Purpose：To understand the activities of local NGOs and situation in Halmahera Island

Content 1： Visit of Local NGO, Padamara·

To know the activities, local community, and problem raised in the activities

１）Background
One of the three organization of Saro Nifero (SANRO) Foundation. It is established for
Christians to empower community in 1989.
① Padamara: is training center for training and peace education in Halmahera in 2002. It
has given trainings mainly in three sectors of business, accounting, and agriculture andforestry.
② PPLP（Pusat Pengkajian dan Latihan Pengembangan Pedesaan）: was established for the
study of regional development and problems in 70s and 80s.
③ SARO NIFERO: has provided loan for about 900 low income families since 2001. The
purpose is to obtain steady income apart from the problems of conflict. Many members
open small shops and sell local goods.
２）Staff: 60 people
・Most of them are Christian, 5 Muslims
・Half of them are part time.
・There are a few form Halmahera Island and most of them are from Ambon.
３）Student: About 600
・ Most of them are Christian・ The training is open for everyone. The reason why there are a few Muslim students isthat Padamara is rooted for Christianity, so Muslim think it’s only for Christians. It has
been trying to increase the Muslim staff in future.
４）Training:
They have religion class, but only teach one religion to one ethnic group.

24

・ There is a doubt that they can understand each religion. In order to solve this doubt, theyplan to offer mixed class of Christianity and Islam.
・ Also, SANRO plan to use 10 hector land as “peace area” and make the traditional andcultural village in the area. However, due to the lack of fund, it hasn’t come true.
・ As for training, ①way of manage resource and property for conflict prevention ②
training for future trainers and guidance of community management ③increase theawareness of the problems in community and increase the capacity of problem solving④improve mutual trust in community and coordination of new agricultural technology,
using the common benefit to improve the motivation in the community
５）Outcome and challenges
・ Before the training, people increase the variety of agricultural goods with newtechnology. People used to engage in farming whey they had time, however they had to
go to the field regularly to improve the agricultural efficiency. That was a challenge tochange the working custom.
・ When students returned each village after the training, they might go back to theoriginal life custom. That was a problem. Therefore, sustainability is the key issue here.
・ There was a difficulty in fund raising, so it cannot keep the staff in long term. The
certificate of training school doesn’t have as high value as degree, therefore the notmany students come to take the training.
・ Regarding the international NGO after conflict, Padamara values the emergency
assistance such as providing materials, but it doesn’t value the community development
assistance and the sustainability of the programs.
・ As for coordination, local NGO has an important role in coordination to avoid theoverlapping programs. Currently, there is no coordination in Halmahere.
Content 2： Visit of Target Group of Padamara
Listening to target group in community about the relation with Padamara and its activities
Background
Many villagers are farmer sand they left for Tobelo for two years during conflict. In theprocess of administrative return project, they came back to the village. Many of the houses(Muslim and Christians) were burned out when they returned their home.
There is a committee in the village. There was no outside assistance from 1991 to 1998.
The committee assisted the activities mainly in agriculture, education, social development,
and economic aspects. After conflict, a new committee (23 members) was started and havethe activities in problem solving in village, and promoting education, rebuilding houses, andagricultural assistance.
·

The relationship with Padamara is started when villagers attended the training in 1991.
Rebuilding houses: Administrative assistance for houses is only 30 % of the necessary

cost of rebuilding houses. Therefore, villagers started rebuilding houses by themselves. The

25

villagers who wanted to participate in rebuilding houses projects paid money (administrative
assistance) to committee. The committee pooled the money and decided the order of
rebuilding houses by lottery. The villagers built the houses one by one and took three years
to rebuilding all the houses in the village.
·

Unity of community: The villagers visit houses each other and cerebrate together in thefestival regardless of religion to improve the unity of community.

·

Improvement of agriculture: They have the training to teach new technology. So, it
became possible to grow new agricultural goods and to increase income to some extent.

·

Women’s group: 19 members of the village participate in women’s group. It promotes
the women’s participation in agricultural production, teaches the skills in family, andraises chicken with Muslim women. SANRO provides the training of program
management by women and agricultural technology.

·

SANRO invites only a few people such as village leaders for the training, so the othervillagers hardly participate.

·

No program of peace education is held. Only the villages talk about the conflicts while
they are working in the field.

