Walking The Path of Peace: Practicing The Culture of Peace & Peace and Conflict Impact Assessment

Walking the Path of
Peace
Practicing the Culture of Peace and Peace

and Conflict Impact Assessment (PCIA)
A Resource Kit
Programme de soutien aux
gouvernements locaux
Walking the Path of Peace:
Practicing the Culture of Peace & Peace and Conflict Impact Assessment
Copyright @2003 Philippines-Canada Local Government Support Program

(LGSP)
All rights reserved
The Philippines-Canada Local Government Support Program encourages the use, translation,
adaptation and copying of this material for non-commercial use, with appropriate credit given to
LGSP.
Although reasonable care has been taken in the preparation of this book, the publisher and/or
contributor and/or editor can not accept any liability for any consequence arising from the use thereof
or from any information contained herein.
Printed and bound in Manila, Philippines
Published by:
Philippines-Canada Local Government Support Program (LGSP)

Unit 1507 Jollibee Plaza
Emerald Ave., 1600 Pasig City, Philippines
Tel. Nos. (632) 637-3511 to 13
www.lgsp.org.ph
This project was undertaken with the financial support of the Government of Canada provided through
the Canadian International Development Agency (CIDA).
Programme de soutien aux
gouvernements locaux
A JOINT PROJECT OF
Department of the Interior and National Economic and Canadian International

Local Government (DILG) Development Authority (NEDA) Development Agency (CIDA)
IMPLEMENTED BY
Agriteam Canada Federation of Canadian

www.agriteam.ca Municipalities (FCM)
www.fcm.ca
CONTENTS
ACKNOWLEDGEMENTS
INTRODUCTION
SECTION I:
Revisiting the Pathways to Peace: A Training Module on the Culture of Peace
Culture of Peace Modules: Six Paths to Peace
Annexes
SECTION II:
Hands-On Peace and Conflict Impact Assessment (PCIA)
Part I: Handbook on PCIA
Part II: TUGAL Case Study Documents
Part III: Facilitator’s Guide
References
Annexes
ACKNOWLEDGMENT
The preparation of this resource book comprising modules for use in a Culture of Peace Training
Workshop has entailed a long process of collaboration. Both the Initial Training Conference for Local
Resource Partners of Philippines-Canada LGSP held in January 2003 and the follow-up Culture of
Peace Workshop in late May 2003, provided valuable opportunities to trial draft designs of this mod-
ule.
We are very grateful for the critical reflections and commentaries shared by the co-facilitators,
resource persons, and LGSP partners who participated in those workshops, especially Madett Virola-
Gardiola, Myn Garcia, Jing Lopez, Kenneth Bush, Cesar Villanueva, Tess Tanjanlangit, and Nani Acmad.
We very much appreciate the tireless effort of the documentation team, Starj Villanueva, Ria Adapon,
and Sef Carandang, and the editorial group led by Madett Virola-Gabiola for the draft compilation
of the activities, pedagogical processes, and oral synthesis without which the final revised edition
would not have been possible. To Alix Yule and Marion Villanueva of Agriteam Canada, we are
thankful for the opportunity of one of us (S. H. Toh) to participate directly in the workshops as co-
facilitator and designer and for both of us to contribute to the production and publication of this
resource book.
Last but not least, we humbly acknowledge the longstanding and ongoing collaboration of numer-
ous Filipino peace educators, notably Dr. Ofelia Durante, Jose Bulao, Dr. Ester Sevilla, and other NDU
colleagues; Dr. Grace Rebollos and Fr. Angel Calvo of PAZ; Fr. Sebastiano D’Ambra of Silsilah; Ging
Quintos-Deles, Riza Hontiveros-Baraquel, and Karen Tanada of the Coalition for Peace; and Dr. Loreta
Castro and Dr. Jasmin Nario-Galace of the Peace Education Center, Miriam College, whose commit-
ment to building a culture of peace in the Philippines has been inspirational.
- Toh Swee-Hin (S. H. Toh) & Virginia Floresca-Cawagas

Revisiting the Pathways to Peace: A Training Module on the Culture of Peace
The scattered thinking that I hope is consolidated in this handbook only began to take shape during
the Training Conference for Local Resource Partners of the Philippines-Canada Local Government
Support Programme (LGSP) in Davao City, Philippines, 15-17 January 2003. In June of the same year,
LGSP organized a second workshop in Mindanao to further field test this handbook. Without the
following LGSP colleagues, this handbook would not have been possible. Very special thanks go to
the organizers and resource persons of the conference and workshop: Myn Garcia, Jing Lopez, Sef
Carandang, Ria M. Adapon, Robert Raguro, Starj Villanueva (especially for her conference reports
used in Part III of Section II), and Toh Swee-Hin. I was quite overwhelmed by the intensity, integrity,
and boundless capacities of the Local Resource Partners who participated in these meetings – in
particular the new network of PCIA experts and co-facilitators from the workshops: Madett Gardiola,
Cesar H. Villanueva, Norania (Nanie) M. Acmad, Grace Rebollos, and Tess Tajanlangit. It is to them
that I am most indebted for the push to finalize this document in its current form. At the Federation of
Canadian Municipalities (FCM), I would like to acknowledge the initial support by Don Brownell,
Sebastian Hamel, and Renee Giroux. And, at the management level of Agriteam Canada, I
acknowledge the support of Alix Yule and Marion Villanueva.
- Kenneth Bush
Hands-On Peace and Conflict Impact Assessment (PCIA)
INTRODUCTION
Section I entitled Revisiting the Pathways to Peace builds upon the training manual which has been
developed for LGSP as a result of the workshop entitled Looking at Conflict in the Eye, held for its
Local Resource Partners last January 15-17, 2003. It incorporates detailed session guides for
facilitators who intend to run a Culture of Peace seminar for a minimum of two days and a
maximum of four days. This section tries to capture the actual experience LGSP facilitators and
participants who took part in the two-phased course on Walking the Path of Peace: Practicing the
Culture of Peace and Peace and Conflict Impact Assessment in May and June 2003 at Eden Nature
Park, Toril, Davao City.
Originally designed as a preparatory module for the Peace and Conflict Impact Assessment Workshop,
this section is a stand-alone guide which describes objectives, topics, issues, points, and activities for
critical analysis in terms of the six paths which contribute to the building of a culture of peace. The
content and process for these paths are based on the holistic and multi-dimensional framework of
education for peace which Dr. Toh Swee-Hin and Dr. Virginia F. Cawagas have designed and
implemented in the Philippines (initially in collaboration with Mindanao educators) and numerous
other South and North contexts, including Canada, Australia, South Africa, Uganda, Jamaica, Japan,
South Korea, and the South Pacific.
The framework has been enriched and elaborated since 1986, in workshops and/or courses for teachers,
academics, students, youth, community organizers, NGO workers, chruch leaders, civil servants, armed
forces personnel, correctional institution educators, and local government officials. A series of annexes
also provides material that can be used by facilitators as overheads or powerpoint presentations
during workshop sessions modeling a sample program of Walking the Path of Peace held in May 2003
(see Annex I).
Section II entitled Hands-On PCIA consists of three parts: Part 1, introduces the idea of Peace and
Conflict Impact Assessment and tools for conducting one; Part 2, contains a capacity-building exercise,
which may be used to apply the material in Part 1; and Part 3, a facilitator’s guide for holding a PCIA
capacity-building workshop.
Hands-On PCIA contains a case study to be used in the PCIA capacity-building exercise outlined in
the Facilitator’s Guide. The documents describe a make-believe project by make-believe NGO in a
make-believe country. The case material is organized according to the three main phases of a
project (or intervention): Pre-Project; In-Project; and Post-Project. The capacity-building objectives of
this exercise are achieved by having participants apply the ideas and tools presented by the facilitator
using the Handbook for PCIA and the Facilitator’s Guide.
Facilitator Notes are presented in the third and final part of Hands-On PCIA to help those who would
like to try out this exercise with their own colleagues, partners, and communities.
We would very much like to learn from your efforts to use and adapt this exercise so that we can
continue building a network of like-minded people and organizations, and continue preparing useful
Hands-On PCIA. Your experiences and critical comments are very welcome. Please send them to:
Toh Swee-Hin (S.H. Toh) & Virginia Floresca-Cawagas

s.toh@griffith.edu.au vcawagas@unesco.or.kr
Kenneth Bush
kbush@iprolink.ch (or kbush@ustpaul.ca)
Myn Garcia
mgarcia@lgsp.org.ph
Revisiting the Pathways
to Peace
A Training Module on the

Culture of Peace
© Toh Swee-Hin (S.H. Toh), PhD
Virginia Floresca-Cawagas, Ed. D
Section I
CONTENTS: Revisiting the Pathways to Peace
CULTURE OF PEACE MODULES: The Six Paths to Peace PAGE
Module 1: Orientation Session 1
Module 2: Introduction to the Pathways of Building a culture 3

of Peace: Stories of Peacebuilders
Module 3: The First Path - Dismantling the Culture of War 8
Module 4: The Second Path - Living with Justice and Compassion 11
Module 5: The Third Path - Living in Harmony with the Earth 15
Module 6: The Fourth Path - Promoting Human Rights and Responsibilities 17
Module 7: The Fifth Path - Building Intercultural Respect, Reconciliation 20

& Solidarity
Module 8: The Sixth Path - Cultivating Inner Peace 23
Module 9: Creative Synthesis 25
Module 10: Pedagogical Principles in Peace Education 27
Module 11: Ways Forward - Action Planing 29
Module 12: Closing Ritual 30

CONTENTS: Revisiting the Pathways to Peace
ANNEXES PAGE
Annex A: Introduction to the Pathways in Building a Culture of Peace
A1. Synthesis:Goals of Peace Education 31

A2. Synthesis:Walking the Six (6) Paths to Peace (flower diagram) 32
Annex B: Path 1 - Dismantling the Culture of War
B1. Synthesis: Dismantling the Culture of War 33

B2. Synthesis: What Can We Do? 34
B3. Sample output of root causes of direct physical violence 35
Annex C: Path 2 - Living with Justice and Compassion
C1. Synthesis: Living in with Justice and Compassion 36

C2. What Can We Do? 37
Annex D: Path 3 - Living in Harmony with the Earth
D1. Synthesis: Living in Harmony with the Earth 38

D2. Synthesis: What Can We Do? 39
Annex E: Path 4 - Promoting Human Rights and Responsibilities
E1. Synthesis: Promoting Human Rights and Responsibilities 40

E2. Synthesis: Universal Declaration of Human Rights 41
Annex F: Path 5 - Building Intercultural Respect, Reconciliation

& Solidarity
F1. Synthesis: Building Intercultural Respect, Reconciliation & Solidarity 42

F2. Synthesis: What Can We Do? 43
Annex G: Path 6 - Cultivating Inner Peace
G1. Synthesis: Cultivating Inner Peace 44

G2. Synthesis: What Can We Do? 45
G3. Quotations from faith leaders, thinkers and peavce advocates 46
Annex H: Module Synthesis: Concepts in Peace Education
H1. Synthesis: Principles of Peace Education 51
Annex I: Sample Programme: Walking the Path of Peace (May 2003) 52

Culture of Peace Modules
Orientation Session
module 1
Objectives
At the end of the session, participants are expected to be able to:
v Create a conducive learning atmosphere through a consensus on the objectives, content,

methods and management of the training
Content Areas
v Welcome Ritual
v Introductions
v Expectation Check and Program Overview
v Host Team Formation and Administrative Arrangements
Duration
v 1 hour
Equipment and Materials Needed
v Overhead projector or LCD, if availabale

v Slides on training objectives, schedule and house rules
v Pre-cut cartolina shaped into petals of flowers for host teams
v Face paint (optional)
v Flowers and candles (optional)
Process
1 Welcome Ritual (5 mins.): A representative from the host organization welcomes the
participants to the workshop as fellow travelers for peace. This is also the moment to
encourage the group to join hearts, spirits and minds for the next two days to create the
foundation for a productive and meaningful activity together.
2 Introductions (20 mins.): Taking off from the imagery of a traveler, the welcome ritual may
include drawing of peace symbols through “face painting” or other similar activities. For
face painting, each participant will be asked to find a partner on whose forehead or cheeks
s/he will paint her/his symbol of her/ his journey as a peace worker. Each participant will
then share the symbol to other partners as the group moves around for informal introductions.
Culture of Peace I-1

As each person enters the session hall, they can also symbolize their commitment to be
present to each other by removing their footwear and offering a flower. An Ecumenical
Prayer or poetry on peace can be read as 3-4 participants light candles after the
participants all settle in their seats. The training kits can also be given to each other
together with a welcome gesture or words of peace.
3 Program Overview (20 mins.): The overall facilitator will run through the background and
specific objectives of the workshop using overhead projection or powerpoint visuals, as follows:
TRAINING OBJECTIVES
At the end of the training , the participants are expected to be able to:
ü Deepen their understanding of the basic principles of peace, cultural diversity and
intercultural solidarity in the context of multiple conflict and challenges confronting
peacebuilders in their personal and collective journey.
ü Identify specific strategies and issues in living the six (6) paths to peace, discuss
concrete examples of groups who have been successful in each of the six paths, and
devote time for sharing different strategies from the six Paths.
ü Plan specific action points for sharing our learnings with their respective LGUs and
communities. Peace education is put to test and best applied when we are able to
share it with our communities.
Participants are then requested to share of their expectations for the workshop, and note is
taken of issues that may need deepening or elaboration in relevant sessions.
The facilitator will then run through the schedule of activities and encourage the
participants to remind each other of principles that can help make the workshop engaging
and fruitful. These may include: punctuality, presence and active participation.
4 Host Team and Administrative Arrangements: (15 mins.): This time will be devoted to
addressing specific concerns of the participants related to food, room assignments, travel,
etc. The Secretariat and pool of resource persons will also be introduced.

Introduction to the Pathways
module 2
in Building a Culture of Peace:
Stories of Peacebuildings*
Introduction
Starting the workshop with personal stories have proven to be a good way to building
participants’ commitment to the entire process of learning with openness and a relaxed frame of
mind. The facilitator may decide on which topic of current interest to the participants can help
evoke the spirit of sharing and camaraderie among the peacebuilders. This is also an opportune
time to introduce the Culture of Peace based on the personal sharing of participants.
Objectives
v Share strategies in peacebuilding, which they have experienced

v Discuss the basic concepts and principles of Culture of Peace
Content Areas
v Personal and Group Stories as Peacebuilders

v Defining Peace and Peacebuilding Strategies
v Introduction to Culture of Peace
Duration
v 2.5 hours or 3.5 hours (depending on choice of activity)
v Craft/manila paper, masking tape, permanent markers, assorted colors of cartolina, craypas,
scissors and paste
v Craft paper (1 for each group) for pasting collage
v Cut out arrows of three colors (yellow=peace talks/negotiations, orange= advocacy and
networking, green= community-based, light blue = others)
v Cassette tape of ethnic music for background
v Synthesis on Goals of Peace Education on acetate/overhead slide (see Annex A1)
v Illustration on Walking the Six (6) Paths to Peace on acetate/overhead slide (see Annex A2)
*Activity designed by Madett Virola-Gardiola

Process: (Facilitators have a choice between running Activities 1 and 2 or Activities 1
or 2, depending on time allotment)
Activity 1: Personal and Group Stories as Peacebuilders
1 Sharing in Small Groups (30 mins.): Participants will be divided at random into small groups
of about 5-6 members each (maximum of 8). Each group will be asked to reflect on the
following guide questions and share among the group members:
In Peacebuilding, what issues do you feel:
ü Most passionate about?

ü Most challenged about?
ü Why?
ü What opportunities do you think have not been maximized?
2 Presentation (30 mins.): Each group will then be asked to present their reflections in the form
of a shadow play. Using cartolina, cut into “puppet” shapes to create shadows, and with
the aid of a flashlight, participants perform a play from behind a white cloth (e.g., tablecloth)
screen. (Refer to Annex A3 for sample of output)
Activity 2: Defining Peace and Peacebuilding Strategies
1 Workshop (30 mins.): Participants will be randomly divided into 4 break out groups and
asked to answer the following guide questions:
Focus Questions
1. What does peace mean to you?

2. What are the current strategies that your organization is undertaking related to
peace?
3. What strategies have you seen other organizations undertake?
2 Presentation (30 mins.): Peace strategies will be written in color-coded arrows using cut-out
cartolina paper:
v Yellow: top level peace talks/negotiations

v Orange: advocacy and networking
v Green: community-based
v Blue: other strategies
Each group will be asked to present their color-coded presentations.

3 Synthesis to Activities 1 and 2 (1 hour)
SYNTHESIS BOX
(Refer to Annex A1 for visual aid)
· Over the centuries, the ideas of “peace” has often populartly meant the absence of
“war”. In modern times, the growth of the large peace movements after World War II
against the nuclear arms race and other wars has also inadvertently reinforced this notion.
Increasingly, however, the visioning and work of peacebuilders and educators worlwide
has shown that peace cannot be reduced to the cessation of wars or other armed
conflicts.
· This is not to deny the continuing crises of wars and militarisation that have resulted in
many millions of deaths, and created refugees and displaced peoples. Certainly, efforts
to bring about negotiated settlements through peace talks and peace processes remain
urgent. But as the history of peacekeeping operations show, the root causes of militarised
conflicts need to be addressed and resolved if peace is to be sustainable.
· Furthermore, violence needs to be understood in all its multiple manifestations, including

physical, structural, economic, social, political, cultural, and even psychological forms
from micro to macro levels of life. For example, the structural violence caused by
inequalities and injustices is equally a critical problem to overcome. As peace advocates
point out, there can be no peace without justice. Also, the continuing violations of
human rights in many regions add to a pervasive culture of violence. Likewise,
peacelessness is manifested in ecological destruction, intercultural conflicts and personal
or inner turmoil. In sum, building a culture of peaace is holistic and multi-dimentional
task and project.
· Diverse agencies, organizations, and individuals have been promoting a holistic vision
and mission of building a culture of peace in all corners of the world. One leading
agency has been the UNESCO, which institutionalised the concept of promoting a culture
of peace in 1995. In that year, Philippines hosted UNESCO’s Second International
Conference on a Culture of Peace, which made several recommendations for education
and promoting a culture of peace.
· The UN Declaration of 2000 as the International Year for Culture of Peace was exemplified
by Manifesto 2000, a campaign which articulated six steps toward a culture of peace,
namely:
1) Respect all life

2) Reject violence
3) Share with others
4) Listen to understand
5) Preserve the planet
6) Rediscover solidarity
· This International Year was followed by the UN Declaration of the International Decade
of Culture of PEace and Nonviolence for the Children of the World (2001-2010).

· In the Philppines, the Ramos administration articulated the framework for peace as “a
comprehensive and lasting solution to peace.” (Exec. Order 3). It also stressed the
need to strengthen institutional approach to peace. Long-term and medium-term
strategies are required to address the root causes of conflict. Strategies are also focused
on peace education as the transition from a culture of war and violence to a culture
of peace and requires a long time, even beyond our lifetime.
· Peace education basically asks two questions:
GOALS OF PEACE EDUCATION
ü How can education contribute to a better awareness of

the root causes of conflicts, violence and peacefulness at
the personal, interpersonal, community, national,
regional and international/global levels?
ü How can education simultaneously cultivate values and

attitudes that will encourage individual and social action
for building more peaceful selves, families, communities,
societies and ultimately a more peaceful world?
· There is a need for holistic understanding of a culture of peace that requires both
knowledge and values to be translated into action – this is education for
empowerment.

· Promoting a culture of peace can be symbolized by a flower with 6 petals:
(Refer to Annex A2 for visual aid)
WALKING THE SIX (6) PATHS TO PEACE
ü Dismantling the culture of war, including militarized/armed

conflicts or physical violence - within a country or between
countries (macro); within a family, community, school (micro),
as well as symbolic manifestations (e.g., media and war toys);
ü Living with compassion and justice – how we live in a manner
where all resources are distributed in a way that meets the
basic needs of all peoples within and across societies and
nations;
ü Building intercultural respect, reconciliation and solidarity –
how we can build relationships among different cultures and
civilizations so that we can live in harmony, peace and respect
with each other. No racism and discrimination of all forms.
ü Promoting human rights and responsibilities – based on the
principle that each human being has rights (civil, political,
economic, social, and cultural) as well as responsilibities; we
can promote human rights rather than violate them;
ü Living in harmony with the earth – h o w t o p r e v e n t
environmental destruction due to unsustainable development
policies and lifestyles, and promote peaceful people-planet
relationships.
ü Cultivating inner peace – how do we nurture and cultivate a
deep sense of spirituality that enhances inner peace, which
in turn has an impact on building social peace.
Life is complex, peace building is complex; conflicts are multi-dimensional,

therefore, peacebuilding is multi-dimensional.
“Another world is possible” – slogan first popularized by the World Social Forum; the
existing world characterized by conflicts, injustice, etc., does not mean that we
cannot build another world. Ordinary people all over the world are now “waking
up” and building peace in their backyards. We hope to expand this into wider and
wider circles of peace
4 Discussion and Question & Answer (30 min.)

The First Path:
module 3
Dismantling the Culture of War
Objectives
v Critically analyze the root causes of conflicts and problems of the culture of war
v Share examples of success stories of groups and individuals in dismantling a culture of war
Content Areas
v Dismantling a Culture of War and Violence

v Root Causes of Direct Physical Violence at Various Levels
Duration
v 4 hours
v Slips of paper with inscription of the different roles (e.g. Moro Islamic Liberation Front,
Government of the Republic of the Philippines, mayor/ LGU, CSO, women, youth, military,
lumad, donor agencies)
v Panel labels to identify the groups
v Colored poster-size paper (yellow - interpersonal/family; pink - community; blue - national;
green - international) representation of long tree roots (3 ft. long, 6 ins. wide)
v Permanent markers (multiple colors) at least 4 or 5 for each group
v Synthesis on Dismantling the Culture of War on acetate/ overhead slide (see Annex B1)
v Synthesis on What Can We Do? on acetate/ overhead slide (see Annex B2)
Process
1 Introduction (5 mins.): Community Dialogue on Armed Conflicts in the Philippines. This activity
will call on participants to take on roles for a simulated community dialogue on the problem
of armed conflict in a certain community.
2 Preparation for Role Play (10 mins.): Participants will be divided into 10 groups representing
the following: MILF, LGU, CSO, women, youth, military, lumad, humanitarian relief and rehab,
donor agencies, private sector. Each group will be given 10 minutes to discuss key issues in
terms of causes and resolve to come up with a statement expressing its position regarding:
What is your position regarding the armed conflict in the area?
Two or three participants will be asked to act out the role of members of an independent
panel led by the overall facilitator. The independent panel should be composed of local and
international peace bodies. Approximately, the panel is composed of 3-4 members.

3 Role play (45 mins.): The role play will start with the introduction of the panelists by the head
of the panel (played by overall facilitator)and a quick round of sharing each group’s
perspectives and positions in relation to the ongoing community conflict. An open forum
will follow to allow all groups to ask and respond to questions raised in the panel.
4 Sharing of Insights from the Role play (30 mins.): Participants will be asked to share their
feelings and experiences during the role play.
5 Synthesis: Community Dialogue on Armed Conflict (30 mins.)
SYNTHESIS BOX
(Refer to Annex B1 and B2 for visual aids)
· Wars and the cycle of militarized violence and counter-violence continue, resulting
in destruction and human suffering; nuclear threat and the proliferation of nuclear
weapons are real, so is the fear of other weapons of mass destruction, notably
biological/chemical weapons.
· War wastes resources with social needs left unmet; however, the highly profitable
selling of conventional weapons by rich and powerful nations and other arms
trading countries and corporations continues to fuel the culture of war.
· Aside from big and massive wars and destruction, “small” wars are also waged in
the form of physical violence in schools, domestic violence at homes, violence
against women, hate crimes, e.g., Ilaga vs. Black Shirts.
· The culture of war is perpetuated by media violence, e.g., video games, war toys,
violent sports, etc. We are all victims of media violence especially young children.
· There are a number of things we can do to dismantle the culture of war:
ü Lobby government and all armed groups to disarm and talk peace
both at the international/national and community levels
ü Pursue diplomatic resolutions to end the crises instead of bullying
strategies
ü Promote international mechanism to control and abolish militarization
ü Support non-violent applications of the rules of law
ü Campaign to end arms trade – convert violent military to civilian non-
violent industry
ü Promote conflict resolution and education
ü Promote safe and caring schools, families and nations
ü Promote media awareness
6 Discussion of the Root Causes of Direct Physical Violence at Various Levels (30 mins.):
Participants will be divided into four (4) groups to discuss and identify root causes for each
level namely: (1) interpersonal/family; (2) community; (3) national; and (4) international. They
will also be asked to write the causes on cut-out cartolinas shaped like roots, which are color
coded (see materials needed). Facilitators will be assigned to each group.

7 Posting of Roots (30 mins.): The cut out roots will be posted on the wall and categorized
accordingly. (Refer to Annex B3 for sample of output).
8 Synthesis: Root Causes of Direct Violence at Various Levels (30 mins.)
SYNTHESIS BOX
(Refer to Annex B3 a sample output)
· Common root causes of direct and physical violence are: 1) intolerance; 2) control
of resources; 3) culture of violence; and 4) competition over power
· Addiction, as a root cause of physical violence on a personal level, is a function

of how we live our life as individuals. Some citizens of rich countries are suffering
from terrible forms of addiction and the more they are addicted, the more that
they look for funds to support such addiction. It can get out of hand and result to
violence once they lose control and start shooting each other.
· Preservation of lifestyle is a root cause of physical violence that is unique to the

national and international levels. Elite and rich minorities all over the world are
trying hard to preserve a kind of lifestyle. It is, in a way, a kind of addiction that
can lead to physical violence.
· As peace educators, we need to work at each level, e.g., family relations, male
dominance, and not only concentrate on the peace accord or at the macro
level. We need to educate towards gender equity and respect between men
and women as everyone plays an important role in building a peaceful society.
· We have to solve the root causes of conflict, e.g. poverty/inequality, injustice;

otherwise, no peace accord will lead to sustainable peace.
· Conflict resolution education must be conducted at all levels so people will go

out and practice it in their everyday life.
· Environmental conflicts that reflect a cycle of competition over resource can lead
to physical violence: for example, nations, people/communities can conflict over
precious resources, including water; transnational corporations and local elites
have used force to displace marginalized communities from resource-rich territories
(e.g., for mining, logging, and agribusiness).
Culture of Peace I - 10
The Second Path:
module 4
Living with Justice and Compassion
Objectives
v Critically analyze the root causes of injustice and discrimination

v Share examples of success stories of groups and individuals in living with justice and compassion
Content Areas
v Living with Justice and Compassion

v What Can We Do?
Duration
v 3.5 hours
v Break out tables and spaces for 4 small groups to discuss analysis and prepare for songwriting
v Slips of paper with inscription of sectors (e.g. fisherfolks, farmers, etc.)
v Flipchart paper (several pieces) to record analysis
v Transparency sheets (2-3 pieces each group) to write the lyrics of the song
v Mikes for singing songs; guitar and drum, if available, for some groups who may like to use
them for accompaniment
v Synthesis on Living with Justice and Compassion on acetate/ overhead slide (see Annex C1)
v Synthesis on What Can We Do? on acetate/ overhead slide (See Annex C2)
Process
1 Introduction (5 mins.): Songs for Justice and People-Centered Development. This activity will
draw on the participants’ critical awareness and understanding of the realities of problems
experienced by various marginalized sectors of Philippine rural and urban poor society (poor
farmers, landless labourers, fisherfolks, OCW’s). They will further analyze possible solutions to
the problems faced by these groups.
2 Analysis and Song Writing (40 mins.): Four break out groups will be formed by asking
participants to draw a rolled piece of paper indicating a certain sector. These sectors will be
a) fisherfolk, b) poor farmers, c) OCWs, and d) urban poor. This activity will draw on the
participants’ critical awareness and understanding of the realities of problems experienced
by each sector. After the group discussion on the current situation of the assigned sector,
each group will write a song (using the melody/tune of an existing song) of about 5-8 lines
guided by the following questions:
Song Writing Guide Questions
First verse: What are the sector’s current realities?
Second verse: What are the root causes of their current realities?
Third verse: What are some possible strategies to overcome their
marginalization?
3 Presentation (20 mins.): The groups will write their song on acetate and show on overhead
as they sing their composition. The other groups can join the singing for a second round.
4 Sharing of Insights and Discussion of Theories (1 hour): In the plenary, the group will be
asked to share their insights on the songwriting activity. The facilitator should help participants
reflect on the presentation of each group, especially in the analysis of root causes of the
sector’s marginalization. It is important that “blaming the victim” analysis must be challenged
or demystified.
5 Synthesis: Living with Justice and Compassion (30 mins.)
SYNTHESIS BOX
(Refer to Annex C1 for visual aids)
· Building a culture of peace necessarily requires the dismantling of structures and

relationships of social and economic inequalities and injustices at local, national,
international, and global levels. The gaps between rich and poor within and across
societies remain major obstacles to peace, as billions of rural and urban poor
communities experience poverty, hunger, homelessness, and exploitation.
· Slavery, in its modern form, exists in many parts of the world as landless laborers,
workers, children, and other marginalized sectors are subject to bondage or
exploitative conditions. Increasingly, however, rural and urban poor communities
have been organizing themselves, often in collaboration with NGOs to promote
grassroots people-centered development, which meets their basic needs equitably
and sustainably.
· The debt trap has also becom e a noose around the neck of billions of people who
have to suffer the consequences of bad financialand econom ic policies benefiting
elites and internationalfinancialinstitutions(IFIs)(e.g.,IMF and transnationalbanks).
In recent decades, campaigns led by civilsociety organizations have advocated
the cancellation of debts, especially of the poorest South countries (e.g., Jubilee
Campaign).
· The international trading and global corporate system s, in their present modes,
have also helped to promote structural violence. The activities of powerful
transnationalcorporations(TNCs)andpoliciessuchasthoseimplem ented through
the Wolrd Trade Organization (W TO) have tended to disproportionately benefit
North societies and elite sectors in the South. The outcom es of such localand
globalinjusticesinclude: increasedinabilityofthepoortom eet their basic needs;
environmental destruction; and heightened socialand politicaltensions and
conflicts.
· There is therefore a need for a more just world order based on fair trade, ethical
conduct of TNCs, freedom from debt, restructuring of IFIs, and local democratic
transformation (e.g., land reform and people-centered development programs).
While undoubtedly challenging, the building of such local and global justice is
slowly but steadily proceeding.
· The powerful often argue that marginalized sectors are living in extremely difficult
conditions and are “hopeless” in changing their situation. In reality, when fully
awakened to the root causes of their situation, marginalized peoples are
challenging dominant structures/systems and actively working towards
transformation. We usually do not hear about such signs of hope due to the
orientation of dominant corporate-controlled media. Hence, it is vital to look at
alternative media sources that report on peoples’ efforts and struggles that
demonstrate the “globalization from below” movement.
· Furthermore, in peace educaiton, we do not only talk about the pedagory of the
oppressed. It is equally important to engage in the pedagory of the non-poor
based on the principle that each person is a human being with the capacity for
justice, love, and compassion. This entails solidarity rather pity. Thus, education
for culture of peace includes awakening the non-poor to act in solidarity with the
marginalized.
· Finally, in peace education, a “better life” does not necessarily mean consuming
more or acquiring more material things. Desiring more in life actually leads to
excessive competition and great stress, which eventually results in alienation from
one’s neighbors and community. Hence, the challenge is to shift from an emphasis
on quantity of life towards a quality of life reflected in our caring relationship with
fellow human beings and all forms of creation.
6 Sharing of Ideas on Promoting Justice and Compassion (15 mins.): Each participant will be
given a piece of paper to write their ideas on 1-2 things they can personally commit to
promote living with justice and compassion. On the other side of the piece of paper, they
will also write 1-2 things as an appeal to what LGUs can do to promote living with justice and
compassion. Each participant will get a partner to whom s/he will share his/ her ideas in a
dyad.
7 Synthesis (15 mins.): What Can We Do?
SYNTHESIS BOX
(Refer to Annex C2 for visual aids)
· Support good aid: avoid projects based on pity; engage in actions that promote
solidarity.
· Look for allies in elite and governmental sectors to promote local and global justice
· Work with youth clubs and projects; the challenge lies on how do we harness
enthusiasm among youth enough to sustain it in adult life?
· We can control the power of TNCs through boycotts, WTO reforms, etc., that would
result to fair trade agreements
· Cancel debt; follow up on the Jubilee appeal
· Rethink development; support grassroots development projects
· Join globalization from below movements
· Non-violent conflict resolution
8 Discussion and Question & Answer (30 mins.)
5 module The Third Path:
Living in Harmony with the Earth
Objectives
v Analyze the root causes of conflicts and problems of environmental destruction

