Culture of peace strategic planning tools

Prepared by Robyn Stewart M.A., Director, Canadian Centres for Teaching Peace
July 2008 (feedback invited to Robyn Stewart  by email to canadianrobyn[at]yahoo.com )

The following document is meant to accompany the Culture of Peace Matrix and assist users.

 

1.    Overview

The Matrix is divided, or categorized, into 4 parts associated with the 6 pledges of UNESCO’s Manifesto 2000.

Manifesto 2000

Culture of Peace

Skills

Respect all life

Rediscover solidarity

· Human rights

· Gender equality

· Understanding, tolerance, solidarity

· Basic skills

· Judgement skills

· Reasoning skills

 

Listen to understand

· Participatory communication & free flow of info. & knowledge

· Democratic participation

· Peace through education

· Communication skills

· Interpersonal skills

 

Share with others

Preserve the planet

· Sustainable economic & social development

· Management skills

 

Reject violence

· Promote peace & human security

· Technical skills

 

           

 

Each of these pledges is associated with one or more elements of UNESCO’s Culture of Peace Program.  The purpose of making these associations is to come to some common and generally accepted understanding of the traits of a culture of peace.

Culture, as it is used in this matrix, is considered to be, “a tool kit of symbols, stories, rituals and world views, which people may use in varying configurations to solve different kinds of problems” (Ann Swidler, 1986: 273). The Matrix, therefore, associates a culture of peace with the possession of culture of peace skills and competencies.

In the Matrix, a progression of stages of organizational change toward a culture of peace from “awareness” to the development of “formal procedure,” which indicate the level of culture of peace competency an organization possesses. The stages are as follows:

a.       Awareness

·         Understanding the various elements of the culture of peace

b.      Norms and values

·         Choosing to prioritize the culture of peace by relating it to existing values and creating new ones

c.       Processes and skills

·         Creating skills and designing activities that promote the culture of peace in each individual and throughout the organization

d.      Formal procedure(s)

·         Setting goals and targets for a culture of peace

·         Documenting prescribed procedure and consequences for non-performance/non-adherence

·         Evaluation

These competencies – awareness, norms and values, processes and skills, and formal procedure – are evaluated on a continuum of “major strengths” to “major weaknesses.”

During the assessment process, discussion will arise about how to evaluate the organization’s culture of peace, unless targets or indicators are agreed upon and set prior to the assessment, which is a major step in developing awareness and progressing toward developing norms and values that support an organizational culture of peace.

 

2.    Project Definition

 

The following table will give a better understanding of the vision, objectives, outcomes, deliverables and activities of this culture of peace assessment project.

 

Term

Description

Form

Vision

A sense of what the project aims to achieve in the broadest terms

Contribute to building a global culture of peace

Outcomes

Broad view of the aims of the project

Become an exemplary organization that exhibits and benefits from an organizational culture of peace

Objectives

What the project will do – should be readily measurable

Develop an organizational culture of peace strategy: an assessment; goals; a plan; procedure.

Deliverables

What the project will produce.

A culture of peace report card. Documentation of organizational goals. A custom training program.

Tasks

The activities that are required to produce the deliverable - usually many tasks per deliverable.

Carry out a culture of peace audit. Analyse skill gaps. Consult stakeholders. Design and undertake a custom training program to close gaps.

Method of approach/values

Useful in voluntary sector projects. May encapsulate an organisation's values.

Participatory: consult widely; involve stakeholders (management, staff, board, volunteers, clients, etc). Non-adversarial.