Taisei Suzuki

26

Session 5: Workshop １－ Conflict Analysis
Purpose：To learn conflict analysis since the participants engage in rehabilitation assistance of conflict

Process：1.

Jerald explained there are three components of conflict analysis: actor, factor andstructure.

2.

In case of the conflict in North Maluku, participants analyze conflict by threecomponents above.
First of all, participants were divided into three groups and each group think about one

component based on the learning in this trip and books and showed them on the board after
the group discussion.
3.

All the components were raised as follows and connected by lines when participants
found any connections among each components.

4.

According to the 図, participants clearly found how each component give impacts each

Conflict Analysis
Media

GossipVillage Council
Education
Local Religious
LeaderMuslimBorder Line

Community Leader

Religion
ChristianMigration of
Malifut

Religious Leader
OutsidePoverty

Economy Gap

ImpunityGold Mine

Provocator

Central Government

Lack of Religious
Understanding

Local Government
PoliceRevengeGang Culture

Weak Local
Governance

Military

Jakarta-Based
PolicyIsolation

Outsider

凡例

ACTOR

FACTORSTRUCTURE

other and which components are influential and which are not. Participants gave
opinions of relational complexity of components and the large impact of government,
and smaller impact of religious group than they expected.
Comment：

The important thing is how to make use of this analysis.
At first, people need to start collecting information. They can obtain the information from27

books, local people, and assisting NGOs. The information obtained by books is probably
40% and the other 60% of information should be collected locally. If people read the books
in advance for research, they can make effective research on the ground. The more
important thing is that they should get local community to be involved for the research on
the ground.
In general, community people do not speak up to blame on the powerful such as
government and military officers. On the other hand, government officials and military
attribute the cause to rebellion and provocateurs. However, those people are not clearlyrecognized finally.
Therefore, the people who engage in conflict rehabilitation need to analyze it as above andunderstand the mechanism of conflict.

Naoyuki Koyama

28Session 6:

Workshop 2

Special Issue

Theme 1:

Religious issue in conflict

PurposeDiscuss on the image of religion and recognize the feeling and prejudice of people who
believe in religion. Also, discuss and understand how these prejudice affect conflict andwhat is necessary to stop conflict and rehabilitate the conflict affected place.

Process& １）Ice breaking

Content:２）Participants were divided into two groups of Christian group and Muslim group,
discuss on positive and negative points and image and made presentation.
・Christian group: many parties, Western people, missionary, rich, often speak, but noaction forgiveness, etc.
・Muslim group: fatalism, terrorism, warm, exclusiveness, do not touch pork and dog,
women are discriminated, Jihad, minority, Jihad, fundamentalism, etc.
→Participants found the ideas and recognition of the other religion are not always
positive and they can be the causes of conflict３）Participants discuss and present what is necessary to calm down the conflict and assist
the rehabilitation although people have difficulty in understanding each religion as
above.
・In Workshop 1, participants raised many components of conflict. In Workshop 2,
participants leaned the emotion and understanding of each religion. Based on thelearning, it is important to have religious education which reduce the prejudice of theother religion, safe space for communication and motivate the religious leaders.
However, all the problems cannot be solved by religious approach. People need toanalyze actors, factors, and structure of conflict, look back on history of thecommunity which was peace before conflict, discuss by human rights approach, clarify
the role of central government, promote cultural dialogue, make use of media, etc. In
this way, people need to use a variety of tools to see the problems outside.
Theme 2:

Sustainability

Purpose:·To discuss sustainability including the time, budget, connection to local community.

29

·To discuss what is necessary to continue to rehabilitate although NGOs' capacity islimited.

Process &Facilitator divided into four periods ofContent:

conflict: before conflict, during conflict, rightafter conflict, and rehabilitation. Then,
participants put the fruits on each period. The
fruits stand for the amount of Japanese NGOs
assistance.
As a result, participants found that there wasmuch less NGO before conflict and duringconflict. However, the amount of NGO rapidly
increases after conflict and get decrease in the
rehabilitation period.

Comment:

NGO's activity is limited. They can make use of media and distribute the resources andbuild up the capacity of community for sustainable rehabilitation. After their withdrawal,
they still can share the experience and information and keep the connection.
When their assistance is only for infrastructure, they can do so through the involvement andorganization of community. So, their rehabilitation will be sustained.
Yuki Tsutsumi

Theme 3:What is the Indicator of Peace Building?