v Share examples of success stories of groups and individuals living in harmony with the earth
Content Areas
v Living in Harmony with the Earth

v The Web of Life
Duration
v 2 hours
v Pieces of cartolina (assorted colors) cut (size 1 foot length, 4 inches height) and stringed for
hanging over the neck of each participant
v Blank paper (assorted colors) for writing poems
v 3 balls of yarn for throwing to show inter-connections
v Music for solidarity song
v Casette or CD player
v Environmenatal music (e.g., Asin or Joey Ayala)
v Synthesis: Living in Harmony with the Earth on acetate/overhead slide (See Annex D1)
v Synthesis on What Can We Do? on acetate/ overhead slide (See Annex D2)
Process
1 Introduction (5 mins.): Poetry for the Web of Life. In this activity, each participant will take on
the role of a member of both living and other parts of the human and non-human world
e.g., animal, plant, soil, rain, indigenous person, logger, etc.
2 Poetry Writing (20 mins.): Taking on a specific role, each participant will imagine what their
environment was like along time ago and how they feel as they experience the changes in
their environment over time up to the present. The participants will then write a short poem
to express these feelings and experiences in relation to the environment. Each poem should
minimally have three verses reflecting answers to the guide questions below. This activity
can be accompanied with a soft background music (e.g., Asin or Joey Ayala).
Poetry Writing Guide Questions
1. What was your environment like for you and your clan ages and ages ago?
2. How is your environemntal situation today? What has been the impact of
environmental changes in your life?
3. What is your appeal to humanity and your hope for the future?
3 Poetry Reading (20 mins.): At least 5-8 volunteers will be asked to read their poems aloud.
4 Web of Life (15 mins): Each participant will be asked to write down his/her role assigned to
her/him during the poetry writing activity on a name card and the whole group will be
instructed to form a circle. Four balls of colored yarn will be given to four participants. With
the end of the string tied on one finger, each participant will take turns in throwing the ball
of string to the person whose role s/he can connect with. (for example, tuna and sea). A
symbolic web of life will be formed in the process. The session can be capped with a song on
the environment.
5 Synthesis: Living in Harmony with the Earth (30 mins)
SYNTHESIS BOX
(Refer to Annex D1 and D2 for visual aids)
· We are all connected in a complex web of life. It is our responsibility to care for all parts
of creation if we are all going to survive. The sustainability of human life is dependent
on the health and sustainability of Mother Earth. This philosophy is reflected in the life of
indigenous peoples of caring for “seven generations.”
· This generation is now feeling the effects of environmental destruction. The connection
between peace and the environment is quite clear. When the environment is destroyed
by unsustianable development activities, people, especially the marginalized sectors,
suffer the consequences of pollution, displacement, soil erosion, floods, and droughts.
Conflicts are generated as the marginalized resist such development aggression. In a
world of depleted resources, more groups and nations enter into conflicts as they compete
for control and access to those resources.
· The 3 R’s (Reduce, Reuse and Recycle) is not enough; we need to add more R’s like
“Refuse” over-consumerism and “Redistribute.” This means that we need to live simply
that others may simply live as well.
· We need to practice “green theology” – caring for the earth through stewardship rather
than dominion; the philosophy and core values of diverse faiths call on human beings
to live in moderation as a way to live in harmony with the earth.
· Earth rights – animals and other species have also rights. Indigenous peoples hunt or
gather food only for their consumption; they share their food equally and do not resort
to wasteful consumption.
· Green justice, at local, national and global levels, is necesssary for building a culture of
peace. Ecological sustainability needs social and economic structures and relationships
to be just and fair. Nations or sectors which are already wealthy cannot expect poor
nations to practice environmental care unless they are also willing to live sustainably
and redistribute power and resources.
The Fourth Path:
module 6
Promoting Human Rights and
Responsibilities
Objectives
v Critically analyze the root causes of conflicts and problems of human rights violations
v Share examples of success stories of groups and individuals in promoting human rights and
responsibilities
Content Areas
v Human Rights and Responsibilities
Duration
v 2.5 hours
Equipment and Materials needed
v 5 break out spaces/ tables

v Manila Paper: length of 4 pieces for each group (x 5)
v Permanent markers and craypas—assorted colors, 6 per group
v Cassette tape of Joey Ayala or “Asin”
v Synthesis on Promoting Human Rights on acetate/ overhead slide (See Annex E1)
v Synthesis on the Universal Declaration of Human Rights on acetate/ overhead slide (See Annex
E2)
Process
1 Introductions (5 mins.): This activity will help deepen understanding of participants of the
state of human rights in Philippine society in general. In addition, they will also be requested
to highlight the realities of specific groups including women, workers, IDPs and children. As a
result of the discussion they will be able to come up with a declaration on human rights for
that particular sector and publish this in craft paper.
2 Group Discussion (1 hour): Participants will be randomly divided into 4 groups representing
the following sectors: 1) women, 2) children, 3) factory workers and 4) refugees. Each group
will share and discuss human rights violations experienced by the sector concerned. They will
further identify the root causes of such violations as well as steps that can be taken in order to
promote the human rights of the group. The group will: 1) draft a Declaration of Human
Rights on their assigned sector and 2) draft some ideas on how to present their sharing in the
form of a mural.
Mural Drawing Guide Questions
1.What are human rights violations experienced by the sector?

2.What are the roots of such violations?
3.What are the steps that can be taken to promote the human rights of the sector?
At the end of the sharing, each group will present their outputs through on-the-spot mural/
drawing and declaration of human rights for the specific sectors.
3 Mural Viewing (30 mins.): Everybody will be asked to go around and look at the murals.
Participants are also encouraged to share their reflection on each mural or pose questions
for clarification. At the end of the viewing session, the groups will read out the declaration of
human rights that they wrote.
4 Synthesis and Sharing of the Theories (25 mins.)
SYNTHESIS AND SHARING OF THEORIES BOX

(Refer to Annex E1 and E2 for visual aids)
· A common theme of the activity is universal human rights – for as long as everyone
is a human being, he/she is entitled to such rights, whether civil, political, economic,
social, or cultural. While all individuals are expected to respect the rights of others,
states and governmental agencies are also accountable for implementing policies
to protect the rights of their citizens.
· The rights of women, children, factory workers, refugees, and others are not special
rights. When the human rights of specific marginalized sectors are promoted, it is
simply to recognize the need for protection of human beings who live in particular
situations and conditions that violate their inherent rights as human beings (e.g.,
children exploited as child laborers, prostitutes, etc.; women subjected to unequal
treatment, domestic violence, etc.).
· While many governments have signed various human rights declarations, covenants,
and conventions, there is a big gap between theory and practice. In some countries,
human rights continue to be violated, and political leadership and official agencies
themselves are often perpetrators of such violations.
· Education on human rights needs to pay equal attention to civil, political, economic,
social, and cultural rights. Industrialized North countries have significantly improved
their human rights conditions within their own borders. But their record externally
can reflect contradictions: for example, supporting dictatorial or authoritarian
governments regarded as allies; promoting global economic policies that perpetuate
poverty and violations of basic economic and social rights of billions of marginalized
peoples.
· When we educate for human rights, we also need to include human responsibilities
in order not to violate the rights of others. Corporations that violate the rights of
workers and cause ecological destruction in countries where they operate are also
engaged in human rights violations.
· Recently many countries have ratified the establishment of the Internal Criminal Court
that will prosecute leaders and individuals for human rights violations, atrocities,
and crimes against humanity.
· During wars and armed conflicts, human rights are usually violated as civilians are
caught in the crossfires, displaced from their homes, or deliberately targeted by the
warring parties. While the treaty to ban land mines has significantly helped to protect
innocent civilians, other conventional weapons increasingly used in armed conflicts
continue to violate the right to safety of ordinary citizens (e.g., cluster bombs and
depleted uranium).
· Some political leaders have used the argument of “cultural relativism” as an excuse
for perpetuating human rights violations (e.g., human rights is labelled as a
“western” concept and hence inapplicable to local or national cultural context).
While a culture of peace values and respects cultural identity, it is not acceptable
to justify violations of human rights (e.g., against marginalized sectors like women,
and children) on the basis of cultural tradition.
· The “universality” of human rights needs, however, to be recognized through critical

dialogue and consensus, to avoid being seen as imposed by the powerful (e.g.,
western nations) on others. It is also vital that groups and nations do not practice
“double standard” in applying human rights principles e.g., overlooking human
rights violations by allies or by oneself to protect geo-political or economic interests.
· At local levels, human rights education needs to be promoted by local government

units and social institutions (e.g., schools and religious bodies) so that a culture of
human rights is evident in daily interpersonal and citizen-government relationships.
7module The Fifth Path:
Building Intercultural Respect,
Reconcilation and Solidarity
Objectives
v Critically analyze the root causes of conflicts and problems of inter-cultural conflicts
v Share success stories of groups and individuals in building intercultural respect, reconciliation
and solidarity
Content Areas
v Intercultural Respect, Reconcilation and Solidarity
Duration
v 2 hours
v Break out spaces/ tables for the 4 small groups

v Notes on realities of marginalization and conflict experienced by various indigenous people
or ethno-cultural groups for breakout groups
v Cartolina paper for ID labeling
v Microphones
v Synthesis on Intercultural Respect, Reconciliation & Solidarity on acetate/ overhead slide (See
Annex F1)
v Synthesis on What Can We Do? on acetate/ overhead slide (See Annex F2)
Process
1 Introduction (5 mins.): Radio Broadcast on Intercultural Conflicts and Resolution. This activity
will call on participants to discuss the situation of indigenous peoples or other ethno-cultural
groups in various regions in terms of their experiences of development policies and programs/
projects. They will analyze these realities in terms of the marginalization of the group concerned
and the root causes of the problems and conflicts. As well they will explore possible resolution
of the conflicts towards reconciliation and solidarity. They will then present their analysis and
solutions in the form of a “mock” radio broadcast.
2 Radio Broadcast (30 mins.): Participants will be randomly divided into four break out groups.
Guided by notes on their selected IP, each group will initially discuss the realities of
marginalization experienced by various indigenous or ethno-cultural groups in the Philippines
and other regions (e.g., Lumads, Cordilleras, Amazon tribes, and First Nations of Canada).
Participants will then design a mock radio broadcast to inform local and international listeners
of the issues and problems faced by the IPs they represent. The broadcast should include not
only the views of the IP but also those of agencies (e.g., TNCs) or government who promote
development that marginalizes IPs. It is also essential to present through the broadcast some
strategies for resolving the conflicts and problems.
NOTES ON INDIGENOUS PEOPLES’ REALITIES FOR BREAKOUT GROUPS
The Lumads, or Indigenous Peoples (IPs) of Mindanao, have experienced centuries of

hardships and marginalization due to colonization and policies of modernization. They
have often lost their ancestral lands through manipulation and unjust development
projects or programs (e.g., logging, mining, agribusiness, and settlement of peoples
migrating from other islands). Lumads are organizing to advocate for land rights and
economic and social policies that promote their rights to self-deermination and
autonomy.
The Kayapos are tribal people living in the Amazon forests. They have suffered greatly
from the activities of TNCs, settlers, and government agencies who exploit the rich
resources of the Amazon under modernization and globalization (e.g., logging,
ranching, and agribusiness). In recent years, the Kayapos have been successful in
gaining local and international support for their campaign for ancestral land rights,
economic justice and right to cultural survival.
The Innus are First Nations or IPs living in the Labrador region of Canada. Over many
years of colonization, the Innus have experienced numerous social and cultural
problems of displacement and loss of identity. The operation of a NATO airbase for
low level flight training has disrupted their traditional hunting activities and caused
health problems due to noise pollution. The Innus are continuing to campaign for the
closure of the NATO base and for their right to self-determination.
The Cordillerans are IPs living in the northern mountain region of the Philippines. During
the Marcos regime, the Cordillerans struggled against and stopped the building of the
World Bank-funded dam project. The Cordillerans have also been affected by mining,
logging, and development activities of corporations, lowlanders, and elite groups.
They are actively engaged in non-violent action to promote their right to self
determination, justice, and indigenous identity.
3 Radio Broadcast (20 mins.): The groups will each present their analysis and solutions in the
form of a “mock” radio broadcast.
4 Group Sharing of Insights (15 mins.)
5 Synthesis: Intercultural Respect, Reconcilation & Solidarity (30 mins.)
SYNTHESIS BOX
(Refer to Annex F1 and F2 for visual aids)
· We have to make a distinction between recognizing differences and being

discriminatory. While a culture of peace affirms and respects diversity, discrimination
occurs when differences are stereotyped and a group is regarded as superior to
others.
· We need to understand that the root cause of intercultural conflicts are not
necessarily religious/cultural but often related to economic, political, and social
factors (e.g., distribution and control of land and other resources). Otherwise, the
conflict can be misinterpreted as rooted in religious and cultural differences.
However, as inter-ethnic conflicts develop, the religious or cultural component
can begin to play a major role, especially when leaders manipulate religion or
faith to gain more support and power.
· We need to develop a positive sense of cultural identity that does not promote
ones own culture at the expense of other cultures. In other words we need to be
open to the wisdom of all civilizations and be willing to learn from other cultures
in a reciprocal way. This does not imply that each culture is “perfect” – the challenge
lies in how we can be critical but respectful of other cultures without generating
distrust or even hatred.
· Human history reveals that where cultures or even faiths have been in conflict,
there have been extensive cooperation and co-existence among cultures and
civilizations for centuries through mutual exchanges of knowledge and wisdom.
· Multiculturalism is an awareness that needs to go beyond superficial celebration

of festivals and the 4Ds (diet, dress, dance, dialect). Racism and discrimination are
real and need to be addressed through education and action. The legacies of
colonization and displacement that has impacted, especially IPs and ethno-cultural
minorities, require justice, healing, and reconciliation.
8 module The Sixth Path:
Cultivating Inner Peace
Objectives
v Analyze the root causes of conflicts and problems of inner peacelessness

v Share examples of success stories of groups and individuals in cultivating inner peace
Content Areas
v Cultivating Inner Peace
Duration
v 2.5 hours
v Using multiple colors, cut out shapes of leaves, different flowers, and different fruits (1 fruit, 1
flower, 1 leaf for each participant) roughly the size of a hand
v Cut out using cartolina shape of a tree with stem and branches, to lie on floor space
(approximate size: trunk 4 feet long, branches stretching about 3 feet long)
v Scotch tape to stick leaves, fruits and flowers to branches
v Moving mikes
v Audio tape of meditation music
v Tableau set-up (candles, incense, flowers, etc.)
v Synthesis on Cultivating Inner Peace on acetate/ overhead slide (See Annex G1)
v Synthesis on What Can We Do? on acetate/ overhead slide (See Annex G2)
v Quotations from faith leaders, thinkers and peace advocates around the world (See Annex
G3)
Process
1 Introduction (5 mins.): This activity encourages each participant to reflect deeply on their
understanding of what inner peace means to them through the wisdom of their own spiritual
or religious tradition. A multi level approach is emphasized: inner peace at (1) inter-personal
and family levels of life, (2) at work sites and (3) in the wider society and the world. They will
then give offerings of those meanings of inner peace to each other in a “ceremony”.
2 Individual Reflection in the Meaning of Inner Peace (20 mins.): Forming a circle, the participants
will be asked to reflect deeply on what inner peace means to them, guided by the wisdom of
their own spiritual or religious traditions. Each participant will then be given a set of colored
cartolina cut-outs to write down their definitions and meanings of inner peace at three levels
and in the following symbols: (1) leaf for inner peace at the personal/interpersonal dimension,
(2) fruit at the community dimension and (3) flower at the work dimension.
3 Sharing of Symbols (30 mins.): Participants will be asked to share their meanings of inner
peace with each other, first in dyads then in groups of 3 or 4.
4 Pasting on Tree and Group Viewing (30 mins.): Participants will be asked to arrange the
symbols and paste them in the laid out drawing of a tree on the floor, first the leaf, followed
by the fruit and finally the flower. They will spend a few silent moments moving around the
tree, and visualizing with their minds that all their meanings of inner peace will come true.
5 Discussion and Sharing of Insights (30 mins.): Seated in a circle and amidsts lighted candles
and leaves, fruits and flowers surrounding the tree, the participants will reflect on inner peace
as a group. Volunteers will be asked to share personal insights
6 Synthesis: Cultivating Inner Peace (30 mins.)
SYNTHESIS BOX: Cultivating Inner Peace

(Refer to Annex G1 and G2 for visual aids)
· Inner peace reflects the sense of peace at the innermost levels of our being and
entails the growth in spirituality that needs to be enhanced through various methods
(e.g., meditation, reflection, prayer, etc.). It extends outwards as we relate to those
close around us (families, friends, neighbours), and our place of work through active
engagement in the world.
· There are common barriers to inner peace, including the culture of over-consumerism,
maximum growth and aggressive competition to get ahead; self-centeredness that
limits us from reaching out to others; status, fame, and attachment to power;
addictions; anxieties.
· Inner peace is about understanding who we are as much as understanding others.

We need to overcome alienation in a world that is pushing us down – treating
people and relationships as things; assuming that happiness equals more and more
things and growth.
· Inner peace needs to be consistently related to outer peace by asking ourselves

questions such as: May we also be contributing directly or indirectly to injustice and
other forms of structural violence? If we do not do anything to help build a culture
of peace, then how authentic is our sense of inner peace? If we sow conflicts with
others, then we undermine any possibility for inner peace.
· Inner peace is having a real sense of tranquility, deepening and spiritual

growth; it means having authentic relationships with everyone around you
– not only those you can see and talk on a daily basis but including those
thousands of miles away.
7 Wrap Up (5 mins.): Reading of Quotations from faith Leaders, thinkers and peace advocates
around the world (Refer to Annex G3)
9 module Creative Synthesis
Objective
At the end of the session participants are expected to be able to articulate and express their own
understanding of the concepts and principles of the Six Paths to Peace.
Content Areas
v Synthesis of Learning Points

v Six Paths to Peace
Duration
v 2 hours
Process
1 Creative Presentation (1.5 hours):

• Participants will be asked to freely group themselves based on their level of comfort.
Depending on the number of participants, they may also be grouped by counting off (1, 2,
3…)
• Members of each group have to put their ideas together and decide what to present.
• The group will then be gathered for the presentation.
• Presentation of creative interpretation and understanding of the 6 paths to peace, using a
combination of songs, poetry and dance movements
• Reflection and synthesis
2 Synthesis: Cultivating Inner Peace (30 mins.):
SYNTHESIS BOX
· This evening is very special as we gather a lot of metaphors and collectively revealed
the problems and challenges confronting us as travelers for peace. Traveling is very
weary, being mindful that we are carrying a lot of baggage that we need to leave
along the way.
· Peace journey is like going up a steep mountain along a rocky road; the path is difficult
that, we at times, stumble; but we never fall down alone… we have friends to help us
e.g., share ideas and interest; inspirational role models; we cheer each other and
continue to climb up and reach our destination
· In peacebuilding, there is no final destination. It is a continuing journey as we grow

from within and from without, building peace around the world in solidarity with each
other.
· We will conclude this evening by sharing a story that was told to the Gandhian
peace advocate, Arun Gandhi, by his grandfather, Mahatma Gandhi. The story
tells about an ancient kingdom in India, whose king was desperate to find
peace in his troubled land. He offered a reward to anyone who can find the
answer to this urgent problem. One day the king met a sage who gave him a
seed saying that this seed will bring peace to the kingdom. The king then very
carefully put the seed in a golden box to protect it. Everyday he would open the
box many times to discover the answer to his problem. But nothing happened
to the seed.
Finally, another sage came along and adviced the king that if he really
wanted peace, he should not keep the seed in a box. He has to plant it in soil,
give it water, expose it to the sun and rain and nurture it so that it will fully
grow into a tree of peace. The king then understood that peace is not
something you can hold on to like a commodity.
Like the seed in the story, peace needs to be cultivated through patient effort,
will, and hope. We are all growers of peace, gardeners of peace, and
travellers in peace and for peace.
10 module Pedagogical Principles
in Peace Education
Objective
At the end of the session, participants are expected to:
v Be aware of key pedagogical principles of peace education

v Apply these pedagogical principles of peace education
Content Areas
v Pedagogical Principles of Peace Education

v Application of Pedagogical Principles of Peace Education
Duration
v 1 hour
v Overhead projector/ LCD, if available

v Transparency sheet
v Acetate/ overhead slide (see Annex H1)
Process
1 Lecture and Discussion (45 mins.): The facilitator will present and explain the key pedagogical
principles of peace education. Participants are reminded of the application of these principles,
referring to the specific aspects of the experiential learning process that they have encountered
in the workshop sessions.
SYNTHESIS BOX
(Refer to Annex H1 for visual aids)
Holism – All issues are inter-related and thus, peace education needs to be implemented al all
levels and modes of education and should involve all sectors of society.
Dialogue – Peace education requires respectful listening, openness to new ideas and participatory
and democratic learner-centered approaches
Critical Empowerment – Involves the mind, hear and spirit; commitment to action and
transformation both at the personal and the societal levels (spiral learning curve)
Values Formation – There is a need for education to nurture peace-oriented values at both
personal and structural level based on cultural roots and universal consensus.
Synthesis Box: What Can Be Done?
Strategies for Peace Education
Holism
• This principle reminds peace educators to be sensitive to the inter-relationships between
diverse issues and problems of conflicts and violence. For example, peace talks can
lead to the ending of armed hostilities but if the war is related to injustice, the root
causes of conflict need to be addressed if the peace accord is to be sustainable.
• Holism also means that peace education should be implemented at all levels of
education (from kindergarten to tertiary) and in all modes (formal, nonformal, informal).
• Most importantly, advocacy for peace in Mindanao needs to be supported in Luzon
and the Visayas so that all Filipinos will try to build a culture of peace. Ongoing conflicts
in Mindanao, if unresolved, will also impact negatively on Filipinos in other parts of the
country (e.g., diversion of scarce budgetary resources towards fighting wars in
Mindanao)
Dialogue
• Educational process in peace education has to be dialogical – this requires respectful
listening to different points of view rather than debate where parties are aggressively
talking at each other without any effort at understanding each other’s view.
• Encourage a critical openness to new ideas while respecting traditional or indigenous
wisdom.
• Participate in democratic teaching and learning – how do we invite everyone to
participate and share learnings and experiences and learning to agree or disagree in a
non-violent way.
• If we are very serious about democracy in the wider society, we need to be able to
practice it within our institutions and small communities
Critical Empowerment
• Education for a culture of peace seeks to move not just the mind but also the heart
and the spirit.
• Encourage commitment for action and transformation both at the personal and social
level – to transform existing systems/institutions so they will consistently reflect the values
and principles of the culture of peace.
• As the number of peace-oriented individuals who understand why institutional changes
are needed increases, the easier it will be to transform existing structures
Values Formation
• Values are critical as they move us to think and act in our everyday life whether at
personal or structural levels.
• Values have roots in our cultures, civilizations, faiths and spiritual traditions.
• It is important to avoid values education models that are individualistic in focus. Values
education needs to emphasize both personal and structural transformation. For
example, when we look at economic systems, if individuals profess the value of love
and compassion, then there would be no marginalized sectors in wider society. What
do love and compassion really mean when society can not meet the basic needs of all
citizens based on justice and sustainability?
• There is universal consensus in regards to values, although we may use different names
or labels. We need to find a common ground in shared values within local communities
and at the national and international levels.
• Be careful not to impose one’s values over another individual, community or culture
2 Discussion - Question and Answer (15 mins.):
11 module Ways Forward: Planning Session
Objective
At the end of the session, participants should be able to map out plans for their own organization
and in relation to the other regions.
Duration
v 1 hour - depending on number of reporting group (adjust accordingly)
v Overhead projector/ LCD, if availbale

v Transparency sheets
v Overhead projector pens
Process
1 Action Planing (30 mins.): Starting off with the individual/institutional level , each participant
will be requested to answer the following guide questions:
WAYS FORWARD – Individual/Institution
1. What major insights have I gained from this three-day training?

2. How can I integrate these insights and learnings into our current initiatives and programs?
(strategies)
3. What concrete steps can I take in the next 3-6 months?
4. What are the factors which can help facilitate the integration of these learnings?
5. What are the hindering factors which need to be overcome? How?
For the provincial/regional planning, participants will be divided into separate groupings. They will
present their plans to the group, using the following guide questions:
WAYS FORWARD – Provincial/Regional
1. What are the common activities or strategies that we can undertake together?
2. What are the factors that will support the realization of these common activitiese? (from
the community, LGUs, and other stakeholders in peacebuilding)
3. How can we sustain and advance our initial efforts at working together for
peacebuilding?
2 Presentation / Discussion (30 mins.):

• Individual or provincial/ regional groups will be asked to report their Action Plans on overhead
transparencies or powerpoint
• Reporting - 10-15 mins. per group
module
Closing Ritual*
12
Objective
At the end of the session, participants should be able to express their major learnings and insights,
and share words of inspiration to each participant as a gesture of thanksgiving and farewell.
v Personalized cards for writing inspiring messages (1 for each participant)

v Candles, ethnic materials and flowers for the ritual space
v Chairs arranged in a circle
v Picture of each participant (to be taken or collected on the first day of the training)
Process
1 After the planning session, 3-4 participants will be requested to give their impressions
about the conference.
2 Participants will be asked to sit around in a circle. Each participant will be randomly
given a card with a co-participant’s picture in it so s/he can write a brief message of
peace for that person. The cards will be passed around in the circle for everyone to write
their messages and then exchanged so that each person has a souvenir picture with
inspirational messages to take home with her/him.
3 The group will finally end the session a song for peace.
*Activity designed by Madett Virola-Gardiola
Annexes
ANNEX A1
Goals of Peace Education
How can education contribute to a better

awareness at the root causes of conflicts,
violence, and peacelessness at the
personal, interpersonal, community,
national, regional, and international/
global levels?
How can education simultaneously

cultivate values and attitudes which will
encourage individual and social action for
building more peaceful selves, families,
communities, societies, and ultimately a
more peaceful world?
S.H. Toh & V.F. Cawagas
ANNEX A2
A Holistic Understanding of a
Culture of Peace
(Flower diagram)
dismantling the
culture of war
living with
compassion
and justice
cultivating inner building inter-

peace cultural respect
reconciliation &
solidarity
promoting
human rights &
responsibilitites
living in harmony
with the earth
ANNEX B1
Dismantling the Culture of War
v Wars & cycles of violence and counter-

violence continue – destruction and suffering
v Wars waste resources; social needs unmet
v Why sell weapons?
v Nuclear threat & proliferation still real; why

nuclear defense shield?
v Biological/chemical warfare
v Small “wars” (physical violence in schools,

domestic violence, violence against women, hate
crime)
v Media violence
v Video games (Internet, War toys)
v Violence in sports

ANNEX B2
What Can We Do?

µ Lobby governments and all armed groups
to disarm and talk peace; pursue political/
diplomatic resolution of crises instead of
bullying and war strategies
µ Promote international mechanisms to control and

abolish militarization
µ Support nonviolent application of rule of law (e.g.