   

3.    Planning

Assignment

Days (#)

Responsible

Resources

Cost per day

Total cost

Assessment

 

 

 

 

 

1. Culture of Peace Audit  (Matrix)

 

 

 

 

 

a) Solidarity & respect for life

 

 

 

 

 

A1: determining appropriate & measureable indicators

 

 

 

 

 

b) Understanding

 

 

 

 

 

B1: determining appropriate & measureable indicators

 

 

 

 

 

c) Sharing with others

 

 

 

 

 

C1: determining appropriate & measurable indicators

 

 

 

 

 

d) Rejection of violence

 

 

 

 

 

D1: determining appropriate & measurable indicators

 

 

 

 

 

2. Report Card

 

 

 

 

 

Goal setting

 

 

 

 

 

1. Defining indicators

 

 

 

 

 

2. Determining targets

 

 

 

 

 

3. Documentation

 

 

 

 

 

Custom training plan

 

 

 

 

 

1. Training manual

 

 

 

 

 

2.  Instruction

 

 

 

 

 

Goal Management

 

 

 

 

 

1.  Activities necessary to meet culture of peace goals & targets

 

 

 

 

 

 

 

4.    Assessment

A.   Using the Culture of Peace Matrix

One of the practical attributes of the Matrix is that the assessment is done along a continuum from “major strength” to “major weakness.”  This means that during a preliminary assessment, a group can sit down and simply discuss how they think that the organization ranks using the group’s personal judgement. This preliminary run-through will inevitably result in discussion about to “how we can measure” each point. Such discussions will produce better understanding of the culture of peace, of the organization, and about how to develop indicators and targets for a second, more thorough, assessment. Organizations in different sectors will have different appropriate indicators and targets, this flexible Matrix is meant to encourage organizations to develop targets and indicators that are relevant and appropriate for them.

 

 

 

 

 

 

 

 

 

 

Manifesto 2000

UNESCO Culture of Peace Program

Culture of Peace Matrix

Major strength

Strength

Neutral

Weakness

Major weakness

 

Notes:

What is the target/indicator?

Solidarity & respect for all life

Human rights

Knowledge of human rights

 

 

 

 

 

 

 

·  Most or all involved have knowledge about human rights

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote human rights

 

 

 

 

 

 

 

Human rights are valued

 

 

 

 

 

 

 

·  Most or all involved value human rights

 

 

 

 

 

 

 

Skills & activities designed especially to promote human rights

 

 

 

 

 

 

 

·  Skills necessary to promote human rights are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in activities to promote human rights

 

 

 

 

 

 

 

·  Activities related to human rights are carried out by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with human rights abuse

 

 

 

 

 

 

 

·  Goals and targets related to human rights protocol have been set & are followed

 

 

 

 

 

 

 

·  There are persons trained to deal specifically with human rights-related conflict

 

 

 

 

 

 

 

·  The state of human rights is monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes involved in resolving human rights issues is effective and timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of human rights

 

 

 

 

 

 

 

Gender equality

Knowledge about gender equality

 

 

 

 

 

 

 

·  Most or all involved have knowledge about gender equality/inequality

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote gender equality

 

 

 

 

 

 

 

Gender equality is valued

 

 

 

 

 

 

 

·  Most or all involved value gender equality

 

 

 

 

 

 

 

Skills & activities designed especially to promote gender equality

 

 

 

 

 

 

 

·  Skills necessary to promote gender equality are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in activities to promote gender equality

 

 

 

 

 

 

 

·  Activities related to gender equality are carried out by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with gender inequalities

 

 

 

 

 

 

 

·  Goals and targets related to gender equality have been set & are followed

 

 

 

 

 

 

 

·  There are persons trained to deal specifically with gender-related conflict

 

 

 

 

 

 

 

·  The state of gender equality/inequality is monitored regularly & effectively

 

 

 

 

 

 

 

·  The processes involved in resolving gender inequalities are effective & timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of gender equality

 

 

 

 

 

 

 

Solidarity

Tolerance & understanding are present

 

 

 

 

 

 

 

·  Most or all involved have knowledge about discrimination & intolerance

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote tolerance & understanding

 

 

 

 

 

 

 

Solidarity is valued

 

 

 

 

 

 

 

·  Most or all involved value solidarity

 

 

 

 