Comment:

・ Time framework, achievement of strategy －Peace is intangible and it's hard to see

the achievement.
・ Case of PEKKA First period: Reconciliation (three years)
 The number of participants in activities, the number trained leaders, thenumber of visit of each religion, etc.
 Second period: Empowerment (three years)

The number of facilitators, the number of meals among both religions, etc.

30

Session 7:

Workshop 3:

Purpose:·Programming Peace Building

To share the opinions of each visit during this trip and raise the strength and weaknessof each project and organization for the purpose of practice in peace building program in
future.

Process:

Participants were divided into three groups 3, discuss the strength and weakness of
IDPcamp in Daumara, LCL, WVI, Padamara, and PEKKA's projects and make apresentation.

Contents:

1) Strength
Project – High participation of target group, High Motivation of the target group, Network
among participants, Quick involvement of aid activity in the early stage of the incident,
Adaptation of local culture and history and utilization of local resources, exit strategy,
capacity of advocacy, Capacity building of local leaders, women and marginalized, Bottom
up activity.
Organization – Worldwide network, Ability of advocacy, Funding source, Staff –IDP,
Religiously balanced human resource, Documentation capacity.
2) Weakness
Project – High dependency of the target group, Religious bias, lack of the view on thepeace building activity, lack of sustainability, Top down, Gap between the objectives of theorganization and community, Lack of the relationship with the people surrounding thetarget group, Lack of men’s participation.
Organization – Fund, Information, Network etc.

Comment： What can community organization do? People need to capture the problem as a whole andtake a synthesizing approach to the problem by three elements of "critical awareness","capacity building", and "advocacy". People need to facilitate three elements during wholeprocess. It takes ten years to obtain the access of information and resources. People needassistance from outside at first, but the assistants let people to do on their own. There is noneed to divide the assistance into several areas of expertise by each organization.

31

Advocacy(Org., Networking,InclusivenessLeadership)（全コミュニティメンバー）
All community members
誰が誰のために行うか。
Who does for whom
ネットワーキングともリン
Link with networkingク

Sustainability

CriticalCapacity

Awareness

Building
PROCESS

Contexturize Culture
他のグループ、
Other groups,
Marginalized
Marginalized Group、Groups,
女性など
Women

Participatory
Process
誰をどうやってWhom & Howにも関係
Inclusiveness
Link with

Inclusiveness

Strategic Entry
Point
ハード面（例：家）Strategically involveの支援でも戦略的に
hard, eg House, as a
深いイシューへ入る
tool to deal with deep
ツールとして使う。
issues例：コミュニティ内
Eg. Decision making ofでの配布法について
how to distribute
意思決定を促す等。
materials in thecommunity bycommunity.

Tokiko Ito32

Session 8:

Workshop 4

Purpose:· To review the learning of facilitation session of PEKKA forum and understand how to
be a good facilitator through the training in Japan and Indonesia.

Content 1:

Analyze the presentation of one theme.

Process:

At first, facilitator asked one participant to make a presentation of Japanese history. At
that time, facilitator just told him to talk about Japanese history and didn't give any requestsof duration, contents, and how to.
After the presentation, the other participants made comments about the presentation. The
comments are as follows:＜good points＞
・Good focus on important events in long history
・Summarize the each events well＜points which need to improve＞
・Should have more eye contacts
・One-sided talk rather than interactive talk・Should use the board and pens for better understanding
・Need more gestures

Comments:

Education system is usually accumulation and one-way teaching from teachers tostudents.NGOs' activity is often top-down method. However, this method cannot improve
local people's motivation and cannot promote participatory activities. How can they do inthis sense?
At first, it's important to change the power balance. It should not be one-way and should
be interactive. Local people and NGOs need to teach and learn each other on equal footing.
Many local experts will be trained in this kind of relation. NGO staffs are not at the site
only for providing information and implementing projects, also for learning each other.
Many NGOs believe that they are doing participatory education, but they were taught inaccumulative way of education. Therefore, they often provide accumulative way ofeducation automatically. It takes long time to build the education method which local
people understand. However, one the method is built up, local people get willing toparticipate in the project.

Content 2：

Make a review of facilitation in PEKKA forum
Process: Present the positive and negative points of each facilitation and point out thecommon points of each session.

Content

・Facilitation is for analyzing and solving the assignment, lead to the realty and summarize
the theme.
・Facilitator should make an environment which participants are willing to get involved.
・The assignment should be close to the real situation in community.