International Court of Justice, Ware Crimes
Tribunals, and International Crime Court)
µ Campaign to end arms trade; convert military

industry to nonviolent civilian industry
µ Conflict resolutions education; “Safe and Caring”

schools, families, communities, nations, world
µ Critical media awareness and literacy
µ Give up war toys and violent video games
µ Nonviolent conduct in sports

ANNEX B3
sample output:
ROOT CAUSES OF DIRECT PHYSICAL VIOLENCE AT VARIOUS LEVELS
Interpersonal/Family Level Community Level

Internal (ground roots) • Intolerance brought
• Lack of respect for human about by differences
dignity (ethnic, interpersonal,
• Unequal power relations clan/inter-family,
• Victims as violators religious)
• Despair • Competition over
• Poverty resource use
• Breakdown of conflict
External (hanging roots) prevention and
• Drugs/alcoholism management systems
gambling • Mismatch between
• Miseducation development aspirations
• Media influence of the community and
• Parenting the external players
National Level International Level
• Poor governance • Preservation of lifestyle

• Conflict on access, use • Ethnic cleansing
and control of • Colonialization
resources • Geopolitics
• Environmental • Business interests
degradation due to • Control of resources
consumerism (greed) • Economic power
• Elitist/traditional
politics
• Foreign intervention
• Patriarchal culture
• Human rights violation
• Social injustice
• Pro-gun mentality

ANNEX C1
Living with Justice and Compassion
v World hunger and poverty – symptoms; root causes

in structural violence
v Rich minority of nations and citizens (North &

South)
v Inequalities between and within nations
v Power of large transnational corporations
v Violations of rights of workers (adults, children)
v Debt trap
v Power of IMF, World Bank, WTO, free trade

agreements
ANNEX C2
What Can We Do?
µ Support good aid. No pity, instead show solidarity
µ Youth clubs and projects (e.g. Craig Keilburger)
µ Fair trade
µ Control power of corporations (conduct, boycott,

WTO reforms)
µ Cancel debt; follow up Jubilee appeal
µ Rethink development – support grassroots

development projects
µ Join globalizations from below
µ Nonviolent conflict resolution
ANNEX D1
Living in Harmony with the Earth
v Ecological crisis, unsustainable growth &

development
v Ecological footprint
v Technocratic managerial paradigm of

environmentalism versus holistic paradigm of
ecological security
v 3 Rs not enough; need “refusing” over-consumerism
v Green justice
v Green “theology
v Earthrights
ANNEX D2
What Can We Do?
µ Conservation; recycling & other R’s
µ Live simply so others may live
µ Quality of life, not quantity of life
µ Caring for the seven generations
µ Environmental projects and clubs
µ Lobby government, business, and citizens to

practice sustainability
µ Code of environmental ethics (business,

government, citizens)
µ Environmental education & greening of home,

school, community, nation, world
ANNEX E1
Promoting Human Rights
v Universal Declaration (1948) & covenants,

conventions and treaties
v Promote equitably civil, political, economic, social

and cultural rights
v Gap between promises and action
v Human rights and responsibilities
v Violations of rights of marginalized groups (women,

children, minorities, indigenous peoples)
v Human rights, trade, aid and globalization
v Culture of human rights within school community
v International Tribunals, International Criminal Court
ANNEX E2
UNIVERSAL DECLARATION OF HUMAN RIGHTS

UNITED NATIONS GENERAL ASSEMBLY
December 10, 1948
Basic international document describing the inalienable

and inviolable rights of all members of the human family
INTERNATIONAL COVENANT INTERNATIONAL COVENANT

ON CIVIL & POLITICAL ON ECONOMIC, SOCIL &
RIGHTS CULTURAL RIGHTS
EXAMPLES EXAMPLES
Ø Life, liberty & security of Ø Social security

person Ø Work & free choice
Ø Freedom from slavery and Ø Equal pay for equal work
servitude Ø Form & join trade unions
Ø Freedom from torture Ø Rest & leisure
Ø Recognition as a person Ø Education
Ø Equal protection of the ØAdequate standard of
law living
Ø A fair trial & public
hearing
Ø Freedom from arbitrary
arrest
VARIOUS COVENANTS, CONVENTIONS, TREATIES,

DECLARATIONS, PROTOCOLS, AGREEMENTS
From 1948 to the present

ANNEX F1
Building Intercultural Respect,

Reconciliation & Solidarity
v Human history: conflicts but more cooperation
v Understand root causes (economic, political,

and social) of intercultural conflicts
v Cultural identity: respect and pride in roots
v Wisdom of all civilizations
v Multiculturalism – more than festivals, 4 D’s

(diet, dress, dance, dialect)
v Racism and discrimination – real
v Legacies of colonization & displacement, of

justice, reconciliation & healing

ANNEX F2
What Can We Do?
µ Understand indigenous peoples and rights
µ Share own cultural strengths, learn from

other cultures
µ Non-racism, non-discrimination (personal,

institutional, structural)
µ Unity in diversity
µ Interfaith & inter-civilizational dialogue
µ Multicultural/anti-racist/indigenouseducation
ANNEX G1
Cultivating Inner Peace
v Loss of meaning, alienation
v More consumerism, more happiness?
v Addictions
v Feeling of hopelessness
v Loss/lack of spirituality
ANNEX G2
What Can We Do?
µ Time for spiritual growth
µ Meditation and reflection
µ Revision meaning of happiness – quality of life
µ Understand addictions, seek deep-rooted and

holistic cures, culture of prevention
µ Feel hopeful in futures
µ Link inner peace with outer peace (actions on

all other issues)
ANNEX G3
Quotations
Spirituality I take to be concerned with those qualities of the human spirit —such as love and
compassion, patience, tolerance, forgiveness, contentment, a sense of responsibility , a sense of
harmony — which bring happiness to both self and others.. .In Tibet, we speak of shen-peng-kyi-sen,
meaning “the thought to be of help to others”.. .Morever, the one who is compassionate, loving,
patient, tolerant, forgiving and so on to some extent recognizes the potential impact of their
actions on others and orders their conduct accordingly. This spiritual practice. . . involves on the
one hand, acting out of concern for others’ well-being. On the other, it entails transforming
ourselves so that we become more readily disposed to do so..
His Holiness the Dalai Lama, Ancient Wisdom, Modern World ABACUS, 1991
...to be in touch with oneself, in order to find out the source of wisdom, understanding and
compassion in each of us... (this) is the meaning of meditation, to be aware of what is going on in
your body, in your feelings, in your mind.. .to be in touch with Buddhas and Boddhisattvas,
enlightened people (who are)..the source of wisdom and compassion.. .to be peace, to be
copmpassion, to be joy right now realized in oneself and in society.. .to be inter-being
Thich Nhat Hanh, Being Peace (A. Kotler, Ed.), Berkeley: Parallas Press,1987
..there is a joy in the cornapnionship of others workiong to make a difference for future generations,
and there is hope. Each of us has the ability to act powerfully for change; together we can regain
that ancient and sustaining harmony, in which human needs and the needs of all our companions
on the planet are held in balance with the sacred, self-emerging process of Earth
David Suzuk & Amanda McConnelli, The Sacred Balance, Vancouver: Douglas & McIntyre,1997
...the Great Turning is gaining momentum today through the choices of countless individuals and
groups...
(I) Holding actions in defense of life on Earth
(II) Analyses of structural causes and creation of alternativeinstitutions
(III) Hifts in perceptions of reality, both cognitively and spiritually
...necessary to free us from the grasp of the Industrial Growth Society. They offer us nobler goals and
deeper pleasures. .They help us redefine our wealth and our worth. . .liberates us from illusions about
what we need to own and what our place is in the order of things.. .The shift in our sense of identity
will be life saving in the sociopolitical and ecological traumas that lie before us.. . it will save us
from succumbing to either panic or paralysis..without the temptation to turn on each other, finding
scapegoats.. .Reconnected with our deepest desires, we will be able to take part in the Great
Turning.We will choose life...
Joanna Macy & Molly Young Brown, Coming Back to Life, Gabriola Island, BC: New Society Publisher,1998
Many people are aware of the world’s suffering, their hearts are filled with compassion. They know
what needs to be done, and they engage in political social, and environmental work to try to
change things. But after a period of intense involvement, they may become discouraged if they
lack the strength needed to sustain a life of action. Real strength is not in power, money or
weapons but in deep inner peace...
... Practising mindfulness in each moment of our daily lives, we can cultivate our own peace. With
clarity, determination and patience, the fruits of meditation — we can sustain a life of action and
be real instruments of peace...
Thich Nhat Hanh, Being Peace (A. Kotler, Ed.), Berkeley: Parallax Press, 1987
Hold to these principles

Seek simnplicity
Grasp the essential
Overcoming selfishness
And wasteful desires
Tao Te Ching (14)
Great trouble comes from not knowing what is enough

Great conflict comes from wanting too much
When we know when enough is enough
There will always be enough
Tao Te Ching ( 46)
The Tao person embraces the one

And lives in peace by its pattern
Do nO~dwell on your ego
And you will discover your soul
Avoid prideful acts, and your work will endure
If you do not compete
No one on earth will compete against you
Follow the ancient wisdom
YieI4 and overcome
True peace is achieved By centering and blending with life
Tao Te Ching (22).
From Diane Drehler, The Tao of Inner Peace, New York: Harper Perennial,1990
The spiritual life of one person is simply the life of all manifesting itself in him. While it is very
necessary to emphasize the truth that as one enters into a deeper understanding of and
communion with the spirit of his entire people (or of his church), it is also important to remember
that as he becomes engaged in the crucial struggles of his people, in seeking justice and truth
together with his borthers (and sisters), he tends to liberate the truth in himself by seeking true
liberation for all...
Thomas Merton, Gandhi and Nonviolence (T. Merton, Ed.), New York: New Directions, 1964.
The virtue of the realized person consists in understanding the reason of the heart, the secret of the
transformation of things, the cause of what is mysterious and holy, in penetrating to the source of
the wandering principle. . .that runs through life and death. Thus one knows the Way of Heaven
and then in one’s life, one practices the virtue of perfect humanity (jen) and the duty of justice in
interpersonal relations (yi)
Confucius
Our communities of faith have a responsibility to encourage conduct informed by wisdom,

compassion, sharing, charity, solidarity and love; inspiring one and all to choose the path of
freedom and responsibility. Religion must be a source of helpftil energy.. .We recognize and praise
the nonviolent peacemakers... We will promote dialogue and harmony between and among
religions, recognizing and respecting the search for truth in wisdow that is outside our religion.
Guided by our faith, we will build a culture of peace based on nonviolence, tolerance, dialogue,
mutual understanding and justice....
UNESCO Declaration of the Role of Religion in the Promotion of a Culture of Peace, 1994.
One sign of a good Muslim is humility. One sign of good humility and modesty is the way you deal
with others, And God says in the Quran, the good word is like a healthy tree, deeply rooted in the
arth, and its branches reach towards the heavens. So you are supposed to be a good neighbour,
and be a good example so that when people see you, they will say Muslims are good people...
Dr Azizah Y Al-Hibri
Parliament of Souls (M. Tobias, J. Morrison, & B. Gray, Eds.)
San Francisco: KQED books, 1995.
At the present juncture of history, commitment to all humankind is the highest commitment to
which we are capable; it transcends the narrow allegiances of church, state, party, class or race in
moving toward a wider vision of human potentiality. What more daring goal for humankind than
for each person to become, in ideal as well as in practice, a citizen of a world community..
Shall I inform you of a better act than fasting, alms and prayers? Making peace between one
another; enmity and malice tear up heavenly rewards by the roots
Sayings of Prophet Muhammad 117-18
May I always have a friendly feeling towards all living beings of the world and may the stream of
compassion always flow fiom my heart towards distressed and afflicted human beings.. .May my
heart be overflowing with love at the sight of the virtuous, and may I be happy to serve them so
far as possible.
A Jainist prayer created by Dr. L.M. Singhvi
A Parliament of Souls (M. Tobias, J. Morrison, & B. Gray, Eds.)
San Francisco: KQED Books, 1995.
From Judaism
How Happy is the one who finds wisdom,

The one who gains understanding!
For wisdom’s income is better than income of silver,
And her revenue than gold.
She is more precious than corals,
And none of your heart’s desires can compare with her....
The Book of Proverbs
The highest wisdom is kindness...

BERAKOT, 17A
Deeds of kindness are equal in weight to all the commandments

T.J. PE’AH, 1:1
Native American Call to prayer
Oh Great spirit
Whose breath gives life to the world
And whose voice is heard in the soft breeze
We need your strength and wisdom
May we walk in beauty
May our eyes ever behold the red and purple sunset
Make us wise so that we may understand
What you have taught us
Help us learn the lessons you have hidden
In every leaf and rock
Make us always ready to come to you
With clean hands and straight eyes
So when life fades, as the fading sunset
Our spirits may come to you without shame
the Biblical meaning of spiritual perfection is to be compassionate Compassion.. becomes the
fullest experience of the spiritual life. It. .deserves to be called transcendence and even
contemplation. For in relieving the lot of the pained, we are truly contemplating i.e. gazing on
God and working with God. . . Compassion is a flow in our walking with justice . . . . Compassion
may b ea passionate way of living born of an awareness of the interconnectedness of all creatures
by reason of their common Creator. To be compassionate is to incorporate one’s fullest energies
with acosmic ones into the twin tasks of (1) relieving the pain of fellow creatures by way ofjustice-
making, and (2 celebrating the existence, time and space that all creatures share as a gift from the
only one who is fully Compassion..
Matthew Fox, A Spiritually Called Compassion, San Francisco: Harper, 1991
... We are sure that all Christians...will wish to expand their common cooperative effort in order to
help mankind vanquish selfishness, pride and rivalries, to overcome ambitions and injustices, to
open up all the raod to a more human life, where each man will be loved and helped as his
brother, as his neighbour.... All of you who have heard the appeal of suffering peoples, all of you
who are working to answer their cries, you are the apostles of a development which is good and
genuine, which is not wealth that is self-centered and sought for its own sake, but rather an
economy which is put at the service of man, the bread which is daily distributed to all, as a sign of
brotherhood and a sign of Providence.
Populorum Progressio, Encyclical letter of Pope Paul IV (March 26, 1967)
ANNEX H1
Pedagogical Principles of
Peace Education
Human Rights Education
Multicultural Education
All issues...............All levels..............All sectors of

inter-related of education society
HOLISM
Respectful Mind, heart &

listening spirit
DIALOGUE CRITICAL
EMPOWERMENT
Open to
new ideas Commitment
Participatory & Action &

democratic transformation
teacher-learning
Personal & social
Personal VALUES FORMATION Structural
Cultural roots Universal consensus
WALKING THE PATH OF PEACE:
Practicing the Culture of Peace and Impact Assessment
Eden Nature Park, Davao City
May 28-31, 2003
PROGRAMME
Rationale
Recent global and local events bring peacebuilding work to a confluence where critical
issues need to be tackled on a deeper level. As legions of peaceworkers gathered their
energies to oppose violence in the US-declared war on Iraq and, right at own doorsteps,
the resumption of armed hostilities in Central Mindanao, many were confronted with the
basic question of how effective our peacebuilding initiatives have been in terms of
promoting a culture of peace.
While hope continues to be the seedbed of reflections and actions, there is a recognition
of the need to revisit the paths that we have tread. Restoring energy from heightened
awareness and deepening personal and collective understanding of peace and unity in
the midst of diversity, it is then more possible to chart out more powerful strategies that
could bring us closer to our vision of peace.
The January 15-17, 2003 training conference provides the starting point for this more intensive
study and reflection. Having journeyed together as individuals and groups working for
peace, the Local Resource Partners of LGSP have come to share an understanding of the
six paths to peace, conflict mapping and peace and conflict impact assessment. With the
realities of conflict and violence getting more intense and pervasive, it is an opportune
time to move the level of discussion to sharper issues and themes.
The issues of multiculturalism, race relations and cultural diversity, for example, are among
those that personally confront each of us in the multiple manifestations of a deep-rooted
culture of violence. How do we pro-actively respond to the current forces of globalization
and “cultural homogenization” which threaten the ability and willingness of all groups to
live nonviolently in unity amidst diversity? What can we do to raise consciousness and
sensitivity of different cultures to understand that all groups deserve to receive equitable
respect and non-discrimination? What further skills do we need to reconcile existing
intercultural conflicts nonviolently?
Nonviolent resolution of armed conflicts and disputes need to be reaffirmed as a vital

pathway towards a culture of peace. As the government has already declared Pikit as a
zone of peace and has showed signs of conceding to the demand of some local leaders
to be armed, how do we encourage the increasing role of citizen peacemakers in the
peaceful resolution and transformation of conflicts as inspiring role-models?
Even as the cycle of militarized conflicts continue to escalate, a majority of peoples and
communities still face an unjust deprivation of basic needs, dignities, rights and freedoms.
Environmental destruction further undermines the foundations of sustainable living. And
added to these insecurities is a deepening sense of personal or inner peacelessness, a
condition that affects even those enjoying social and economic affluence. How then do
we continue to “walk our talk” when it comes to living with justice and compassion,
promoting human rights and responsibilities, living in harmony with the earth and cultivating
inner peace?
When it comes to specific peacebuilding initiatives, how do we maintain the integrity of
institutions as they craft concrete goals and strategies that would create an impact on
post-conflict situations? How do we increase the “critical mass” of peaceworkers who
have the competence to undertake such programs? How can individuals, communities
and civil society organizations critically engage with government and other institutions/
sectors in Philippine society and beyond for building a culture of peace, justice and
sustainability?
This two-phased training seeks to provide a venue for these questions to be addressed at
the cognitive and skills level. While the participants to both trainings vary according to
the desired results, the overall impact is expected to accrue among the Local Resource
Partners and Local Government Units (LGUs) who are the primary partners of the LGSP in
its mission of promoting sustainable development through effective local governance.
Participants
The following are to be invited to the training:
a. peace workers who participated in the January conference and who

demonstrated commitment and sustained participation;
b. LGSP managers and PO’s;
c. Key players in peacebuilding who were not in the January conference such as
Balay Mindanao, MPPN, Young Moro Professional Association, Gathering for
Peace group, etc.
Objectives
At the end of the training, the participants are expected to be able to:
1.1 deepen their understanding of the basic principles of peace, cultural diversity and
inter-cultural solidarity in the midst of multiple conflicts and challenges confronting
peacebuilders in their personal and collective journeys;
1.2 identify specific strategies and issues in living the six paths to peace; discuss concrete
examples of groups who have been successful in each of the six paths; assess the
personal qualities of peace educators/advocates to ensure their effectiveness; and,
1.3 plan specific action points for sharing their learnings to their respective LGUs/
communities.
Training Conference Schedule
DAY 1, May 28, 2003 (Wednesday) - Orientation and Personal Group Stories
Time Topic Session Objectives
Arrival and Registration

12:00nn - 2:00pm
Welcome Lunch
Orientation
Welcome Ritual Crate a conducive learning atmosphere
Introductions through a consensus on the objectives,
2:00 - 3:30pm
Expectation Check content, nethods and management of the
Program Overview training
Host Team Formation
3:30 - 3:45pm Prayer/ Snack Break
3:45 - 6:00pm Personal and Group Explore issues in living the six paths to peace
Stories
Share personal and group stories related to
building a culture of peace
6:00 - 7:30pm Prayer and Dinner
DAY 2, May 29, 2003 (Thursday) - Six Paths to Peace
8:00 - 12:30pm Introduction: Education Critically analyze root causes of conflicts

for a Culture of Peace - A and problems of the culture of war
Holistic Paradigm
Share success-stories of examples of groups
Path 1: Dismantling the and individuals in dismantling a culture of
Culture of War war
12:30 - 2:00pm Prayer and Lunch
2:00 - 6:00pm Path 2: Living with Justice Critically analyze root causes of conflicts
(with snack break) and Compassion and problems of the culture of war

and individuals in living with justice and
compassion
7:30 - 9:00pm Path 3: Living in Harmony Critically analyze root causes of conflicts
with the Earth and problems of environmental destruction

and individuals living in harmony with the
earth
DAY 3, May 30, 2003 (Wednesday) - Contd. Six Paths to Peace
Time Topic Session Objectives
8:00 - 12:00pm Path 4: Building Critically analyze root causes of conflicts

Intercultural Respect, and problems of inter-cultural conflicts
Reconciliation and
Solidarity Share success-stories of examples of groups
and individuals in building intercultural
respect, reconciliation and solidarity
12:00 - 1:30pm Prayer and Lunch
1:30 - 3:30pm Path 5: Promoting Human Critically analyze root causes of conflicts
Rights and Responsibilities and problems of human rights violations
Share success stories of examples of groups

and individuals in promoting human rights
and responsibilities
3:30 - 5:00pm Path 6: Cultivating Inner Critically analyze root causes of conflicts
Peace and problems of inner peacelessness

and individuals in cultivating inner peace
7:30 - 9:00pm The Peaceful Traveller: A

Creative Synthesis
DAY 4, May 31, 2003 (Saturday) - Ways Forward
8:00 - 10:00am Discussing steps on how Plan specific action points for sharing their
to echo their learnings learnings with their respective LGUs/
with their LGUs and communities
organizations
Explore ideas for

participatory action
research
Seletion of 2-3
participants who can act
as trainers in the PCIA
training in June
May 28-31, 2003
RESOURCE PERSON
Toh Swee-Hin, PhD

University of Alberta
Edmonton, Canada
Toh Swee-Hin (S.H. Toh) is a Professor in International/Intercultural Education, University of

Alberta, Canada. His work in teaching, research and social action has focused
especially on education for peace, justice, human rights, cultural solidarity and
sustainability. For his contributions to peace education in North and South contexts,
including Mindanao, he was awarded the UNESCO Prize for Peace Education for the
Year 2000. He is very active in various networks and agencies in promoting international
education and peace education, including UNESCO’s Culture of Peace Program, the
International Peace Research Association, and the International Institute of Peace
Education. Recently, he helped to establish the UNESCO-affiliated Asia-Pacific Centre of
Education for International Understanding in the Republic of Korea, and has co-
designed/facilitated peace education workshops for Asian and Pacific teachers and
NGO leaders.
May 28-31, 2003
TEAM OF ORGANIZERS
Overall Facilitator:
Toh Swee-Hin, PhD

University of Alberta
Madett Virola-Gardiola
Coordinator
CO Multiversity sa Mindanaw
Training Conference Organizers:
Marion Maceda Villanueva

Canadian Field Program Manager
LGSP-NPMO
Myn Garcia
Communications Advisor
LGSP-NPMO
Jing Lopez
CSO Advisor
LGSP-NPMO
Sef Carandang
Program Assistant
LGSP-NPMO
Peace Logo design: Boy Dominguez
Visit www.lgsp.org.ph
Contact: Tel. No. 637-3511 to 13
Fax. No. 637-3235
May 28-31, 2003
LGSP welcomes you to the training for Local Resource Partners (LRPs): Walking the Path
of Peace: Practicing the Culture of Peace and Impact Assessment.
House Rules
This is a working conference and we would appreciate your active
participation. LGSP has designed a productive and out-put oriented
program for you.
Conference Venue
Eden Nature Park Resort

Turil, Davao City.
Telefax. (082) 299 3886
Booking office: (082) 299 1020
Registration and Room Assignments
Registration will be from 11:00 – 2:00 PM, May 28, 2003 (Day 1). You will also be asked by
the Secretariat to register/sign on a daily basis.
Conference kits and nametags will be handed out during Registration (at the seminar
hall. Room assignments will also be given out during this time.
Please wear your nametags at all times.
Conference Schedule
Morning sessions will start promptly at 8:00 AM

Afternoon sessions will start promptly at 2:00 PM (Day 2) and 1:30 PM (Day 3)
Please come on time.
Conference Rules
Please turn your mobile/cell phone to SILENT MODE during the

conference. Should you need to make or receive calls, arrange
during breaks to avoid interrupting the conference.
Accommodations
LGSP will pay for the hotel accommodations of all confirmed participants (except those
with special arrangements with LGSP) starting noon, May 28, 2003 up until the morning of
May 31, 2003. Room accommodations will be on a twin-sharing basis. Rooms are not
equipped with hotel amenities such as mini-bar and NDD/IDD telephone access.
Telephone calls will be screened prior to transfer to your room.
All other incidental expenses, e.g. NDD/IDD calls, meals outside the function room (bar,
resort outlets), laundry, dry-cleaning, etc. will NOT BE shouldered by LGSP. All other
expenses that you may incur during your stay will be charged to your personal account
and shall be settled upon checkout before noon of May 31, 2003.
Food
LGSP has arranged for all your meals starting lunch, May 28, 2003 to lunch
May 31, 2003 (including snacks). Buffet breakfast, lunch and dinner will be
served at the resort’s main restaurant. Shuttles to the restaurant will be
provided.
Certificates of Participation and Appearance
Certificates of Participation and Appearance will be distributed at the Closing session on

May 31, 2003 to those who successfully completed the conference.
Check-out
Check-out is at 12:00 noon (May 31, 2003). For efficiency, you are advised to settle your
personal account the day before checking out.
For other concerns or needs, please approach the LGSP staff at the
Secretariat table just outside the seminar hall. Thank you for your
attendance and we wish you an enjoyable workshop.
- The Secretariat
May 28-31, 2003
Directory of Participants
Name Organization/Agency
May 28-31, 2003
List of Reading Materials
Session Title
Hands-On PCIA
Hands-On Peace and Conflict

Impact Assessment (PCIA)
© Kenneth Bush, PhD
Section II
CONTENTS: Hands-On PCIA
PAGE
PART I: Handbook for PCIA 1
INTRODUCTION 2
How is this Handbook organized? 2
How to use this Handbook 3
THINGS TO KNOW BEFORE YOU START 4

A Word about words 4
Where should you “do” PCIA? 5
When should you “do” PCIA? 5
The different uses of PCIA at different phases of a project or initiative 6
Questions to ponder about PCIA 6
Guiding Principles of PCIA 9
Examples: Real Life Experiences 10
PCIA IN PRACTICE 11
Step 1: How to tell you are in a conflict-prone setting -- before it is too late 11
Step 2: Risk and Opportunity Assessment (Worksheet #1) 12
Step 3: Pre-project PCIA (Worksheet #2) 22
Step 4: In-project PCIA (Worksheet #2) 22
Step 5: Post-project PCIA (Worksheet #2) 22
ANNEX 33
Annex A: Diagram: Comparison Of Risk & Opportunity Assessment And PCIA 33
Annex B: References 34
Annex C: Referents in the evolution of the Idea of PCIA 35
PART II: TUGAL Case Study Documents 37
PRE-PROJECT DOCUMENTS 37
Conflict Profile - Republic of Tugal 39
Project Profile 42
Partner Profile 47
IN-PROJECT DOCUMENTS 49
Status Report:
Integrated Basic Human Needs in Districts III & IV, Eastern Province, Tugal
National Context 49
Project Status 49
POST-PROJECT DOCUMENTS 53
End of Project Report:
Integrated Basic Human Needs in Districts III & IV, Eastern Province, Tugal
National Context 53
Project Status 53
CONTENTS: Hands-On PCIA
PAGE
57
PART III: Facilitator’s Guide
57
INTRODUCTION
PCIA MODULES 60
Module 1: Introduction to PCIA 60
Module 2: Pre-Project Risk & Opportunity Assessment 63
Module 3: Pre-Project PCIA 68
Module 4: In-Project PCIA 73
Module 5: Post-Project PCIA 76
NEXT STEPS 78
ANNEXES 80
80
FEEDBACK MECHANISM
GLOSSARY 81
PCIA (TAGALOG TRANSLATION) 83
Handbook for PCIA
Part I
A cautionary tale…
One day, a development agency from a rich developed country decided that it would like to help
rebuild water tanks in a war-affected country. The water reservoirs broke down long ago, but had
never been repaired because of 20 years of war. However, peace talks had created an opportunity
to do some much needed development work in areas that it had not been able to reach during
the war.
So, following its usual rules, the development agency did what it always does: it asked interested
companies to send in proposals to rebuild a particular tank in a rebel-controlled area. After
reviewing all of the proposals, the agency chose the lowest bid – which was half the price of any
other bid. Eight months later, the agency received a report to let them know that the project had
been completed according to the original proposal. The company was paid in full, and the agency
was happy in the belief that it had completed a cost-effective water project that would benefit the
local community. However, when rainy season arrived the “rebuilt” tank completely fell apart!
What happened?
The company which won the bid was controlled by the main rebel group. One of the reasons that
it was able to “do” the work so cheaply was because the project used “volunteer” labour —
farmers who owned tractors were forced to donate their time and equipment, and villagers were
forced to work for free. None of the labour costs in the project budget went to the labourers.
(Hmm, I wonder where this money went?)
Furthermore, the tank did not follow the technical plan in the proposal. It did not include the
water-proof skirt needed to make sure the tank held water! When the first engineer refused to give
the project a passing grade, the rebels simply found another engineer who was more “agreeable.”
In the end, contrary to the positive assessment of the development agency, the result of the project
was: (1) a significant financial contribution to the rebels; (2) strengthening of the authoritarian
control of rebels over civilians; (3) the abuse of the rights of laborers and children who were forced
to work on the project; (4) no positive or sustainable developmental impact. In short, the project
had negative developmental and peacebuilding impacts.
Did this project really take place? Yes, it did. Maybe a pre-project PCIA might have helped?
Hands-On PCIA II - 1
Introduction
There are many tools to monitor and evaluate the developmental impacts of development
projects, such as an irrigation project in eastern Sri Lanka, a health clinic in Bosnia or an education
project in Gaza. We use indicators such as increased water access, agricultural production, public
health, literacy, and so on. Yet, when a project is situated in a conflict-prone region, there are
more than just developmental impacts to consider. Projects such as these affect, and are affected
by, the dynamics of peace and conflict within such regions. At the moment, we can evaluate the
developmental impact of a project, but we do not have the means of understanding or
measuring peace and conflict impacts in a comprehensive or systematic way. Peace and Conflict
Impact Assessment (PCIA) is a response to this problem.
PCIA is a means of anticipating, monitoring, and evaluating the ways in which an intervention may
affect or has affected the dynamics of peace or conflict in a conflict-prone region.
PCIA is a process, similar to Gender Analysis and Environmental Impact Assessment, which helps identify
and understand the impact of an initiative on peace or conflict. PCIA can be used in a broad range
of conflict-prone settings, i.e. places where there is a risk that non-violent conflict may turn, or return,
to violence. PCIA must be integrated into every stage of the project cycle - design, implementation
and evaluation - if it is to help us in our work.
PCIA is an extremely important and useful process that will help you ensure that the initiatives you
are working on do not aggravate violent conflict and, as far as possible, contribute to building
peace within and between communities.
How is this handbook organized?
This handbook is a “hands-on,” working document which seeks to be practical and applicable. As
a perpetual “work in progress”, It is also a “working document” to be used and modified by users’
to suit the particular needs — as long as changes are true to the guiding principles outlined in the
text, and are shared using the feedback mechanism noted below. In an effort be reader-friendly,
the handbook follows a “PCIA for Dummies” format, using quick checklists, question-answer
sections, and illustrative tables, diagrams, and so on. In an effort to be user-friendly, the handbook
includes “Worksheets” that may be used (1) in the Capacity Building Exercise (the Tugal Case Study)
prepared to complement the current document, and (2) in other cases of the user’s choice.
This Handbook is organized into three parts sections:
Ÿ Part I consists of a handbook which introduces the idea of PCIA and tools for conducting one.
Ÿ Part II contains a capacity-building exercise which may be used to apply the material in Part I.
Ÿ Part III, the final component of HANDS-ON PCIA, is the facilitator’s guide for holding a
capacity building workshop.
How to use this Handbook
This Handbook is written for all individuals and organizations that are working, or are planning to
work, in countries, regions, or communities that may be affected by violent conflict. It has been
designed to increase your capacity to undertake an assessment that: (i) identifies and assesses the
ways in which the peace and conflict environment may affect an initiative or project; and (ii)
identifies and assesses the ways in which an initiative or project may affect the peace and conflict
environment.
We hope you find this Handbook and the process of using PCIA useful, and that it makes a positive
contribution to the ways you understand and undertake your work.
Things to Know Before You Start
A Word about words

peace and conflict impact assessment (“PCIA”) is a means of assessing the ways in which an
intervention may affect, or has affected, the dynamics of peace or conflict in a conflict-prone region.
PCIA focuses on: (1) Peacebuilding Impact — those factors that strengthen the chances for peace
and decrease the chances that violent conflict will breakout, continue, or start again, and; (2) Conflict-
Creating Impact — those factors that increase the chances that conflict will be dealt with through
the use of violence. (Bush 1998).
PCIA is a process, not an add-on or a single-use “tool”.
peacebuilding consists of two inseparable parts: (1) the construction of building of the structures of
peace, and (2) the de-construction of the structures of violence. It is not about the imposition of
solutions, but the creation of space within which indigenous actors can identify problems and formulate
their own solutions.
impact refers to the actual effects of an intervention – both intended and unintended – on the lives of
its “beneficiaries” and others beyond the immediate project outputs (e.g., # of wells dug, # of people
trained, people serviced, and so on). In popular usage, “effect” and “result” is sometimes used in
stead of impact.
conflict is not necessarily negative or destructive. Problems arise when non-violent conflict(s) turn (or
re-turn) violent. The “surprise” about the violent conflict is not that it occurs, but that we watch it
develop for so long, and do nothing about it — e.g., the disintegration of governments and the rule
of law, increasing abuses of human rights, the imposition of conflict-creating terms of trade or economic
conditionalities, the acceptance of (or participation in) corrupt business practices, the selling of
weapons to illegitimate and violent regimes, etc.
development is inevitably conflictual, destabilizing and subversive because it challenges existing

political, economic, and social power structures that stop individuals and groups from attaining their
full potential.
Table 1. Words that should/should not be applied to PCIA
Where should you “do”PCIA?

