KK TRG Report - 1st Report

3 days training of 25 local women activists from diverse faiths
on peace building (social cohesion) strategies and peaceful co-

existence.
PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 1

Training Agenda
# Topics Facilitator Methodology Time
DAY 1, 16-11-2018
1. Registration of Participants Khwendo Kor team Attendance Sheet 9:00-9:20
2. Recitation Participant led Recitation of verses from 9:00-9:25
Holy books
3. Norms setting Ishtiaq Ahmad / Summayya Kanwal Flip Charts, Brain 9:25-9:35
Storming
4. Introduction of the facilitators and Participatory Peer introduction / self- 9:35-10:00
participants introduction
5. Opening Remarks, Introduction Khwendo Kor team Remarks 10:00-10:10
6. Project Introduction Khwendo Kor team Ppt. Presentation 10:10-10:20
Pre training test Ishtiaq Ahmad / Summayya Kanwal Paper work 10:20-10:50
7. Objectives of TOT Ishtiaq Ahmad / Summayya Kanwal Ppt. Presentation 10:50-11:20
Tea Break (15 minutes)
9. Understanding Conflict Ishtiaq Ahmad / Summayya Kanwal Ppt. Presentation 11:35-12:30
Discussion
10 Common Understanding of Conflict Ishtiaq Ahmad / Summayya Kanwal Ppt. Presentation 12:30-1:00
Discussion
Lunch and Prayer Break ( 45 minutes)
11 Definition of “Conflict” and “Violence” Allama Maqsood Ahmad Salafi Group work, Presentation 1:45- 3:00
PPT
Tea Break
12 Types of Conflict, Conflict Lifecycle Allama Maqsood Ahmad Salafi Presentation 3:00-3:40
PPT, Q/A
13 Conflict Stages Ishtiaq Ahmad PPT Presentation, Q/A 3:40-4:30
14 Conflict Analysis Ishtiaq Ahmad PPT Presentation, Q/A 4:30 – 5:00
DAY 2, 17-11-2018
Recitation Participant Led Recitation from holy books 9:00-9:15
Recap Ishtiaq Plenary 9:15-10:00
15 Understanding Peace and Peace building Ishtiaq Ahmad / Summayya Kanwal Role Play , Discussion Q/A 10:00-11:30

16 How we can enhance peace in a society with Ishtiaq Ahmad / Summayya Kanwal Ppt. Presentation and Q/A 11:40-12:30
ethnic diversity
17 Importance of Peace education in sustainable Allama Maqsood Ahmad Salafi Ppt. Presentation and Q/A 12: 30 – 1:20
peace
Lunch Prayer (Jumma Prayer) Break ( (1hours)
18 Methodology of Peace Education within Ishtiaq Ahmad /Allama Maqsood Ahmad Ppt. Presentation and Q/A 2:20-3:00
children and youth Salafi
Tea Break (Working tea)

19 Early Warning Mechanisms for conflict Ishtiaq Ahmad /Allama Maqsood Ahmad Brain storming, Group 3:00 – 3:30
resolution Salafi discussion and Q/A
20 Methodology of Peace Education in Ishtiaq Ahmad /Allama Maqsood Ahmad Ppt. Presentation and Q/A, 3:30-5:00
Communities Salafi Group work
DAY 3, 18-11-2018

Recitation Participant Led Recitation from Holy Books 9:00-9:10
Recap Ishtiaq Ahmad /Allama Maqsood Ahmad Verbal sharing 9:10-9:40
Salafi
21 Peacemaking Responses Ishtiaq Ahmad /Allama Maqsood Ahmad Ppt. Presentation and Q/A 9:40-10:45
Salafi
22 Peace Building Skills Ishtiaq Ahmad /Allama Maqsood Ahmad Ppt. Presentation and Q/A 11:00- 11:30
Salafi
23 Importance of Communication Skills in Peace Ishtiaq Ahmad /Allama Maqsood Ahmad Ppt. Presentation and Q/A 11:30- 12:00
building Salafi
24 Conflict management Ishtiaq Ahmad /Allama Maqsood Ahmad Ppt. Presentation and Q/A 12:00- 1:00
Salafi
Lunch & Prayer Break
25 women leadership and their role in the peace Ishtiaq Ahmad /Allama Maqsood Ahmad Brain storming, Group 2:00-2:40
building process (Women political Salafi discussion and Q/A
participation is important along with Local
government, CNICs, voting right, contesting
election etc)
26 Gender base violence Ishtiaq Ahmad /Allama Maqsood Ahmad Ppt. Presentation and Q/A 2:40 – 3:20
Salafi
27 Community Action plan for peace building & Group Work 3:20-4:00
conflict resolution.
Post training test Ishtiaq Ahmad /Allama Maqsood Ahmad Paper work 4:00 – 4:10
Salafi
Certifications & Closing Remarks Khwendo Kor team Random , Remarks 4:10-4:30
E XECUTIVE S UMMARY
Khwendo Kor (KK) is a non-profit, non-governmental and non-partisan organization established in 1993 in
response to a strong need expressed by women for a forum to address their issues. Now KK has grown to become
one of the leading women’s rights organizations in Pakistan, registered under Societies Act 1860, Directorate of
Social Welfare FATA and Government of Pakistan Economic Affairs Division (EAD) through a memorandum of
understanding (MOU).
Khwendo Kor (Peshawar) is implementing a project to enhance the capacity of the minority community members,
CSOs and duty bearers with the objective to promote peace and harmony among the people living in district
Peshawar for resilient communities and inclusive societies.
KK has planned to build capacity of 25 women activist from diverse faiths on Peace Building (Social Cohesion)
Strategies and Peaceful Co-Existence. The women group includes members from minority community,
government officials, human rights, social activist and students.
O BJECTIVES OF THE E VENT :

 To build the capacity of women activist on meaningful participation in social cohesion efforts, dispute
resolution techniques, equal citizenship and human rights including women rights and leadership.
 To promote values of acceptance for diversity, co-existence and social cohesion.
 To narrow the space created by the society and local people on the bases of faith and sect among the
communities.
NAME OF RESOURCE PERSONS: (T OT AL : 03)

 Ishtiaq Ahmad Khan (Lead consultant)
 Allama Maqsood Ahmad Salafi (Co-facilitator)
 Summayya Kanwal ( Co- Facilitator)
 Kinza Rehman (Minutes taker)
O B S E RV E R S & M O N I T O R I N G
 Madam MaryamfromKhwendo Kor (KK).
 Subhan Ali, Khwendo Kor (KK)
 Suliman Ali,Khwendo Kor (KK)
 Baqir Ali,Khwendo Kor (KK)
 Nisha Javeed,Khwendo Kor (KK)
D E T AI L S O F T HE E V E N T
# Activity Male Female Trans Venue Date

gender
3 days training of 25 local women Shelton 16th- 18th
activists from diverse faiths on peace accommodator, November 2018
1 03 32 02
building (social cohesion) strategies and Abdara road,
peaceful co-existence. University town
Peshawar.
DAY ONE
th
16 November 2018
PARTICIPANTS REGISTRATION & RECITATION OF HOLY QURAN