33

Process

Participants tried to play the game facilitated during PEKKA workshop by Group 2.

・Although they have language barrier, the relationship with translator is very critical. Thatmeans that facilitator needs someone who understand the message of facilitator and tell toparticipants appropriately.
・ It’s difficult to keep the interest of participants.
→Careful preparation is required. Facilitator needs to expect the responses fromparticipants and prepare the further response. Facilitator needs to pay attention toparticipants’ feeling.
If someone has opposite ideas of the raised message, facilitator listens to him or her andprovides the more cases in detail to prove the message. It’s important to get the person
involved in the discussion rather than excluding.
Tool・eye contacts, gesture・tool, arrangement of place, time schedule・key question・ activity→should be exciting and simple→Everyone can understand and participate
freelyMethod・song, dance, case study, discussion, drawing, roll playing, group work
Comment

There are following several important points in facilitating.

from１）Ice breaking

Facilitator：

First ice breaking is relaxing participants and let them think are on as equal footing as
facilitator. In this way, participants are willing to get involved.
２）Knowing participant’s characteristics
Facilitator needs to know the participants who are willing to make comments and who
are not. In this way, facilitator gets to know the person who to be pointed out when there
is a silence.
Also, it’s important to know the each name. At the same time, common name such as

34

“mother” or “grandmother” is easy to call and sounds friendly. In this way, moreparticipation will be obtained.
３）Connection to message
The message of the workshop should be common issue of all the participants. After theactivities of workshop, facilitator needs to summarize the theme of workshop.
・sound of breaking baloon→sound of gun→do not want conflict→hope for peace
・drawing→remember conflict→hope for peace４）Activity
Facilitator needs to prepare for the activities which participants are interested in.
Therefore, the purpose and achievement of the workshop should be clarified. The
facilitator considers necessary tools and activities based on the purpose andachievement. The availability and type of tools doesn’t mean success of theworkshop.
５）Keyword
They keywords for facilitation are following three points.
・simple ・easy ・easy to participate
It’s important to let participants know “I know!” and “I can do that”.
Akiko Suzuki

35

4．Photos from Training in North Maluku
Ternate Island and Halmahera Island in North Maluku, Indonesia

Scenery from Ternate
Ternate Port

Ternate Town from the sea side
Halmahera Island from Ternate

Sidangoli in Halmahera
Galera in Halmahera

36

Ternate in North Maluku

IDP Camps & Local NGOs

Muslim IDP CampIDP Handmade Accessory & Music Instruments

Christian IDP Camp

Talk with Local NGO

Talk with Local NGO

Photo with Local NGO

37

PEKKA Regional Forum in Kao, Halmahera, North Maluku

Preparation for Facilitation Session
Facilitation Workshop

Women Leaders participating workshop

Introduction of Japan at Cultural Night

Cultural Night

Dance at Cultural Night38

Halmahera Island, North Maluku

Dameges of Conflict and Houses Built

39

Training in North Maluku

Session of Workshop

At Manado Airport in Sulawesi（6 February 2006）40

5. List of ParticipantsName
Participants
Ms. Akiko Iizuka1
飯塚 明子
Ms. Akiko Goto2
後藤 明子
Mr.Naoyuki Koyama
3
小山 直行
Ms.Akiko Suzuki
4
鈴木 晶子
Ms.Sachiko Suzuki
5
鈴木 幸子
Mr. Taisei Suzuki
6
鈴木 泰生
Ms. Yuki Tsutsumi
7
提 由貴
Ms. Miwako Matsuzaki
8
松崎 美和子Secretariat
Ms. Tokiko Ito
伊藤解子

Affiliation and Position
Citizens towards Overseas Disaster Emergency
海外災害援助市民センター
Frontline(特活)地球のステージ
Foundation for International Development/Relief（財）国際開発救援財団
Shanti Volunteer Association(社) シャンティ国際ボランティア会
CARE International Japan（財）ケア・インターナショナル ジャパン
ADRA Japan（特活）ADRA Japan
Japan International Volunteer Center(特活) 日本国際ボランティアセンター
Children Support Heart & Hand
国際こども支援団体
Japan NGO Network for Education, Deputy Secretary General
教育協力NGOネットワーク事務局

Acronym
CODE
Frontline
FIDR
SVA
CARE
ADRA
Japan
JVC
H&H

JNNE