D A
Words that should not Words that can – and should PCIA should certainly be embedded
apply to peace and conflict --be applied to peace and in projects located in “hot” war
impact assessment conflict impact assessment zones. However, they should also
apply to initiatives in a far wider
§ IN-Flexible § Flexible range of conflict-prone settings –
§ Descriptive/ shallow § Interpretive
that is, places where there is a risk
§ Ad hoc/ One-time-only § Consistent
that non-violent conflict may turn
§ Short-term § Long-term timeframe
(or return) to violence. This includes
§ Irrelevant (to local § Appropriate
§ areas:
needs) Participatory
§ NON-Participatory § Liberating
§ Imprisoning § Coherent Ÿ where the control over, or use f,
§ IN-Coherent § Timely territory or resources is disputed;
§ After-thought § Independent Ÿ where the socio-economic gap
§ Biased § Connected between groups is increasing; or
§ DIS-Connected § Accountable Ÿ where unemployment is rising
§ UN-Accountable § Balanced (external & while living standards and man
§ IM-Balanced (external & internal resources) security are declining.
internal resources) § Trust-building
§ Trust-DESTROYING/ § Shared
suspicion-creating § Commitment In each of these examples, violence
§ Secretive § Learning Tool and bloodshed may not have
§ Flavor-of-the-month § Action Oriented/ occurred. However, the likelihood
§ Check list Change-inducing that violence may occur is significant
§ Bureaucratic § Multi-Layered Realities – especially if the tools for resolving
requirement § Empowering conflict non-violently are weak or
§ Externally-Imposed absent (e.g., where the political and
"Realities" legal systems have collapsed or
§ DIS-empowering become corrupt). In these settings,
PCIA is essential.
When should you “do” PCIA?
Ideally, PCIA should be undertaken at all stages of a project, program or initiative. However, as
the table below illustrates, it may be used for different purposes at different stages.
The different uses of PCIA at different phases of a project or initiative
Table 2. Using PCIA at different project phases

PHASE OF
INITIATIVE OR How is PCIA used? Objective Tasks
PROJECT
Anticipating/
"guesstimating"futu- Peace and
Risk and
Planning Tool for re impacts;"Building Conflict
PRE-PROJECT Opportunity
Project Design, in" conflict Impact
Assessment
and Formulation prevention/ Assessment
(Worksheet I)
peacebuilding (Worksheet II)
mechanisms
Peace and On-Going

Performance
Conflict Risk and
IN-PROJECT Monitoring and Monitoring
Impact Opportunity
Management tool Immediate Impacts
Assessment Assessment
(Worksheet II) (Worksheet I)
Evaluation, Peace and Conflict Impact

Strategic Planning
POST-PROJECT Institutional Assessment
for future phases
Learning (Worksheet II)
Questions to ponder about PCIA
? If development equals peace” why does conflict sometimes

increase when a country or region “develops”?
How Development can Create

Conflict If ‘development equals peace,’ then conflict should
decrease as a country or region ‘develops.’ But this does
Ÿ By increasing socio-economic not always happen. In fact, we often see that violence
inequalities – or fueling the increases as the living conditions for some groups in a
belief that such inequalities are region improve. In many cases, development itself creates
increasing conflict. The critical issue is whether conflict created (or
Ÿ By benefiting certain groups aggravated) by developmental interventions is dealt with
more than others violently or non-violently.
Ÿ By increasing competition for
development resources & It is more accurate to say that development initiatives
political control sometimes contribute to peace and sometime contribute
Ÿ By introducing new structures to conflict. PCIA can help make sure that a project or
& institutions that challenge initiative does not create violent conflict, and, as far as
existing ones (social, political or possible, makes a positive contribution to peace.
economic)
? How can a development project have a peacebuilding or
conflict-creating impact?
Imagine a municipal water project that seeks to improve access to clean water in an area where
there have been tensions between communities.
A We could say that this project has had a positive peacebuilding impact if:
Ÿ it helped to bring members of the communities together because of their shared interest in
clean water and the benefits this has for public health and general quality of life
Ÿ it created the communication channels and opportunities for diverse members of different
communities to work together on issues beyond water management
Ÿ it increased inclusion and participation of both women and men from violence-affected
groups in decision making at the community level on issues they consider a priority
Ÿ professional or interpersonal relationships began to grow across community lines and

perhaps encouraged communities to work together in other areas of activity
D That same water project could have a conflict-creating impact if, for example, one
community starts to think that the other community is benefiting more than its own -or worse,
if it believes that the other community will benefit by “stealing” its water. Or, conflict may be
created (or worsened) if some members of the population are excluded from decision-
making, participation, and so on (women, marginalized social, economic, ethnic, linguistic,
religious, cultural groups).
In order to identify and understand the peace or conflict impact of this example, we must ask
questions that are different from the ones that usually get asked about the impact of projects. We
need to know more than just the total number of “beneficiaries,” or the increase in water access,
or the decreased costs. PCIA helps us to change the ways we think about, carry out, and evaluate
work in conflict-prone areas so that we can reinforce peacebuilding impacts and avoid the
conflict-creating impacts.
? How should we integrate peace and conflict issues into our work
in conflict-prone areas?
Peace and Conflict Impact Assessment is different from the way planning, monitoring, and
“evaluation” is usually done, because it focuses on impacts far beyond the stated outputs,
outcomes, goals and objectives of a project or programme. It looks for impacts on the peace
and conflict environment – in areas that an initiative may not have been designed to affect. We
need to “read between the lines” of what is happening or has happened.
PCIA tries to learn from the successes and failures of efforts to “mainstream” gender and
environment into our work. Until we developed the tools to see and to measure the impact of our
development work on women, girls and the environment, all we had were short, disconnected,
stories of how a particular intervention seemed to have an impact. We did not have the full story;
we did not have a larger understanding that could help those of us working in the field. For
example, someone might have a story of how a project increased household access to clean
water, but removed the opportunity for women to socialize, mobilize, and organize around the
community well. Someone else, might mention the story of how the introduction of a tractor into
to a community increased production, but removed women from their traditional role as
cultivators and reduced their economic independence.
PCIA also collects and learns lessons from the stories told by those working “on the ground” in
conflict-prone areas. By listening to these stories, and learning from them, it is possible to develop
and apply the analytical and programming tools necessary to make sure our work in conflict-prone
areas contributes to peace, not war.
The inclusion of peace and conflict concerns into our development thinking requires tools that may
be applied to all activities in conflict-prone areas, from service projects in education, agriculture,
water, communications, and health, to commercial activities, to more openly political projects in
peacebuilding, “good governance,” and human rights.
? Don’t we already “do” PCIA under the name of “Risk

Assessment”?
The diagramme below shows the differences between “Risk Assessment” and Peace and Conflict
Impact Assessment. Risk Assessment focuses on how a conflict might get in the way of a project or
initiative – making it less effective than it could be, or worse, a complete failure. In some cases,
Risk Assessment looks for new opportunities in the local and national environments that might help
a project meet its objectives. The central point of reference in Risk Assessment is the stated
developmental objectives of an initiative (such as the improved health in an area through delivery
of a health programme, increased mobility through the building of a road, increased agricultural
production through training and technical inputs.) Risk Assessments basically ask the questions: “Is
this initiative possible within the current conflict, and what can I do to reduce the risk of failure
cased by that conflict?”
PCIA, on the other hand, includes Risk Assessment, but looks beyond the stated objectives of a project to ask: “How
might (or has) this initiative create conflict or build peace — directly and indirectly – and what changes might be made
to ensure sustainable positive impact and minimize negative impact?”
Figure 1. Risk Assessment and PCIA
I II
Risk and Opportunity Assessment Peace & Conflict Impact Assessment
Impact on Impact on
Peace & Conflict Initiative/ Initiative/ Peace & Conflict
Environment Project Project Environment
(See Annex A for a more detailed schematic)
Guiding Principles of PCIA
PCIA is a process. While some people would like a “PCIA Tool Kit” that can be applied everywhere
to fix everything, PCIA will not make a difference unless it challenges and changes the way we do
our work in conflict zones. We may not have to do different work, but will have to do our work
differently. PCIA challenges us all to fundamentally rethink all of our work in areas prone to
militarized violence
PCIA helps us to understand the specific rather than the general. “We know a lot of things to be
true about social violence; we just don’t know when they will be true.” (James Rule) PCIA help us
to see, and to understand, when, why, and how a particular factor, in a particular situation, is likely
to contribute to peace, or violent conflict. For example, many believe that poverty leads to violent
conflict. However, when we look closely at different cases, we see that sometimes it appears
related, and sometimes it does not. Peace and Conflict Impact Assessment helps to identify and
understand when, why, and how poverty may contribute to violent conflict, for example, when a
collective sense of injustice, indignity, and hopelessness is added to conditions of impoverishment.
As importantly, PCIA helps us to make the changes to our initiatives to improve the likelihood that
they achieve both their developmental impacts and peacebuilding impacts.
PCIA is not static. PCIA is an on-going and dynamic approach taken before, during, and after a
particular intervention in a conflict-prone region.
PCIA needs to be transparent, shared, and People-Centered. The real experts of PCIA are those
women, men, girls and boys living in conflict zones. If they are not centrally involved in peace and
conflict analysis and interpretation, then the exercise will fail, or worse, will disempower
communities – that is, it will remove them from decisions that fundamentally affect their lives. If a
community does not believe a PCIA is genuine or legitimate; if they believe that it is not in their
interests; if they believe that it will be used for force unwanted projects or decisions on them; then
they are completely justified in rejecting the process and its outcomes. PCIA is too important to
leave in the hands of so-called “experts.” As a colleague in Mindanao put it, “don’t rely on
documents, live in the community.”
Building peace includes “un-building” the structures of violence. Just as the removal of the
structures of violence does not automatically bring peace, neither does the simple adding (or
strengthening) of peace capacities automatically stop violence. For this reason, peacebuilders
must strategically consider how to unbuild the structures of violence as well as to build the
capacities for peace – other wise they risk seeing their hard work washed away in the next flood of
violence.
Neither development nor peacebuilding on their own will magically create peace. Development
and peacebuilding activities can make important positive contributions to peace and unity (or
they can increase existing tensions). However, on their own they will not create peace. Full,
genuine, and lasting peace requires substantive and on-going efforts by a wide range of actors
(local, national, regional, international) in a broad range of activities (military, trade, development
and humanitarian assistance, diplomatic, and so on)
Haste makes waste – PCIA takes time. Despite the time pressures that always affect the planning
and implementation of a project or initiative, there needs to be time for genuine dialogue, learning
and capacity-building. A rushed PCIA is a doubtful PCIA.
Examples and Lessons from the Ground
Peacebuilding from one hand, guns and bombs from the other…
A classic example of what not to do is offered by a European development agency which decided
that it wanted to “mainstream” PCIA into its work in Nepal in early 2002. Unfortunately, at the
same time, the Prime Minister of that same European country announced that the Maoist
insurgency could be defeated militarily. Accordingly, it increased its military assistance ten-fold. (The
United States also increased its military assistance program by the same proportion.)
The Lesson: The most conflict-sensitive, peacebuilding-focused, development programming in the

world is not going to magically erase the destructive impact of the further militarization of the
conflict – although some people argue that military assistance is a form of peacebuilding. Indeed,
in the example here, the Ministry of Defense had attempted to increase its military assistance to
Nepal by drawing on a newly created Conflict Prevention Fund!
When does a kidney transplant have a peacebuilding impact?

Secret peace talks were being delayed by the poor health of the leading ideologue and
negotiator for the main rebel group in Sri Lanka. He was unable to endure the long meetings
required to work out the details of a possible peace process. The waiting list for a kidney transplant
in the UK, where he was living, was very long. The Norwegian Government, who had been quietly
supporting the peace process, stepped in and arranged for him to have the necessary surgery. As
a result, the negotiator was able to fully participate in the secret peace process which
subsequently became a public peace process.
Lessons from stories “on the ground”…

Parents burnt down a new village school because rebels were using it to forcibly recruit children;
Negotiations between rebels and government to hold vaccination campaigns eventually created
the personal relationships and space to negotiate longer ceasefires and peace talks;
HOW NOT TO DO PCIA – creating conflict in the name of peace

In one war-affected country, so-called “PCIA workshops” were held both in rebel-controlled and
Government-controlled areas. By most accounts, they were disorganized, confused and ill-
prepared. They were led by foreigners who knew next to nothing about the conflict, very little
about PCIA, and absolutely nothing about the intense sensitivities around “peace” at the time of
the workshops — which were held as very delicate peace talks were taking place inside and
outside the country. The facilitators were unable to respond to questions about the specific
relevance of PCIA to the on-going peace process (questions that should have been expected,
since PCIA had been a part of a three-year consultation between government, donors, and civil
society). Aside from the confused content and process of the workshops, documents were written
in academic English and not translated into local languages. On-site interpretation was
inadequate. All of these factors combined to ensure the frustration of participants and the failure
of the exercise. Ironically, the net impact of workshops may have been to decrease the
opportunity to strengthen PCIA capacity. Despite this dismal impact, a second round of workshops
will apparently be held.
PCIA in Practice
Now that you have learned about PCIA and its underlying principles, you are ready to begin the five
step process involved in using PCIA:
Ÿ STEP 1 Assessing the environment

Ÿ STEP 2 Completing a risk and opportunity assessment
Ÿ STEP 3 Assessing potential peace and conflict impacts during pre-project design
Ÿ STEP 4 Assessing peace and conflict impacts during project implementation
Ÿ STEP 5 Assessing peace and conflict impacts as part of post-project evaluation
Step I Assessing the Environment
The first step is to look at the environment with which you are dealing and establish whether it is
conflict-prone. There are two important reasons why you need to be able to tell whether or not an
area is conflict-prone:
1) PCIA is required only in conflict-prone areas: it would be burdensome, unnecessary and possibly
counter-productive to apply PCIA to every project, program or initiative. The ability to tell the
difference between a conflict-prone and a non-conflict-prone area (or more and less conflict-
prone areas) allows you to decide when and where PCIA is necessary.
2) Different types of conflicts have different patterns, intensities, and impacts. The ability to analyze
conflicts is essential for anticipating and responding to possible impacts on a project or
initiative.
How to tell you are in conflict-prone setting – before it is too late
R Violent – usually military R More than one group R A feeling by a group (or
– conflict is taking claims the right to have, groups) that they have
place, or has taken govern, or use the same been “wronged” or
place (conflict zones, piece of land exploited, and, possibly,
post-conflict settings, the presence of a leader
transitional settings) R Competition or who is trying to use this
disagreement over the feeling to fight for
R Competition over allocation of the benefits “justice.” Or, the
scarce resources (such of newly discovered absence of a leader
as: water, agricultural resources (oil, diamonds, able to harness dissent
land, and fish; grazing strategic minerals, etc.) constructively.
lands; access to
education, public R Unresolved socio- If you are working, or
employment, or economic tensions (e.g., plan to work, in areas
housing) workers vs plantation affected by these
owners; labourers; tensions, then PCIA
R Absence of effective unemployed vs corrupt should be used, and
conflict management government officials you should move onto
and resolution Step 2.
mechanisms
Step 2 Completing a Risk & Opportunity Assessment
Now that you have determined that a location is conflict-prone, the second step is to undertake a
Risk and Opportunity Assessment. This will help you to better understand how the peace and
conflict environment may affect a project or initiative.
Before starting an initiative or project we need to decide whether it makes sense to try to work in a
particular conflict environment:
§ Is there room to work in the area, or are the levels of violence too high and peace opportunities
too low?
§ Is the project appropriate – that is, does it have the right ingredients for success (personnel,
operating procedures, peace and conflict sensitivities?
§ What needs to be done to reduce the chance of failure of an initiative cause by conflict?
To answer these questions, we need to do a basic Risk and Opportunity Assessment of the ways in
which the conflict may hinder a proposed project and to determine whether (and how) existing or
newly-emerging peace capacities and resources may help it.
While Risk and Opportunity Assessment needs to be undertaken before starting an initiative or project,
it should be repeated throughout the life of an initiative. As a peace and conflict environment changes,
and an initiative matures, it is important to return to these questions in order to monitor the on-going
feasibility and appropriateness of the project.
Worksheet #1 should help you to scan the peace and conflict environment in a systematic fashion, so
that you may identify the risks and opportunities that may affect the success of your project/initiative.
Worksheet #1
WORKSHEET #1
RISK AND OPPORTUNITY ASSESSMENT
ISSUE AREA RISK & OPPORTUNITY INDICATORS

(Where to look) (What to look at)
1.
· Geographical extent of the project (where are the boundaries between areas of more
violence & areas of less violence, & where is the project located within the geography of
violence?)
LOCATION · Status of territory where project is located (Ambiguous? Contested? Newly accessible? )
· Level of Infrastructure & accessibility (Roads & transport? Water? Electricity? Housing?)
? What are the possible Impacts of the location on the proposed project/ initiative? What is happening in the
peace and conflict environment (related to location) that may affect the project/ initiative?
RISKS OPPORTUNITIES
? Is more information needed to answer these questions? If so, what is it, and how do you get it?
? What changes or clarifications are needed before you would start the project ?
Worksheet #1

2.
· Current stage of the conflict (in the context of the history of thee conflict - Stalemate
Escalating? "Paused"?)
· Current or future political, economic, social-cultural developments that might affect the
TIMING project (e.g., trade agreements, changes to commodity prices, elections, arrival/departure
of military forces, changes in size/composition of local populations)
· Increasing or decreasing opportunities to work in the area? (Are others working in/or
leaving the area? If so, why?)
? How might the timing of the proposed project/ initiative, affect its chances of success? What is
happening in the peace and environment (related to timing) that may affect the project/ initiative?
RISKS OPPORTUNITIES
? Is more information needed? If so, what is it, and how do you get it?
? What changes or clarifications are needed before you would start the project?
Worksheet #1

3.
· Relationship between local communities, political, and military authorities? (Cooperative?
Difficult? Distrustful? Conflict-creating. Who are the allies, "enemies," scapegoats,
beneficiaries, ignored? How will this affect the project?
POLITICAL · Level of political support for the initiative / project locally, regionally, nationally?
· Predictability (or stability) of the political, legal, & security environments?
CONTEXT · Presence or absence of peace initiatives (formal & informal / local & national). Are they
inclusive? If not what are the major omissions?
· Nature of the political system & possible impact on initiative. Are leaders' accountable?
What are the levels and patterns of corruption? How is force / fear used politically (e.g.,
against women, opponents, and marginalized groups)? Are politically, economically, or
socially sensitive issues affected by the initiative?
· External conditions (Structureal Adjustment Programmes; Poverty Alleviation Programmes,
"Wars on Terror"; Trade or Defence Treaties)
?
How might the changing political context (environment) affect the proposed project/ initiative? What is
happening politically that may help or hurt the project/ initiative?
RISKS OPPORTUNITIES
Worksheet #1

4. · Relationship between armed actors (feuding within & between armed groups? Black
market cooperation?)
MILITARY · Intensity, targets, & patterns of violence in initiative / project area? (How might this affect
the project?) How might it affect male and female beneficiaries?)
CONTEXT
What is the possible Impact of militarized conflict on the proposed project/ initiative? What is
? happening in the peace and conflict environment militarily that may affect the project/
initiative?
RISKS OPPORTUNITIES
? Is information needed? If so, what is it, and how do you get it?
Worksheet #1

5.
· Legacies of conflict in the area (Physical security? Fear? War economy? Food security?
Infrastructure? Inter-group relations? Health? Psycho-social trauma? Changes in family
dynamics?
SOCIO · Relations between and within main communities in project site (Cooperative? Inter-
dependent? Competitive?) What are the dynamics within this relationships - gender,
ECONOMIC economic, cultural, etc?
· Cultural factors that may affect the project (fear of external control; politicized rejection
of "Western" or particular "religious" values; gender roles)
· Economic relations within the project site (mutually dependent? Competitive? Corrupt?
Exploitative? Growing? Shrinking? War-dependent?
· Impact of conflict on local resources (resourcefulness & creativity; leadership capacities;
enterprising spirit; hope; gender equity in tapping human resources
?
What socio-economic factors might affect the proposed project/ initiative? How?What is
happening in the peace and conflict environment socio-economically that may affect the
project/ initiative? Are there any exclusionary barriers that prevent inclusion and participation
of certain category of populations?
RISKS OPPORTUNITIES
Worksheet #1

6.
· Capacity of implementing organization, including qualified & suitable staff
· Involvement of implementing organization in conflict or peace processes; & its
"political" position or acceptability within the area of the initiatives
PARTNERS/ · Choice of "beneficiaries"; the political implications, inclusion of marginalized members
of the community. Are there any gender disparities?
STAKEHOLDERS · Conditions for effective implementation (leadership; coordination; access; trust;
technical capacities; gender sensitive
· Ability of stakeholders to make choices & willingness to make changes. Are there any
exclusionary barriers negatively affecting the ability of male and / or female
beneficiaries to participate?
Is the project/ initiative appropriate (structure, objectives, process, etcetera)? What is
? happening in the peace and conflict environment that may affect the ability of partners
or stakeholders to complete the project/ initiative successfully?
RISKS OPPORTUNITIES
Worksheet #1

7.
· Since every project location is unique, there are probably other factors that may
affect the project or initiative.
OTHER FACTORS
Are there any other factors that might affect the project or initiative? How might they
? help or hurt?
RISKS OPPORTUNITIES
?
Is more information needed? If so, what is it, and how do you get it?
Sample: Worksheet #1
“Tugal” Capacity Building Exercise
A Basic Needs Project undertaken by the National Association of Farmers (NAF)

Infrastructure? Inter-group relations? Health? Psycho-social trauma? Changes in family
dynamics?
ECONOMIC dependent? Competitive?) What are the dynamics within this relationships - gender,
economic, cultural, etc?
Example of "Western" or particular "religious" values; gender roles)
What socio-economic factors might affect on proposed project/ initiative? How?What is

RISKS OPPORTUNITIES
- Socio-economic Environment may be, or - Returnees may bring useful resources for the
may become too unstable to sustain project project (skills, understanding, etc.)
- Legacy of distrust / silence may inhibit - If all communities are equally affected by the
community participation; "Social war, then common needs might encourage
infrastructure" (trust, willingness to common interests to support project activities
participate, communication channels, etc.) - Neighbouring Country of Sylvania may be a
may not be ready for the project source of additional resources for construction
- Rebels may not be interested in giving up - Post-war optimism (by communities and
governance by force for more democratic political actors ) may give the project an initial
and participatory forms of governance boost
- Rebels may take control of the project
- Black market forces and mafia may
inhibit project
- Insufficient local resources for the project
- How high are levels of cooruption and extortion? How do other development projects deal
with this?
- Who within the Rebel Groups and within community groups are representative leaders that
the project can work with / through? Who are natural allies and peace advocate [Source of
info: field trips, consultation]
- How open will the communities be to this initiative? [Source of info: fild trips, consultation]
- How will oil and mineral development affect the project? [Source of info: focused
participatory study]
What changes or clarifications are needed before you would start the project?
- Project may need to build in space and time for trust-building among partners. Draft plan for
doing so
- Project should formulate very specific responses to possible negative developments (war
escalation; attempts to extort resources from the project; instances of intimidation; etc.)

STAKEHOLDERS of the community. Are there any gender disparities?
· Conditions for effective implementation (leadership; coordination; access; trust;
Example · Ability of stakeholders to make choices & willingness to make changes. Are there any
exclusionary barriers negatively affecting the ability of male and / or female
beneficiaries to participate?

happening in the peace and conflict environment that may affect the ability of partners
RISKS OPPORTUNITIES
- Security risks to employees and partners - NAF (project implementers) familiar with
- Lack of suitable employees; the project site
unwillingness of peopleto work in the East - NAF has good reputation with local
- Lack of experience working in post- population
conflict settings - Arrival of other development actors opens
- Tensions with the Central Government in possibility of collaboration and mutaul
Western Province support
- Lack of participation, or interference, by
rebels
- May generate tensions between
returnees and those who remained in the
East
- How will the project monitor Risks and Opportunitites throughout life, for example, security
risks?
- How will beneficiaries be chosen?
- What will be the hiringpolicies, especially regarding ethnic / gender composition?
- Will there be a formal dispute management mechanism within the project to deal with
tensions within the team, e.g., between "old" and "new guard"; between Muslims and
Christians? Between NAF and local actors (individuals and organizations?)
- Clarity on the above questions, and specific plan for managing these risks and
opportunities throughout the life of the project
Steps 3,4 & 5 Pre-project, In-project & Post-project
PCIA
Having analysed ways in which the peace or conflict TIP: In using Worksheet #2, it is
environment might affect a proposed project, the imperative to refer to the tables entitled
next task is to assess how the proposed project may "Where to Look for Peace and Conflict
Impact," to make sure that we all share
affect peace or conflict both in the immediate area
the same understanding of the words and
in which it will be working and beyond.
terms used in the Worksheet. This table
is located immediately after each
The key to a successful PCIA is ensuring it is applied
corresponding worksheet and:
at every stage of the project cycle. Worksheet 2
(below) will help you through Steps 3, 4 and 5. You (1) Provides examples of peace impacts
will notice that each step involves similar activities, and conflict impacts drawn from "real
but are done at different stages of a project: life" examples; and
(2) Suggests some sample indicators of

peace and conflict impact.
Step 3 Pre-project PCIA
This step involves looking for the potential peace and/or conflict impact of an initiative before a
project begins, during the design and planning stage. Use the Peace and Conflict Impact Assessment
worksheet provided below to guide you through completing a comprehensive pre-project PCIA.
Step 4 In-project PCIA
This step involves looking for peace and/ or conflict impact while a project is underway, during project
implementation. At this stage you are monitoring immediate impacts, both formally and informally,
and making changes to project design and direction as necessary. Use the Peace and Conflict Impact
Assessment worksheet provided below to guide you through completing a comprehensive in-project
PCIA
Step 5 Post-project PCIA
The fifth step involves looking for the peace and/ or conflict impact after a project or initiative has
been completed. PCIA should be integrated into formal project evaluations, though an assessment
can be done outside of the evaluation process as well. Use the Peace and Conflict Impact
Assessment worksheet provided below to guide you through completing a comprehensive post-
project PCIA.
WORKSHEET # 2
PEACE & CONFLICT IMPACT ASSESSMENT
PRE-PROJECT, IN-PROJECT, POST-PROJECT
AREAS OF POTENTIAL PEACE & CONFLICT IMPACT
1.
Capacity of state or civil society: (1) to manage or resolve conflict without the use (or threat)
of violence, and without supporting authorities that use unlawful violence: and (2) to promote
genuine and sustainable peace
Conflict Impact on capacity to identify and respond to peacebuilding opportunities and conflict-
Management creating challenges. This might include formal instruments (such as strengthening legal
mechanisms or creating dispute resolution boards) or more informal mechanisms (such as low-
Capacities key meetings, community leader interventions, creating channels for local level dialogue,
tapping the peacebuilding abilities of neglected segments in the community such as women).
Conflict management capacities might include:

1) the ability to think about and identify peacebuilding challenges and
opportunities;
2) the ability of organizations to restructure themselves to respond
peacebuilding challenges and opportunities; and
3) to change how they normally work so that they can respond more
effectively and efficiently in ways that have a hard, positive, peacebuilding
impact on the ground - for example, in ways that improve fairness, equity
(including gender equity), "even- handedness," accountability, and
transparency.
Sample Questions
* Did/does/may the initiative help or hinder individuals or groups (with civil

society, the state, or the private sector) to identify and respond to
peacebuilding opportunities and conflict - creating challenges?
* Who did/does/may this affect?
* How did/does/may it affect them - and why? Did/does/may the project
increase or decrease the ability to imagine, describe and create options
that nurture peace?
* What were/ are/might be the obstacles to a positive peacebuilding
impact?
* How were/are/might the beneficial impacts be increased and made more
sustainable both during and following the project?
INDICATORS?
Peace Impact (potential or actual)
Qualitative/ Quantitative
____________________________
____________________________
____________________________
____________________________
____________________________
INDICATORS?
Conflict Impact ( p o t e n t i a l o r a c t u a l )
____________________________
____________________________
____________________________
____________________________
____________________________
(1) Is more information needed? If so, what is it, and how do you get it?
(2) What changes would you make to the project to increase its peacebuilding impact
and decrease conflict-creating impact?
WHERE TO LOOK FOR POTENTIAL PEACE OR CONFLICT IMPACT
AREAS OF POTENTIAL
PEACE & CONFLICT EXAMPLE
IMPACT
1.
PEACE IMPACT CONFLICT IMPACT
(1) Gender-sensitive initiatives in conflict One of Kosovo's most experienced human

CONFLICT prone areas that hire, train, and keep rights activists who had been trained in
local personnel- especially in Norway and Geneva had helped to
MANAGEMENT administrative, technical, and establish a women's legal aid center in the
CAPACITIES management positions - are
strengthening governance capacities
1990s. However, during the UN-driven
reconstruction exercise she was reduced to
which may be used in state & societal a "local employee" of the Organization for
i nstitutions that deal with conflicts non-
Security and Cooperation in Europe (OSCE)
violently. Unfortunately, this is the to translate for international staff with a
technical and managerial capacity fraction of her experience. Officially, she
that flees when non-violent conflict was unable even to take testimony from
turns (or re-turns) violent. victims. This reservoir of local talent should
have been the centerpiece of the UN
(2) Efforts by many organizations reconstruction strategy. However,
(international, governmental, and non- because of the reliance on foreign
governmental) to include conflict "experts," the overall impact was a
resolution and peacebuilding workshops contribution to the incapacity -- rather
(and increasingly, PCIA) into their daily than capacity -- of civil society to rebuild
work is a substantive contribution to the itself upon a foundation of tolerance and
development of capacities for peace. respect of its own creation. (Guest 2000)
(3) Initiatives that maintain effective