 

 

 

Skills & activities designed especially to promote solidarity

 

 

 

 

 

 

 

·  Skills necessary to promote tolerance & understanding are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in activities to promote solidarity

 

 

 

 

 

 

 

·  Skills & activities for building solidarity are carried out by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with intolerance and lack of understanding

 

 

 

 

 

 

 

·  Goals & targets for tolerance, understanding & solidarity are set & followed

 

 

 

 

 

 

 

·  There are persons trained to deal specifically with conflict related to disunity

 

 

 

 

 

 

 

·  The state of solidarity is monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes involved in resolving disunity are effective and timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of solidarity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant skills:

Perceptual abilities:

 

 

 

 

 

 

 

 

 

·  Regular peace culture appraisals involve comparison with other organizations

 

 

 

 

 

 

 

 

 

·  Finding patterns of conflict & peace that exist internally & in your environment

 

 

 

 

 

 

 

 

 

·  Ability to organize information about peace and conflict effectively for use

 

 

 

 

 

 

 

 

 

Reasoning:

 

 

 

 

 

 

 

 

 

·  Forums exist for brainstorming & generating creative ideas to promote peace

 

 

 

 

 

 

 

 

 

·  Media exist to distil information & group it in different ways for dissemination

 

 

 

 

 

 

 

 

 

·  Structures/departments exist to organize peace information & action

 

 

 

 

 

 

 

 

 

·  Problem identification

 

 

 

 

 

 

 

 

 

·  Problem solving (generating, classifying, reorganizing info, evaluating outcomes)

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

Understanding

Communication

Knowledge about the importance of non-violent communication

 

 

 

 

 

 

 

·  Most or all involved have knowledge about non-violent communication

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote non-violent communication

 

 

 

 

 

 

 

Non-violent communication is valued

 

 

 

 

 

 

 

·  Most or all involved value non-violent communication

 

 

 

 

 

 

 

Skills & activities designed especially to promote non-violent communication

 

 

 

 

 

 

 

·  Most or all make use of non-violent communication skills and tools

 

 

 

 

 

 

 

·  Many or all regularly use non-violent communication

 

 

 

 

 

 

 

·  Activities to building better communication are undertaken by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with problems in communication

 

 

 

 

 

 

 

·  Goals and targets for non-violent communication have been set & are followed

 

 

 

 

 

 

 

·  There are persons trained to deal specifically with communication conflicts

 

 

 

 

 

 

 

·  The state of communication is monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes involved in resolving poor communication are effective & timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to promotion of non-violent communication

 

 

 

 

 

 

 

Participation

Knowledge about inclusion and exclusion

 

 

 

 

 

 

 

·  Most or all involved have knowledge about inclusion and exclusion

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote inclusion

 

 

 

 

 

 

 

Inclusiveness and participation are valued

 

 

 

 

 

 

 

·  Most or all involved value inclusion

 

 

 

 

 

 

 

Skills & activities designed especially to promote inclusion & participation

 

 

 

 

 

 

 

·  The skills necessary to promote inclusiveness are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in activities to promote inclusion

 

 

 

 

 

 

 

·  Trained personnel undertake activities to promote participation & inclusion

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with problems of exclusion

 

 

 

 

 

 

 

·  Goals and targets for inclusion have been set and are followed

 

 

 

 

 

 

 

·  There are persons trained to deal specificially with exclusion

 

 

 

 

 

 

 

·  The state of exclusion/inclusiveness is monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes involved in resolving exclusion are effective and timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of inclusion & participation

 

 

 

 

 

 

 

Peace training

Knowledge about peace culture

 

 

 

 

 

 

 

·  Most or all involved have knowledge about peace culture

 

 

 

 

 

 

 

·  Specialized personnel are trianed to promote peace culture

 

 

 

 

 

 

 

Peace culture is valued

 

 

 

 

 

 

 

·  Most or all involved value peace culture

 