All participants reached the training venue and registered themselves. Training started with the Recitation of Holy
Quran by Rumeesa Arbab, Holy Bible by Alisha Robin, Holy Gheeta by Raveens Haroon and Holy Granth Sahab
by Farah Kour. The registration & attendance process was facelifted by Nisha Kaur, Program Support Officer,
Khwendo Kor.
INTRODUCTION OF THE FACILITATORS AND PARTICIPANTS /ICE
BREAKING
The participants got to know each other and it had helped in the upbringing of inter personal communication
among the participants. Expectations of the trainings are shared by participants with the facilitators and all the
points were written on flash cards and pasted on the wall for the evaluation purpose at the end of training. Each
participant was asked to tell about following;
 Name
 Qualification
 Hobby
 Mother tongue
 Faith
 Any desire
 Past experience

EXPECTATIONS &NORMS SETTING
Participants decided the norms for training, so that time available for training is utilized in an effective and
efficient manner.
 Be punctual (sessions, breaks, lunch, small group work)
 Let others finish what they are saying without being
interrupted
 Show respect for each other’s opinions
 Be brief and to the point when speaking
 Agree to disagree
 Give everyone a chance to speak
 Cell phone should be at silent during training session
 Respect the other participants views
 Discussion should be at the relevant topic
 Punctuality
 Avoid side conversations
 Listen actively
 Participation
 Ask Questions
 Give your honest feedback
 Build on each other’s ideas
 Sit next to different people
Ishtiaq asked participants that if they want to have discussion on any other related topic or clear anything, they can
write it on parking lot by themselves and similarly if they want to give any suggestion or complains, then they can
write that as well on charts.

O PE N I N G R E M A R KS , K H W E N D O K OR I NT R OD UC T I ON
In the morning welcome session was conducted by Mr. Subhan Ali, Project Manager Khwendo Kor. He properly
welcomed the participants and also presented the vision, objectives and progress of Khwendo Kor. After proper
welcome, objectives of the training were explained by trainerIshtiaq Ahmad through a presentation.Which were,
 To build the capacity of women activist on meaningful participation in social cohesion efforts, dispute
resolution techniques, equal citizenship and human rights including women rights and leadership.
 To promote values of acceptance for diversity, co-existence and social cohesion.
 To narrow the space created by the society and local people on the bases of faith and sect among the
communities.
PRE TRAINING EVALUATION TEST

A pre-test was conducted to assess the participant knowledge and understanding about peace building strategies,
social cohesion and peaceful co-existence.
U N DE R S T A N D I N G C O N FL I C T C OM M ON U N DE R S T A NDI N G OF C O NFL I CT .
Misconception and misperception can cause conflict and complicate conflict resolution. Conflict occur when there
is disagreement over a particular subject matter and the individuals cannot by themselves, reach a compromise
situation. This disagreement may happen over perceived or actual goals, values or interests. Therefore defining
factors of conflict involve opposition, contradiction, and disagreement over beliefs, perceptions, ideas, views,
interests and/or needs of people.
Definition of “Conflict”
Tentatively, we can define conflict as “A clash of contradictory beliefs, values, interest, needs, opinions, and/ or
views of the parties”. Conflict is an expressed struggle between at least two independent parties who perceive
incompatible goals, scarce resources, and an interference from others in achieving their goals.
Positive and Negative conflicts

Conflict, actually, can be positive or negative, constructive or destructive, based on how we approach, engage in
and navigate the conflict. Disagreements with family members, friends and coworkers do not have to be
relationship-damaging experiences. Arguments do not always have to end badly. Instead, constructive conflict can
occur, and our relationships can be strengthened rather than weakened by the conflict.
Destructive conflict occurs when two or more people engage in actions and behaviors that result in increased
opposition instead of conflict resolution. For example, when two coworkers begin to make verbal attacks and use
threatening gestures during an argument, the conflict between them has become destructive. Constructive conflict,
on the other hand, occurs when people express disagreement without hostility and with a commitment to effective
resolution of the conflict. For example, two family members may discuss an area of disagreement until a mutually-
agreed upon resolution is reached.
Conflict is positive when it:
 Causes people to consider different ideas and alternatives
 Results in increased participation and more commitment to the decisions and goals of the group
 Results in issue clarification and/or reassessment
 Helps build cohesiveness as people learn more about each other
Conflict is destructive when it:
 Leads to bullying, harassment, or discrimination
 Diverts energy from more important issues and tasks
 Groups’ contradictions so that cooperation is reduced
 Destroys the morale of people, or reinforces poor self-concepts
 It must be remembered that all negative conflicts are costly to all parties when escalating in violence and
revenge, as says Gandhi, one of the wisest men of our time:
“With an eye for an eye, everyone ends up blind.”
V I OL E N CE
Violence is a behavior of domination or enslavement using physical, verbal or psychological force against
someone. Killing, Beating, Rape, Torture, Insults, Harassment, Deprivation of liberties and rights, etc. are all forms
of violence.
Types of Conflict
1. Intra-personal Conflict
Refers to conflicts occurring within a person. Usually people need to work on their own inner struggles and issues
in order to be constructive in social cohesion and harmony.
2. Inter-personal Conflict

It is a conflict between two individuals and at a personal level.
Example: A boy disagreeing with his sister over sharing domestic work
3. Intra-group Conflict
Are conflicts that happen within a particular group, whether it is a religious, ethnic, political or other type of
identity group. It is important to be able to manage the conflicts within your own group, and be able to build
support for long-term peace process.
4. Inter-groups Conflict
It is a conflict between large organized social or identity groups. These could be Races, Ethnicities, Tribes,
Religions, Political parties, etc. Such conflicts create blocs of enemies among individuals belonging to groups
involved. In order to be successful peace builders, we need to develop skills helping us to work both in our own
group as well as between groups, without being viewed as “traitors” and or “spies”.
5. Intra - State Conflict
This means a conflict within a state mostly between a reactionary/rebel group and the government.
6. Inter-States Conflict
Inter State Conflict is a conflict that opposes a state against another state. Sometimes inter-state conflicts draw
many other states supporters into conflicts that originally opposed only two countries and make it a regional or an
international conflict.
Conflict Lifecycle

Some practitioners in peace building identify the 6 following steps in a conflict lifecycle:
1. Tension
2. Role Confusion, blaming and demonizing about who was the cause of the conflict
3. Injustice Collecting – fault finding/mission to justify
4. Precipitating Event, for example Elections
5. Confrontation after election results are proclaimed
6. Adjustment – through negotiations.
Conflict Stages
Other peace building practitioners such as, Ayindo et al., 1995; Mcbeth and Fine, 1995, compare the conflict
process to a burning fire and identify five stages in that process: Gathering materials, Confrontation, Crisis, Coals,
and Regeneration. It is so important to understand these stages so that we are able to apply effective peace building
remedies that respond well to conflicts at any stage we tackle them.
Stage 1: Gathering materials for the fire / Potential conflict
In the early stage, materials for the fire are collected. Some of these materials are
drier than others, but there is no fire yet. However, there is movement towards
fire and the materials are readily available. During this stage of conflict people
usually experience violence because of unjust structures and social systems.
Stage 2: Fire begins burning / Confrontation