"outreach," "public dialogue," or
participatory activities help to keep
stakeholders involved and build inter-
group trust and understanding.
(4) Initiatives to tap the peacebuilding

abilities of women in activities that focus
on conflict resolution, mediation, and
community peace promotion and
advocacy.
SAMPLE INDICATORS*
- Number of conflicts in - Differences in the impact of - Belief in possibility of

which overnmental/non- conflict on men and women; receiving fair
governmental bodies are treatment/outcomes
involved as mediators, - Number and types of through public institutions
facilitators, negotiators, interventions targeted to
etc. address both women and - Perception that violence is
men considering the not a legitimate or effective
- Perception of local differences in the nature of means of resolving conflict
mediators and aggrieved conflict impact and priorities
parties that conflict can - Degree to which peace
be resolved without use - Respect for process and and conflict issues are
of violence outcomes of dispute considered in the
settlement through public formulation and operation of
- Number of conflict institutions initiatives ("Do No Harm,"
resolution workshops - PCIA, Conflict-Sensitive
and follow-up Programmming, etc)
(These indicators may or may not apply to specific cases. Quantitative and qualitative indicators should be
developed. Communities should have complete latitude to identify indicators that make sense to them and
their realities)
Worksheet #2
2.
Direct and indirect impact on (1) patterns and levels of violence by militarized forces; and (2) an
individual's and community's sense of security or insecurity, including physical and mental well-being and
sense of individual or group identity.
Militarized "Patterns of Violence": Different groups in society experience different levels (and types) of violence and
Violence therefore have different levels of insecurity and vulnerability, e.g., women, children, minority groups,
marginalized groups, and returnees and other marginalized groups
& Human
Security "Militarized forces" may include national armed forces, rebels, paramilitaries, war lords, militias, bandits,
organized crime rings, vigilante groups, police - when they use military weapons, structures, and tactics.
"Community" includes both resident populations and returning populations
Sample Questions
1. Did/does/may the initiative or project affect the individual's sense of security, positively or
negatively?
2. Did/does/may the project affect the military/paramilitary/criminal environment - directly or
directly, posively or negatively? If so how?
3. Will there be/was there real improvements in the political, economic, physical, food,
security among women and men? If so, what are they? Who will benefit; and who will not
benefit from improvement? Will this create conflict? How can benefits be more broadly or
more fairly distributed?
4. Did/does/may the project deepen our understanding, or increase the ability to deal with
non-military causes violent conflict - e.g., environemntal degradation , resources scarcity,
political manipulation, disimination, mobilization and politicization of identity, etc.?
INDICATORS?
____________________________
____________________________
____________________________
____________________________
____________________________
INDICATORS?
Conflict Impact (potential or actual)
____________________________
____________________________
____________________________
____________________________
____________________________
(2) What changes would you make to the project to increase its peacebuilding impact and
decrease conflict-creating impact?
AREAS OF POTENTIAL
IMPACT
2.
(1) The inclusion of ex-combatants in Working with, or through, groups which use
Militarized peace and reconstruction work in both illegitimate violence and abuse human
Nicaragua and parts of Mindanao were rights - for example for the protection of
Violence & clear efforts to "deconstruct the convoys, compounds, and offices, or as
Human structures of militarized violence" and to
"construct the structures of peace."
middlemen for the provision of goods and
services- is an obvious example of how an
Security (2) In many cases, the negotiations for
initiative can strengthen rule by force and
violence (threatened and actual).
humanitarian ceasefires (e.g., for
National Immunization Days) have
opened up communication channels
that have later contributed directly to
longer cease fires and even peace talks-
as in Sri Lanka. (Bush 2000). In Somalia,
the demand from the local population
that their children be immunized led
local leaders to de-mine roads to permit
access for vaccination teams. Orders
were issued to combatants that no
weapons were to be displayed on the
days of the immunization campaigns.
Such initiatives have dampened
militarized violence and increased
human security.
SAMPLE INDICATORS*
- Conflict-related deaths - Number of displaced people - Perceptions of individual

or injuries and collective security
- Rate and patterns of
- Disappearances repatraition / displacement - Levels of criminality
(effectiveness of state
- Incidence of human - Arrests or detention responses)
rights abuses, including without probable cause or
rape, sexual torture and warrant - Number of small arms in
violations of children's circulation (e.g., black
rights - and effectiveness - Incommunicado detention market price of an assault
of official responses to rifle)
reports of such violations - Cruel, unusual, or degrading
treatment in detention - Number of children,
- Levels of domestic women and men involved in
violence - Inhumane conditions of military activities
detainment
- Number of riots or other - Level of food security
uncontrolled expressions - Dependence on private
of dissent security forces
- Demonstrations
developed. Communities should have complete latitude to identify indicators that make sense to them and their
realities)
Worksheet #2
3.
Impact on formal and informal political structures and processes - this could apply from the local
municipal level through to the national level. It refers to both the strengthening/ weakening of the
governance capacities of different levels of government, and the ability/inability of civil society
Political actors to participate in the political process actively and constructively.
Structures &
This might be seen in: increased (or decreased) transparency, accountability, and participation in
Processes decisions affecting the public; the strengthening (or weakening) of the rule of law and
representative government; increased/decreased (and more/less inclusive) levels of participation
participation (in terms of geographic and sectoral group representation, especially the
participation of women and other marginalized groups); the strengthening (or weakening) of the
capacities of legitimate leaders; and the strengthening (or weakening) of anti-democratic forces.
Sample Questions
1. Did/does/may the initiative or project help or hindier the strengthening of peacebuilding

relationships within and between state and civil society?
2. Did/does/may the initiative or project have a positive or negative impact on political
structures and processes - either in the formal arena of politics (e.g., policy making and
implementation, law making, constitutional politics) or in the informal arena of society
(such as traditional authority structures)? If so, how? Did/does/may the initiaitive or project
help or hinder the ability of individuals or groups to participate in democratic political
processes? Did/will/may it contribute to increasing the transparency, accountability,
representativeness and appropriateness of public decision-making?
3. Did/does/may the initiative or project influence government (or civil society ) priorities , or
the way its policies and made? If so, in what ways?
4. Did/does/may the initiative or project help defuse inter-group tensions? If so, how?
5. What was/is/ may be the impact of the project on human rights conditions within a
country or region? (e.g., awareness, legislation, promotion and protection)
INDICATORS?
____________________________
____________________________
____________________________
____________________________
____________________________
INDICATORS?
____________________________
____________________________
____________________________
____________________________
____________________________
AREAS OF POTENTIAL
IMPACT
3.
(1) In the late 1990s, the Group for The decision to accept the cheapest bid
Political Environmental Monitoring in South to rebuild a water tank in a rebel-
Africa undertook a far-reaching controlled area of Country X in 2002
Structures & participatory, applied research project produced host conflict-creating impacts.
Processes on the linkages between "militarization
and ecology." The positive peace
Because the project was undertaken by a
rebel-controlled front company, workers
impact was clear in (1) the word-for- were forced to work for free, tractor owners
word inclusion of its research and were forced to donate the use of their
recommendations in government equipment; and funds that should have
defense policy; and (2) the mobilization gone to pay for labour, equipment and
of non-English speaking peasants for the material, seem to have become a
project enabled these groups to significant financial contribution to the
continue to express their concerns long rebels. The project reinforced the anti-
after the project was finished, and to democratic rule of the rebel group, and
contribute to on-going dialogue with had a further negative development
government on policies affecting their impact when the water tank was washed
lives and livelihoods. out during the rainy season.The imposition
of "solutions" by outside actors to the
(2) Sustained efforts by local groups In the benefit of the imposing power, and the
southern Philippines to create Zones of impoverishment of the recipient
Peace are inspirational examples of communities. For example: the imposition
how the mobilization of ideas and of inappropriate "reforms" or "solutions" by a
people can begin to restructure the central government in marginal or conflict-
political and military structures to affected areas; the bankrupting of a
create peace from the ground up - country by conditions imposed by
even in the midst of on-going violence. International Financial Institutions in
countries (such as Argentina); or
imperialistic invasions such as the war by
G.W. Bush in Iraq.
SAMPLE INDICATORS*
- Freedom of speech / - Levels of emergency rule in - Perceptions and evidence

media parts or all of the country of corruption
- Presence of multi- - Freedom of movement - Popular perceptions that

communal political public participation in, or the political, legal, and
parties / business groups/ influence on, the policy security systems are fair,
civil society organization making process effective, and responsive - or
not
- Free and fair elections
(levels of participation in
election)
developed. Communities should have complete latitude to identify indicators that make sense to them and their
realities)
Worksheet #2
4. Impact on: strengthening or weakening equitable socio-economic structures and processes;

distortion/conversion of war economies; economic infrastructure; conflicts over access to scarce basic
Economic goods; availability of investment capital to create economic and employment alternatives to war-
fighting; the stability of the banking system; increasing or decreasing the economic dependence on
Structures military (or military-related) employment; productivity and the equitable distribution of non-war/ peace
benefits; training; income generation; production of commercial products or services; food in/security;
and the exploitation, generation, or distribution of resources, especially non-renewable resources and the
material basis of economic sustenance or food security.
Processes
Sample Questions
Did/does/ may the initiative or project contribute to or detract from efforts to "re"-construct damaged
economic and social infrastructure? Specifically:
* strengthening or weakening equitable socio-economic structures/processes;
* distortion/conversion of war economies;
* economic infrastructure;
* supply of scarce basic goods;
* availability of investment capital to create economic and employment alternatives to war-
fighting for men and women;
* the stability of the banking system with equitable access to men and women;
* increasing or decreasing the economic dependence on military (or military-related)
employment;
* productivity and the equitable distribution of non-war/ peace benefits; training; income
generation;
* production of commercial products and services; food in/security;
* the exploitation, generation, or distribution of resources, esp. non-renewable resources and
the material basis of economic sustenance or food security.
If the initiative or project addresses or affects the following, does it do so in a way that minimizes or avoids
destabilization and conflict, while maximizing peacebuilding opportunities?
* high level of debt
* unsustainable high military budgets
* skewed distribution of wealth, income, and assets
* resettlement of displaced populations
* environmental degradation - particularly that which inhibits economic productivity
* damage assessment of social & economic infrastruture
* provide technical assistance for rehabilitation and reconstruction
* rehabilitate and reconstruct economic infrastructure
* reactivate smallholder agriculture with consideration of the role of women in the process
* rehabilitate the export sector
* rehabilitate key industries
* sharing the benefits of national wealth and resources?
Peace Impact (potential or actual) INDICATORS?

____________________________
____________________________
____________________________
____________________________
____________________________
INDICATORS?
____________________________
____________________________
____________________________
____________________________
____________________________
AREAS OF POTENTIAL
IMPACT
4.
(1) In Ethiopia, in the mid-1990s, water Uneven distribution of public resources

Economic projects improved access of displaced (jobs, water, pensions, etc.); payment of
pastoralists to water, and thus reduced "taxes" to warrior organizations;
Structures a major source of conflict with local discriminatory hiring practices; weakening
and populations. private market forces by working through
war economies.In the mid-1990s, many
Processes (2) In Somalia in the early 1990s,
shopkeepers and merchants were
international actors sought to strengthen
the economic security of Russia as a means
actually supporting violence and looting of reducing instability in a country of war-
because their regular supplies of prone regions. One particular area of
agricultural goods for their markets had activity was the re-writing of Russia's
been destroyed by the drought and bankruptcy laws. By forcing companies
clan conflict. In an attempt to resolve that had been ignoring their creditors to
this problem, a development worker finally pay their debts, the new legislation
named Fred Cuny talked a number of a led to big increase in bankruptcies, which
number of development agencies to rose to 11,000 in 1999 from 4,300 in 1997.
implement programmes which involved With weak, money-losing companies out of
selling food aid to these merchants on a the market, analysts hoped that the
regular basis at stable prices in order to Russian economy would become more
reduce their dependence on looted competitive and "robust." Instead,
supplies, and to return merchants to powerful politicians and "businessmen"
their traditional role as self-interested (some with murky links to organized crime)
defenders of law and order seeking the often had their cronies named as court-
stability necessary for normal appointed managers of troubled
commercial activity. The projects companies, allowing them to take over
encouraged merchants to apply some of the firms and strip them of any
pressure on the militias to limit their prize assets, thereby contributing to
disruption, and to cut off a source of economic insecurity, rather than security.
funding to the militias who used the (Maclean's, 20 May 2002, p. 65)
merchants' payments to purchase more
weapons. (Source: Natsios 1997)
SAMPLE INDICATORS*
- Dependence on war - National unemployment - Availability of basic goods

economies (e.g., use of rate versus rate among to all communities
black market; reliance on vulnerable populations (ex-
(para) military combatants, returnee and - Personal savings rates
employment) displaced populations, war- - Regional and national
disabled, widows, youth, war- inflation rates
- Number of jobs created affected regions) - Strength of foreign
in non-military related currency
sectors - Dependence on external - Number and size of new
assistance business
- Ratio of military
expenditure to social
expenditures by state
- Pre- versus post-conflict

export (and investment)
levels
- Level of economic
control by local or
national actors for local
or national interests
Worksheet #2
5.
Impact on: creation of a culture of peace - characterized by constructive social
communication, tolerance, inclusiveness, justice, gender equity, participation, and respect.
Confidence and capacity of all members of society (from the "weakest" to the "strongest") to
Social effectively overcome obstacles to living a life which is good and satisfying.
Empowerment Sample Questions
1. Did/does/ may the initiative or project create or support equity-and justice.

2. Did/do/ will the benefits of the project be shared equitably by both genders?
3. Did/does/ will the project include female and male members from all communities
affected by violent conflict, or just one or some communities? Why and how were they
chosen? How will tensions of non-benefiting groups are managed?
4. Did/does/ will the project seek explicitly to "build bridges" between the different
communities? If so, how? Effectiveness? Did/does/will it help to create an inclusive -
rather than exclusive - sense of community? Did/does/will it facilitate the ability of
individuals and groups to work together for the mutual benefit?
5. Did/does/will the project contribute to positive communication/interaction between and
within groups with no disparities due to gender? How can you ensure that this continues?
6. Did/does/ will it provide/create / strengthen the skills, tools, capacity for individuals and
communities to (1) identify and define problems and (2) formulate and apply solutions to
those problems?
7. Did/will the initiative or project take into consideration the history/legacy of conflict in its
design? Did/does/will it consider the specific impact on children, women and other
vulnerable groups such as displaced populations, and the politically, socially and
economically marginalized.
8. Did/does/will the initiative or project increase contact, confidence, or trust between the
communities? Will/does/did it dispel distrust? Did/does/will it create common interests, or
encourage individuals and groups to see their common interests, and did/does/will it help
to modify behaviours so that they can achieve shared interests?
9. To what extent did/does/will the project incorporate/privilege the views and interests of
affected indigenous populations?
10. Did/does/may the project help to "demilitarize minds"? That is, does it enable
individuals to develop and use non-military means of thinking about and resolving
conflicts and disagreements? This includes the cultural and socio-psychological tendency
of individuals and groups to accept and use militarised ways of managing conflict and
disputes (military rule; use of the military to "deal with labour disputes; media and movies
that glorify military violence; and so on).
INDICATORS?
_________________________-
Peace Impact (potential or actual) __
_________________________-
__
_________________________-
__
_________________________-
__
_________________________-
__
INDICATORS?
_________________________-
Conflict Impact (potential or actual) __
_________________________-
__
_________________________-
__
_________________________-
__
_________________________-
__
AREAS OF POTENTIAL
EXAMPLE
PEACE & CONFLICT IMPACT
5.
A project in Haiti to reconstruct the police It is increasingly common to "consult" with

Social force specifically recruited from communities before launching an initiative
communities which had suffered rights (sometimes this is the first and only time of
Empowerment abuses because it was felt that they were contact). To the extent that these
most sensitive to the need to protect and meetings accept and work through the
promote such rights. Mentoring existing social power structure, then they
relationships between urban planning may reinforce social inequities and tensions.
professional across inter-group boundaries For example, authority structures which dis-
in Bosnia Herzegovina supported the empower women, or certain social or
development not only technical economic groups.
capacities, but inter-group communication
and understanding as well.
SAMPLE INDICATORS*
- Sencse of local - Number of cross-cutting - Level of dependence on

ownership over peace cultural or social outside support in conflict
processes organizations; resolution and
peacebuilding
- Levels of tolerance/ - Inclusive/ exclusive schooling
distrust within cultural, system - Number of families
social, ethnic, political, dislocated by conflict
religious organizations - Adult and children's
perceptions of other groups/ - Number of families with at
- Level and type of social levels of Stereotyping; Role of least one member who is
interactions between the media/ levels of "missing"
groups censorship
- Levels of "trauma" within
- Level of inter-marriage - Levels of trust between communities and degree to
groups which it interferes with
- Level of bilingualism normal activities.
(where language is a - Rejection of a gun culture/ Effectiveness of responses to
political issue) militarized culture this trauma
(glorification military violence)
- Level of participation - Suicide rates (who?
by "marginalized" or "dis- - Number of locally-initiated Where? Why?)
empowered" groups and run peacebuilding
(women, the poor, the initiatives
disenfranchised)
developed. Communities should have complete latitude to identify indicators that make sense to them and
their realities)
Annexes
ANNEX A
Figure 2. Comparison of Risk Assessment and

Peace and Conflict Impact Assessment
PEACE AND CONFLICT ENVIRONMENT

--Levels and dynamics of violence/ Capacities for peace--
Central Point of
Reference: Risk Assessment
Un-stated impacts of Assessment of degree to which conflict may
initiative affect the functioning and success of an
initiative; consideration of how to avoid
PCIA impact of conflict on project; and possibly
Assessment of possible/ actual identification of opportunities to achieve
Impact of an initiative of peace project goals created by decreased violent
and conflict environment conflict or increased peacebuilding space
(e.g., access to new areas, populations)
Central point of
Reference:
Stated objectives
of initiative
PROJECT/ PROGRAMME/
INITIATIVE
Guiding Questions
Guiding Questions
PCIA
Risk Assessment
“How might this initiative create conflict or
"Is this initiative possible within the current
build peace directly or indirectly – and what conflict, and what can I do to reduce the risk of
changes might be made to ensure positive
failure caused by that conflict?"
impact and minimize negative impact?”
(Developed by Kenneth Bush)
ANNEX B
References
Anderson (1999), Mary, Do No Harm: How Aid can Support Peace — or War (Boulder and London:
Lynne Reinner).
Berghof Research Centre for Constructive Conflict Management (2001). Berghof Hand Book for Conflict
Transformation. Section on PCIA. Contributors are: Mark Hoffman, Kenneth Bush, Manuela Leonhardt,
Christoph Feyen, Hans Gsaenger, Marc Howard Ross and jay Rothman. http://www.berghof-
center.org/handbook
Bush, Kenneth (2001). “Peace and Conflict Impact Assessment (PCIA) Five Years On: The
Commodification of an Idea,” The Berghof Handbook for Conflict Transformation (Berlin: Berghof
Research Center for Constructive Conflict Management, 2001). Html www.berghof-center.org/handbook/bush/
—— (2000). “Polio, War, and Peace,” Bulletin of the World health Organizations: The International
Journal of Public Health, 78(3). http://www.who.int/bulletin
——, A Measure of Peace: Peace and Conflict Impact Assessment (PCIA) of Development Projects in
Conflict Zones, Working Paper #1, (Ottawa: International Development Research Centre, 1998). http:/
/www.idrc.ca/peace/p1/working_paper1.html
—— (1996). “Good Practices for the PCIA of Development Projects,” CIDA Discussion Paper, OECD
DAC Taskforce on Conflict, Peace, and Development Cooperation, Paris, 16-17 September.
COWI (1997). Evaluation of Norwegian Humanitarian Assistance to Sudan – Evaluation Report 11.97
(Oslo: Royal Norwegian Ministry of Foreign Affairs)
Guest, Iain, “Misplaced Charity Undermines Kosovo’s Self-Reliance,” The Overseas Development
Council, February 2000. http://www.odc.org/commentary/vpfeb00.html
Natsios, Andrew (1997). “An NGO Perspective,” in I. William Zartman and J. Lewis Rasmussen, eds.,
Peacemaking in International Conflict: Methods and Techniques (Washington, D.C.: US Institute
for Peace). Pp. 337-364.
ANNEX C
Referents in the Evolution of the Idea of PCIA

1996
• “Good Practices for the PCIA of Development Projects,” CIDA Discussion Paper, OECD DAC
Taskforce on Conflict, Peace, and Development Cooperation, Paris, 16-17 September. Prepared
by Kenneth Bush.
• “Local Capacities for Peace Project” launched by Mary Anderson’s Collaborative for
Development Action, Boston.
• Joint Evaluation of Emergency Assistance to Rwanda, The International Response to Conflict and
Genocide: Lessons From the Rwanda Experience, 5 vols. Steering Committee of the Joint Evaluation
of Emergency Assistance to Rwanda, Copenhagen (March)
1997
• Evaluation of Norwegian Assistance to Peace, Reconciliation and Rehabilitation in Mozambique,
Astri Suhrke et al., Christian Michelsen Institute/ Nordic Consulting Group, Bergen, Norway.
• “Conflict Reduction Through British Cooperation,” DIFD, London.
1998
• A Measure of Peace: PCIA of Development Projects in War Zones, Kenneth Bush,
International Development Research Centre (IDRC), Ottawa, Canada. http://www.idrc.ca/
peace/p1/working_paper1.html
• Workshop: “Do No Harm Meets PCIA,” IDRC.
• OECD DAC Guidelines on Conflict Peace and Development Cooperation on the Threshold of
the 21st Century, Paris. http://www.oecd.org/dac
• Conflict Prevention and Post-Conflict Reconstruction: A Matrix of Analytical Tools Available
Internationally for Peacebuilding and Donor Coordination, CIDA Peacebuilding Unit.
• “Programming for Results in Peacebuilding: Challenges and Opportunities in Setting
Performance Indicators,” Anne-Marie Laprise, CIDA, Hull, Canada, May.
• “Tugal” Capacity Building Exercise, IDRC.
1999
• Do No Harm: How Aid Can Support Peace – or War, Mary Anderson, Lynne Rienner, Boulder
and London
• The Limits and Scope for the Use of Development Cooperation Incentives and Disincentives for
Influencing Conflict Situations (with Case Studies on Sri Lanka, Rwanda, Bosnia & Afghanistan)
• “Strategic Conflict Analysis and Conflict Impact Assessment,” Michael Warner, Robert Walker,
and Robert Scharf, DFID, London, August.
2000
• Conflict Impact Assessment of EU Development Cooperation with ACP Countries, Manuela
Leonhardt, International Alert and Safer World, London
• Assessment of Lessons Learned from Sida Support to Conflict Management and Peacebuilding,
3 Vols., Sida Dept for Coordination with NGOs and Humanitarian Assistance. Stockholm,
Sweden. http://www.sida.se/evaluation
2002
• The Berghof Debates on PCIA: The Berghof Handbook for Conflict Transformation (Berlin: Berghof
Research Center for Constructive Conflict Management, 2001). http//:www.berghof-center.org/
handbook/cf.htm
• Conducting Conflict Assessments: Guidance Notes, DFID, London. http//:www.dfid.gov.uk
• The Evaluation of Conflict Resolution Interventions: Framing the State of Play, INCORE http://
www.incore.ulst.ac.uk/home/publication/research/index.html
2003
• “Looking at Conflict In the Eye: Community-Based Mapping and Impact Assessment,” Training
Conference for Local Resource Partners of the Philippines-Canada Local Government Support
Program (LGSP), Davao, January.
• “Good Practices by Local Governments in Peace and Unity – Case Studies and Tools,” Federation
of Local Municipalities, Ottawa, Canada (with case studies from Palestine, Bosnia Herzegovina,
and the Philippines.)
TUGAL Case Study Documents
Part II
Pre-Project Documents
Republic of TUGAL
General Statistic
National West East
Arable (4%); Forest (18%); Arable (29 %); Forest (27%);
Land
Pasture (56%); Urban (20%); Pasture (7%); Urban (15%) Other
Area (Total 206,800 km2)
Other (3%) 22%
Population
14 million 8 million
Lamacian Moesian
Language
English, Tribal Languages English, Tribal Languages
Buddhist (75%), Christian
Christian (50%), Buddhist (20%),
Religion (15%), Muslim (7%) ,
Muslim (25%) , Indigenous (5%)
Indigenous (3%)
Population Growth 2.2% 4.5%
Life Expectancy 66 (female); 64 (male) 55 (female); 48 (male)
HIV/AIDs prevalence (est) 19% 21%
Youth 33% 50%
Infant Mortality Rate (per 1000) 40 120
Literacy Rate 69% male / 40% female 72% male / 60% female
Calorie Consumption 78% required intake 78% required intake
Safe Water 50% (urban) 42% (rural) 42% (urban) 42% (rural)
Government
Seats in Legislature (total 201) 140 61

Alliance for Democracy and Peace: 115 Eastern Province
Party Standings (seats)
Coalition: 59 Other : 27
ECONOMIC INDICATORS
GDP per Capita US$ 1,000 (old data)
Consumer Price Inflation 42%
Food Import Dependency 36%
Crude petroleum; garments; coffee; semi-precious gems;
Major Exports / Sources of Foreign Currency
domestic workers; tourism
Imports US$ 3.5 billion
Exports US$ 2.5 billion
External Debt US$ 9.4 billion
Debt Servicing 19% exports
SECURITY INDICATORS
150,000 (Army, NAvy, 40,000
Airforce, police force, Main Rebel Faction (MRF)
Armed Forces parapolice; Special Task Splinter Rebels (Real-MRF, etc)
(Men, Women, and Children Force; "Home Guards," Osama's Jihad
Private armies/ War Lords; Deserters; Criminal-military
Deserters gangs
Landmines / Unexploded ordinance 1 millioin / 2 million
Conflict Profile
Pre-War Tugal
Ÿ At independence in 1961, few people would have expected Tugal to
explode into such violent conflict.
Ÿ Tugal had a multi-ethnic elite in which intermarriage and joint business
ventures were common.
Ÿ But within 12 years of independence, nationalists saw that they could win
electoral power if they could blame problems on other ethno-religious
groups
Origins of the War: Frustrated political & cultural aspirations
Ÿ In the early years, minority groups in the East formed political parties to try to
protect and promote their political, economic, and cultural interests
Ÿ Eastern political parties were banned, and human rights abuses by the State
increased
Ÿ Tugalese military forces eventually occupied the East (esp. oil fields and areas
with lucrative mineral extraction operations)
Ÿ War quickly became an internal conflict between the forces of the Central
Government and a number of Eastern Province-based guerrilla groups
Dynamics of escalating militarised violence
Ÿ Rebel groups began to form and to launch “hit-and-run” operations

Ÿ Disappearances increased
Ÿ Size of the Government military tripled
Ÿ Increased civilian casualties
Ÿ National economy worsened, poverty increased
Ÿ United States began providing significant military “inputs”
Ÿ All sides accused of human rights abuses
Rebels
Ÿ Received external assistance from sympathetic supporters and some training

through the international terror network
Ÿ Acquired weapons on the black market
Ÿ As govt military abuses increased so did the number of youth wanting to join
rebels
Ÿ Eventually rebel groups occupied and controlled large parts of the Eastern
Province
Ÿ Rebel groups share common goal of independent state
Ÿ Rebels: cooperate with each other, feud with each other, and sometimes
cooperate with govt forces against other rebel groups
Ÿ Extortion and black markets enrich rebel leaders
Ÿ Civilians caught in the middle
Impacts
Ÿ Government military increases 300%
Ÿ President uses security forces, intelligence agencies, and the courts to build
her political and economic interests
Ÿ More than 500,000 people displaced
Ÿ Disease spreads as infrastructure breaks down
Ÿ National economy devastated
Ÿ Increased reliance on food aid
Ÿ Thriving black markets
Ÿ Foreign pressure to liberalize the economy; Conditions imposed by the World Bank and
the IMF has increased poverty
Ÿ In Western Province there were increases in: the inflow of refugees; poverty;
authoritarianism; cultures of violence; the number of war dead, amputees, sexually
abused; high insecurity (esp. assassinations, bombing, and suicide attacks)
The beginning of the end of war

Ÿ Economic chaos eventually forced a change in government that led to peace talks
Ÿ Peace process was based on the realization by both Government and Rebel forces that
neither could win militarily
Ÿ UN-facilitated peace process led to a signed peace agreement
Ÿ Immediate post-Agreement period continues to be very unstable
Post-War Tugal
Ÿ Fertile farm lands in the South (Districts III & IV) and oil fields in the East ravaged by war.
Ÿ drought and land mines have reduced agricultural production drastically
Ÿ Thousands of displaced people have returned to their villages, but many individuals and
families have been unable to live in their homes and farms
Ÿ Many Sylvanians (Tugal’s neighbour to the East) have occupied farms in Eastern Province
Ÿ Health indicators are uniformly low
Ÿ UN & international aid agencies are encouraged to fund quick impact development
projects, and are focussing on demining, reconstruction of hydro-electric installations,
major transportation arteries and bridges, schools, and health clinics
Project Site-Specific Considerations

Ÿ Districts III and IV were the center point (or “Ground Zero”) for the war
Ÿ The changing demographic balance between the Christian and Muslim populations led
armed factions within both camps to engage in ethnic cleansing and terrorization
Ÿ There is a legacy of deep mistrust and a segregation
Ÿ Vigilantism, paramilitary and criminal (especially smuggling) activities, continue to be a
concern
Ÿ Security situation is tense and continues to be a risk factor
Ÿ Some factions within the government who would be just as happy to return to war
Ÿ Fear has led to the development of a culture of silence. Apathy (or inaction) has taken
root. One of the legacies of the war is a strong mistrust of political authority.
Ÿ Military operations outside of the towns forced many people into the towns in search of
protection
Ÿ Some agricultural activity continued in areas controlled by either the Government Forces or
Rebels– often using forced labour (black market channels enabled produce to be
transported to the capital city); small scale farming took place on lands occupied by
displaced families. There is considerable tension over the ownership and control of
agricultural lands when the original owners return
Ÿ The health delivery system has been destroyed
Ÿ Levels of basic health has fallen drastically
Ÿ During the war however, humanitarian ceasefires were negotiated
Ÿ Very little work is being done on psycho-social trauma
Ÿ The education system is in equally bad shape in the East
Ÿ The post-war system of local government in the East is still very much “under construction.”
Ÿ The transformation of armed, human rights-abusing rebel group to democratic political
party, has only just started
Ÿ Some young girls joined the movement to escape the male-controlled worlds that they
were trapped in. In the post-war period, many of their gains are being challenged by men
in the movement as they go back into the communities. And within communities, there
are tensions between former female combatants and community women
Project Profile
Integrated Basic Human Needs
in Districts III & IV Eastern Province, Tugal
– Preliminary Project Proposal
Project Title Integrated Basic Human Needs in Districts III & IV, Eastern Province, Tugal
Implementing National Association of Farmers (NAF)

NGO
Est. Project 4 years

Period
Project Area Throughout Eastern Province with emphasis on most war-affected areas
Key Partners Local Government; Village groups; Women’s Groups; and the Tugalese Ministries of
Health, Agriculture, Relief and Rehabilitation, Public Works, and the National Bank of
Tugal
Grant CAD$1.5 million

Requested
Project Goal To support or create the Tugalese capacity to address the basic human
needs of war-affected populations in Districts IV and V of the Eastern
Province
Objectives, Activities & Expected Results

