Getting Started Introduction Having identified a need within the organization, during the past years UNICEF has put energy into developing resources and promoting practices that support country teams and their partners to approach peacebuilding in a more systematic way. In response to this and to further address an emerging recognition within the organization of the distinct challenges faced by adolescents in conflict as well as the unique potential that they have to be build peace UNICEF’s Adolescent Development and Participation Section (ADAP) created the Peacebuilding Competency Framework. Whether applying the framework to develop new programs or integrating it into existing programs, developing knowledge, attitudes and skills associated with the framework’s ten competency domains supports adolescents to transform conflict, build peace and make positive change in their communities. Domains within the Peacebuilding Competency Framework include: Communication and Expression Cooperation and Teamwork Identity and Self Esteem Empathy and Respect Leadership and Influence Hope for the Future and Goal Setting Problem Solving and Managing Conflict Critical Thinking and Decision Making Coping with Stress and Managing Emotions Creativity and Innovation
Data sources, location and quantity Means of verification Indicator Criteria of evaluation Outcome 1 Outcome 2 Outcome 3 Competency learning objective 1 Competency learning objective 2 Competency learning objective 3 Competency learning objective 4 Competency learning objective 5 Activity/output 1 Activity/output 2 Worksheet 4D: Semi-structured observation sheet Semi-structured observation sheet to assess competency learning Date(s) of observation: _________________________ Location of observation: _________________________ Program name: _________________________ Specific group being observed: _________________________
Problem solving and managing conflict learning map Personal Interpersonal Community Knowledge I understand the effects of conflict on my own life. I can identify multiple ways that structural inequality affects my own life. I can identify multiple ways that I have been influenced or affected by prejudice, racism, sexism and ageism. I have learned methods and tools to gather information, analyze conflict, organize and present ideas; construct arguments. I have learned practical strategies for negotiation, mediation, dialogue facilitation and consensus building. I can identify multiple ways that inequality affects my family, friends and peers, and how this can lead to conflict. I can identify multiple ways that prejudice, racism, sexism and ageism affect my family, friends and peers. I can identify conflict resolution mechanisms used in my family, friend and peer groups. I understand issues and concerns of persons on multiple sides of a conflict. I can provide examples of when individuals in conflict have found solutions where everybody wins (ie. win-win solutions). I can identify groups in the community who suffer from structural inequality. I can identify those who benefit. I can identify groups in the community that are victims of prejudice, racism, sexism and ageism. I can identify individuals and groups who benefit from these. I can identify conflict resolution mechanisms used in my community. I understand the issues and concerns of groups on multiple sides of the conflict. I can provide examples of when groups in conflict in my community have found solutions where everybody wins (ie. win-win solutions). Attitudes I believe that my words and actions should reflect what I feel is right. I believe that conflicts are complex, but there are many ways to solve them peacefully. I believe that my family members, friends and peers should all be treated in a fair and respectful manner. I believe that I can solve conflicts amongst my family, friends and peers. I believe that people in my community should be treated equally within schools, businesses, government and institutions. I believe that I can solve conflicts in my community.
Attitudes I believe that everyone suffers from conflict; and everyone can heal. I believe that I can develop the ability to calm myself; I can transform the anger, hurt and pain I feel. I believe that everyone in my family, friend and peer groups have suffered from conflict; everyone can heal. I believe that I can help my family, friends and peers to feel calm; to transform the anger, hurt and pain they feel. I believe that everyone in my community (and other communities) has suffered from conflict; everyone can heal. I believe that I can help my community to remain calm when faced with challenging situations; to transform the anger, hurt and pain from this conflict. Skills I can calm myself using healthy techniques for dealing with stress and managing emotions (ie. going for a walk, talking to a friend, meditating, etc.). I can speak about my emotions in a healthy way. I can express anger, hurt and other difficult emotions in healthy, constructive ways. I can ask for help when I need it. I know how to ask and who to talk to for help. I can monitor my own feelings and can work to transform difficult emotions of anger, hurt, pain, etc. I can apply techniques for healthy expression of feelings (ie. art, games, activities, poems, role plays, theater, music, song, etc.) I can recognize the emotions of others, ask others how they feel and listen while they talk about their feelings. I can create space for others to express difficult emotions such as anger, hurt and pain in healthy, constructive ways. I can calm family, friends and peers experiencing difficult emotions. I can forgive family, friends and peers who have hurt me. I can initiate group activities that help myself and others deal with stress and heal from hurt in a healthy way. I can influence the difficult emotions of others to help de-escalate conflict and rebuild trust in my family, friend and peer groups hurt by conflict. I can recognize the emotions felt by community members and groups in conflict. I can create safe space to talk constructively about difficult emotions in community settings. I can calm community members and groups experiencing difficult emotions I can forgive community members who have hurt me or persons and groups who have harmed my community. I can initiate group activities that help community members and groups in conflict to deal with stress and heal from mutual hurt in a healthy way. I can conduct activities that contribute to the of strong feelings contributing to conflict. Cooperation and teamwork learning map Personal Interpersonal Community