 

 

 

 

 

 

Skills & activities designed especially to promote peace training

 

 

 

 

 

 

 

·  The skills necessary to promote peace culture are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in peace training activities

 

 

 

 

 

 

 

·  Activities to promote peace culture are undertaken by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to facilitate peace training

 

 

 

 

 

 

 

·  Goals and targets for peace training have been set and are followed

 

 

 

 

 

 

 

·  There are persons trained to facilitate peace training

 

 

 

 

 

 

 

·  Peace training activities & programs are monitored regularly & effectively

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of peace training

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant skills:

Communication skills:

 

 

 

 

 

 

 

 

 

·  Forums exist for peace dialogue

 

 

 

 

 

 

 

 

 

·  Outcome of dialogue are documented, reorganized & used by the institution

 

 

 

 

 

 

 

 

 

Non-violent communication skills: (exhibited by individuals & the institution)

 

 

 

 

 

 

 

 

 

·  Focus on needs

 

 

 

 

 

 

 

 

 

·  Transparency and honest self-expression

 

 

 

 

 

 

 

 

 

·  Empathy (attempt to be aware of the others' feelings)

 

 

 

 

 

 

 

 

 

·  Use of non-violent language

 

 

 

 

 

 

 

 

 

Interpersonal skills:  (are exhibited by individuals and the institution)

 

 

 

 

 

 

 

 

 

·  Ability to adjust to others' actions

 

 

 

 

 

 

 

 

 

·  Awareness of others

 

 

 

 

 

 

 

 

 

·  Helping or serving others

 

 

 

 

 

 

 

 

 

·  Ability to teach, instruct, facilitate and lead for peace

 

 

 

 

 

 

 

 

 

·  Collaborative/transformative negotiation

 

 

 

 

 

 

 

 

 

·  Ability of persuasion

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

Sharing with others

Sustainability

Knowledge about environment, human development & sustainability issues

 

 

 

 

 

 

 

·  Most or all have knowledge about sustainable development

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote environmental sustainability

 

 

 

 

 

 

 

The environment, human development & sustainability are valued

 

 

 

 

 

 

 

·  Most or all involved value the environment & sustainable human development

 

 

 

 

 

 

 

Skills & activities designed especially to promote sustainability

 

 

 

 

 

 

 

·  The skills necessary to promote sustainable development are widespread

 

 

 

 

 

 

 

·  Many/all are regularly involved in activities to promote sustainable development

 

 

 

 

 

 

 

·  Trained personnel undertake activities to promote sustainable development

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to promote sustainable development

 

 

 

 

 

 

 

·  Goals and targets for sustainability have been set and are followed

 

 

 

 

 

 

 

·  There are persons trained specifically to promote sustainable development

 

 

 

 

 

 

 

·  Sustainability and environmental costs are monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes of minimizing environmental costs is effective and timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of sustainable development

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant skills:

Management skills:

 

 

 

 

 

 

 

 

 

·  Ability to envision peace and other ideal systems

 

 

 

 

 

 

 

 

 

·  Evaluation of system performance

 

 

 

 

 

 

 

 

 

·  Identification of long-range consequences and risk

 

 

 

 

 

 

 

 

 

·  Ability to identify system change

 

 

 

 

 

 

 

 

 

·  Decision Making

 

 

 

 

 

 

 

 

 

·  Managing financial resources

 

 

 

 

 

 

 

 

 

·  Managing environmental/natural resources

 

 

 

 

 

 

 

 

 

·  Managing equipment and material resources

 

 

 

 

 

 

 

 

 

·  Time and human resource management

 

 

 

 

 

 

 

 

 

·  Managing & supervising personnel

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rejection of violence

Peace & human security

Knowledge about peace, conflict, violence and insecurity

 

 

 

 

 

 

 

·  Most or all have knowledge about peace, conflict, violence and insecurity

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote peace and human security

 

 