1) The development and support of 25 village groups (VGs) and 20 women‘s groups (WGs) as a
means of strengthening village level decision-making capacity
Activities and Expected Results
Ÿ Development (or rehabilitation) of village level organizations (VGs) in 25 locations

through management and skills training, and ongoing operational support.
Ÿ Support the development of 20 women’s groups in the corresponding villages to
increase capacity for women to participate in decision-making and training.
2) The promotion of improved village infrastructure (link roads, irrigation canals, etc.)
Ÿ Implementation of village level infrastructure projects including rehabilitation and

construction of link roads or irrigation channels destroyed or damaged in the war
Ÿ Will rely on mobilization of community labour when but will lease heavy duty
equipment when necessary
3) The supply of agricultural inputs for small landholders including improved seeds and seedlings,
fertilizers, programs to develop the productivity of hill pastures and riverbanks, and the
development of marketing strategies for agricultural produce
Ÿ Increase agricultural production through supply of agricultural inputs including

improved seeds and seedlings, fertilizers
Ÿ Programs to develop the productivity of hill pastures and riverbanks (including clean
up of war garbage)
Ÿ Development of marketing strategies.
Ÿ Development and delivery of special training programs in agriculture production
and marketing, Creation of a cadre of village agricultural specialists.
Ÿ Programs will be developed and implemented to increase the capacities of village
groups to manage and keep records on livestock and agricultural production
Ÿ Expected 20-25% increase in agricultural production
4) Improved health care delivery through training, the rebuilding and restocking of clinics, as well
as specialized programs in basic medical health services, immunization, maternal health care,
and psycho-social trauma.
Ÿ Rehabilitation of a network of rural sub-dispensaries

Ÿ Training and equipping of 15 Community Vaccinators, Traditional Birth Attendants,
and community health workers.
Ÿ Outreach program in psycho social trauma based at the General Hospital of
Lugutown leading to measurable improvement in psycho-social healing
Ÿ Improvement of basic social indicators such as the child mortality rate, incidence of
malnutrition and oedema, and the coverage of immunizations
5) To improve the management capacity, and to enhance the level of public participation, in
village level government with a view to increasing the provision of Basic Human Needs.
Objective complements Objective #1 but with emphasis on village government decision

making and policy implementation. Regular training activities leading to
Ÿ a better understanding of the principles and practices of democratic governance

Ÿ enhanced capacity of municipal senior managers’ to identify planning needs;
improved leadership skills to plan and manage strategically
Ÿ improvement in municipal officials’ skills to prepare operational plans, assess
performance, develop policy documents and provide services; and develop
policies/processes and plans to guide management process
6) In the final quarter of the project cycle, additional funds will be sought to start-up of the
rehabilitation of the primary education system within the two districts, including support for the
Ministry of Education in the rebuilding of school facilities and development and provision of
teaching materials and training of teachers.
Ÿ Support to Ministry of Education efforts to reconstruct the school system in the

districts by facilitating the rehabilitation of the physical infrastructure of the school
system (buildings, play grounds, desks, black boards)
Ÿ Development and provision of relevant and appropriate teaching materials
Ÿ Training and recruiting teachers and staff for the schools
Project Management and Implementation
Project implementation will rely on partnerships with local partners
Ÿ Main partner: the National Association of Farmers (NAF) – a local Tugalese NGO with a
long history of social development in both Eastern and Western Provinces.
Ÿ Other partners: District level departments of Health, Education, and Agriculture.
Project will create or rehabilitate 25 village organizations (VOs) and 20 women’s organizations
(WOs) which will be the channels for village-level activities, and who, with other village
organizations, will help to identify local needs.
Provision is also made for the re-establishment and reopening of the two NAF offices – one in each
District – as all of the previously-established offices were ransacked or destroyed in the war.
Human resource development is a major component of the project.
Training is seen as being essential for the sustainability and effectiveness of village government and
women’s groups. Because the program staff capacity was weakened during the period of the
war, major emphasis will be placed on:
Ÿ the recruitment of Tugalese who had fled the country, and the provision of training; and
Ÿ development programs for current staff.
In the short term, trainers will be brought into the country from the region on six month on-the-job
training assignments (instead of sending staff outside the province)
Participation by the local population is a key feature of the project.
Ÿ Goal: Each village group will represent at least 75% of the village population.
VGs and WGs will be required to elect a chairperson and a secretary treasurer and six other
members.
Ÿ Training programs for village activist participants will be established. The first training
program will introduce the basics of NAF, social organization and record keeping. A
second training program will follow within three months and will include the principles of
social organization, leadership, community management and development, and the
basics of saving and credit.
Ÿ Village leaders and mobilizers are expected to emerge from the trained participants. While
they will not be paid, they will be key personnel in the establishment of new organizations
and in the rehabilitation of the older organizations.
Relations with Local Government Structure
Ÿ Part of the project will build linkages to local government structures and departments.
Those local government offices with skills and expertise in agriculture, livestock, forestry and
health and will be used in village level training programs. NAF will provide training
programs for local government officers in community participation so that they work
effectively with the VGs and the WGs.
Ÿ Local district commissioners support this approach and have asked their staff to work with
NAF and its partners in the community. It is hoped that this will build trust between local
government officials and villagers and help to help government extensions workers to be
more accountable to village communities.
Ÿ Training in municipal level government leadership, management, capacity building will be

done by a newly established Centre for Policy Alternatives in the Capital city of Kiba
founded by a former NAF manager, who became a business professor overseas during the
war. The Centre is undertaking similar training programs in the Western Province.
Transportation
Ÿ The project will buy two jeeps and two motor cycles. Interest-free loans will be made
available for staff to buy bicycles (with an advantageous salary deduction pay back
scheme)
Personnel
Ÿ The project will employ about 15 people including an overall coordinator, an agricultural
officer, a livestock officer, a forestry officer, social organizers, a governance specialist, a
women=s coordination officer, a human resource development support officer and various
support staff. Others will be hired as needed on short-term contract basis.
Key Actors/ Stakeholders
In the immediate post-war period (2000-2003) NAF worked in local partnerships on a series of
humanitarian projects in 23 IDP camps in Eastern Province Districts III and IV. This experience has
helped to build some trust with a number of key actors who will be involved in the proposed
project (directly and indirectly). It is noteworthy that the newly elected mayor of Lugutown was a
NAF Board Member in the pre-War period. A brief list of other key actors follows:
Key Actors
Ÿ District Chairperson for Districts III, and IV

Ÿ South Eastern District Medical Officer
Ÿ South Eastern District Agricultural Officer
Ÿ Commander and Chief of Police, South
Eastern Sector
Ÿ South Eastern Probation and Welfare Officer
Ÿ District Labour Officers (III & IV)
Ÿ Commanding Officer, South Eastern Sector
Ÿ His Worship Mayor of Lugutown Municipal
Council
Ÿ Regional Manager of the National Bank of
Tugal
Ÿ District level Depts of Education
Ÿ Minister of Relief and Rehablitation
Ÿ District level Department of Public Works
Ÿ Village -level government officials (elected
& appointed)
Ÿ War-Affected Population, esp. Children and
Women
Ÿ Muslim Leadership
Ÿ Village Groups
Ÿ Women Groups
Ÿ Municipal level government
Ÿ Small Scale Farmers
Project Budget
Overall Budget: CDN $1.5 million
**Budget Breakdown not yet confirmed
Partner Profile
National Association of Farmers (NAF)
Beginnings
Ÿ In its early days, it was more a movement than an NGO
Ÿ Charismatic leadership bridged national divides.
Ÿ Represented interests of peasants
Ÿ Seen as a threat by the commercial farmers
Ÿ Formal political leadership of the country viewed NAF with suspicion and distrust.
Highlights of Pre-War Accomplishments

Ÿ NAF was largest and most experienced of all the Tugalese NGOs
Ÿ NAF had parallel programmes in both the east and the west
Ÿ NAF was addressing economic needs, not nationalistic ones
Ÿ Through the 1980s, NAF gained international recognition
Ÿ Was viewed as an important and influential southern NGOs.
Ÿ Local staff mirrored the dominant religious and language group in the area
Ÿ However, two of the four Eastern offices were headed by westerners and the senior staff in
all four offices was dominated by Westerners. This created tensions over language and
religion, although the Board of NAF had made a promise to replace the staff with locally
recruited personnel as soon as they became available. When the war eventually came
and went, the initial staffing situation became even more unstable.
Ÿ Leadership balanced internal tensions between the old guard from the rural peasant
movement and the new guard of younger more educated and professionalized
development workers.
Effects of the War

Ÿ During the war, NAF suffered along with the rest of the NGO community.
Ÿ NAF was accused of being anti-war, divisive, disloyal and a threat to national security
Ÿ Regional offices were closed down, and staff scattered.
Post-War Status
Ÿ When the war ended, the organization’s framework re-emerged largely in tact, but
weakened, especially at the field level
NOTES
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In- Project Documents
Status Report: Integrated Basic Human Needs in
Districts III & IV Eastern Province, Tugal
After a year’s delay, the Basic Human Needs Project received funding — although there were
concerns about the feasibility of the project because of the personnel and security problems.
National Context
Ÿ Political partnerships appear to be based more on self-interest than on common interest.
Transformation of paramilitary groups into political groups has only just begun.
Ÿ Some groups within the country want to go back to war.
Ÿ A Truth Commission is not making progress because the military, guerrilla forces, and
former government officials refuse to cooperate
Ÿ New language policies are not having an impact
Ÿ Many groups protested the government’s decision to turn down international food aid
scheme (as a stimulus for domestic food production).
Ÿ Concentration of donor attention and funding in the East is criticized by some groups in
the West, including local associations for demobilized soldiers.
Ÿ International donors have provided only 50% of the assistance they promised for
reconstruction and rehabilitation
Ÿ While mining and oil companies are returning to the country, foreign investment is much
lower than expected
Ÿ Regular disputes between Eastern and Western over sharing of revenues generated by
oil and mining in the Eastern Province
Ÿ Arms and drug running operations are operating throughout the Eastern Province
Ÿ Number of Small arms is increasing — increasing gun violence.
Ÿ Feuding between black market business men (and women) is common.
Ÿ Battles for control over the smuggling trade have left scores dead.
Ÿ Domestic violence is increasing
Ÿ Eastern Province is far from stable
Project Status
Staffing
Ÿ Many former staff had disappeared. Some refused to bring their families back to the
East until the security situation was more stable
Ÿ NAF had some technical expertise in the area of basic human needs, it did not have
the experience of working in violent post-conflict settings
Ÿ It had been accused of favouritism
Tensions within NAF
Ÿ Project, failed to reflect all the linguistic and religious diversity in its own staff at NAF.
Ÿ Muslim staff were also viewed with hostility by some of the more militant Muslim groups and
sometimes felt ignored by their colleagues inside NAF.
Ÿ Muslims are viewed with suspicion; there have been cases of discrimination at the field level
Ÿ Muslims feel that too few resources (logistical and investment) are channelled into their
communities
Gender Considerations
Ÿ Not clear to NAF staff what the most effective way is to work with the women in the Muslim
minority community; efforts to start up women’s groups have been complicated and slow.
Status Report by Objectives
Infrastructural Development: Link Roads
Ÿ Generally, quite successful

Ÿ Mini-bus services have started up, allowing: (1) some women and children to get to clinics
more easily. It is increasing the ability of small scale farmers to get their products to market
Ÿ Cross-border smugglers are enjoying the same benefit.
Ÿ Increase in banditry has led to re-imposition of military checkpoints.
Ÿ Security forces often seek bribes from travellers.
Ÿ In border areas, villagers and farmers feel more insecure because of the security forces —
human rights abuses, rape, and prostitution have increased.
Ÿ Has led to the return of “self-protection groups” and a sense of persecution among the
Muslims.
Infrastructural Development: Irrigation Channels
Ÿ The Gaya Water project is one of the most complex water schemes in the project
Ÿ the up-stream areas are populated by Christians, whereas the downstream lands were held
by Muslims and Buddhists returnees
Ÿ Far from breaking down, both tail and head-enders are seeing the need to cooperate if the
project is to be successful and sustainable
Ÿ Young Easterners hired as extension officers have been accepted by both communities
because of their non-threatening and enthusiastic youthfulness — and because of their
willingness to live in their communities, roll up their sleeves, and get down to work.
Agricultural Products
Ÿ At the start, supply of agricultural products went quite smoothly

Ÿ The problems started with the distribution of the goods—the selection of who in any
particular community should receive supplies
Ÿ Theft of supplies is significant and stolen goods are showing up on the black market.
Ÿ The VGs and WGs are seeking community-based strategies for reducing the tension and
increasing confidence. Women have been taking the lead in generating ideas and in
implementing strategies for building trust and tolerance
Ÿ Good work has been undertaken in developing marketing strategies for the agricultural
produce
Health Care
Ÿ Training programmes have produced its first group of trainees who have been fairly
successful in gaining access to some communities
Ÿ However, there are accusations of favouritism, and it is difficult to attract Muslim women,
and in gaining access to Muslim communities
Municipal Government Capacity Building
Ÿ Considerable resistance to the training exercises for municipal officials. Some see it as a
threat; others are suspicious of the motives behind the initiative. Some see it as a means by
which the central government will try to take political control back from the east.
Ÿ Central Government believes that the head of the Centre for Policy Alternatives who leads
the training may be using it to further his own political interests.
Ÿ However, the workshops that were held were enthusiastically endorsed by those who
attended.
Ÿ Strong efforts to include members from all ethno-linguistic groupings, seems to be
decreasing distrust.
Ÿ Personal friendships even seem to be developing.
Ÿ One of the goals of the training workshops is to have each village draft its own 5 year
strategic plan and budget. It looks like this might take a while.
Primary Education System — Rehabilitation
Ÿ No real progress has been made in this area, since it is to start in the final year of the project
Ÿ NAF is gathering information
Ÿ Shortage of trained teachers is so serious that most of the new schools have Western
teachers. There are some difficulties with accreditation of former Eastern teachers
Ÿ There is also a marked lack of: teaching materials (especially in local languages);
professional support; and a social network for the teachers.
Ÿ There is a high rate of absenteeism, since salaries are often delayed and are very low.
Ÿ NAF and the Department of Education planning their education component, but are very
pressed for time and resources, and this effort continually gets delayed.
NOTES
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Post-Project Documents
End of Project Report: Integrated Basic Human Needs in

Districts III & IV Eastern Province, Tugal (End of Year 3)
National Context
Ÿ The political situation continues very much as it was at the end of the second year
Ÿ peace is tenuous
Ÿ An election will take place in three months; Pre-election violence is growing.
Ÿ The ruling party has been shaken by a corruption scandal
Ÿ Members and factions of the President’s coalition party have begun to form their own
parties — some, more than others, have stronger grassroots connections in the East
Ÿ One new party has a separatist platform, and is seeking non-violent, but immediate,
secession from the West.
Ÿ The national currency has been losing value rapidly
Ÿ A sudden fall in oil prices has further reduced resources available for the rebuilding of the
country.
Ÿ Tensions are rising as ordinary people watch their savings disappear.
Ÿ Public servants in all areas are taking to the streets
Ÿ Incidents of violent clashes in some Districts in the East have dropped in the past year
Ÿ Progress in demining has been impressive
Ÿ Higher than expected agricultural production in the Eastern Province.
Project Status
Village-Level Organizations
Ÿ Project has now stopped — funders are expected to support another phase. Seen as
being moderately successful in its strengthening of village-level groups and women’s
groups. In many communities they strengthened relations between groups which were
then able to bring issues and concerns directly to NAF=s (and the government’s)
attention.
Ÿ The emphasis on training and human resource development has been fairly successful.
500+ villagers have been trained in leadership and management, as well as in technical
areas such as agriculture, livestock, forestry and village health promotion. Actual
impact of this training is not yet clear, since the monitoring process had not established
concrete targets.
Ÿ Activities of village-level institutions have begun to reach beyond the project. At the
most recent council meeting of the VGs, NAF’s most trusted spokesperson began to
explain how village level structures could be used to influence (lobby) and put pressure on
district and national levels for change.
Ÿ Difficulties: strains with Muslim groups have led some to develop their own self-help
mechanisms
Ÿ Domestic violence has increases throughout the project.
Ÿ NAF has joined up with other Tugalese and international NGOs to support a Women’s Day
March for Peace. NAF has clearly not been able to find an easily workable solution to this
culturally sensitive issue.
Ÿ In some cases, village-level organizations are less than democratic. Because the creation of
VGs and WGs was rapid, powerful community members were able to move themselves into
high positions on some of these committees.
Village-level Infrastructure
Ÿ Around 70% of the links roads and irrigation channels has been completed or rehabilitated
Ÿ The Gaya project has progressed with fewer problems than expected – receiving support
from all sides. As a result, all sides are benefiting.
Ÿ In a neighbouring district, Christian and Muslim farmers couldn’t agree on how to construct
and maintain shared channels. Night time raids resulted in the destruction of channels.
Both sides blamed the other. So far, NAF staff has been able to manage these tensions.
Ÿ A number of village groups (VGs) came together for the purposes of transporting their
goods to market. This progressed smoothly until they realized that the coordinator had
criminal links. He was fired for stealing from the poor. The story received national
coverage. The successful managing of this incident was seen by NAF as a sign of its growing
capacity.
Agriculture
Ÿ NAF has been able to facilitate the supply, and for the most part, control the delivery, of
agricultural supplies. Because of good weather conditions and basic farming training for
those new to the work of agriculture, the production levels have been above average.
Diversification of produce has also increased, evidenced by more vegetables and increased
yields of 20% per acre of stable crop.
Ÿ Some VGs have formed into cluster organizations in order to facilitate larger cooperative
and collaborative activities
Health
Ÿ The health services and clinic rehabilitation dimension of the project is harder to assess.
Ÿ 80% of VGs now include both women and men village health workers and it is likely that
this gender diversification has contributed to village sanitation, infant health, less
problematic labour in birthing, improvements in nutrition and early diagnosis of illness.
Ÿ child mortality has decreased by about 25%
Ÿ Improvement in safe water and sanitation has led to decreased illness and deaths due to
water-borne diseases.
Governance Capacity Building
Ÿ Still considerable mistrust between them and the Central government in the West.
Ÿ Old habits of armed warriors are hard to change. The use of intimidation and a resistance
to consultation with civil society continues — though less and less over time.
Ÿ Workshops were held for local level government officials using ex-combatants turned
government officials from Northern Ireland, Nicaragua, and Guatemala which were well-
received in the East, though not by the Central government.
Ÿ Technical training in project planning and management was undertaken by the Centre for
Policy Alternatives, and the necessary technology (computers and software) was placed in
the local offices. Those areas that were better off economically also saw local officials
picking up the tools for policy planning – as a means of strengthening their resource base
(through efficient taxation and new investment).
Ÿ Consultative relationships have been slow to develop in general. Though in some areas,
like agriculture, it has been better.
Education
Ÿ The education project was to start in the final quarter of the project. Start up has been
delayed because of a shortage of skilled personnel to oversee the project and the heavy
work load on other areas of the project.
Ÿ The budget of the overall project has been re-written so many times over four years that
there is little funding left for the education component. NAF has admitted that they were
overly ambitious in designing the objectives of the project.
Other Activities
Ÿ In Year 4, NAF started some new initiatives which were seen to be part of its mandate,
though they had not been spelled out in the original contract.
Ÿ NAF has set up a programme called Peace Dialogue, a series of one-day workshops with
each VG, where local issues are aired and problem-solving strategies are explored.
Ÿ It has started linking up with other NGOs to undertake projects at the village level on voter
education, human rights education and police training.
Ÿ Ten staff members (5 Muslim and 5 Christian) have participated in a UN-sponsored
workshop on peace-building. They are excited by the possibility that if both Muslim and
Christians could be mobilized at the village level, then NAF and its associates could move
to the district level.
Ÿ However, NAF’s inexperience in working in politically sensitive, conflict-prone settings has
shown itself in different ways throughout the project. In one case, a Muslim staff member
facilitating a dialogue in a Christian village angered community members by inadvertently
failing to invite the pastor of the local church. However, NAF has limited the damage of
most of these incidents and has learned from them.
NOTES
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Facilitator’s Guide
Part III
I ntroduction
? What documents do you need for this activity?
Answer:
1. Facilitator’s Guide
2. Handbook for PCIA (Part I)
3 Tugal Case Study Documents (Part II)
Content
The case study focuses on a make-believe project, by a make-believe NGO, in a make-believe

country called “Tugal” that is emerging from a ten-year war. The details of the case study are
drawn from a range of actual cases. Normally, participants recognize similarities with projects,
organizations and countries in which they have worked.
Structure
The Capacity Building Exercise is divided into four sections consisting of 5 modules:
COMPONENT MODULE CONTENT
Introduction to the idea and

Intro to PCIA Module 1 practice of PCIA
Risk and Opportunity

AssessmentPeace and
Pre-Project Module 2Module 3
Conflict Impact Assessment
Peace and Conflict Impact

In-Project Module 4 Assessment
Process
In each module, participants apply ideas or tools from the Hands-On PCIA Handbook to help
them anticipate, monitor, or assess how the peace or conflict environment may affect the project,
AND how the project may affect that same environment.
Facilitator
The facilitator must know the material thoroughly. As important, s/he must also know the group s/
he will be working with – their organizations, their conflict experiences, their background and
biographies so that s/he can anticipate possible questions/ issues, and tailor the presentation of
material to fit their needs. Facilitators need creativity, imagination, spontaneity, an ability to
improvise, a sense o humor, and the ability to remember the new details of the story that get
added to the case study as the capacity building exercise develops.
Participants
Participants should be as diverse as possible, and reflect the full range of stakeholders involved in,
or affected by, a project or initiative. An initiative might be a development program, a
humanitarian mission, provision of public services, setting up a business enterprise, a conflict
resolution workshop, or a “peacebuilding” project.
Ÿ The Exercise is most effective when undertaken in groups of 12-15, with no more than 60
participants in total.
Ÿ Separate workshops should not be held for different groups of stakeholders. Workshop
participants should be as diverse as possible.
Duration
Ÿ Minimum: 2 Days
Preparation & Circulation of Materials
Prior to the Capacity Building Exercise, participants should be provided with: (1) a copy of the
Hands-On PCIA Handbook, and (2) the Pre-Project Documents from the Tugal capacity building
exercise – the Conflict Profile, the Project Profile, and the Partner Profile.
Ÿ Do not distribute the In-Project or Post-Project Documents for the Tugal Exercise in advance.
These should be distributed during the training workshop.
Logistical requirements
1 Translation: Translate Case Materials well before a planned capacity building exercise and
pre-test them to ensure that they make sense to participants (in terms of language,
experience, culturally-specific approaches to learning and communicating, and so on).
2 Space Requirements: (1) Big room for introduction of the Exercise material, and for
plenary discussion; (2) Sufficient space for break-out discussion and exercises for groups of
12-15, whether in separate rooms or in clusters in the plenary room.
3 Presentation Materials: Manila paper, colored markers, flip charts, masking tape, chalk
board, transparency projector; power point software, notebook, projector and screen
should be on hand to allow each sub-group to present the results of their discussion.
? Why is it so important to have as many different types of participants
as possible involved in the exercise?
It is essential that working groups are made up of as

Essential Ingredients for a Successful
many different kinds of actors as possible — Local NGOs, Capacity Building Exercise
national NGOs, INGOs, peace workers and community
organizers, evaluators, community leaders, bilateral 1. Creativity and Imagination
donors, multilateral organization actors, military officials, Facilitators and participants need to
policy makers, local government officials, researchers, approach their involvement in this capacity
and so on. It soon becomes clear to participants that building exercise as a kind of educational
“where one sits” (that is, someone’s job) affects and theatre.
shapes what they see, and how they see it. For example,
the types of questions and concerns that are raised by 2. Diverse Participants
community organizer or religious leader are frequently Participants should reflect the full range of
very different from those raised, for example, by the stakeholders involved in (affected by) an
World Bank, or the Office of the High Commissioner for initiative being planned or undertaken in a
Refugees, or a Board of Commerce. conflict-prone area.
The importance of having a diverse group of participants 3. Time and space to discuss and
becomes especially clear when groups begin to discuss reflect
indicators of peace and conflict impact (Modules III-V). As with any workshop, there is a need to
Usually, each participant starts this exercise using the ensure that there is sufficient time and space
for participants to discuss and reflect on the
standard set of indicators that they use in their day-to-day
tasks undertaken in the workshop.
work — for example, development NGOs use
development indicators (increase in agricultural
4. Clear Instructions and time to
production; economic indicators, literacy levels and so read the case material
on), humanitarian actors use humanitarian indicators Because of the amount of reading required
(such as health indicators or access to basic public from the participants, enough time should be
services), peace workers have their own set of indicators built into the exercise to allow them to read
(levels of human rights violations), donors may use other material immediately before each part of the
indicators (measures of efficiency, coverage, financial exercise.
disbursements), and so on. By working together in diverse
groups participants learn that developmental impact is 5. On-the-Spot Resource Persons
different from, and often separate from, peace and As participants are doing the capacity
conflict impact. This should encourage a re-thinking and building, resource persons should be
re-assessment of indicators. constantly monitoring progress in the groups
to make sure that they are on track. Role of
Perhaps the most important reason for ensuring that resource persons: clarifying details,
participants are as diverse as possible, is because it responding to questions, making sure
fosters personal linkages and relationships which are groups focus on the given tasks and so on).
important during and (especially) after the training
workshop.
1 module Introduction to PCIA
Documents Needed
Before the project, PCIA is a planning
tool. It could also be a team-building
Ÿ Handbook for PCIA
tool with the community in which a
project will be located. If it is shared
Objectives and participatory, it is a way of
ensuring transparency that may help to
To introduce participants to the idea and practice of PCIA build support for the project if it is
undertaken.
By the end of this session participants should be able to:
Ÿ Stimulate reflection and self-consciousness about the values and principles underpinning the
work of participants in conflict-prone settings
Ÿ Explain PCIA
Ÿ Identify the characteristics of a conflict-prone setting
Ÿ Appreciate the guiding principles of PCIA
Ÿ Understand how Pre-project Risk and Opportunity Assessment differs from PCIA
Ÿ Identify and explain areas of potential peace and conflict impact
Tasks of the Facilitator
To introduce participants to the ideas and tools in Hands-On PCIA: A Handbook for Peace and Conflict
Impact Assessment.
1 To lead a discussion with participants on their actual experiences of projects that succeeded
or failed, as a means of stimulating them to identify and analyze the values and principles
that underpin their work in conflict prone areas.
2 To introduce the idea of PCIA to participants (What is it? Where should you do it? When
should you do? What principles should guide it?)
3 To explain how different types of initiatives in conflict-prone areas can by conflict-creating or
peacebuilding (with examples); and to stimulate/facilitate discussion of examples among
participants from their own experiences.
4 To explain the difference between Risk and Opportunity Assessment and PCIA
5 To introduce the Worksheet, “Pre-project Risk and Opportunity Assessment”
6 To introduce the Table, “Where to look for Potential Peace or Conflict Impact”
Violent Conflict: The Tip of the Ice Berg

A violent, militarized conflict is only ever the “tip of the ice berg.” It is one of many conflicts
that go on at the same time – land conflict, class conflict, political conflict, generational
conflict, gender conflict, and so on. PCIA helps us to understand how different conflicts are
tied together, and how we might help untie them.
Time Required
Ÿ Lecture/ Discussion: 4 hrs (including 20 minutes break)
Process
1 The first part of this module encourages participants to reflect critically on the values and
principles that underpin their work in conflict-prone areas. This is to be done before any of
the “technical” details of the handbook are introduced and addressed. In plenary, or in
working groups, or short buzz groups of 3 people, participants are asked (1) to describe one
successful and one failed project in a conflict-prone area (of any type); (2) to identify the
criteria or indicators of success or failure; and (3) to identify the values and principles that
underpin those projects and their approach to working in conflict-prone areas such as
participation, consultation, empowerment, etcetera. In this way, the workshop that follows
is intended to build on, and strengthen, the participant’s investment in these development
values. 1
2 Facilitator presents introductory material to the group as a whole following the format and
sequencing of the Hands-On PCIA Handbook.
Notes
Ÿ Allow time for questions and answer throughout.