In the second stage, a match is lit and the fire begins to burn. Usually a
confrontation between parties, like a large public demonstration, serves as the
match, which quickly ignites the dry,

waiting materials.
Stage 3: Bonfire / Crisis

During the third stage, the fire burns as far and fast as it can, burning wildly out of
control. In this stage, the conflict reaches a crisis and, just like the fire, conflict
consumes the materials fueling it. When conflicts get “hot,” those involved in them
often resort to overt violence in order to win – although usually, both sides end up
losing something. Overt violence refers to actions that people purposefully do to harm,
maim or kill others. War is the most organized form of overt violence that we humans
have invented.
Stage 4: Coals / Potential for further conflict

At some point, the fire abates, the flames largely vanish and just the coals continue to
glow as most of the fuel is burnt up. At this stage, conflicts can either continue to burn
themselves out or, if new fuel is added, can re-ignite. Overt violence usually cycles
between periods of increased fighting and relative calm. If peace accords are signed,
then the violence usually decreases at least temporarily. However, if the causes of
structural violence and injustices are not addressed then overt violence often increases
again.
Stage 5: Fire out / Regeneration

In the fifth stage, the fire is finally out and even the members are cool. At
this stage, it is time to focus on other things besides the fire, and to rebuild
and help regenerate what was lost. If the injustices of structures and systems
are adequately addressed, there will be space for reconciliation, regeneration
and renewal. Regeneration takes decades. A forest that is burned down does
not reappear the next year.
C O N FL I C T A N A L Y S I S
Conflict analysis is done in order to:
 Inform peace building program on how to respond to conflict with relevant activities
 Determine who is involved in the conflict

 Figure out what motivates people to use violence or continue conflict (e.g. economic motivations, desire
for power, redressing ethnic grievances)
 Identify the issues in the conflict
 Determine how the conflict is unfolding
Methods of Conflict Analysis
The 3 Ps of Conflict
Brainstorm in small groups on the 3 Ps of a Case and draw the detailed analysis of a conflict.
3) Divide large group into sub-groups to use the framework to analyze a conflict.
4) After sufficient time of discussion, have groups return for large group reporting and discussion.
T HE W H O , W H A T AND H OW OF C ON FL I CT
Who is involved in the conflict? How do they interact with each other?
Where is the conflict centered? Which people or groups have strong
positive relationships with each other? These relationships are
expressed in the drawing with each party (including secondary and
other peripheral or stakeholder parties) represented by a circle and their
relationships by different types of lines
The“What” of a Conflict
Using the Iceberg example, we can identify the root causes of conflict
under the water, the core problems as the middle and main support of

the iceberg, and the effects of conflict .What are the root causes, core issues and effects of the conflict?
It is only when we know causes and root causes of a conflict that we can apply a peace educational program that
transforms mindsets of players. Such a program will bring the community to embrace a culture of peace and an
environment where acceptance, tolerance and peaceful coexistence are demonstrated.
The How of a Conflict

The how of conflict identifies the factors that increase or continue the conflict, and the factors that transform or
resolve the conflict. Which factors escalate the conflict? Which factors promote peace? Some factors supporting
continuation or escalation may include groups exploiting natural resources for their own profit under cover of war
and violence, political differences, poverty, or history of
previous violence between groups.
Factors supporting transformation or resolution may
include peace processes, community development efforts in
war-affected regions, trading relationships (e.g. local
markets) that continue across divided communities during
times of war, or groups working actively to encourage
tolerance and peace.
The Conflict Mapping

Conflict mapping involves a thorough study of the history of the conflict that involves the following areas:
History of the Conflict
❖What are the major events in the evolution and history of the conflict (e.g. wars or outbreaks of violence,
attempted peace agreements)?
Conflict context
 What are the geographical boundaries of the conflict?
 Which important natural resources may be part of the conflict?
 What are the political, social, economic, and cultural structures of the conflict?
 What is the context at the community level? What is the context at the regional level?
 What is the global context?
 What are the contributing factors to a conflict (e.g. Unemployment, scarce resources)?
Conflict parties
 Who are the primary parties? What are their goals and interests? (Primary parties are defined as directly
involved in the conflict. One party’s goals are perceived to be incompatible with the other party’s goals.)

 Who are the secondary parties? What are their interests? How are they involved in the conflict?
(Secondary parties have an indirect stake in the outcome of the conflict.)
 Who are the interested third parties? What are their interests in the conflict? How are they involved?
(Interested third parties are those who have an interest in the successful resolution or continuation of the
conflict). The Parable of Lion and Boar as illustration.
 What are the power relationships between the various conflict parties?
Issues
 What are the issues in the conflict? Is the conflict about values and beliefs? Resources?
 Facts (disagreement over what is)? Interests (the underlying needs, concerns, fears, values, or wants)?
 What are the sources or root causes of the conflict?
 What are the tensions or dividers that exist in the country or community?
 What are the proximate (recent, superficial or manipulated) causes?
 How are external (outside interests that promote, manipulate or aggravate issues) factors influencing the
issues?
Dynamics
 Has the conflict escalated or de-escalated over time?
 Are the parties to the conflict polarized?
 What are/were the trigger events in outbreaks of violence?
 How have the issues changed over time?
 What tactics have the parties in conflict used?
The Why of Conflicts

Most Causes of Conflicts
Give participants the opportunity to make a list of causes of conflicts they know. Affirm their research.
Conflict of interests, needs, values, beliefs, identities, and judgments were identified as major:
 Conflict of interests: arise when people are competing for the same resources, for example: territory, jobs
and income, housing, when they are not fairly distributed.
 Conflict of needs: if the basic need (food, water, security etc.) of human are not met people protest which
may lead to violence.
 Conflict of values: occurs when the competition of ideas or moral standards differs from the others for
example: religion, tradition, human rights standards.
 Conflict of beliefs: arise when people’s belief’s clash. For example: religious and political views are
sensitive because people depend on these for a sense of identity and belonging.