 

 

 

 

 

Peace & security are valued

 

 

 

 

 

 

 

·  Most or all involved value peace and security

 

 

 

 

 

 

 

Skills & activities designed especially to promote peace & security

 

 

 

 

 

 

 

·  The skills necessary to promote peace and security are widespread

 

 

 

 

 

 

 

·  Many/all are regularly involved in activities to reduce violence & promote peace

 

 

 

 

 

 

 

·  Trained personnel undertake activities to reduce violence & promote peace

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with incidences of violence & to promote peace

 

 

 

 

 

 

 

·  Goals and targets for peace and human security have been set & are followed

 

 

 

 

 

 

 

·  There are persons trained specifically to reduce violence and promote peace

 

 

 

 

 

 

 

·  Violent incidences & peacebuilding activities are monitored regularly & effectively

 

 

 

 

 

 

 

·  The processes of dealing with incidences of violence are effective & timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to eliminating violence & promoting peace

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant skills:

Technical skills:

 

 

 

 

 

 

 

 

 

·  Conflict prevention

 

 

 

 

 

 

 

 

 

·  Conflict management

 

 

 

 

 

 

 

 

 

·  Conflict resolution/transformation

 

 

 

 

 

 

 

 

 

·  Peace planning & design of peacebuilding programs

 

 

 

 

 

 

 

 

 

·  Peace training

 

 

 

 

 

 

 

 

 

·  Use of technology to promote peace culture

 

 

 

 

 

 

 

 

 

·  Design of technology, tools & resources to promote peace culture

 

 

 

 

 

 

 

 

 

·  Ability to determine design needs; peace invention; peace entrepreneurship

 

 

 

 

 

 

 

 

 

·  Impact assessments (environmental, social, economic, etc)

 

 

 

 

 

 

 

 

 

·  Monitoring resource use (environmental accounting, social accounting, audits, etc)

 

 

 

 

 

 

 

 

 

·  Maintaining resources (natural, human, material, time, financial)

 

 

 

 

 

 

 

 

 

·  Resource selection

 

 

 

 

 

 

 

 

 

·  Resource mobilization

 

 

 

 

 

 

 

 

 

·  Testing procedure

 

 

 

 

 

 

 

 

 

·  Trouble shooting

 

 

 

 

 

 

 

 

 

·  Risk assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total: 

 

 

 

 

 

 

 

 

 

 

Major strengths

Strengths

Neutral

Weaknesses

Major Weaknesses

 

 

 

 

 

 

 

 

 

 

 

 

Culture of Peace Balance sheet

Efficiency: measures the outputs over inputs, or how much “output” is gained from total “inputs”.

Balance Sheet

Program Components

 

Cost

Inputs

Human resources

Labour

Materials

Equipment

 

Activities

Carry out a culture of peace audit.

Analyse skill gaps.

Consult stakeholders.

Design a custom training program to close gaps.

Facilitate training sessions.

Evaluation.

 

 

Total cost:

 

 

 

Value

Outputs

A culture of peace report card.

Documentation of organizational goals.

A custom training program.

Several training sessions.

Impact assessment.

 

Reach

Employees, families, clients, community

 

Immediate outcomes

Reduction in violent occurrences

Greater internal awareness of the impact of violence

Better communication

 

Intermediate outcomes

Greater employee satisfaction

Improved client services

Recognition

 

Ultimate outcomes

Reduction of violence & crime in the community

Improvement in standards of living

A culture of peace

 

 

Total value:

 

 

 

 

 

Total value:

 

 

Less total cost:

 

 

Program efficiency:

 

 

Additional things to consider in evaluation:

Effectiveness is an estimate of relationship between the outcomes for the intended recipients and the objectives of the project. It is a measure of the extent that output achieves objectives (i.e., did the project encourage the clients to achieve the intended outcomes).

Appropriateness is an indication of the relevance of program objectives to actual community or young people's needs.