Ÿ Encourage participants to offer their own examples and experiences
Example Real Life Experiences
? Questions & Answer from a PCIA Workshop in the Philippines
Q: How would you answer the two different guiding questions for risk and opportunity assessment
and for PCIA (see diagram) — that is: “Is this initiative possible within the current conflict, and
what can I do to reduce the risk of project failure caused by that conflict?” versus “How might
this initiative create conflict or build peace directly or indirectly.”
A: Risk assessment identifies possible negative impacts of the conflict on the project. In other
words, Risk Assessment refers to risks to the project. PCIA on the other hand refers to risks (and
opportunities) created by the project.
A: In our case, we are often asked to work in areas in Mindanao that are prone to conflict. If we
are looking at a water project, we want to know whether the water system can be sustained,
or whether it will be bombed/destroyed? Will our staff be able to go to work safely? What can I
do to reduce such risk? Can someone work alone with groups doing peace zones? These are
questions that a risk assessment would answer. PCIA, on the other hand, asks the question of
what you can do to increase peace in the community. Muslims and Christians in the area can
do cultural peace activities, using the water project as an opportunity to build peace rather
than create further conflict.
A: It is like taking a simple security risk assessment a few steps further, e.g., the Balikatan exercises in
Basilan wherein water systems were installed to ensure that water is available to the people.
PCIA will go beyond issues of immediate sustainability to look at the other side – how the
project may increase or decrease tensions and conflict in the communities where the water
systems are located.
Q: How can we deconstruct the structures of violence when it is rooted in the military?
A: We unbuild the structures of violence by doing our work in a way that is sensitive to conflict and
promotes peace. We also need to learn from those cases of success – that no one ever
expected to see: South Africa, Northern Ireland, post-colonial Malaysia, and so on. There are
allies for genuine peace within every military organization from the lowest to highest levels.
Q: This has been our challenge since martial law, yet the structures have not been dismantled. How
can we confront the big giants?
A: Focus on the tools and apply them where you live and work. But remember, when peace
comes, it will be the result of the hard work of the efforts by the broadest range of actors
possible – not just community-level peacebuilders, but business people, politicians, teachers,
military officers, and so on. Building and sustaining a network, and solidarity, is crucial. You are
more likely to lose when you are alone, and most likely to (eventually) win when you are united.
Q: Can we also strengthen the structures of peace?
A: Yes, we can.
Pre-Project Risk & Opportunity
module 2
Assessment
Documents Needed
Especially:
Ø Step 1: “How to tell you are in a conflict-prone setting”
Ø Step 2: “Pre-Project Risk and Opportunity Assessment”
Ø Diagram: Comparison of Risk & Opportunity Assessment and PCIA (Annex A)
Ø Worksheet #1: “Pre-Project Risk and Opportunity Assessment”
Ÿ TUGAL Case Study Documents
Specifically:
Ø The Conflict Profile (Pre-Project Document)
Ø The Project Profile (Pre-Project Document)
Ø The Partner Profile (Pre-Project Document)
Objectives
To develop the capacity of participants to apply Pre-Project Risk and Opportunity Assessment
Ÿ Identify the characteristics of a conflict-prone settings (in general, and with specific
reference to the Case Study)
Ÿ Identify risk indicators
Ÿ Identify peace opportunities
Ÿ Identify information needs to determine whether a project or initiative “fits” into a conflict-
prone setting
Ÿ Propose changes to project proposals to limit or avoid negative impacts by the conflict
Ÿ Propose changes to project proposals to maximize or optimize peace opportunities in
conflict-prone settings
Generally: (1) to introduce participants to the Pre-Project Phase of the Case Study and (2) to guide
participants in their application of Risk and Opportunity Assessment.
More specifically:
1 To introduce and explain the conflict in Tugal

2 To introduce and explain the proposed project on Integrated Basic Needs
3 To introduce and explain the Organization undertaking the Project, the National Association
of Farmers or “NAF”
4 To introduce Worksheet #1 and to explain what is required from Participants: to complete
the worksheet in small discussion groups
Time Required
Ÿ 4 hrs:
1. Lecture/Discussion - 45 minutes
2. Workshops/Breakout Groups - 2 hours and 15 minutes
3. Reporting - 30 minutes
4. Synthesis/Processing - 30 minutes
Process
1 Facilitator introduces the Pre-Project Phase of the case study using the set of three Pre-
project documents (Conflict Profile, Project Profile, Partner’s Profile). To the extent that
participants have read this material, the facilitator’s task will be easier – but do not
assume that the documents have been read in advance.
2 Facilitator introduces Worksheet #1 and explains that participants are tasked with
completing it.
3 Participants are divided into sub-groups of 12-15 (making sure that each represents as
diverse perspectives as possible).
4 Ask working groups choose someone to report on their discussions, when they reconvene.
5 Sub-groups should have at least 2 hrs 15 minutes to complete Worksheet #1
6 The facilitator and resource persons (if available) should actively monitor discussions,
respond to questions, clarify tasks and issues, and generally make sure that the groups are
“on track.” Sometimes groups just need a little help harness and applying their experiences
and analysis to the task at hand.
7 When the sub-groups re-convene, each should give a 10 minute presentation of their
discussion.
8 Synthesis by facilitator of the sub-group presentations
9 Open discussion among the groups as a whole, time permitting.
Variations in the Process
1 Ideally, each group should try to analyze each of the seven issue areas of a Risk and
Opportunity Assessment. The facilitator should emphasize that the issue areas are meant
to be guides to their analysis, not constraints. If the group feels that a few issue areas are
more important than others, then they should spend more time focusing on these – they
should however still briefly consider the areas. Groups should also be invited to identify
and analyze issue areas that are not currently included in the Risk and Opportunity
Assessment.
2 If there are time constraints to conducting this portion of the capacity building exercise,
then each group may be asked to focus on a different Issue Area, e.g., Group One focuses
on “Location,” Group Two focuses on “Timing,” Group Three focuses on “Political Context,”
and so on.
3 Groups may be asked to complete all of Worksheet #1, but halfway through the exercise
they are asked to report on only one specific issue area. Each group is then assigned one
of the seven issue areas.
Notes
All of the material for this module of the exercise (identified above) should be distributed in
advance.
The facilitator should point out that the Tugal case study documents contain space in the margins
for your notes. Participants should be encouraged to read the material with a pen in their hand so
that they can raise, respond to, issues in the text, and then bring them up in group discussion.
? What should the facilitator do when asked questions that cannot

be answered with the available case documents?
When participants ask the facilitator for details beyond what is included in the case materials (on
events, conditions or actors, for example), you should remind them that in the “real world” of
project management, you never have all the information required to make decisions. The
facilitator should also point out that part of the exercise at this stage is to make a list of questions
that need to be answered before participants feel they could move the project forward — this
might include the types of questions they are asking the facilitator. If this does satisfy participants,
then the facilitator should be prepared to make up a plausible answer (e.g., concerning the
dynamics, history, and impact of conflict; economic interests of actors; social or humanitarian
impact, and so on). Such on-the-spot creativity will be unavoidable — indeed, this is the “story-
telling” function of the facilitator. Be prepared to allow little details to grow into larger ones as
the exercise continues. The “trick” for the facilitator is to remember the details he or she has built
into the case “story.”
Tip
It is much easier to remember details if you draw them from your own experience of
a conflict-prone setting.
Pre-Project Risk and Opportunity Assessment

Infrastructure? Inter-group relations? Health? Phycho-social trauma? Changes in family
dynamics?
ECONOMIC dependent? Competitive?) What are the dynamics within this relationships - gender,
economic, cultural, etc?
Example of "Western" or particular "religious" values; gender roles)
What socio-economic factors might affect on proposed project/ initiative? How?What is

RISKS OPPORTUNITIES
- Socio-economic Environment may be, or - Returnees may bring useful resources for the
may become too unstable to sustain project project (skills, understanding, etc.)
- Legacy of distrust / silence may inhibit - If all communities are equally affected by the
community participation; "Social war, then common needs might encourage
infrastructure" (trust, willingness to common interests to support project activities
participate, communication channels, etc.) - Neighbouring Country of Sylvania may be a
may not be ready for the project source of additional resources for construction
- Rebels may not be interested in giving up - Post-war optimism (by communities and
governance by force for more democratic political actors ) may give the project an initial
and participatory forms of governance boost
- Rebels may take control of the project
- Black market forces and mafia may
inhibit project
- Insufficient local resources for the project
- How high are levels of cooruption and extortion? How do other development projects deal
with this?
- Who within the Rebel Groups and within community groups are representative leaders that
the project can work with / through? Who are natural allies and peace advocate [Source of
info: field trips, consultation]
- How open will the communities be to this initiative? [Source of info: fild trips, consultation]
- How will oil and mineral development affect the project? [Source of info: focused
participatory study]
- Project may need to build in space and time for trust-building among partners. Draft plan for
doing so
- Project should formulate very specific responses to possible negative developments (war
escalation; attempts to extort resources from the project; instances of intimidation; etc.)
Pre-Project Risk and Opportunity Assessment


STAKEHOLDERS of the community. Are there any gender disparities?
· Conditions for effective implementation (leadership; coordination; access; trust;
Example · Ability of stakeholders to make choices & willingness to make changes. Are there any
exclusionary barriers negatively affecting the ability of male and / or female beneficiaries
to participate?

happening in the peace and conflict environment that may affect the ability of partners
RISKS OPPORTUNITIES
- Security risks to employees and partners - NAF (project implementers) familiar with
- Lack of suitable employees; the project site
unwillingness of peopleto work in the East - NAF has good reputation with local
- Lack of experience working in post- population
conflict settings - Arrival of other development actors opens
- Tensions with the Central Government in possibility of collaboration and mutaul
Western Province support
- Lack of participation, or interference, by
rebels
- May generate tensions between
returnees and those who remained in the
East
- How will the project monitor Risks and Opportunitites throughout life, for example, security
risks?
- How will beneficiaries be chosen?
- What will be the hiringpolicies, esp. regarding ethnic / gender compositio?
- Will there be a formal dispute management mechanism within the project to deal with
tensions within the team, e.g., between "old" and "new guard"; between Muslims and
Christians? Between NAF and local actors (individuals and organizations?)
- Clarity on the above questions, and specific plan for managing these risks and
opportunities throughout the life of the project
3 module Pre-Project PCIA
Documents Needed
Ÿ Handbook on PCIA
Especially:
Ø Tables: “Where to Look for Peace or Conflict Impact”
Ø Worksheet #2: “Peace & Conflict Impact Assessment – Pre-Project, In-project, Post-
Project”
Specifically:
Ø The Conflict Profile (Pre-Project Document)
Ø The Project Profile (Pre-Project Document)
Ø The Partner Profile (Pre-Project Document)
Prioritizing Peace
It often seems easier to identify the conflict-creating impacts of development projects.
Violence, especially militarized violence, always attracts more attention than peace. This
is most obvious in the media coverage of war. As a result, we need to pay special
attention to improving our ability to identify and strengthen the peace-building impacts
of projects/initiatives. We can’t learn from what we can’t see. If the facilitator notices
that participants are spending more time on conflict impacts, then s/he should direct
them to focus on possible/ actual peace impacts.
Objectives
To develop the capacity to assess project proposal documents for potential peace and conflict
impact, and to identify changes to an initiative which would increase peacebuilding impacts and
decrease conflict-creating impacts.
Ÿ Identify and discuss, in detail, areas of potential peace and conflict impact
Ÿ Specify qualitative and quantitative indicators to measure impacts
Ÿ Identify information needs to determine whether a project or initiative may have
peacebuilding or conflict-creating impacts
Ÿ Propose changes to a project or initiative to limit or avoid conflict-creating impacts, and
to maximize or optimize peacebuilding impacts

Time Required
Ÿ 4 hrs
2. Workshops/Breakout Groups - 2 hrs 30minutes
3. Reporting - 30 minutes
Process
completing it. There are various ways that working groups might be tasked with this
assignment:
a. Each group can be asked to fill out the worksheets for all five areas of potential
peace or conflict impact
b. Different groups can be assigned specific areas of impact. So, for example, Working
Group 1 would be asked to complete the worksheet on Conflict Management
Capacities Impacts; while Working Group 2 would be asked to complete section on
Militarized Violence and Human Security Impacts, and so on. (This approach is
recommended if all modules of the exercise will be undertaken over a two day
workshop)
5 Working Groups should have at least 2.5 hours to complete Worksheet #2
discussion. Followed by an open discussion among the groups as a whole.
discussion.
Notes
By this stage in the exercise, participants will be more familiar with the details of the conflict,
project, and partners involved in the case. However, they will still need time to re-read and
think about the Pre-project documents distributed for this module of the exercise.
It is a good idea of re-mix the working groups for each module of the exercise.
TIP: Telling the Difference between Development Indicators, Peace Indicators, and
Conflict Indicators
Participants often mistake development indicators for peace or conflict indicators.

While it is important to learn from mistakes, this may take up limited workshop time. In
order to clarify the differences between different types of indicators, the following
examples might be used:
Example1: Water Project in a Conflict-Prone Setting
Ÿ Development indicator: Increased number of hectors under irrigation

Ÿ Conflict Indicator: Number of conflicts over water distribution
Ÿ Peace indicator: Number of cooperative relationships between farmers of
different ethnic/religious groups OR increased levels of involvement in joint
management of the project
Example 2: Health Project in a Conflict-Prone Setting
Ÿ Health/development indicator: Change in prevalence of disease

Ÿ Conflict Indicator: Conflict over access to new health services OR number of
war-related casualties (e.g., by landmine, unexploded ordnance, or small arms,
and so on)
Ÿ Peace indicator: level of support within conflicted communities for non-partisan
health services OR degree to which staff reflects all communities and sub-
groups.
Participants might then be asked to offer similar examples of the three different types of
indicators.
? What needs to be emphasized when introducing the issue of

Indicators?
When introducing the assignment that includes the identification of indicators, emphasize the need
to distinguish Peace and Conflict Indicators from Standard Development Indicators. What would
you “measure” that would indicate whether the project was positively affecting peacebuilding structures
and processes? What clues are contained in the case material offer regarding indicators of conflict-
creating impact or peacebuilding impact? How would you collect these indicators systematically?
(See text box, above).
Pre-Project PCIA
Political Impact on formal and informal political structures and processes - this could apply from the
local municipal level through to the national level. It refers to both the strengthening/
Structures &
weakening of the governance capacities of different levels of government, and the
Processes ability/inability of civil society actors to participate in the political process actively and
constructively.
This might be seen in: increased (or decreased) transparency, accountability, and
participation in decisions affecting the public; the strengthening (or weakening) of the rule of
law and representative government; increased/decreased (and more/less inclusive) levels of
participation participation (in terms of geographic and sectoral group representation,
especially the participation of women and other marginalized groups); the strengthening (or
weakening) of the capacities of legitimate leaders; and the strengthening (or weakening) of
anti-democratic forces.
Sample Questions
1. Did/does/may the initiative or project help or hindier the strengthening of

peacebuilding relationshipd within and between state and civil society?
2. Did/does/may the initiative or project have a positive or negative impact on political
structures and processes - either in the formal arena of politics (e.g., policy making and
implementation, law making, constitutional politics) or in the informal arena of society
(such as traditional authority structures)? If so, how? Did/does/may the initiaitive or
project help or hinder the ability of individuals or groups to participate in democratic
political processes? Did/will/may it contribute to increasing the transparency,
accountability, representativeness and appropriateness of public decision-making?
3. Did/does/may the initiaitve or project influence government (or civil society ) priorities ,
or the way its policies and made? If so, in what ways?
4. Did/does/may the initiative or project help defuse inter-group tensions? If so, how?
5. What was/is/ may be the impact of the project on human rights conditions within a
coutry or region? (e.g., awareness, legislation, promotion and protection)
A Peace Impact (potential or actual) INDICATORS?

- Improve mgt capacity and public - Composition and number of groups attending
participation in village level govt (Project village level meetings (esp., women, minorities,
#5) and traditionally marginalized groups) -
- Public participation may increase Composition of active project stakeholders -
transparency, representativeness, and Increased contact across inter-group boundaries
accountability of policy making - Creation of mechanism to encourage
- Mobilization of village groups and participation and communication - Increases in
women's groups, project may nurture level of public participation in policy dialogue/
governance capacities of important policy formulation - Increased transparency in
segments of civil society decision-making (measured by public
- Inter-group tensions may be reduced if perceptions survey, increased availability of info
the project includes all groups and on policies, increased public consultations and so
creates a shared understanding of the on) - Public acceptance of village govt
common interests to be achieved decisions/ policies - Increase in shared
through cooperation and project success perceptions of inter-group interests (e.g., in
health, agriculture and health) - Evidence of
Rebel transition from governance based on
coercion to governance based on public
participation
Pre-Project PCIA
Conflict Impact (potential or actual) INDICATORS?

- Inter-Group tensions may be increased - Public perceptions of bias

if the project is seen to be benefiting one - Stakeholders and or decision makers all come
group over another, OR if it is seen to be from same community
biased towards (or against) any group in - Unfair distribution of project benefits (actual or
particular perceived)
- Former rebels (now "political" actors) - Level of competition/ conflict between village
may resist project efforts to increase level govt and other levels of govt (measured bt
public participation, since it not the way # of joint initiatives, satisfaction level, formal
"things were done" during the war. consultation, etc.)
- Central Govt suspicion towards NAF
may lead to conflict if NAF is seen to be
too pro-rebel or anti-govt
- Rebels suspicion towards NAF may lead
to conflict if NAF is seen to be too pro-
govt or anti-Rebel
- Is the village level government controlled by the rebels? How participatory/ representative
is it currently? How will this affect the achievement of Objective 5
- How does the project plan to deal with the tensions created when returning populations
find their land occupied?
- Are there political tensions in the area based on different populations support of different
rebel groups during the war? If so, how will the project manage these tensions?
- What are the linkages between smuggling, criminal activities, and vigilantism and the post-
war political structures? How might the project support/ or challenge these negative
structures? (e.g., will it exchange money on the black market or will it use official channels at
50% less) If so how, and what measures can be taken to minimize negative effects?
module
In-Project PCIA
4
The process in this module is the same as the previous one. However, the participants re-do the
exercise taking into consideration new information. Focus shifts from pre-project assessment
(anticipating or “guesstimating”) to in-project monitoring.
Documents Needed
Especially:
Project”
Specifically:
Ø “Status Report: Integrated Basic Human Needs in Districts III & IV Eastern Province,
Tugal (In-Project Document)
Objectives
To develop the capacity of participants to apply in-project PCIA mainly involving in-project
monitoring
1 To review the Status Report of the Project

Time Required
Ÿ 4 hrs
2. Workshops/Breakout Groups - 2 hrs 30 minutes
3. Reporting: - 30 minutes
Process
1 Review the developments in the project after two years of implementation using the
Status Report from the In-Project section.
completing it.
There are various ways that working groups might be tasked with this assignment:
workshop)
Output:
There are two components of the output for this exercise:
(1) Each group should complete Worksheet #2 on large poster size

paper which will be attached to the walls of the plenary room
(2) Oral presentations of the groups should address:
- Insights on the content and process of undertaking PCIA —

what worked? What did not work? What new things did they
learn? What would they change
- Recommendations for the project? How would they use PCIA
(or NOT)?
5 Sub-groups should have at least 2hrs 15 minutes to complete Worksheet #2
7 When the sub-groups re-convene in plenary, each should give a 10 minute presentation of
their discussion.
Notes
It is a good idea of re-mix the working groups for each module of the exercise.
This module focuses on the monitoring of the ways an on-going project may affect the peace or
conflict environments. However, the facilitator should remind participants that they should not forget
to continue monitoring the ways in which the conflict environment or emerging peace opportunities
may affect the project.
5 module Post-Project PCIA
The post-project assessment exercise introduced below, mirrors the assignments undertaken by the
participants in other modules. However, more information is provided, and participants are
required to look beyond the narrow project-impact, and to consider longer term areas of impact.
Depending on the participants’ interests, it might be interesting to discuss what kind of activities
(developmental, humanitarian, political, diplomatic, and so on) might support the positive peace
impacts, and limit any possible negative impacts of the. Participants should be encouraged to be
as specific as possible: who should do it? How should they do it? What resources are available?
What are the alternatives? Possible outcomes? And so on.
Documents Needed
Especially:
Project”
Specifically:
Ø “End of Project Report: Integrated Basic Human Needs in Districts III & IV Eastern
Province, Tugal” (Post-Project Document)
Objectives
To develop the capacity of participants to apply post-project PCIA – both in terms of immediate
post-project impacts as well as broader, longer-term potential impacts.

Time Required
Ÿ 4 hrs
2. Workshops/Breakout Groups - 2 hrs 30 minutes
3. Reporting: - 30 minutes
4. Synthesis/Processing: - 30 minutes
Process
1 Review the project immediately following its completion using the “End of Project Report”
from the Post-Project section.
2 Facilitator re-introduces Worksheet #2 and explains that participants are tasked with
completing it.
There are various ways that working groups might be tasked with this assignment:
workshop)
5 Sub-groups should have at least 2.5 hours to complete Worksheet #2
discussion.
Next Steps
By progressing through each of the modules, participants have been introduced to the idea and the
application of Peace and Conflict Impact Assessment. It cannot be over-emphasized that PCIA is a
process, not merely a tool. The greatest challenges now are to refine these tools to the specific needs
of specific groups of users, but more importantly to systematically integrate (or “mainstream”) peace
and conflict sensitivities into the on-going work of an organization (whether that is an NGO, a local
government, or a business enterprise). This may well require changes in the way an organization is
structured to do its work.
“To do PCIA is not a 1-hour job; need to live and interact with the people/communities and validate
data….”
Workshop Participant in Mindanao
Applying HANDS-ON PCIA to existing projects within a Training Workshop
In the second Mindanao workshop, participants were asked in advance to bring project
documentation with them that could be used to testing PCIA. Every project was different.
They included: a shelter project for displaced persons; different kinds of peacebuilding
projects; a post-harvest storage project; and a public enterprise management project.
Some were just being developed; some were in progress, and some were completed.
Because participants had already completed the Tugal simulated case exercise, they were
familiar with PCIA and its application. When applied to “real” cases, there was a
noticeable increase in the intensity of participation.
When reporting back on their cases, it became clear that PCIA had been used in different
ways depending on the stage of the project (as a planning tool, a management tool,
and an evaluation tool). It also became clear that PCIA can be applied usefully to very
different projects.
Some participants decided that they could start to use PCIA immediately in their work.
Learning and Improving PCIA by using it
The use of a make-believe case for this capacity building exercise is intended to allow participants
to concentrate on the methodologies and tools rather than their own interpretations of what may,
or may not have happened, in an actual case. It is better to introduce PCIA using a make-believe
case because then all participants start at the same level of understanding. However, once the
Tugal exercise has been completed successfully, then other cases might be used — for example, a
case and region known to participants (though you may want to hide some of details in the
project documents to avoid creating tensions among participants who may know the project,
implementing organization, or stakeholders).
Another possibility is to conduct a PCIA exercise within a development organization on a project or

program it is thinking about starting (keeping in mind the need for participation by diverse groups).
The Real Challenge
Competence will increase with each attempt to apply PCIA. Yet it must never be forgotten that the
technical capacity “to do” PCIA cannot be separated from the very political, and conflict-ridden,
environments within which it is undertaken. The Hands-On PCIA Handbook very critically mentions
the limits imposed by the “development industry” to our efforts to integrate PCIA into our work in
conflict-prone regions in real, effective, and lasting ways. The term Development Industry refers to
organizations, projects, policies, and programs that treat development as a business, and as a result,
lose sight of the human realities and consequences of their work. The current capacity-building exercise
will have been a waste of time (or worse), if it does not encourage participants to undermine – and
reverse – those principles and standard approaches of the development industry, characterized by:
§ short-term/temporary rather than § pre-programmed rather than

long-term interventions responsive approaches
§ absence rather than presence § routine, boring approaches rather than
§ “product” rather than “process” creative approaches
§ external control rather than internal § anonymity rather than friendship and
control relationship building
§ efficiency rather than effectiveness § checklists rather than stories
§ predictability rather than § budgets rather than people
indeterminacy
§ Linearity rather than non-linearity
§ mechanistic, recipe book approaches
rather than organic, learning
approaches
If we are honest, we already know the costs of failure – as well as who ultimately pays.
Annexes
Feedback Mechanism
The version of Peace and Conflict Impact Assessment contained in this handbook is the product of
many on-going conversations. It is neither the first, nor the last, version of PCIA. Its worth can be
measured only according to its utility. To be useful, it needs to be adjustable to suit different needs,
in different environments. Since the introduction of the term “PCIA” (Bush 1996, 1998), there have
been a number of attempts to further develop and operationalize the concept. Unfortunately,
these have tended to be compartmentalized efforts — where the work and lessons of one group
may, or may not, be shared with others struggling with similar challenges. There is a pressing need
to pull together all of these various efforts into a more participatory learning process. We would
very much like to learn from your efforts to use and adapt this Handbook so that we can continue
to: build a network of like-minded people and organizations; learn from relevant experiences; and
prepare and share useful PCIA material. We welcome your comments and suggestions. Please
send them to: Kenneth Bush (kbush@iprolink.ch or kbush@ustpaul.ca ) or Myn Garcia (
mgarcia@lgsp.org.ph )
Glossary
Development Industry: refers to organizations, projects, and programs that treat development as a
business, and as a result, lose sight of the human realities and consequences of their work. The
Development Industry is based on:
§ short-term/temporary rather than § pre-programmed rather than

long-term interventions responsive approaches
§ absence rather than presence § routine, boring approaches rather
§ “product” rather than “process” than creative approaches
§ external control rather than internal § anonymity rather than friendship and
control relationship building
§ efficiency rather than effectiveness § checklists rather than stories
§ predictability rather than § budgets rather than people
indeterminacy
§ Linearity rather than non-linearity
§ mechanistic, recipe book
approaches rather than organic,
learning approaches
Disempower/ Dis-empowerment: An individual or community is “disempowered” when it is unable
to participate in decisions that affect their lives and livelihoods, and when they lack the means to
assert their rights — or have those means taken away.
Interpretation: “Facts” never speak for themselves. An event, an action, a statement, all require
us to “make sense” of them. For example, in the worksheets in this handbook, you were asked to
identify “indicators.” These may describe something, but they do not explain them.
“Interpretation” is the process we use (1) to identify which events, actions, and statements are
“important,” and (2) to understand and explain them.
Mainstream: “Mainstreaming” refers to the process by which ideas are integrated into the culture,
operations, and objectives of a organization. By “integrated,” we mean non-removable and
central to all aspects of an organizations work. So, for example, in the case of gender, this would
apply to organizations that consider gender in every dimension of its work from personnel policies
(maternity/paternity leave, daycare, breast-feeding policies, affirmative action, promotion and
training policies) to programming decisions and evaluation(being sensitive to gender impacts of its
normal work). But, it would not apply to organizations that segregate gender issues in poorly
funded and understaffed units with no chance of affecting the way the organization does its work.
Militarized violence: The term ‘militarized violence’ is used rather than ‘war’ because it conveys a
more accurate sense of the nature of contemporary violent conflict. While it includes conventional
military engagements between organized forces of war, it also encompasses the full spectrum of
abuses that defines ‘dirty wars’ around the world perpetrated by (primarily, though not exclusively)
men, in or out of a uniform. It thus includes control through terror and the manipulation of fear,
the systematic abuse of human rights, and a totalizing process by which all social, political, and
economic problems come to be defined as military problems—and, as military problems, the most
suitable response is deemed automatically to be the application of the weapons of war.
PCIA (Tagalog Translation)
MGA DAPAT ALAMIN BAGO MAGSIMULA
Ano ang PCIA?
Ang Peace and Conflict Impact Assessment o PCIA ay paraan ng pagsusuri kung paano maaaring
makaapekto sa kapayapaan o tunggalian (conflict) ang anumang programa/ proyektosa isang
‘conflict-prone’ na lugar (halimbawa ng mga programa o proyekto ay: relief and rehab,
pangkabuhayan, pagsasanay at kaalaman, atbp.).
Ang PCIA ay nakatuon sa:
1. “Peacebuilding Impact”, o sa mga bagay na:

² nagpapatibay o nagtataguyod sa posibilidad ng pagkakaroon ng kapayapaan, at
² nagpapababa sa posibilidad na magkaroon ng marahas na tunggalian(violent
conflict)
2. “Conflict- creating Impact”, o sa mga bagay na:

² nagpapataas sa posibilidad na mapaigting ang tunggalian sa pamamagitan ng
karahasan
Nakakatulong ang PCIA na matiyak na ang mga programa o proyekto ay hindi makapagpalala ng
marahas na tunggalian (violent conflict) at makatulong sa pagtataguyod ng kapayapaan sa isang
lugar o komunidad.
Maaari itong magamit sa mga lugar kung saan:
² ang pagsakop o paggamit sa teritoryo ay pinagtatalunan

² ang agwat ng iba’t ibang uri o grupo sa lipunan (social groups) ay malaki o lumalaki
² ang kawalan ng hanapbuhay ay tumataas samantalang ang antas ng pamumuhay at
kawalan ng seguridad ay bumababa
Ang PCIA ay magagamit sa sitwasyon kung saan ang posibilidad na magkaroon ng karahasan
ay mataas— lalung-lalo na kung ang pamamaraan ng paglutas ng tunggalian ay mahina o
wala (halimbawa, sa mga lugar kung saan ang mga sistemang legal o pulitikal ay di gumagana
or nabahiran na ng katiwalian).
Ang PCIA ay epektibo lamang kung ito ay gagawing bahagi ng bawat hakbang sa proyekto:
bago magsagawa ng proyekto(pre-project) (pagdisenyo, pagplano at paghahanda), habang
isinasagawa ang proyekto (in-project) (implementasyon, pamamahala ng mga gawain at pag-
monitor), at pagtatapos ng proyekto (post-project) (pagtatasa/ evaluation, institutional learning).
Ang PCIA ay isang proseso at hindi karagdagang trabaho o isang “tool” o kasangkapan.
Mga Susing Salita
Bago tayo makapagsagawa ng PCiA, mahalagang maintindihan ang ilang mga susing salita:
Ang Pagbuo o Pagtaguyod ng kapayapaan (Peacebuilding) ay binubuo ng dalawang magkabuklod

na bahagi: 1) ang pagbuo ng istrakturang pangkapayapaan, at 2) and pagbaklas sa istraktura ng
karahasan. Ito ay hindi ukol sa sapilitang paghahain ng solusyon, kundi ang pagbubukas ng lugar
kung saan ang mga mamamayan ay maaaring tumukoy ng kanilang mga problema at lumikha ng
sariling solusyon.
CONFLICT o tunggalian. Ito ay hindi kailangang negatibo o mapanira. ay nagiging marahas.