 Conflict of identities: arise when group members feel that their sense of self is threatened or denied
respect, for example: because of being a woman, member of a minority, or national identity. Ethnic
differences can cause conflicts.
 Conflict of judgment: arise when the decision of a conflict is not accepted by all conflict parties due to a
sense of injustice, which often motivates aggression or revenge.
CONFLICT MANAGEMENT
Handling a Conflict depends on:
a) Type of a conflict
b) The people involved
TYPES OF CONFLICT MANAGEMENT
DEFENSIVE STYLE
1. Avoidance and denial
2. Domination
3. Surrender
CO-OPERATIVE STYLE
1. Compromise
2. Negotiation
3. Mutual gain approach
CONFLICT MANAGEMENT
PROCEDURE
 Acknowledge the conflict
 Agree on a procedure
 Define the conflict
 Explore possible solution
 Reach an agreement
 Put the plan into action
 Evaluate the solution
FACTORS INFLUENCING CONFLICT RESOLUTION
 Create a climate of co-operation
 Communicate effectively
 Control the emotions
 Accept and understand the situation

 Develop positive aptitude towards solution
 Set a target period
DAY TWO
R E CI T AT I O N FR OM T HE H OL Y Q UR AN
At the Day twoTraining started with the Recitation of Holy Quran by Hafsa, Holy Bible by Shalim, Holy Gheeta
by Jaswinder and Holy Granth Sahab by Kiran Kour. The registration & attendance process was facelifted by
Nisha Kaur, Program Support Officer Khwendo Kor.
Review of the day 1
The trainer commenced the session with questionanswers s to share the previous day learning and followed by
concluding and consolidating the session’s leanings and linking them to the forthcoming sessions. Active and
effective participation have been ensured to analyze their findings and how they will use the information to achieve
the collective and shared vision .Participants reviewed the work done and consolidated things happen yesterday
and now ready to link it with next day presentations.
C O M M ON U N D E R S T A N D I N G OF P E ACE
Peace is when:
People are able to resolve their conflicts without violence and can work together to improve the quality of their
lives,
Everyone lives in safety, without fear or threat of violence, and no form of violence is tolerated in law or in
practice,
Everyone is equal before the law, the systems for justice are trusted, and fair and effective laws protect people’s
rights,
Everyone is able to participate in shaping political decisions and the government is accountable to the people
Everyone has fair and equal access to the basic needs for their wellbeing – such as food, clean water, shelter,
education, healthcare and a decent living environment
Everyone has an equal opportunity to work and make a living, regardless of gender, ethnicity or any other aspect of
identity

Defining Peace building
Peacebuilding is a process that facilitates the establishment of durable peace and tries to prevent the recurrence of
violence by addressing root causes and effects of conflict.
Peace building refers to the long-term project of building peaceful, stable communities and societies.
The process needs to strengthen and restore relationships and transform unjust institutions and systems. The focus
on relationships and the process of how we achieve justice and build peace is unique to peace building.

Principles of peace building
Peacebuilding requires People to be

 Aware of their power
 Create non-violent forms of power to meet their human needs in collaboration with others.
 Empowers others to act.
 People involved in peacebuilding need to both identify their existing sources of power as well as create
new ones. For example, building a partnership of women increases each woman’s individual power
Comprehensive vision
Lasting peace comes from addressing multiple sources of conflict at multiple levels of society. A key stepping
stone to success in building peace is to understand the dynamics of conflicts and resolve them peacefully. For this
to happen, we need to identify the needs of those
 We are working with,
 A vision of what we are working towards,
 Actions that can get us there,
 And a design or plan that we can use as a guide.
Interdependent Peacebuilding”
 No one person, activity, or level of society is capable of designing and delivering peace on its own.
 It involves a system of interconnected people, roles, and activities, linked together and affecting each
other. With people at the core, peacebuilding is intimately connected to the nature and quality of
relationships. Peacebuilding builds and supports interdependent relationships necessary for pursuing and
sustaining desired changes.

 This implies that we must develop processes that also forge relationships between people that are not like-
minded.
Sustainable peacebuilding
 Peacebuilding is a long-term prospect. Violent conflicts occur over generations and peacebuilding too take
no less time.
 Sustainable peacebuilding seeks to discover and strengthen the resources rooted in the context of the
protracted conflict.
 For peacebuilding to be sustainable, we need to pay attention to where our activities and energies are
leading us rather than thinking only about the immediate and then coming up with effective responses to
issues and crises. Sustainability requires that we think about what creates an on-going capacity within the
identified context for responding to and transforming recurring cycles of conflict and crises.
Dialogue
 The openness, willingness and space for dialogue are key principles of peace-building.
 Dialogue is an inclusive process and brings together a diverse set of voices.
 To bring about sustainable change, people have to develop a sense of joint ownership of the process and
become stakeholders in identifying new approaches to address common challenges
Cooperation
 Peacebuilding requires cooperation that reflects responsibility, accountability and participation by diverse
actors.
 Sharing crucial resources such as grazing land, water, forests, etc. creates an enormous opportunity and
motivation to cooperate, and brings stakeholders to the negotiating table.

Social Infrastructure
The foundations for peacebuilding include the people, their
relationships and the social spaces that they need for supporting the
process of transforming division and violence to respect and
interdependence, and their increased involvement in and
responsibility for building peace. The platforms and foundations of
peacebuilding are the social infrastructure that provides the basic
support to enable people and peacebuilding processes to weather the
immediate crises while patiently pursuing the slow, long-term desired change within a context of
relationships.
Definitions of Power
Power exists in all relationships and determines our ability to affect the world around us.
 Everyone needs and uses power to make decisions about their own life. Some people have access to more
sources of power than others.
 Power can either refer to a situation in which one person or group dominates and controls others or to a
situation in which people use power together with others to achieve an agreed-upon goal.
 Power is usually considered related to money, military, or physical strength but there are other sources of
power including information, knowledge or wisdom; moral or spiritual beliefs, people power, or the power
that a group of people have together when they decide they want to change their lives. Even beauty and
charisma can affect how “powerful” a person is in shaping her/his environment.

Role of Civil Society
 Civil society is considered as the “sphere of institutions, organizations, and individuals located between
family, the state and the market in which people associate".
 Civil society is distinct from government, but is seen as essential for the good functioning of any society.
 For generations, individual communities lived in peaceful coexistence – not because the central
governments were effective, but because the local mechanisms were. However, as a result of the war, the
role of elders and respect for fundamental values, have been weakened, and local structures have
repeatedly failed to furnace solutions.
Peace building Stages

 Transforming Materials and preventing Fire
 Limiting What Ignites and Preventing the Flames from
Spreading
 Limiting Damage
 Cooling the Coals”
 Regeneration
How we can enhance peace in a society with ethnic diversity

• Relating to or characteristic of a human group having racial, religious, linguistic, and certain other traits in
common.
• Relating to the classification of mankind into groups, esp. on the basis of racial characteristics.
• Denoting or deriving from the cultural traditions of a group of people.
Various approaches are: primordialism, essentialism, perennialism, constructivism, modernism

and instrumentalism.

• Primordialism or perennialism is the argument which contends that nations are ancient, natural
phenomena. Primordialism can be traced philosophically to the ideas of German Fantasy.
• Sociological Essentialism is a sociological (as opposed to philosophical) theory which states that
positions on gender, sexuality, race, ethnicity or other group characteristics are fixed traits, not allowing
for variations among individuals or over time.
perennialism is a normative educational philosophy. Perennialists believe that one should teach the things
that are of everlasting pertinence to all people everywhere, and that the emphasis should be on principles, not
facts
• Social constructivism is a sociological theory of knowledge according to which human development is

socially situated and knowledge is constructed through interaction with others.
• Modernism is a philosophical movement that, along with cultural trends and changes, arose from wide-
scale and far-reaching transformations in Western society during the late 19th and early 20th centuries.
• instrumentalism is directly opposed to scientific realism, which is the view that the point of scientific
theories is not merely to generate reliable predictions but to describe the world accurately.
...Instrumentalism is a form of philosophical pragmatism as it applies to the philosophy of science.
Awareness
• Meet with a small group of mixed ethnic peers on a regular basis and discuss their perceptions and
observations.