Attitudes I believe that it is important to make effort to understand the feelings and needs of others. I believe that all people deserve to be treated with love and respect regardless of age, ethnicity, language, religion, sexual orientation, gender identity, political opinion, nationality or ability. I believe that all people in my family, friends and peer groups have worth and value. Each person has influenced my life in some way. I can see when some persons in my family, friends and/or peer groups are not given the respect they deserve. I believe that it is important to see their unique situation and treat them with compassion. I believe that all of the diverse people living in my community have worth and value. Each person has a unique story from which I can learn. I can see when some groups in the community are not given the respect that they deserve. I believe that it is important that we recognize their unique situation and treat them with compassion. Skills I can recognize and respect my feelings and needs. I can recognize and identify the similarities and differences in my own perspectives and the perspectives of others. I can take care of myself so I am better able to take care of others. I can see the good in the human nature of all persons involved in conflict. I put myself into situations where I can learn from persons who are different from myself. I can recognize and respect the feelings and needs of family members, friends and peers. I understand the perspectives of family, friends and peers who have different views than myself. I help others in need; I give my time and energy to family, friends and peers who need my help; I make sacrifices for others. I can help my family, friends and peers to see the humanity in diverse and marginalized persons; and to understand persons with whom they are in conflict. I can recognize and respect the feelings and needs of diverse persons and groups involved in conflict. I understand the perspectives of people and groups on all sides of the conflict; of diverse and marginalized groups. I give my time and energy to care for the needs of persons from marginalized groups or suffering from conflict, regardless of difference. In my interactions with others I strive to humanize marginalized, disadvantaged groups; persons socially, economically or politically excluded; and persons on all sides of the conflict Hope for the future and goal setting learning map Personal Interpersonal Community
Critical thinking and decision-making learning map Personal Interpersonal Community Knowledge I understand how social and cultural norms political leaders, the education system, the media and other institutions influence my perceptions. I recognize my own privileges, opportunities and disadvantages that are a result of my gender, cultural background and status. I have learned about democratic and participatory processes for decision-making. I can give examples of how social and cultural norms, the media and education system, and other institutions influence the perceptions of my family, friends and peers. I recognize the privileges, opportunities and disadvantages of family members, friends and peers relevant to their gender, cultural background and socioeconomic class. I know who the key decision makers are in my family, friend and peer groups and can describe how decisions are made. I can give examples about how social/cultural norms, political leaders, the media and education system, and other institutions influence commonly held perceptions in the community. I can recognize the unique privileges, opportunities and disadvantages that persons in my community have, relevant to each other and to other communities and persons of different cultural backgrounds and socioeconomic classes. I know who the key decision makers are in my community and can describe key decision-making processes. Attitudes I believe that my perspectives and opinions are influenced greatly by where I was born and the society in which I live; my cultural background, gender norms/ expectations and socio-economic status all play a key role. I believe that the perspectives and opinions of my family, friends and peers are influenced greatly by the society in which we live; our cultural background, gender norms/ expectations and socio-economic status all play a key role. I believe that commonly held perspectives and opinions of my community are influenced greatly by our culture, gender norms/expectations and socio-economic status; and our community’s place within the society and nation.
Which social institutions support adolescents and contribute to peace in this community (e.g. churches, local organizations, youth groups, etc.)? Which local government institutions support adolescents or contribute to building peace here? Where do adolescents develop knowledge and skills that they can use to support other adolescents or contribute to building peace? What are places where individual, social and institutional support link together. How can these linkages be strengthened? What possibilities are there for financial support for adolescent initiatives? Where can these be found? Discuss how resources may influence program planning and how existing resources can be used. Source: Engaging Adolescents in Conflict Analysis (UNICEF – 2011), Pg. 24 Appendix C: Activities for Program Evaluation Evaluation Activity 1- Reflection on My Personal Goal Objectives: For participants to reflect on personal (competency) learning goals. Time: 1 – 1.5 hours Materials: Drawings of the participants from Planning Activity 9- Brainstorming Personal Goals, three white pieces of paper, markers Preparation: Pass out the drawings to participants and give them a moment to reflect upon them, possibly to discuss with other participants and discuss informally. Put three sheets of paper on the wall: one represents ‘yes, I reached my goal’, ‘yes, a little or almost’ and ‘no, I did not reach my goal’. Process: In small groups, participants to discuss their personal goal with each other. Ask them to think and talk about the following questions: Did you reach your goal: yes, no or almost? If you reached your goal (or almost) reflect on: how did the program help you reach your goal? What did you learn, what did you improve? If you did not reach your goal, why not? What could you do to reach it? What could others do to help you reach it?