Nagkakaroon lamang ng problema kung ang mga tunggalian ay nagiging marahas.
IMPACT . Ito ay tumutukoy sa mga epekto ng progama/ proyekto sa grupo ng tao o sitwasyon. Ang
salitang ito ay ginagamit upang ilarawan ang epekto na maaaring makita sa maikli, katamtaman
o pangmatagalang panahon.
D A
Mga salitang hindi dapat Mga salitang maaari at
gamitin sa PCIA dapat gamitin sa PCIA
§ IN-Flexible § Flexible
§ Descriptive/ shallow § Interpretive
§ Ad hoc/ One-time-only § Consistent
§ Short-term § Long-term timeframe
§ Irrelevant (to local needs) § Appropriate
§ NON-Participatory § Participatory
§ Imprisoning § Liberating
§ IN-Coherent § Coherent
§ After-thought § Timely
§ Biased § Independent
§ DIS-Connected § Connected
§ UN-Accountable § Accountable
§ IM-Balanced (external & § Balanced (external &
internal resources) internal resources)
§ Trust-DESTROYING/ § Trust-building
suspicion-creating § Shared
§ Secretive § Commitment
§ Flavor-of-the-month § Learning Tool
§ Check list § Action Oriented/ Change-
§ Bureaucratic requirement inducing
§ Externally-Imposed § Multi-Layered Realities
"Realities" § Empowering
§ DIS-empowering
Mga Gabay na Simulain (Principles)
Ang PCIA ay isang PROSESO, hindi isang “tool”. Bagama’t hangad ng ilan ang isang “PCIA Tool Kit”
na maaring gamitin kahit saan, hindi ito makakalikha ng pagkakaiba kung hindi kayang hamunin at
baguhin ang paraan kung paano isinasagawa ang mga programa sa mga “conflict zones”. Ang
PCIA ay humahamon sa atin na pag-isipan muli ang ating mga gawain.
Ang PCIA ay hindi STATIC (nagbabago). Ang PCIA ay isang patuloy at “dynamic” na pamamaraan
na isinasagawa bago, habang at pagkatapos ng isang programa o proyekto.
Ang PCIA ay kinakailangang maging TRANSPARENT, SHARED at PEOPLE-FOCUSED. Ang tunay na eksperto
sa PCIA ay ang mga kababaihan, kalalakihan, batang babae at batang lalaki na naninirahan sa
mga “conflict zones”. Kung hindi sila kalahok sa pagsusuri ng kapayapan at tunggalian, hindi
magtatagumpay ang PCIA.
Kung hindi naniniwala ang pamayanan na ang PCIA ay tunay, lehitimo, at maaaring magtataguyod
ng kanilang interes, bagkus maniwala silang ito ay magagamit upang pwersahin ang mga desisyong
salungat sa kanilang kagustuhan, maaaring tanggihan ng pamayanan ang proseso at resulta nito.
Ang pagpapanday ng kapayapaan ay nangangahulugan ng pagbaklas sa mga istruktura ng

karahasan. Ang pagtatanggal ng mga istruktura ng karahasan ay hindi agad magbubunga ng
kapayapaan. Gayundin, ang pagpapalakas ng kapasidad para sa kapayapaan ay hindi kaagad
magpapatigil sa karahasan. Kailangang pagplanuhan sa istratehikong pamamaraan kung paano
ang pagbaklas sa istruktura ng karahasan at ang pagpapalakas ng kapasidad para sa kapayapaan.
Ang PCIA ay makakatulong para maintindihan ang kagyat (specific) sa halip na pangkalahatan
(general). Nakakatulong ang PCIA na ating makita at maintindihan kung kailan at paanong ang
isang bagay sa particular na sitwasyon ay maaaring makapag-ambag sa kapayapaan o marahas
na tunggalian (violent conflict). Halimbawa, marami ang naniniwala na ang kahirapan ay
nagbubunga ng marahas na tunggalian. Subalit kung ating titingnan ang iba’t ibang kaso, makikita
natin na minsan ang kahirapan at karahasan ay magkaugnay, at kung minsan naman ay hindi.
Nakakatulong ang PCIA upang maintindihan kung kailan, bakit, at paano ang kahirapan ay maaring
maging kaugnay ng marahas na tunggalian.
Hanapin pareho ang “peacebuilding impact” at “conflict creating impact”. Kapag ginagamit ang
PCIA, mas madaling tukuyin ang mga “impact” na nagdudulot ng tunggalian ng mga proyektong
pangkaunlaran (halimbawa, kalusugan, edukasyon, tubig at kalinisan, pagbibigay ng batayang
serbisyo). Ang karahasan, lalung-lalo na ang karahasang militar, ay mas madalas na makakuha ng
atensiyon kumpara sa kapayapaan. Sa ganitong dahilan, kailangan nating paunlarin ang kakayanan
nating tukuyin at palakasin ang “peacebuilding impacts” ng mga proyekto o programa. Ang simpleng
pagtawag sa isang proyekto bilang proyektong pangkapayapaan ay hindi nangangahulugang ito
nga ay tulad ng nabanggit.
Hindi kaunlaran at hindi rin ang “peacebuilding” ang maglilikha ng kapayapaan. Maaaring magbigay
ng mahalagang kontribusyon ang kaunlaran at “peacebuilding” sa kapayapaan at pagkakaisa.
Subalit, kung ito lamang ang pag-uusapan, hindi ito sapat sa paglikha ng kapayapaan. Ang buo,
tunay at pangmatagalang kapayapaan ay nangangailangan ng makabuluhan at patuloy na mga
programa o pagkilos ng malawak na bahagi ng lipunan (lokal, pambansa, pangrehiyon, pandaigdig)
sa malawak na larangan ng mga gawain (militar, kalakalan, kaunlaran at “humanitarian assistance”,
atbp.)
Maaring Itanong Tungkol sa PCIA
?
Kung ang kaunlaran ay katambal ng kapayapaan, bakit
minsan ang tunggalian ay nadadagdagan kung ang isang
bansa o rehiyon ay umuunlad?
Kadalasan, ang kaunlaran mismo ang naglilikha ng tunggalian: madalas makikita natin na ang
karahasan ay tumitindi kapag ang antas ng pamumuhay ay tumataas. Ang kritikal na isyu ay kung
ang tunggalian na nalikha o pinatindi ng mga proyektong pang-kaunlaran ay nilulutas sa
pamamagitan ng marahas o di- marahas na pamamaraan. Mas makatotohanang sabihin na ang
mga proyektong pangkaunlaran ay nakakapag-ambag kung minsan sa kapayapaan. Makakatulong
ang PCIA na masiguro na ang isang proyektong pangkaunlaran ay hindi magdudulot ng marahas
na tunggalian(violent conflict) at, hangga’t maaari, makatulong sa kapayapaan.
Paano Maaring Magbunga ng Tunggalian ang Kaunlaran
² Paglala ng di-pagkakapantay pantay — o pagdadagdag sa paniniwala na

ang di pagkakapantay pantay ay lumalaki
² Pag-benepisyo sa ibang grupo higit sa iba
² Pagpapatindi ng kumpetisyon sa mga “development resources” at
pagkontrol sa pulitika
² Pagpapakilala ng mga bagong istruktura at institusyon na humahamon sa
mga nakagawian (panlipunan, pulitka, o ekonomika)
?
Paano maaring magdulot ng “peacebuilding impact” o
“conflict creating impact” and isang proyektong
pangkaunlaran?
Halimbawa, ang isang “municipal water project” na naglalayong magkaroon ng malinis na tubig sa
pagitan ng dalawang pamayanan na may alitan o tensiyon.
A Maari nating sabihing may positibong “peacebuilding impact” ang proyekto kung ito ay:
Ø Nakatulong mapagkaisa ang komunidad dahil sa kanilang pinagsaluhang interes

sa malinis na tubig at sa benepisyong maidudulot nito sa kalusugan at
pangkalahatang kalidad ng buhay
Ø Nakapaglikha ng mahusay na paraan ng komunikasyon at pagkakataon sa iba’t
ibang komunidad na magtulungan at magkasamang kumilos
Ø Nasimulang lumago ang mga ugnayang propesyunal at personal higit sa
hangganan ng komunidad at naghikayat ito ng sama-samang pagkilos sa ibang
larangan (halimbawa, child health, pangkalakasan, etc.)
D Sa kabilang banda ang “water project” ay maaari ring magkaroon ng “conflict
creating impact” kung, ang isang komunidad ay magsisimulang mag-isip na ang
kabilang komunidad ay nakikinabang nang higit sa kanila. Upang maunawaan ang
“impact” sa “peace o conflict” sa ganitong sitwasyon, kailangan nating magtanong.
Ang PCIA ay nakakatulong sa ating magbuo ng mga katanungan, at baguhin ang
mga paraan ng ating pag-iisip, pag-implementa at pagsusuri ng mga programa sa
“conflict-prone” na mga lugar upang mapatingkad natin ang “peacebuilding impacts”
at maiwasan ang “conflict-creating impacts”.
? Paano natin gagawing bahagi ang “peace and conflict issues”

sa ating pagkilos sa mga “conflict-prone” na lugar?
Ang PCIA ay isang pagsisikap na paunlarin at gamitin ang mga “tools of analysis” upang
makatiyak na ang pagkilos sa “conflict-prone areas” ay nakakatulong sa kapayapaan at hindi sa
karahasang militar. Nakatuon ang PCIA sa epekto na higit sa mga inaasahang bunga, tunguhin
at layunin na natukoy na ng mga “donors/ implementing agencies”: ito ay naghahanap ng
“impact” sa mga lugar na maaaring hindi inaasahang maaapektuhan.
Sinisikap ng PCIA na matuto sa mga tagumpay at pagkabigo ng mga programang ipaloob ang
“gender” at “environment” sa ating pagkilos. Ito ay isang proseso na maaaring gamitin sa lahat
ng mga gawain sa “conflict-prone” na mga rehiyon, mula sa proyektong pangserbisyo sa
edukasyon, agrikultura, patubig, komunikasyon at kalusugan hanggang sa mas lantad na pulitikal
na proyekto sa “peacebuilding”, mabuting pamamahala at karapatang pangtao.
? Hindi ba ginagawa na natin ang PCIA sa tawag na “risk

assesment”?
Ang “risk assessment” ay nakatuon sa mga paraan kung paanong ang tunggalian ay maaaring
makaapekto sa kakayanan ng isang programang makamit ang kanyang layunin. Sa ilang sitwasyon,
maari din nitong isaalang-alang ang posibilidad na mayroon sa mga bagong oportunidad, tulad
halimbawa, ng pagpapalawak ng gawain sa mga bagong teritoryo na dati ay nahadlangan ng
marahas na tunggalian. Tinatanong ng “risk assessment” ang mga tanong na: “Ang programa
bang ito ay posible sa konteksto ng kasalukuyang tunggalian, at ano ang maari kong gawin upang
mabawasan ang posibilidad ng pagkabigo na dulot ng naturang tunggalian?”
Bahagi ng PCIA ang “risk assessment” at tumitingin sa labas ng naisaad na mga layunin sa isang
proyekto upang magtanong: “Kung paano maaaring lumikha o magdulot ang programa ay
maaaring lumikha o magdulot ng kapayapaan o tunggalian, direkta o di-direkta?” at “Anong
pagbabago ang maaaring gawin upang masiguro ang positibong “impact” at mabawasan ang
negatibong “impact”?
Mga Hakbang sa Pagsasagawa ng PCIA
Ngayong natutunan na natin kung ano ang PCIA at ang mga batayang simulain nito, handa na
tayong magsimula sa limang hakbang na proseso ng PCIA:
• STEP 1 Pagsusuri ng sitwasyon / kapaligiran

• STEP 2 Pagsasagawa ng “risk and opportunity assessment”
• STEP 3 Pagsusuri ng posibleng “peace and conflict impacts” sa pagdisenyo ng proyekto
• STEP 4 Pagsusuri ng posibleng “peace and conflict impacts” sa implementasyon ng proyekto
• STEP 5 Pagsusuri ng posibleng “peace and conflict impacts” bilang bahagi ng “post-porject
evaluation”
Step I Pagsusuri ng Kapaligiran
Ang unang hakbang ay ang pagtingin sa sitwasyon na kinakaharap at pagtukoy kung ito ay “conflict-
prone”. May dalawang mahalagang dahilan kung bakit kailangang matiyak kung ang isang lugar
ay “conflict-prone” o hindi.
1. Ang PCIA ay kinakailangan lamang sa “conflict-prone” na lugar: Ang paggamit ng PCIA sa

lahat ng proyekto at programa ay maaaring maging pabigat, isang hadlang at hindi
kinakailangan. Ang kakayahang matukoy ang “conflict-prone” o hindi “conflict-prone” na
lugar ay makakatulong sa pagpasya kung saan at kailan dapat gamitin ang PCIA.
2. Ang iba’t ibang uri ng “conflict” ay may iba’t ibang pattern, intensity, at
impact. Ang kakayanang magsuri ng tunggalian ay mahalaga sa pag-antabay at
pagtugon sa posibleng epekto ng isang proyekto o programa.
Paano matitiyak kung kayo ay nasa“conflict-prone” na lugar
R Karahasan - kadalasan R Higit sa isang grupo ang R Ang pagkakaroon ng

“military conflict” ay nagsusulong ng karapatang pakiramdam ng grupo (o
nagaganap o naganap na mag-may-ari, mamahala o mga gupo) na sila ay
sa isang lugar (conflict magamit ang nagawan ng masama at
zones, post-conflict magkaparehong bahagi ng napagsamantalahan ay
settings, transitional lupa maaring gamitin ng isang
settings) lider para isulong ang
R May kumpetisyon o di- “katarungan”. O ang
R May kumpetisyon sa pagkakasundo sa kawalan ng lider ng
limitadong resources kakayahang isaayos ang
pamamahagi ng benepisyo ng
(tulad ng: patubig, di-pagkakasundo sa
bagong tuklas na
pabahay, lupang maayos na pamamaraan.
pinagkukunang yaman
pansakahan, pangisdaan, (langis, diyamante, mga
edukasyon, trabaho) mineral, atbp.)
Kung ikaw ay nagtatrabaho,
R Kawalan ng epektibong
R Tensiyong sosyo-ekonomiko ( o planong magtrabaho sa
pamamaraan ng lugar na apektado digmaan,
hal. trabahador laban sa
pamamahala at maari mong gamitin ang
nagmamay-ari ng plantasyon;
pagsasaayos ng “conflict” PCIA.
manggagawa laban sa
panginoong may-lupa;
kawalan ng trabaho laban sa
tiwaling opisyal ng gobyerno
Step 2 Pagsasagawa ng Risk and Oppurtunity
Assessment
Ngayong natukoy na ang sitwasyon na “conflict-prone”, ang ikalawang hakbang ay ang

pagsasagawa ng “Risk and Opportunity Assessment”. Ito ay makakatulong sa pag-intindi kung
paano ang sitwasyon o environment ay makakaapekto sa proyekto o programa.
Bago simulan ang programa o proyekto, kailangang magpasya kung makabuluhan bang kumilos
sa isang partikular na sitwasyon. Ibig sabihin, may sapat bang lugar upang makakilos o masyado
bang matindi ang karahasan at maliit ang oportunidad para sa kapayapaan? Ang proyekto ba
ay naaangkop—mayroon ba itong sapat na mga sangkap para sa ikatatagumpay nito (tauhan,
mga pamamaraan, “peace and conflict sensitivities”)? Ano ang kailangang gawin upang
mabawasan ang posibilidad ng pagkabigo ng programang dulot ng tunggalian o kaguluhan?
Upang masagot ang mga tanong na ito, kailangan nating magsagawa ng simpleng “Risk and
Opportunity Assessment” ng mga paraan kung paanong ang ay maaaring makahadlang sa isang
panukalang proyekto at upang matukoy kung (o paano) ang kasalukuyan o potensiyal na
kapasidad at resources ay maaring makatulong.
Katulad ng nakasaad sa ibaba, ang Risk and Opportunity Assessment ay batay sa mga
katanungang may kaugnayan sa apat (4) na aspeto na maaaring makaapekto sa kapayapaan
at tunggalian ng kapaligiran.
ISSUE
RISK INDICATORS
AREA
(Ano ang dapat alamin at suriin)
- Heograpikong saklaw ng proyekto (tumutukoy sa isang lugar kung san naroroon

ang proyekto at sa mas malawak na saklaw nito)
- Kalagayan ng teritoryo (Malabo? Pinagaagawan?)
- Ugnayan sa pagitan ng mamamayan at nasakapangyarihan, tulad ng opisyal ng
Lokasyon gobyerno, nasa NGO/PO
- Kasaysayan ng "conflict" sa lugar (pisikal na seguridad? Takot? War economy?
Seguridad sa pagkain? imprastaktura? Inter-group relations? Kalusugan?)
- Antas ng imprastraktura (daan at sasakyan? Patubigan? Elektrisidad?
Pabahay?)
- Kasalukuyang yugto ng tunggalian (sa konteksto ng kasaysayan ng tunggalian)?
- Intensidad ng tunggalian sa lugar ng proyekto o programa?
Tiyempo - Mga politikal, ekonomiko at kulturang panlipunan na
kalakaran na maaaring makaapekto sa proyekto?
- Tumataas o bumababang pagkakataon na pagkilos sa lugar?
- Antas ng suporta para sa programa/proyekto (lokal, sa rehiyon, pambansa)?
- Pagkahula ng mga istrakturang pulitikal, legal at panseguridad
- Mga sensitibong isyu (pulitikal, ekonomiko, panlipunan) na kasangkot sa
Kontekstong
proyekto?
Pulitikal,
- Panlabas na kundisyon (structural adjustment programs, war on terror, trade or
Panlipunan,
defence treaties)
Ekonomiya,
- "Impact of conflict" sa pinagkukunang yaman at pagkamalikhain; kakayahang
Militar at
maging lider; pagkamasigasig)
Kultural
- Mga kultural na aspeto na maaring makaapekto sa proyekto (takot sa kontrol
panlabas, pagwaksi sa mga western o partikular na pagpapahalaga ng relihiyon.
- Pagkakaroon ng mga tagapagtaguyod/lider/organisasyon na angkapayapaan
- Kapasidad ng organisasyong tagapagtupad ng proyekto. Kasamang mga

kwalipikado at nababagay na mga staff
- Paglahok ng tagapagpatupad na organisasyon sa mga prosesong "conflict
Partners/ and peace" at ang pulitikal na posisyon o pagtanggap sa kanila sa lugar ng
Stakeholders proyekto.
- Pagpili ng benepisyaryo at ang mga implikasyong pulitikal
- Kundisyon para sa epektibong implementasyon (pamumuno, koordinasyon, pag-
abot, tiwla, teknikal na kapasidad)
Steps 3,4 & 5
Matapos masuri ang mga pamamaraan kung paanong ang “peace and conflict environment” ay
maaring makaapekto sa panukalang proyekto, ang susunod na gawain ay ang pagsusuri kung ang
panukalang proyekto ay maaaring makaapekto sa “peace and conflict” kung saan ito ay
ipapatupad.
Ang susi sa isang matagumpay na PCIA ay ang pagsisiguro na ito ay maisasagawa sa bawat yugto
ng isang proyekto.
Step 3 Bago Magsagawa ng Proyekto
Bahagi sa hakbang na ito ang paghahanap sa posibleng “peace and conflict impact” ng isang
proyekto bago ito simulan, sa panahon ng pagdisenyo ng proyekto at pagpaplano. Gamitin ang
PCIA worksheet 2 upang magabayan kayo sa pasasagawa ng isang kumprehensibong PCIA.
Step 4 Habang Ginagawa ang Proyekto
Bahagi nito ang paghahanap ng “peace and conflict impact” habang ang proyekto ay isinasagawa,
sa panahon ng implementasyon. Sa yugtong ito, kayo ay nagmo-monitor ng kagyat na epekto,
pormal at di-pormal, at gumagawa ng mga pagbabago sa disenyo at direksiyon ng proyekto kung
kinakailangan. Gamitin ang PCIA worksheet 2 bilang gabay.
Step 5 Pagkatapos ng Proyekto
Ito ang paghahanap ng “peace and conflict” impact pagkatapos ng isang proyekto o programa.
Gawing bahagi ang PCIA ng pormal na pagtasa o evaluation ng proyekto, bagama’t ang pagsusuri
ay maaari ring gawin labas ng proseso ng pagtatasa. Gamitin ang PCIA worksheet 2 bilang gabay.
Culture of Peace I -90

PAGSUSURI SA PROYEKTO
(EXERCISE SHEET)
PANGALAN NG PROYEKTO
PROPONENT LUGAR
A. PAGLALARAWAN NG LUGAR
Mga Katanungan Oo Hindi
Ang Komunidad ba ay nakakaranas ng marahas, kadalas's armado, na

tunggalian?
May kumpetisyon ba sa limitadong pinagkukunang yaman (katulad ng tubig,

pabahay, lupang pansakahan, edukasyon, atbp.)?
Ang komunidad ba ay walang epektibong pamamaraan ng pamamahala at

pagsasaayos ng tunggalian?
May higit ba sa isang grupo na nagsusulong ng karapatang magmay-ari,

mamahala o magamit ang magkaparehong bahagi ng lupa?
May kumpetisyon o di-pagkakasundo ba sa pamamahagi ng benepisyo ng

bagong tuklas na mga yaman (tulad ng langis, diyamante, mga stretehikong
mineral)?
May grupo bang naglalaban-laban na sa tingin ng komunidad ay

nagsasamantala o nagdudulot ng negatibong epekto sa kanila?
Mayroon bang hindi maiayos na tensyong sosyo-ekonomiya (halimbawa,

manggagawa laban sa may-ari ng plantasyon; manggagawa laban sa may-
ari ng lupa; walang trabaho laban sa mga tiwaling opisyal ng gobyerno)?
Paglalagom ng Pagsusuri ng Kalagayan ng Komunidad
B. RISK AND OPPORTUNITY ASSESSMENT
ISSUE
RISK INDICATORS
AREA Paglalarawan
(Ano ang dapat alamin at suriin)
- Heograpikong saklaw ng proyekto (tumutukoy sa

isang lugar kung san naroroon
ang proyekto at sa mas malawak na saklaw nito)
- Kalagayan ng teritoryo (Malabo? Pinagaagawan?)
- Ugnayan sa pagitan ng mamamayan at
nasakapangyarihan, tulad ng opisyal ng
Lokasyon gobyerno, nasa NGO/PO
- Kasaysayan ng "conflict" sa lugar (pisikal na
seguridad? Takot? War economy? Seguridad sa
pagkain? imprastaktura? Inter-group relations?
Kalusugan?)
- Antas ng imprastraktura (daan at sasakyan?
Patubigan? Elektrisidad? Pabahay?)
- Kasalukuyang yugto ng tunggalian (sa konteksto ng

kasaysayan ng tunggalian)?
- Intensidad ng tunggalian sa lugar ng proyekto o
programa?
Tiyempo
- Mga politikal, ekonomiko at kulturang panlipunan na
kalakaran na maaaring makaapekto sa proyekto?
- Tumataas o bumababang pagkakataon na pagkilos
sa lugar?
- Antas ng suporta para sa programa/proyekto (lokal,

sa rehiyon, pambansa)?
- Pagkahula ng mga istrakturang pulitikal, legal at
panseguridad
- Mga sensitibong isyu (pulitikal, ekonomiko,
panlipunan) na kasangkot sa proyekto?
Kontekstong
- Panlabas na kundisyon (structural adjustment
Pulitikal,
programs, war on terror, trade or defence treaties)
Panlipunan,
- ""Impact of conflict"" sa pinagkukunang yaman at
Ekonomiya,
pagkamalikhain; kakayahang maging lider;
Militar at
pagkamasigasig)
Kultural
- Mga kultural na aspeto na maaring makaapekto sa
proyekto (takot sa kontrol panlabas, pagwaksi sa
mga western o partikular na pagpapahalaga ng
relihiyon.
- Pagkakaroon ng mga pagapagtaguyod/
lider/organisasyon na angkapayapaan
- Kapasidad ng organisasyong tagapagpatupad ng
proyekto, kasama na ang mga kwalipikado at
nababagay na mga staff
- Paglahok ng tagapagpatupad na organisasyon sa
mga prosesong "conflict and peace" at ang politikal
Partners/ na posisyon o pagtanggap sa kanila sa lugar ng
Stakeholders proyekto
- Pagpili ng benepisyaryo at ang mga implikasyong
pulitikal
- Kundisyon para sa epektibong implementasyon
(pamumuno, koordinasyon, pag-abot, tiwala, teknikal
na kapasidad)
Paglalagom ng Pagsusuri sa Risk and Opportunity
Rekomendasyon
K. PAGSUSURI NG POSIBLENG IMPACT NG PROYEKTO SA
LARANGAN NG:
1. KAKAYANAN SA CONFLICT MANAGEMENT
Paliwag Halimbawa ng mga Panukat (Indicators)
Impact sa Kapayapaan Impact sa Conflict
Kakayahan ng lokal na pamahalaan o mga

people's organization na:
1.) ayusin o iresolba ang mga tunggalian nang

hindi gumagamit ng karahasan o nang hindi
gumagamit ng mga istruktura na sumusuporta sa
di-lehitimong karahasan; at,
2.) itaguyod ang tunay at pangmatagalang

kapayapaan.
Impact sa kakayanang tumukoy at tumugon sa mga

'peacebuilding opportunities' at 'conflict- creating
challenges'.
Kabilang dito ang mga pormal na mekanismo

(tulad ng dispute resolution boards, peace and
order councils, etc.) o mga impormal na
mekanismo (tulad nga mga meeting,
pamamagitan n glider, paglikha ng mga lokal na
dayalogo)
Halimbawa ng mga Panukat:
- Bilang ng mga conflict kung saaan ang mga - Pagtingin na ang karahasan ay hindi lehitimo at
government at non-government na grupo ay epektibong pamamaraan sa pag resolba ng
gumaganap bilang tagapamagitan (mediators), conflict
tagapagpadaloy, atbp.
- Antas ng pagsaalang-alang ng mga isyung
- Pagtingin ng mga lokal na mediators at mga peace at conflict sa pagbubuo at pagpapatupad
magkatunggaling grupo na ang conflict ay hindi ng proyekto
ma-resolba sa pamamagitan ng dahas
- Paniniwala sa posibilidad ng pagkakamit ng
- Bilang ng mga conflict resolution workshops patas na resulta sa pamamagitan ng
pampublikong institusyon
2. MILITARIZED VIOLENCE AT HUMAN SECURITY
Paliwag
Halimbawa ng mga Panukat (Indicators)
Direkta at di-direktang maidudulot sa :
1.) anyo at antas ng karahasan ng mga pwersang

military; at,
2.) ang pakiramdam ng kaseguruhan o kawalang

kaseguruhan, kabilang na ang pisikal at mental na
kapakanan ng pang-indibidwal o pang-grupong
identity
Antas ng karahasan: ang iba't ibang grupo sa

lipunan ay nakakaranas ng iba't ibang uri at antas
ng karahasan at may iba't ibang antas ng kawalan
ng kaseguruhan (insecurity). Hal., kababaihan,
kabataan, grupong minorya, at mga returnees
- Bilang ng pagkamatay sanhi ng conflict - Bilang ng mga kaguluhan at di makontrol na

pagpapahayag ng di-pagsang-ayon
- Pagkawala ng mga tao (disappearances)
- Demostrasyon
- Insedente ng pag-abuso sa karapatang pantao,
katulad ng panggagahasa, sexual torture and - Bilang ng mga IDPs
paglabag sa karapatan ng mga kabataan at ang
pagiging epektibo ng mga opisyal na tumugon sa - Bilang ng mga bata, kababaihan at kalalakihan na
naturang paglabag kalahok sa gawaing military
- Antas ng karahasan sa pamilya - Antas ng kaseguruhan sa pagkain
3. PULITIKAL NA ISTRUKTURA AT MGA PROSESO
Paliwag
Impact sa:
1.) pormal at di-pormal na mga istruktura at

proseso.
Maaaring sa antas ng lokal na munisipyo o sa

antas na pambansa.
Tinutukoy din dito ang pagpapalakas ng kakayanan

sa pamamahala ng iba't ibang antas ng gobyerno
at and kakayanan ng civil society na aktibo at
konstruktibong lumahok sa mga prosesong pulitikal.
Ito ay makikita sa: pagpapalakas ng mga

kakayanan ng mga lehitimong pamunuan (o
agpapatupad ng batasng di-demokratikong mga
pwersa); tumaas (o bumaba) na antas ng
transparency, accountability at participation sa mga
desisyong nakakaapekto sa publiko; pagpapalakas
or pagpapahina ng pag-iral ng batas at
kumakatawang gobyerno.
- Kalayaan sa pamamahayag - Kalayaan sa pagkilos
- Pagtingin ng mga iba't ibang partido/ grupong - Pakikilahok o pag-impluwensiya sa mga proseso ng
pang-negosyo at civil society groups paggawa ng polisiya
- Malaya at patas na eleksiyon - Pagtingin at katibayan ng pagkakaroon ng katiwalian
- Antas ng "emergency rule"
4. ISTRAKTURA AT PROSESONG PANG-EKONOMIYA
Paliwag
Impact sa:
1.) pagpapalakas o pagpapahina sa pantay na

istuktura at prosesong pang-ekonomiya
2.) pagbabago ng "war economy"
3.) imprastrukturang ekonomiya
4.) pagkakaroon ng mga di karaniwang basic

goods
5.) pagkakaroon ng investment capital upang

lumikha ng pang-ekonomiya at pangkabuhayang
alternatibo sa pakikidigma
6.) patatagan ng sistemang pagbabangko (banking

system)
7.) produksiyon at pantay na pamamahagi ng

benepisyong pangkapayapaan (peace dividends),
pagsasanay, income generation
8) paggamit, pag-angkat o pamamahala ng mga

resources . lalo na ang mga non-renewable
resources at ang mga materyal na basehan ng
pagsustento sa ekonomiya o food security
- Pag-depende sa war economy (hal. paggamit ng - Gastos para sa militar kumpara sa gastos ng estado
black market, pag depende military employment
- Antas ng pang-ekonomiyang kontrol ng mga lokal o
- Bilang ng mga hanapbuhay na nilikha ng mga di- pambansang interes
militar na sector
- Pag-depende sa tulong o assistance galing sa labas
5. SOCIAL EMPOWERMENT
Paliwag
Impact sa paglikha ng "culture of peace" na

naglalarawan ng:
- constructive social communication
- tolerance
- inclusiveness
- justice
- participation
- respect
Ang tiwala at kakayanan ng lahat ng miyembro ng

lipunan, mula sa pinakamahina hanggang sa
pinakamalakas, na epektibong malampasan ang
mga hadlang sa matiwasay na pamumuhay.
- Pakikilahok at partisipasyon sa lokal na - Antas ng partisipasyon ng mga walang

prosesong pangkapayapaan kapangyarihang grupo (hal. kababaihan, mahihirap,)
- Antas ng pagtanggap/ kawalang tiwala sa loob - Antas ng pagtitiwala sa ibang grupo

mga mga organisasyong pang-kultural, sosyal,
pulitikal, etc. - Pagtakwil sa kultura ng karahasan at paggamit ng
baril
- Antas at uri ng ugnayan sa pagitan ng mga grupo
- Bilang mga lokal na peacebuilding na inisyatiba*
Paglalagom ng Pagsusuri
Rekomendasyon
Pangalan ng Tagapagsuri________________________________________
Petsa: ______________________

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Agriteam Canada Federation of Canadian

Culture of Peace Modules: Six Paths to Peace

Part I: Handbook on PCIA

Part II: TUGAL Case Study Documents

Part III: Facilitator’s Guide

- Toh Swee-Hin (S. H. Toh) & Virginia Floresca-Cawagas

Toh Swee-Hin (S.H. Toh) & Virginia Floresca-Cawagas

A Training Module on the

CULTURE OF PEACE MODULES: The Six Paths to Peace PAGE

Module 1: Orientation Session 1

Module 2: Introduction to the Pathways of Building a culture 3

Module 3: The First Path - Dismantling the Culture of War 8

Module 4: The Second Path - Living with Justice and Compassion 11

Module 5: The Third Path - Living in Harmony with the Earth 15

Module 6: The Fourth Path - Promoting Human Rights and Responsibilities 17

Module 7: The Fifth Path - Building Intercultural Respect, Reconciliation 20

Module 8: The Sixth Path - Cultivating Inner Peace 23

Module 9: Creative Synthesis 25

Module 10: Pedagogical Principles in Peace Education 27

Module 11: Ways Forward - Action Planing 29

Module 12: Closing Ritual 30

Annex A: Introduction to the Pathways in Building a Culture of Peace

A1. Synthesis:Goals of Peace Education 31

Annex B: Path 1 - Dismantling the Culture of War

B1. Synthesis: Dismantling the Culture of War 33

Annex C: Path 2 - Living with Justice and Compassion

C1. Synthesis: Living in with Justice and Compassion 36

Annex D: Path 3 - Living in Harmony with the Earth

D1. Synthesis: Living in Harmony with the Earth 38

Annex E: Path 4 - Promoting Human Rights and Responsibilities

E1. Synthesis: Promoting Human Rights and Responsibilities 40

Annex F: Path 5 - Building Intercultural Respect, Reconciliation

F1. Synthesis: Building Intercultural Respect, Reconciliation & Solidarity 42

Annex G: Path 6 - Cultivating Inner Peace

G1. Synthesis: Cultivating Inner Peace 44

Annex H: Module Synthesis: Concepts in Peace Education

H1. Synthesis: Principles of Peace Education 51

Annex I: Sample Programme: Walking the Path of Peace (May 2003) 52

At the end of the session, participants are expected to be able to:

v Create a conducive learning atmosphere through a consensus on the objectives, content,

Equipment and Materials Needed

v Overhead projector or LCD, if availabale

Culture of Peace I-1

Culture of Peace I-2

At the end of the session, participants are expected to be able to:

v Share strategies in peacebuilding, which they have experienced

v Personal and Group Stories as Peacebuilders

v 2.5 hours or 3.5 hours (depending on choice of activity)

Equipment and Materials Needed

*Activity designed by Madett Virola-Gardiola

Culture of Peace I-3

Activity 1: Personal and Group Stories as Peacebuilders

In Peacebuilding, what issues do you feel:

ü Most passionate about?

Activity 2: Defining Peace and Peacebuilding Strategies

1. What does peace mean to you?