• Learn everything you can about history and culture from a perspective other than your own. Ask your
small group about what is important to them from their culture and history.
• Beware of “us – them” thinking and speech. Monitor how often the “us vs them” is used in your own
family.
• Identify how ethnically diverse your church/mosque is. Discuss with other leaders and members how it can
be more welcoming if it is ethnically narrow.
• Identify the dynamics of social identity in your community,
• How power and privilege are preserved (this includes your church/mosque)
• How and why people may be excluded or marginalized
Action
• Make ethnic peace, justice and reconciliation a priority
• Be intentional and proactive; develop friendship groups with a wider ethnic network
• Choose to give up comfort, power or privilege so that someone normally kept from it might have it.
• Choose to speak out on others’ behalf among your ethnic group, especially when there may be something
demeaning that is only ethnic
• Make political choices based on the strength of diversity
• Celebrate and encourage diversity by drawing attention to diversity and praising it in your church/mosque,
workplace or community.
• Learn to listen well to the stories of other ethnic communities. Bring healing into those stories.
Importance of Peace education in sustainable peace

Peace education is a precious investment in the building of sustainable peace in any society. The aim to
achieve peace in today’s world should not be left to the United Nations Security Council. Teachers and
learners alike have their different roles to play in ensuring that the climate of peace and non- violence
permeates throughout the globalized world. To this end therefore, peace education, especially targeting the
youths and young adults becomes very imperative.
Peace education therefore is concerned with helping learners to develop an awareness of the processes and
skills that are necessary for achieving understanding, tolerance, and good-will in the world today. Through
these processes, the youth and young adults would be able to contribute positively to the community by
building network of peace clubs and spreading the message of peace throughout their communities.

The participants share their views on which a Sikh community member said that from Sikh religion our
Gurdwara; meaning "door to the guru” and she further said that there are four doors in Gurdwara, which are
known as the “Door of Peace,” and “the Door of Learning”. These doors are a symbol that people from all four
points of the compass are welcome, and that members of all four castes are equally welcome. There's always a
light on in a Gurdwara, to show that the Guru's Light is always visible and is accessible to everyone at any
time. Then one Hindu Participant said that the message of Diwali is peace when Hindu community lights up
the clay diya shows that this festival is of joy and prosperity and a celebration of the victory of good over evil.
A Christian also shared that Christianity is the religion of peace and Jesus was the perfect example of peace
who gave the message of peace and harmony. His famous saying that “If someone slaps you on one side of
your face, turn the other one to him" shows this thing that if we want to be God’s favorite then we should
promote and create peaceful environment for all.
This involves the following:
• Examining and discussing our values and attitudes towards diversity, cultural differences, tolerance, and
human dignity;
• Developing language and social interaction skills to promote peaceful relations among people, among
nations, and between human beings and the natural environment; and
• Learning to solve problems and to think critically regarding issues of conflict and violence.
Importance of Peace Education

There is no denying the fact that today’s globalized and highly technological world presents more security
threats to the citizens than in the past few decades. A child in Indonesia today can easily gain access to the
internet and through it gain immediate knowledge on how to develop bombs. A child in Nigeria has access to
events the world over through the television and the internet.
Through that exposure, the child can easily get influenced by the violence exhibited by adults.
It is disheartening to realize that we live in a world of unprecedented violence in different forms. Terrorism,
war, crimes, injustice, oppression and exploitation of the populace by the minority seems to be the order of the
day. Gone are the days of chivalry, where the strong protect the weak.

While disorder and confusion reign supreme, the most vulnerable in the society – children – suffer the most.
Naturally, children absorb the spirit of violence in the atmosphere and
• Since they are the so called leaders of tomorrow, the dangers are that they will grow to become leaders of a
violent society, having been steeped and nurtured in violence.
• The urgent need therefore exists that were we to mold our children into the near perfect leaders of
tomorrow, we should start now to nurture them in understanding the essence of peace and availing them
with the opportunities of acquiring the relevant skills to resolve disputes in a pleasant manner.
Types of Peace Education

• Conflict Resolution Training.
• Democracy Education. ...
• Human Rights Education
Conflict Resolution Training

Peace education programs centered on conflict resolution typically focus on the
social-behavioral symptoms of conflict, training individuals to resolve inter-personal
disputes through techniques of negotiation and (peer) mediation. Learning to
manage anger, "fight fair" and improve communication through skills such as
listening, turn-taking, identifying needs, and separating facts from emotions

Democracy Education
Peace education programs centered on democracy education typically focus on the
political processes associated with conflict, and postulate that with an increase in
democratic participation the likelihood of societies resolving conflict through
violence and war decreases. At the same time, "a democratic society needs the
commitment of citizens who accept the inevitability of conflict as well as the
necessity for tolerance
Human Rights Education

Peace education programs centered on raising awareness of human rights typically focus at
the level of policies that humanity ought to adopt in order to move closer to a peaceful
global community. The aim is to engender a commitment among participants to a vision of
structural peace in which all individual members of the human race can exercise their
personal freedoms and be legally protected from violence, oppression and indignity
Methodology of Peace Education within children and youth

The teacher can implement peace education in the classroom through the following methods:
Through the use of topics that raise issues related to peace and cultural understanding in the classrooms. The
teacher can share a story with the students which tease out basic information to help them develop positive
attitudes and values related to living in peace as a community.
Maqsood Salafi discussed a perfect recipe of a leader comparing the personalities of Nelson Mandela, Mother
Teresa and Hitler. After this, all the participants were grouped into 3 groups on the basis of age and their study
level and they were asked to share their views as a group on how they can promote peace in daily life, they were
asked to show a Community Action plan for peace building & conflict resolution on which all the 3 groups starting
from college students, university students to PhD Scholars. They brilliantly made action plan and showed the best
approaches from themselves for the promotion of peace and harmony. They also shared their personal approaches
like a group member from college group that was the youngest one said that I have a Hindu fellow and she always
wishes us Eid in a great way but when it comes to Diwali, no one does anything for her so I decided to wish her
and celebrate with her then all the other fellows also came forward and made her day. University students said that
we should arrange trips to our religious places and can give the message of peace in this way .Similarly teachers

group said that we can promote peace by our unbiased attitude, avoiding hatred curriculum, by post conflict
education and by appreciating the diversity of ourselves whether its external or internal, in the form of religions or
ideas.
Early Warning Mechanisms for conflict resolution

Early warning is a process that (a) alerts decision makers to the potential outbreak, escalation and recovery of
violent conflict; and (b) promotes an understanding among decision makers of the nature and impacts of violent
conflict.”
Three generations of early warning systems
The 1994 Rwandan genocide was a key trigger for the evolution of the conflict early warning field. Over time, it
led to three generations of early warning systems, each with a specific mandate, organizational set-up, information
sources/analytical methods, links to response decision-making, and strengths and weaknesses.
However, the differences can be summarized as follows:

DAY THREE
R E CI T AT I O N FR OM T HE H OL Y Q UR AN
At the Day twoTraining started with the Recitation of Holy Quran by Madiha, Holy Bible by Remsha Robin, Holy
Gheeta by Jaswinder and Holy Granth Sahab by Kiran Kour. The registration & attendance process was facelifted
by Nisha Kaur, Program Support Officer Khwendo Kor.
REVIEW O F T HE D A Y 2
The trainer commenced the session with a warm up exercise of revising and sharing the previous days learning and
followed by concluding and consolidating the session’s leanings and linking them to the forthcoming sessions.
Active and effective participation have been ensured to analyze their findings and how they will use the
information to achieve the collective and shared vision..Participants reviewed the work done and consolidated
things happen yesterday and now ready to link it with next day presentations.
P E A CE BUILDING S KI L L S
Life Skills Based Education for Violence Prevention and Peace Building promotes the development of knowledge,
skills, attitudes and values needed to bring about behavioral change that will enable children, youth and adults to:

prevent conflict and violence, both overt and structural; resolve conflict peacefully; and create the conditions
conducive to peace, whether at an intrapersonal, interpersonal, intergroup, national or international level.
When applied to the issue of violence prevention, one or a combination of life skills can enable students to:
 identify and implement peaceful solutions for resolving conflict (e.g., problem solving, decision making,
critical thinking, coping with stress, coping with emotions, communication skills, interpersonal relationship
skills )
 identify and avoid dangerous situations (e.g., critical thinking, problem solving, decision making)
 evaluate violent solutions that appear to be successful as depicted in the media (e.g., critical thinking)
 resist pressure from peers and adults to use violent behaviour (e.g., problem solving, decision making, critical
thinking, coping with stress, coping with emotions, communication skills, interpersonal relationship skills )
 become a mediator and calm disputants (e.g., self awareness, problem solving, decision making, critical
thinking, coping with stress, coping with emotions, communication skills, interpersonal relationship skills)
 help prevent crime in their community (e.g., problem solving, decision making, communication skills, coping
with emotions)
 reduce prejudice and increase tolerance for diversity (e.g., critical thinking, coping with stress, coping with
emotions, communication skills, interpersonal relationship skills)
C O N FL I C T M A N A GE M E N T
Conflict management refers to techniques and ideas designed to reduce the negative effects of conflict and enhance
the positive outcomes for all parties involved.

The techniques and ideas used depend on the type of conflict that needs managing
Five Styles of Conflict Management

You will experience some form of internal or external conflict while living with roommates at some point in your
college career. Understanding how you handle conflict is important in helping you decide how to deal with stress
and manage certain situations.
Emotional Intelligence
Emotional intelligence is the ability to understand one’s own feelings and those of others, and to handle those
feelings well. People who have high emotional intelligence are good at identifying and meeting the needs of others
while taking responsibility for their own needs and feelings. A few ways they do this are:
 Asserting feelings without blaming

 Compromising to accommodate others
 Forgiving transgressions
 Identifying triggers to conflict
 Recognizing improvements on the part of antagonists
 Setting ground rules for productive dialogue

 Showing respect
 Willingness to modify behavior
Empathy
Empathy means feeling what others feel. The ability to see a situation
from someone else’s viewpoint, to understand their needs, motivations,
and possible misunderstandings, is critical to effective conflict
management. Some people are naturally more empathic than others, but
empathy can be developed.
At its most useful, empathy is augmented by an intellectual understanding

of another’s situation, since emotional empathy alone can sometimes
create complicated enmeshments. Empathy is best applied in a work environment when paired with critical
thinking, emotional intelligence, and other types of discernment. Hallmarks of empathy include:
 Commitment to resolving problems

 Demonstrating understanding regarding the feelings and needs of the parties involved
 Identifying non-verbal cues indicating frustration and anger
 Recognizing the existence of a problem
Creative Problem Solving

Understanding and communication are all very well and good, but do not help much if you don’t have a solution
for the underlying problem, whatever that problem may be. Conflict often happens because no one can come up
with a workable solution, so resolving the conflict depends on creating a solution. That makes problem-solving an
in-demand skill for employers. Examples of problem-solving conflicts in the workplace include:
 Brainstorming solutions that accommodate both parties

 Convening a meeting of the parties involved in a conflict
 Creativity in problem-solving
 Designating sanctions for non-compliance with
agreements
 Integrating goals for harmonious collaboration into
performance plans
 Monitoring compliance with agreements
 Reconfiguring relationships and roles to avoid conflict-
prone interactions
C O N FL I C T M A N A GE M E N T S KI L L S
Communication Skills

Much unnecessary conflict can be avoided simply with clear, accurate written & verbal communication. Simply
being a good listener can be enough to inspire trust and resolve hurt feelings.
Examples of good communication skills include:
 Addressing problems quickly before they reach crisis stage

 Drawing out the perspective and feelings of reluctant participants
 Formalizing an agreement between combatants (in writing when feasible)
 Listening without interruption as parties share their perspective
 Mediating
 Meeting with parties individually to identify grievances
 Modeling reasonable dialogue
 Negotiating
 Reflecting significant conflict-provoking behaviors in performance appraisals
 Teaching alternative behaviors to avoid triggering conflict
Why Conflict Management?

Conflict management skills revolve around making sure everyone feels
heard and respected while negotiating a mutually beneficial solution
that everyone involved can accept. It does not necessarily involve
pleasing everyone or removing any and all disagreement. Conflict can
be necessary and good, and the goal of conflict management is to make
sure that any disagreement remains productive and professional.
Conflict Management Strategies

any situation involving more than one person, conflict can arise. The
causes of conflict range from philosophical differences and divergent goals to power imbalances. Unmanaged or
poorly managed conflicts generate a breakdown in trust and lost productivity. For small businesses, where success
often hinges on the cohesion of a few people, loss of trust and productivity can signal the death of the business.
With a basic understanding of the five conflict management strategies, small business owners can better deal with
conflicts before they escalate beyond repair.
Accommodating
The accommodating strategy essentially entails giving the opposing side what it wants. The use of accommodation
often occurs when one of the parties wishes to keep the peace or perceives the issue as minor. For example, a
business that requires formal dress may institute a "casual Friday" policy as a low-stakes means of keeping the
peace with the rank and file. Employees who use accommodation as a primary conflict management strategy,
however, may keep track and develop resentment.

Avoiding
The avoidance strategy seeks to put off conflict indefinitely. By delaying or ignoring the conflict, the avoider
hopes the problem resolves itself without a confrontation. Those who actively avoid conflict frequently have low
esteem or hold a position of low power. In some circumstances, avoiding can serve as a profitable conflict
management strategy, such as after the dismissal of a popular but unproductive employee. The hiring of a more
productive replacement for the position soothes much of the conflict.
Collaborating
Collaboration works by integrating ideas set out by multiple people. The object is to find a creative solution
acceptable to everyone. Collaboration, though useful, calls for a significant time commitment not appropriate to all
conflicts. For example, a business owner should work collaboratively with the manager to establish policies, but
collaborative decision-making regarding office supplies wastes time better spent on other activities..
Compromising
The compromising strategy typically calls for both sides of a conflict to give up elements of their position in order
to establish an acceptable, if not agreeable, solution. This strategy prevails most often in conflicts where the parties
hold approximately equivalent power. Business owners frequently employ compromise during contract
negotiations with other businesses when each party stands to lose something valuable, such as a customer or
necessary service.
Competing
Competition operates as a zero-sum game, in which one side wins and other loses. Highly assertive personalities
often fall back on competition as a conflict management strategy. The competitive strategy works best in a limited
number of conflicts, such as emergency situations. In general, business owners benefit from holding the
competitive strategy in reserve for crisis situations and decisions that generate ill-will, such as pay cuts or layoffs.

W OM E N ' S R OL E IN P E A C E B U I L DI N G
Women can be either victims of conflict or agents of peace building. Many a time, women have averted conflicts
and have been responsible for resolving conflicts. Peacebuilding needs the involvement of women. During violent
conflicts and wars women are forced to assume new roles as heads of families, providers, combatants, and freedom
fighters.
Women’s roles in peacebuilding across conflict areas, in the last
decade, highlight the importance of moving women beyond the
“humanitarian front of the story.” Women have and can continue to
influence peacebuilding processes so that they go beyond defining

peace as the absence of violent conflict and focuses on the principles of inclusion, good governance and justice.
Women need to be present to discuss issues such as genocide, impunity and security if a just and enduring peace is
to be built.
Women’s involvement in peacebuilding is as old as their experience of violence. Women are not “naturally”
peaceful. Women have played a variety of roles throughout history that support war and other forms of violence,
from warriors to supportive wives and mothers calling men to the battlefield. However, their gender identities
allow them to do some forms peacebuilding that men cannot do. In addition, some women have found it
advantageous to draw on skills, assets, and capacities that are available to them in oppressive patriarchal systems
and harness these for productive use in peacebuilding.
However, communities that use all the talents, experience, and wisdom of both men and women are more able to
address the needs of their members. If women are excluded from participating in community decisions and
leadership, or are so busy with household responsibilities that they do not have time to go to community meetings,
then the talents, experiences, and wisdom of half of the population will not contribute to community life.
In 1995, the United Nation’s Fourth World Conference on women held in Beijing, China created a rippling of new
ideas and conversations among women involved in civil society around the world. The civil-society campaign on
women in peacebuilding led to the October 2000 signing of UN Security Council resolution 1325 on Women,
Peace, and Security. Resolution 1325, recognizes that
civilians - particularly women and children – are the
worst affected by conflict, and that this is a threat to
peace and security. Resolution 1325 includes calls for
women’s participation in conflict prevention and
resolution initiatives; the integration of gender
perspectives in peacebuilding and peacekeeping missions;
and the protection of women in regions of armed conflict.
Resolution 1325 has further mobilized women around the
world to recognize the important roles women play in
peacebuilding and to “mainstream gender in
peacebuilding.” According to the United Nations,
mainstreaming a gender perspective is the process of
assessing the implications for women and men of any
planned action, including legislation, policies or
programs. It is a strategy for making women’s as well as
men’s concerns and experiences an integral dimension of design, implementation, monitoring and evaluation of
policies and programs in all political, economic and societal spheres so that women and men benefit equally.
It would be naïve to assert that all women respond in a similar manner in a given situation or that women are
“natural peacebuilders.” Gender identity is performed differently in different cultural contexts. Sex and gender
identity must always be viewed in relationship with an individual’s other identities such as his or her race, class,
age, nation, region, education, religion, etc. There are different expectations for men and women in the home,
marketplace, or government office. Gender roles also shift along with social upheaval. In times of violent conflict,
men and women face new roles and changing gender expectations. Both biological and sociological differences
affect violence and peacebuilding.
Below are the some widely accepted reasons why inclusion of women in peacebuilding is vital.
 Because women are half of every community and the tasks of peacebuilding are so great, women and
men must be partners in the process of peacebuilding.

 Because women are the central caretakers of families in many cultures, everyone suffers when
women are oppressed, victimized, and excluded from peacebuilding. Their centrality to communal life
makes their inclusion in peacebuilding essential.
 Because women have the capacity for both violence and peace, women must be encouraged to use
their gifts in building peace.
 Because women are excluded from public decision-making, leadership, and educational
opportunities in many communities around the world, it is important to create special programs to
empower women to use their gifts in the tasks of building peace.
 Because women and men have different experiences of violence and peace, women must be
allowed and encouraged to bring their unique insights and gifts to the process of peacebuilding.Because
sexism, racism, classism, ethnic and religious discrimination originate from the same set of beliefs that
some people are inherently “better” than others, women’s empowerment should be seen as inherent to the
process of building peace. When women engage in peacebuilding, they often challenge these sexist beliefs
along with other structures that discriminate against people.
 Because the United Nation’s Security Council Resolution 1325 created a mandate to include
women in peacebuilding, women now have the opportunity to use this policy to open doors to new
opportunities for women in peacebuilding.
 Because women have already proven themselves to be successful peacebuilders, basing their
strategies on the principles of inclusivity and collaboration, and producing peacebuilding outcomes that are
broad-based and sustainable, their efforts should be acknowledged and expanded.
As activists and advocates for peace, women ‘wage conflict nonviolently’ by pursuing democracy and human
rights. As peacekeepers, women contribute to “reducing direct violence.” As mediators, trauma healing counselors,
and policymakers, women work to “transform relationships” and address the roots of violence. As educators and
participants in the development process, women contribute to “building the capacity” of their communities and
nations to prevent violent conflict.
Following are some lessons learned about women and peacebuilding, shared by Lisa Schirch and Manjrika Sewak
on "The Role of Women and Peacebuilding” (2005), in a paper written for the Global Partnership for the
Prevention of Armed Conflict:
 Women and men experience conflict and violence differently. The costs of conflicts are borne
disproportionately by women and children. Since women pay the primary price when peace is absent, they
are important stakeholders in peacebuilding.
 Women play important roles in peacebuilding and are essential to creating long-term, sustainable
peace. Women’s peace initiatives have facilitated multi-track interaction and have transcended the
boundaries of nationality, religion, class, and socioeconomic background in their work for peace.
 Direct violence against women is an important dimension of civil unrest, and therefore needs to
be included in peacebuilding programs.
 Structural or cultural violence against women in the form of unequal access to education, jobs, and
leadership opportunities, for example, is an obstacle to building peace and therefore needs to be included
in peacebuilding programs.
 When groups try to infuse a gender analysis into their programs by hiring gender advisors, they
often inadvertently ghetto-ize gender issues, leaving them isolated rather than integrated into programming

G E NDE R - B A S E D V I OL E N C E
Gender-based violence refers to any act that is perpetrated against a person’s will and is based on gender norms
and unequal power relationships.
It encompasses threats of violence and coercion. It can be physical, emotional, psychological, or sexual in nature,
and can take the form of a denial of resources or access to services. It inflicts harm on women, girls, men and boys.
Gender-based violence is a violation of human rights. It denies the human dignity of the individual and hurts
human development.
Gender-based violence is largely rooted in individual attitudes that condone violence within the family, the
community and the State.
Kofi Annan, Secretary-General of the United Nations, declared in a 2006 report posted on the United Nations
Development Fund for Women (UNIFEM) website:
“Violence against women and girls is a problem of pandemic proportions. At least one out of every three women
around the world has been beaten, coerced into sex, or otherwise abused in her lifetime with the abuser usually
someone known to her”.
Violence against women can fit into several broad categories. These include violence carried out by "individuals"
as well as "states". Some of the forms of violence perpetrated by individuals are: rape, domestic violence, sexual
harassment, reproductive coercion, female infanticide, prenatal sex selection, obstetric violence, and mob violence;
as well as harmful customary or traditional practices such as honor killings, dowry violence, and female genital
mutilation, marriage by abduction and forced marriage. Some forms of violence are perpetrated or condoned by the
state such as war rape; sexual violence and sexual slavery during conflict; forced sterilization; forced abortion
trafficking and forced prostitution.

C A US E S O F GE N D E R - B A S E D V I O L E N CE
It is widely understood that Gender-based violence – be it in
the form of isolated acts or systematic patterns of violence -
is not caused by any single factor. Rather, it is a combination
of several factors that increase the risk of a man committing
violence and the risk of a woman experiencing violence.
SIX W AY S T O E N D GE N D E R - B A S E D V I OL E N CE T O GE N DE R - B AS E D V I OL E N CE
.
Globally, one in three women have experienced physical or sexual violence at the hands of an intimate
partner. Roughly 20 percent of women have experienced sexual abuse before the age of 18, while just over 7
percent of women and girls older than 15 have experienced no partner sexual violence. This violence has
immediate and long-lasting impacts on the health and welfare of women and children, with ripple effects in the
broader community and country.
Gender-based violence is a significant barrier to the achievement of every development outcome. Sustainable
Development Goal 5 recognizes that gender equality is the foundation for a “peaceful, prosperous and sustainable
world” and that this includes a world free of gender-based violence. Goal 5 explicitly calls for the elimination of
“all forms of violence against all women and girls in the public and private spheres.”
These are the right goals. But, how do we get there? We would focus on six key areas:
1. Funding women’s full participation in civil society. Women who are active in civil society can be highly
effective in influencing global, regional and national treaties, agreements and laws and in exerting pressure
to ensure their implementation. More money needs to flow toward supporting women’s active participation
in civil society.

2. Scaling up prevention efforts that address gender-based violence as a root cause of unequal gender
power relations. Some programs have effectively structured participatory activities that guide the
examination of gender norms and their relationship to power inequities, violence and other harmful
behaviors. They work with multiple stakeholders across the socio-ecological spectrum and across multiple
sectors. But, we need to do a better job of evaluating these programs so we can move them from limited,
small-scale pilots to larger-scale, societal-change programs.
3. Bringing gender-based violence clinical services to lower-level health facilities. The provision of
gender-based violence clinical services has focused on “one-stop shops” at high-level facilities, such as
hospitals, where all services are offered in one place. But, the majority of people who access services at
high-level facilities do so too late to receive key interventions, such as emergency contraception and HIV
post-exposure prophylaxis. For faster access, we should focus on bringing services closer to the
community, particularly in rural areas.
4. Addressing the needs of child survivors, including interventions to disrupt the gender-based violence
cycle. In shelters and services for women, it is common to see children of all ages in waiting rooms or safe
houses. But, it is rare to see anyone working with these children, who have experienced a traumatic event.
Sometimes they are victims, but most likely they are witnesses to violence against their mothers. We lack
trained professionals to work with children who have experienced gender-based violence, especially when
the perpetrators are parents or other family members.
5. Developing guidance for building systems to eliminate gender-based violence. There is ample global
guidance on how to address gender-based violence through certain sectors, such as health, or through
discrete actions, such as providing standards for shelters or training for counselors. But, we are missing
practical guidance for building the whole system from A to Z — putting laws into practice, raising
awareness of services and creating budgets.
6. Developing support programs for professionals experiencing secondhand trauma. After three years of
working with a program to address school-related gender-based violence, I had to walk away. Despite my
commitment to ending gender-based violence, I simply could not hear another awful story. My experience
is not unique. Burnout is a reality, and we lack qualified people to deal with gender-based violence
survivors.
P O S T T E S T & C L OS I N G C E R E M O NY
The facilitator conducted the post tests to assess the knowledge of the participants after the training. Training was
evaluated by distributing the printed evaluation sheet among all the participants; the evaluation sheets are designed
to take views of the trainees on training design, contents, support material, facilitator way of facilitation etc.
Mr.Subhan Ali Sb said a few words about the importance of the Programme and how this approach is going to
becontributing in achieving the sustainablePeace in the community. All the participants will be awarded
certificates for successfully completing the training.

P I CT URE G A L L E R Y


KK TRG Report - 1st Report

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

KK TRG Report - 1st Report

Hochgeladen von

Copyright:

Verfügbare Formate

3 days training of 25 local women activists from diverse faiths

on peace building (social cohesion) strategies and peaceful co-

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 1

14 Conflict Analysis Ishtiaq Ahmad PPT Presentation, Q/A 4:30 – 5:00

Tea Break (15 minutes)

Tea Break (Working tea)

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 2

O BJECTIVES OF THE E VENT :

NAME OF RESOURCE PERSONS: (T OT AL : 03)

# Activity Male Female Trans Venue Date

PARTICIPANTS REGISTRATION & RECITATION OF HOLY QURAN

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 4

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 5

PRE TRAINING EVALUATION TEST

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 6

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 7

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 8

Stage 2: Fire begins burning / Confrontation

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 9

Stage 3: Bonfire / Crisis

Stage 4: Coals / Potential for further conflict

Stage 5: Fire out / Regeneration

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 10

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 11

The How of a Conflict

The Conflict Mapping

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 12

The Why of Conflicts

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 13

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 14

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 15

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 16

Peacebuilding requires People to be

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 17

 Dialogue is an inclusive process and brings together a diverse set of voices.

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 18

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 19

Peace building Stages

How we can enhance peace in a society with ethnic diversity

• Denoting or deriving from the cultural traditions of a group of people.

Various approaches are: primordialism, essentialism, perennialism, constructivism, modernism

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 20

• Social constructivism is a sociological theory of knowledge according to which human development is

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 21

• Identify the dynamics of social identity in your community,

• How and why people may be excluded or marginalized

• Make political choices based on the strength of diversity

Importance of Peace education in sustainable peace

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 22

This involves the following:

Importance of Peace Education

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 23

Types of Peace Education

• Democracy Education. ...

• Human Rights Education

Conflict Resolution Training

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 24

Human Rights Education

Methodology of Peace Education within children and youth

PREPARED BY :- ISHTIAQ AHMAD & ALLAMA MAQSOOD AHMAD SALAFI 25

Early Warning Mechanisms for conflict resolution

Three generations of early warning systems

However, the differences can be summarized as follows: