Global Mapping of

Communication for Development

Interventions in Peacebuilding
and Conflict Transformation
PREPARED BY
Beatrice M. Spadacini
CONSULTANT FOR UNICEF C4D
MARCH 2013
Global Mapping of
Communication for Development
Interventions in Peacebuilding
and Conflict Transformation
 3

I INTRODUCTION

stereotypes and prejudice,

Background
Millions of children around the world
experience violence and its devastating
consequences on a daily basis. In cases where
conflict affects entire communities, children
are killed, recruited by armies and militia
The findings of this groups, taken hostage, prevented from going
initial mapping to school, displaced and assaulted. Those
are meant to who survive develop resilience and learn
inform UNICEF coping mechanisms to address a legacy of
Country Offices psychosocial issues.
about effective
C4D programs in Over the decade leading to 2008, 35
peacebuilding across countries experienced armed conflict, of
continents that which 30 were low income and lower
might be replicated, middle-income countries.1 Peacebuilding
adapted or scaled as a central strategy to reduce tensions
up in the context and mitigate conflict has been pursued by
of the Education governments and civil society alike, across
all sectors and amongst all levels.
for Peacebuilding
programme. Education has an important role to play in
building peace, although it has also been
used as a driver of conflict by reinforcing
highlighting differences and
perpetuating hatred.2 Open
dialogue and communication
are central to building peace
and to promoting inclusive
education that fosters values
essential for nurturing
positive relationships
and harmony. Without
meaningful and inclusive
communication, there is no
resolution to conflict and
therefore no durable peace.3
This mapping examines
the use of Communication
for Development (C4D)
in peacebuilding efforts. It is one of the
core activities proposed by UNICEFs
Communication for Development Section
to support the multi-year Peacebuilding,
Education and Advocacy Programme,
managed by the Education Section and
involving 14 Country Offices.
The findings of this initial mapping are meant
to inform UNICEF Country Offices about
effective C4D programs in peacebuilding
across continents that might be replicated,
adapted or scaled up in the context of the
Education for Peacebuilding programme.
The objectives of this mapping are to identify
C4D interventions that might be applicable to
peacebuilding and what lessons can be drawn
about process and impact.
The consultant identified eight key
recommendations for designing successful
C4D interventions that contribute to
peacebuilding, stabilization and conflict
transformation.

1. Education for All Global Monitoring Report. The Hidden Crisis: Armed Conflict and Education. 2011.
UNESCO, pg.4.
2. Ibid, pg. 27.
3. Communication for Peacebuilding: Practices, Trends and Challenges. 2011. Search for Common Ground with
support from USIP, pg. 4-8.

INTRODUCTION
Recommendations for designing successful
C4D interventions for peacebuilding
1) Enable children and adolescents to experience
peace in their everyday interactions
especially in school settings through
participatory and inclusive methodologies;
2) Harness the potential of social media and
mobile technology to encourage participation
and build resilience among adolescents;
3) Invest in an Early Childhood Education school
curricula that builds on social cohesion, conflict
prevention and conflict resolution skills;
4) Ensure that strong research backs up any
C4D intervention for peacebuilding;
5) Use entertainment, drama and storytelling
when designing C4D interventions
to support peacebuilding;
6) Let local know-how drive C4D
interventions for peacebuilding;
7) Use the mass media as a platform to expand
conversations and foster broad-based dialogue
as an integral part of the C4D framework, and
8) Integrate C4D interventions early on in
the planning and design phases of the
Education for Peacebuilding programme.
The application of C4D principles and approaches will
contribute to the projects overall vision of strengthening
resilience, social cohesion, and human security in conflict
affected- contexts, including countries at risk of, or
experiencing and recovering from conflict. UNICEF C4D
core principles, highlighted in the side bar on the next
page are inspired by the human rights-based approach to
programming, particularly on the rights to information,
communication and participation as enshrined in the
Convention on the Rights of the Child.
Definitions and Terminology
For the purpose of this global mapping exercise, the author
proposes a definition of C4D in peacebuilding that draws
4 Communication for Development: Strengthening the effectiveness of the United Nations. 2011. UNDP, pg. 1.
5. Conflict Sensitivity and Peacebuilding in UNICEF, Technical Note. June 2012, pg. 3.
6. This was specifically mentioned by BBC Media Action, Internews, Voices Beyond Walls and other Key Informants during the interview process.
4
upon both the C4D4 and the peacebuilding5 official definitions
used in the UN system. Below is the proposed definition of
C4D in Peacebuilding:
Communication for Development (C4D) in
peacebuilding can be defined as a social process
that fosters dialogue and meaningful conversations
to reduce and prevent the risk of conflict or relapse
into it. By using a range of participatory tools and
methods, C4D in peacebuilding creates safe spaces
for discussing both the causes and consequences
of conflict, as well as normal and everyday life.
This process generates transformation at all levels
by promoting listening, debating, building trust,
learning to appreciate differences, sharing knowledge,
developing skills, formulating and implementing
policies, and learning in order to lay the foundations
of a sustainable and durable peace.
Both C4D and peacebuilding are sometimes defined
differently outside the UN system. Some media and
communication professionals for instance, do not consider
their interventions to be C4D interventions per say because
they focus strictly on capacity building of local journalists
or on increasing civic participation through the mass media.
Even though such interventions abide to fundamental C4D
principles highlighted on the next page, they may not be
perceived as promoting behaviour and social change per
se but to be strictly media strengthening interventions that
can nevertheless result in mitigating conflict and promoting
peace. When mass media is strategically used in a C4D
framework, then the impact on perceptions and behaviors
vis--vis the conflict can be quite transformative.
The very term peacebuilding is sometimes considered to
be controversial in some countries and by some practitioners.
In Palestine and Colombia for example, the term peace
may suggest the promotion of an agenda that is not embraced
by all and can thus be perceived to be a loaded term6.
How peacebuilding is understood was included in the Key
Informant Questionnaire used for this study (Annex 4).
Organizations such as Search for Common Ground
(SFCG), one of the most experienced ones that use C4D
approaches in countries at risk of violence, prefer to use
the term conflict transformation instead of peacebuilding
 5

INTRODUCTION

because of the inherent negative UNICEF C4D PRINCIPLES moving outwards into the socio-
connotations associated to the word ecological model. Thus, peace
Create spaces for plurality of voices
conflict or lack of peace. and stability are pursued in a more
and community narratives;
holistic manner: at the community
Conflictone interviewee from Encourage listening, level by rebuilding the social fabric
dialogue and debate;
Search saidis a normal and among people and at the national
positive experience in all societies. Ensure active and meaningful level with a formal peace accord,
How people choose to deal with participation of children and women; the redistribution of resources,
it and whether or not they are Reflect principles of inclusion, and the provision of basic social
able to find non-adversarial and self-determination, participation services, including education.
and respect by prioritizing, giving
collaborative ways to address it is
visibility and voice to marginalized
what matters most and what we at and vulnerable groups; One interviewee pointed out that
SFCG try to focus on. 7 in a country that is emerging from
Link community perspectives
conflict, most people are aware
and voices with sub-national and
Theories of Change and the national policy-dialogue; of its consequences and have
Socio-Ecological Model Start early and address the whole child;
personal views on its root causes.
Communication goals have less to
A Theory of Change [ToC] is an Children as agents of change do with raising awareness about
explanation of how and why a set and as a primary audience; the impact of violence and more
of activities will bring about the Build self-esteem and confidence with creating spaces for dialogue
changes that a programme seeks of children and care providers. to address the root causes of the
to achieve. A ToC is based on a conflict and promote personal
set of assumptions that describes the links between inputs, and national identities that transcend individual, political,
the implementation strategy, and the intended outputs and tribal, gender and religious differences.11
outcomes.8 In C4D interventions, a ToC explains behaviour
change at the individual level and broader social change in Participation in the production of media content that
families, communities, institutions, policies, and the overall enables children, youth and adults to process and transform
environment in which children live.9 conflict into something positivewhether it is through
community radio, music, arts, theatre, digital video or
Many Theories of Change have been formulated to photographyhas an immediate effect on the individual
describe how things work and what will happen as a result and the production team, with ripple effects throughout
of specific interventions. Annex 3 includes a summary the audience. If a community peace event is broadcast
of several peacebuilding Theories of Change that can through the mass media and posted on social networks,
be applied to education programmes. For C4D, a theory the potential to generate discussion is amplified and
means making explicit the underlying assumptions about expanded. A community event that undergoes this process
how particular communication actions or processes can literally go viral and affect change on a large scale.
create desired consequences. For instance, we may want
to understand how a radio series or street theatre impact Communication for peacebuilding programs that make
important factors like child participation, degree of trust strategic use of the mass media seek a wide audience reach,
towards each other, level of dialogue and reduction of even when programs are targeted to specific groups such as
tension and ultimate avoidance of violence.10 children, youth, women, religious leaders or policymakers.
Mass media, combined with interactive new media tools
Most of the communication for peacebuilding projects such as mobile technology and web-based platforms,
included in this mapping exercise consist of actions at enables dialogues to expand and conversations to be taken
multiple levels, starting with the individual and slowly to a higher level.

7. Key Informant Interview with Lena Slachmuijlder, Chief Programming Officer, Search for Common Ground, 5 November 2011.
8. UNICEF (2012, June). Conflict Sensitivity and Peacebuilding. Technical Note. Pg. 17.
9. More Theories of Change. PowerPoint presentation, Unicef C4D Unit.
10. Lederach, John Paul; Neufeldt, Reina; and Culbertson, Hal. 2007. Reflective Peacebuilding. A Planning, Monitoring, and Reflective Toolkit.
11. Key Informant Interview conducted on 11/17/2012 with Gaurav Garv, C4D Specialist in Sierra Leone.

II METHODOLOGY
Courtesy of BBC Media Action
Scope of the study
This mapping exercise was commissioned to
identify relatively recent examples of effective
communication for peacebuilding efforts,
preferably involving children and adolescents,
in order to assist UNICEF Country Offices
in designing similar interventions that could
be replicated, adapted or scaled up in the
context of the Education for Peacebuilding
Programme.
Of the dozens of
examples identified
The study relied on three primary sources
by the consultant, the
of information: phone interviews with 18
case studies included
C4D and peacebuilding experts external to
in this report were
UNICEF, interviews with six UNICEF staff
selected on the basis
(four in NY and two in Country Offices), a
of impact (where
search for scholarly literature (within the last
demonstrated),
ten years), and a desk review of available and
creativity of C4D
relevant UN documents. Some of the external
principles and
experts interviewed were also based in
approaches, reach
country offices, specifically Sierra Leone and
and geography as
Nepal. Of the dozens of examples identified
wide a variety as
by the consultant, the case studies included
possible.
in this report were selected on the basis of
impact (where demonstrated), creativity of
C4D principles and approaches, reach and
geography (as wide a variety as possible).
The primary audiences of this mapping
exercise are UNICEF Country Office staff,
especially C4D Specialists who support the
Education, Peacebuilding and Advocacy
Programme. Secondary audiences are other
programme and humanitarian specialists
within UNICEF, the greater UN family
and the larger development community.
6
Communication for Development experts
in peacebuilding outside the UN system
will see their own case studies highlighted
and recognize themselves in many of the
points raised in this study and in the final
recommendations.
Interviews were conducted over the phone
or via Skype and lasted an average of
45 minutes. Eight questions guided the
overall interview process (Annex 4) though
at times conversations expanded beyond
the actual questions, especially with non-
C4D experts and focused on the role of
education in peacebuilding and how children
and adolescents contribute to conflict
transformation.
Most of the questions focused on whether or
not C4D interventions can make a difference in
peacebuilding; what are the most effective ways
to design such interventions; how to measure
results; how to affect change on multiple levels
and what are some of the specific challenges
of involving children and adolescents in
C4D efforts that support peacebuilding?
When analyzing the interview responses, the
consultant looked for patterns in the answers
provided, common interpretations, as well as
unique approaches and innovative thinking.
In the search for scholarly literature, the
consultant used JSTORa scholarly journal
databaseand focused on articles that were
not more than ten years old. A wide variety
of search terms were used to ensure that
relevant articles would be identified. The tight
timeframe limited the amount of time spent
on research although a sizable amount of
articles were indeed found and included in the
bibliography.
The consultant did notice that many of
the articles found focused on a handful of
countries, specifically South Africa, Palestine,
Rwanda, Sierra Leone and Cyprus. The long-
standing nature of some of these conflicts and/
or intensity might be among the reasons that
prompted in-depth scholarly analysis.

METHODOLOGY
Global mapping history
This study revealed that many interesting and effective
communication for peacebuilding initiatives exist but have
not yet been systematically documented or analyzed. At
least three important analyses have attempted to take a look
at communication for peacebuilding at the global level.
The first is a 2007 paper written by Professor Vlado
Bratic of Hollins University, 20 Years of Peacebuilding in
Media in Conflict: Strategic Framework, which highlights
three conceptual pillars of communication practices in
peacebuilding processes. These include journalism (building
the capacity of journalists and conflict-sensitive journalism);
non-journalistic media forms; marketing, entertainment and
the new media; and the regulation of media environments
and standards of operation.
The second is a book entitled Learning to Live Together:
Using Distance Education for Community Peacebuilding
and published by the Commonwealth of Learning (COL)
in 2009. With the support of Commonwealth governments,
civil society organizations and other partners, COL initiated
Learning4Peace, a community-based Open and Distance
Learning (ODL) approach to promoting tolerance, respect
and understanding. The book brings together community
peacebuilding experiences that have applied ODL
approaches, which are frequently used by hard-to-reach
communities in informal education settings and make
extensive use of community radio, self-learning texts, DVDs,
the Internet and mobile technology.
The third is a report titled Communication for Peacebuilding:
Practices, Trends and Challenges, prepared by Search for
Common Ground on behalf of the United States Institute of
Peace. This paper summarizes a two-day workshop held in
January 2011. The SFCG report focuses on three areas where
communication plays a critical role in conflict prevention
and peacebuilding: 1) conflict prevention, early warning
and crisis response; 2) conflict monitoring and community
peacebuilding; and 3) post-conflict reconciliation and
reconstruction. This report has a focus on the role of mobile
technology for mitigating conflict and promoting peace.
This particular mappingmodest in scope and by no
means comprehensivesought to document a selection
of communication for peacebuilding initiatives, with a
particular focus on those that directly involve children
and adolescents or that are mainstreamed into the formal
education system, in order to provide concrete input and
ideas on how C4D principles and approaches will feed
7
into the UNICEF-supported Education, Peacebuilding and
Advocacy Programme in 2013.
The application of these principles and approaches will
contribute to the projects overall goal of strengthening
resilience, social cohesion and human security in the
participating conflict-affected countries. (See Annex 5
for a snapshot description of the four-year Peacebuilding,
Education and Advocacy Programme and participating
UNICEF Country Offices.)
Focus of this global mapping
In selecting the case studies, the consultant was mindful of
the priority countries in the Education and Peacebuilding
Programme, without excluding other interesting initiatives
that provide a replicable model.
Multiple case studies and scholarly research have emerged
from specific countries, including Rwanda, Sierra Leone,
Liberia, South Africa, Colombia, Guatemala and Palestine.
Peacebuilding, conflict resolution and reconciliation
efforts have been ongoing in these countries for several
years, providing perhaps greater evidence on the impact of
specific interventions.
The findings of this global mapping are
organized into five main sections:
The role of children, adolescents and youth in
peacebuilding;
Mainstreaming C4D for peacebuilding in the
education system;
C4D for peacebuilding: adding value to education;
Most effective C4D approaches used for
peacebuilding;
Measuring results of C4D initiatives in
peacebuilding;
These sections are followed by a set of recommendations for
integrating communication for peacebuilding principles and
approaches into the Education, Peacebuilding and Advocacy
Programme in 2013 and beyond. Relevant C4D case studies
are embedded in some of the above sections.
Each case study highlights the UNICEF C4D principles
embodied in the initiative to the short time frame for this
study and prior end-of-year commitments of technical
experts within and outside UNICEF, many potential
informants were identified but not interviewed. Their names
and contact information are included in Annex 2, along with
the names of other organizations doing work in this field.
 8

III. THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN

PEACEBUILDING

Conflict transformation
and peacebuilding efforts
must involve children
and adolescents, a
concept that is clearly
articulated in the
Convention on the Rights
of the Child. Article 12
of the CRC states that
children have a right to
participate in decision-
be applied by digital, print and broadcast
making processes that may be relevant to their
media producers across all programme areas
lives and to influence decisions taken in their
(peacebuilding included) and at all levels
regard, with family, school or community. This
(community, national and global).
is particularly applicable to peacebuilding,
which has a direct bearing on childrens
immediate lives and on their future. UNICEF Principles for
Communicating with Children
Article 13 of the CRC is about freedom of
Communication for children should be
expression. Specifically, childrens freedom to
Conflict age-appropriate and child-friendly;
seek, receive and impact information and ideas
transformationand
on issue that matter to them. Children must Communication for children should
peacebuilding
be involved in shaping a peaceful future for address the child holistically;
effortsmust involve
themselves from an early age and in sharing
childrenand Communication for children should
their vision of what that future looks like.
adolescents, be positive and strength-based; and
Article 15 of the CRC mentions childrens
aconcept that is
right to create and join associations and to Communication for children should
clearlyarticulated
assemble peacefully. address the needs of all, including
in theConvention
those who are most disadvantaged.12
on the Rightsof the Unfortunately, peacebuilding activities often
Child exclude children and adolescents, who are
perceived as passive recipients of an agreed Attitudes and perceptions about
upon peace agenda negotiated by policymakers others are shaped early on
at the national level. Their opinions do not
seem to matter even though they are directly The context in which children grow up
affected by conflict. directly affects how they perceive the world,
the attitudes they develop, and the beliefs
Peacebuilding programmes that do not involve they inherit. Conflict transformation starts at
children and adolescents may be limited the level of the individual with attitude and
in their impact and can do more harm than behaviour change but it does not stop there
good. In its publication Communicating with because many factors influence personal
Children, UNICEF highlighted four principles experiences, especially as countries emerge
and 14 guidelines that should be observed from conflict, confront painful memories,
when designing communication strategies address the root causes of violence, and learn
intended for children. These principles should new ways of transcending entrenched beliefs.

12. Kolucki, Barbara; Lemish, Dafna. 2011. Communicating with Children: Principles and Practices to Nurture,
Inspire, Excite, Educate and Heal. UNICEF, Part Four, pg. 27-46.

THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN PEACEBUILDING
Precisely because attitudes and beliefs are shaped
early on, it is never too soon to internalize values
that contribute to peace such as tolerance, mutual
understanding and an appreciation for diversity. Early
childhood education (from birth to six years) is one of
the most critical times in human development because it
establishes the foundations of all learning in the future.13
Interventions at this stage focus as much on the children
as they do on caretakers, family members and the
creation of an enabling environment for peace.
In a unique study commissioned by the Peace Initiatives
Institute in Northern Ireland with 352 Protestant and
Catholic children, aged 3 to 6, the goal of the study was
to gain insight into the cultural and political awareness of
these children. The findings indicate that children in this
age group already have a preference and a basic awareness
for particular cultural events and symbols, tend to
identify with a particular community, and make sectarian
statements.14
The Northern Ireland study reaches three broad
conclusions that are relevant to the design and
implementation of communication for peacebuilding
interventions in the context of the UNICEF Education,
Peacebuilding and Advocacy Programme: 1) children,
from the age of three, should be encouraged to appreciate
and respect difference and cultural diversity; 2) from about
the age of five onwards, children should be encouraged to
understand the negative effects of sectarian stereotypes and
prejudices; 3) nurseries and schools need to find ways of
engaging and working closely with parents and the local
community.15
This consultant did not come across many examples of
communication for peacebuilding that focus on Early
Childhood Development, even though this is a recognized
area of intervention. One exception is Mozaika, the
multicultural preschool program implemented by SFCG
in Macedonia (presented in section V of this study) and
the Media Initiative for Children implemented by
the Peace Initiatives Institute in Northern Ireland and
Scotland.
13. Ibid, pg. 17.
14. Connolly, Paul; Smith, Alan; Kelly, Bernie. June 2002. Too Young to Notice? The Cultural and Political Awareness of 3-6 years olds in Northern
Ireland. Report commissioned and published by the Northern Ireland Community Reladdaations Council in Partnership with Channel 4, pg. 4.
15. Ibid, pg. 5.
16. http://www.sesameworkshop.org/what-we-do/our-initiatives/a-new-paradigm-for-palestine-48-detail.html?o=48&c=region
17. Communication for Development (C4D): Realizing Strategic Shifts and Accelerating Results for Children. April 2009. Draft Position Paper.
C4D Unicef, pg. 1-2.
9
Another example, which is not reported here due to
limited space, but it is nevertheless worth mentioning,
is Sesame Workshop, the non-profit organization
behind Sesame Street that seeks to develop and produce
educational programmes and initiatives that help children
around the world grow and learn. Although the original
methodology of Sesame Street was developed for
American children, their global programming focuses
on promoting some of the values that are central to
peacebuilding such as respect and understanding,
education of girls, social inclusion, conflict resolution,
gender equity and a range of life skills.
To give a concrete example, Sesame Workshop
programmes in Israel (Rechov Sumsum) and Palestine
(Sharaa Simsim) aim to sow the seeds of having an
open-mind. Research shows that, after watching Rechov
Sumsum, Israeli children from both Jewish and Arab
backgrounds are more likely to suggest democratic
solutions to conflict, such as talking instead of using force.
Likewise, Palestinian children perform better on a range of
learning outcomes after watching Sharas Simsim compared
to those who did not watch it.16
Empowering children and adolescents to
become agents of peace through
C4D approaches
Better to give a child a microphone than an AK47, is a
statement made by several Key Informants in the course
of this global mapping exercise and an undisputable fact.
When children and youth are given a chance to have a
voice and to produce media content of their own, they
undergo a process of transformation that increases their
self-confidence, builds their self-esteem, and enables them
to transform feelings of revenge or pain into something
positive and constructive.
C4D strategies and programmes can help promote lasting
changes in values and practices; in traditional, cultural,
religious beliefs; in attitudes and perception; in gender
relationships; and in power-dynamics within and among
communities.17 They can also ensure that the voices of
 10

THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN PEACEBUILDING

children reach the decision-makers
that have struck peace deals so
that childrens views about peace
are heard and integrated into the
peacebuilding planning process.
As many of the case studies below
show, the experience of working
together with peers in a collaborative
way enables children and adolescents
to create a safe space where they
transcend violence and discrimination,
and simultaneously reframe their own
reality through new identities. This
process also improves relationships
with others, including peers, and
contributes to nurturing an enabling
environment conducive to peace.
C4D strategies and programmes
can help promote lasting changes
in values and practices; in
traditional, cultural, religious
beliefs; in attitudes and perception;
in gender relationships; and in
power-dynamics within and among
communities. They can also
ensure that the voices of children
reach the decision-makers that
have struck peace deals so that
childrens views about peace are
heard and integrated into the
peacebuilding planning process.
result have been transformed by it.18
C4D interventions often use a
mixture of channels to affect change
at all levels, from the individual to
the national. In many resource-poor
settings that have emerged from
conflict, access to media is limited
or non-existent so interventions
must leverage what is available
and use creative approaches to
deliver content to disadvantaged
communities and leverage their
engagement. The rapid growth of
mobile technologies is particularly
exciting for young people because
it increases their access to media
outlets and enables them to be part of
larger conversations.

Tech and Media Skills Training
for Children, Adolescents and Youth
Many C4D projects bring together children, adolescents
and youth from different ethnic, religious and gender
backgrounds. When this process occurs in a safe
environment that is respectful of local traditions, it
builds trust and helps to address cultural barriers that
often fuel violence. Organizations train adolescents and
youth on how to use media equipment and technology to
express their views and participate in creating community
narratives.
Internews, an organization committed to fostering
independent journalism, offers tech camps for youth (and
for women) to foster leadership and harness the latest ICT
advances and technologies (http://innovation.internews.
org/global-issues/women-and-youth-voices).
The Communication Collective of Montes de Maria
Lnea 21 in Colombia (Case study 10) began by
establishing in the mid 1990s a school of community
journalism for children and adolescents. By working
together and sharing a common experience, children
were able to transcend a culture of violence that had bred
individualism and mistrust, and slowly build up democratic
and peaceful relationships. To date, more than 3,600
children, 1,000 adolescents, and 230 adults have been
directly involved in the work of the Collective and as a
Guidelines for engaging children and
adolescents in communication for
peacebuilding
Search for Common Ground has created a set of specific
guiding principles for their programming with children,
adolescents and youth. These guidelines (Annex 6) build
on C4D principles and focus on what is needed to promote
peace when designing communication interventions with
and for children, adolescents and youth.
Particularly noteworthy are the potential to shape new
identities, the possibility of enabling young people to
co-create metaphors that build peace, the importance of
bridging the generational gap between youth and elders
(often a source of conflict in itself), and the need to focus
on young people who have a strong influence on their peers,
also known as multiplier youth who can significantly
impact an entire community.
Many of the case studies presented, integrate some of these
fundamental principles so well articulated by Search For
Common Ground. The below case studies were selected
based on the following criteria: involvement of children,
adolescents and/or youth; impact of production process
on attitudes and behaviors of young people towards each
other and the conflict; where intervention falls in the socio-
ecological model; geographical diversity of case studies;
and creative C4D approaches.

18. Gomez, Ricardo and Barn-Porras. October 2010. Public Access to the Internet and Social Change: An experience in Colombia, between silence
and hope. Paper presented at CIRN-DIAC Conference: Vision and reality in Community Informatics, Prato, Italy, pg. 12.
 11

THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN PEACEBUILDING

Given the limited scope of this global mapping focus areas, their impact goals and any other unique
(originally 30 pages in total), all case studies are approaches. The Consultant also highlighted the C4D
introduced briefly by highlighting when they got started, Principles used by Unicef that are relevant and applicable
their history, their main programmatic activities and to each case study.

Select Case Studies

1. East Jerusalem and Palestine: Voices Beyond Walls
Background and Activities
Voices Beyond Walls is a
participatory communication
and media collective that
supports creative expression
and human rights advocacy
among impoverished
youth through digital
storytelling workshops,
new media production,
and dissemination of their
work locally, regionally and
globally. The programme
is conducted in partnership
with youth centers in
Palestinian refugee camps in
the West Bank.

The initiative was founded

in 2006, when pilot digital
media and storytelling
workshops were conducted
in the Balata and Jenin refugee camps. Since then,
the project has established a team of local and
international volunteers who have conducted nearly a
dozen workshops in six refugee camps in collaboration
with youth centres and young participants aged 10-16
years. Weaving together original stories, drama, poetry,
photography, music, and digital video, these youth
express their own perspectives on Palestinian history,
culture and everyday life in the refugee camps, as well
as their dreams and aspirations.
Voices Beyond Walls established a Training of Trainers
programme in the spring of 2008 with young adults
(university students and volunteers aged 18-25) from
several refugee camps. These trainers assisted in
digital storytelling workshops conducted later in 2008.
Each year, Voices Beyond Walls holds screenings and
exhibitions of the work emerging from these workshops
throughout the West Bank and East Jerusalem, as well
as at universities and festivals in the United States
and Europe. Some of the children who have been part
of Voices Beyond the Wall have been involved in the
production of Flying Paper, a film about kite making
in Gaza, which defies the logic of war and elevates the
resilient spirit of children.
C4D Principles integrated in this peacebuilding
initiative: youth participation in content production
and youth as agents of change in their own
communities; empowerment and building self-
confidence; creating safe spaces for sharing personal
narratives about meaningful events and expanding
conversations; opening public spaces for dialogue
and debate in the West Bank but also with the
Palestinian diaspora and internationally.

THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN PEACEBUILDING
2. Iraq: Salam Shabab, Views and Voices of Iraqi Youth
Background and activities
A reality TV show that brings together
youth from different parts of Iraq
to become Youth Ambassadors of
Peace. The show, which is fully
youth-focused and driven, combines
social media platforms as a way to
further engage youth across the region
(beyond Iraq) on the show content,
themes under discussion, and the role
of youth in defining a national identity
and promoting positive change. This
programme is supported by the US Institute for Peace.
The reality TV show, which focuses on adolescent youth
between 14 and 18 years of age, is set up in a competitive
format with four types of challenges: mental, sports,
filmmaking, and performance with youth coming from
six different provinces of Iraq in each season. When they
compete against each other in the final championship, the
youth are on mixed teams. In a multiethnic place like Iraq,
this is hugely significant because people are not used to
working collaboratively and in mixed gender teams.
The Salam Shabab production team works with
Iraqi educators and youth organizations to design a
3. EAST Timor: Youth Engagement to Promote Stability
Background and activities
This 3-year project aims to transform
the way in which youth engage with
government and community leaders
to promote peace and reconciliation
and prevent election-related violence.
This project builds upon a previously
implemented Youth Radio for
Peacebuilding Project. The activities
will build off from past work, and
incorporate new and complementary
activities to reach the aforementioned
objectives. More specifically, the
project will be implemented using two interwoven activity
streams: 1) Civic Education and Leadership Training and
2) Media Programming.
Project programming consists of a set of activities that
include a youth mapping exercise that seeks to identify
12
peacebuilding curriculum as the backbone
of the television program. This effort
is part of a multimedia peacebuilding
program that also includes a pilot
documentary and a social networking
site. The curriculum that drives the
show highlights respect for diversity,
multiculturalism, and bridging the gender
as well as the generational divides.
Salaam Shabab seeks to connect Iraqi
youth, via television and the Internet,
and empower them to become confident,
responsible, and engaged citizens.
C4D Principles integrated in this peacebuilding
initiative: Integrating youth voices and views into a
national communication platform; building confidence
and self-esteem of Iraqi youth and in so doing, enabling
them to see themselves as agents of peace in their own
country; fostering dialogue among groups of youth
from different parts of the country; creating a space
where youth can participate meaningfully in shaping
the narrative of their country; creating an enabling
environment by working with parents, educators, and
elders.
youth organizations, groups, and
leaders who have the ability to
reach and influence their peers;
conducting four week-long civic
leadership training for selected
youth leaders. Priority is given to
youth who have demonstrated a
commitment to peacebuilding at the
community-level and will include
also youth who have been identified
as trouble-makers because their
engagement is pivotal to successful
community peacebuilding. One
National Youth Forum and five regional youth for a will
also be facilitated in order to develop strong networks and
coordinate around issues affecting youth.
Search for Common Ground will lead the production
of a 6-part civic education comic book series on issues

THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN PEACEBUILDING
of elections, democracy, political reconciliation, and
peacebuilding. Fun promotional activities will be held
in 13 districts bringing together youth from a range of
backgrounds and encouraging local media to popularize
the comic books among the broader community.
Youth art classes will be convened in local art centers
in each of the five regions. Students with the most
compelling art projects will be given the opportunity to
display their art to the public.
4. Chad and Niger: Peace Through Development (PDEV) Project
Background and activities
The Peace through Development (PDEV) project in Chad
and Niger (funded by USAID) seeks to improve local
governance, empower at-risk youth to become active
participants in their communities and the economy, and
Photo: Courtesy of Equal Access.
render superfluous ideologies that promote violence in the
Sahel region of Africa.
The media component of this program, implemented by
Equal Access aims to include and broadcast moderate
voices via radio programming and local production
capacity building, and increase awareness and discussion
on issues of peace and tolerance. The programmes are
complemented by a series of outreach activities that
include radio listening clubs, interactive technology for
audience engagement, training of community reporters,
and communication training for community leaders.
In both Chad and Niger, three main radio programs
are produced, including a youth-focused one. These
national-scale radio programmes, which feature a variety
of interactive elements to engage audiences, examine a
range of issue and address the drivers that contribute to
intolerance and conflict, including humiliation, corruption,
perceptions of unfairness and a lack of means to address
grievances peacefully. By promoting dialogue amongst
groups divided by tribal lines, vocational roles, religious
beliefs, socioeconomic status, or other boundaries, the
programmes provide a clear avenue for listeners to
develop their communities through peace and stability.
In Chad, the Youth Radio Programme is called Chabab
Al Haye (Youth Alive) while in Niger it is called
Gwadaben Matasa (Youth Boulevard). Both are youth-
led chat shows centered on issues of importance to young
13
C4D Principles integrated in this peacebuilding
initiative: Ensure active participation of children and
adolescents in the peacebuilding process; give visibility
and voice to marginalized and vulnerable groups; build
self-esteem and confidence of young people through
leadership trainings; link community perspectives
with regional and national policy dialogues, encourage
listening, dialogue and debate; and create spaces for
a plurality of voices through youth forums at national
and regional level.
people, including ethnic discrimination, the importance
of girls education, and early or forced marriage. The
shows explore peaceful ways of addressing grievances,
tolerance, livelihoods information, and problem solving
via a presenter-led chat show format. Hosted by youth
for youth, these programmes include a combination of
songs, vox pops, testimonials, interviews, roundtable
discussions, and mini-dramas. In Chad the youth radio
programme is produced in Chadian Arabic, translated
and broadcast in Goran and French. In Niger it is
produced in the Hausa language, spoken by the majority
of the population in Niger.
C4D principles integrated in this governance and
peacebuilding initiative: building self-esteem and
confidence of community reporters; promoting the
narratives of communities in the radio series and
through the workshops advising on content; ensuring
plurality of voices through different radio series;
encouraging listening, dialogue and debate through
the Listening Clubs; linking community perspectives
to national policy dialogues on governance and
corruption; youth as agents of change in production of
own radio programme.

THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN PEACEBUILDING
5. Cambodia: Loy9, A Multimedia Initiative for Youth Civic Education
Background and activities
A C4D initiative for youth and by youth on radio,
TV and online that seeks to increase youth civic
engagement and opportunities for participation, both
critical for building a stable and democratic society
(funded by UNDP and implemented by BBC Media
Action). This programme targets a country with the
youngest population in South East Asia. The idea
behind Loy9 was to create a programme that was fun,
enjoyable, aspirational and would inform young people
about Cambodian civic life and encourage them to
participate, by asking for instance, questions of people
in positions of authority.
Known to the public as Loy9 a slang term of praise
among young Cambodiansthe initiative combines
a TV magazine, a TV drama, a phone-in radio
programme, public service announcements, websites,
apps and live games and events. Loy9 programmes
entertain and inform audiences throughout the country
and place the stories and voices of young people on a
national platform.
14
Since its inception, qualitative and quantitative
research has fed continuously into production and
project strategy. In just six months, Loy9 has become a
household name. Its weekly TV audience is around 2.5
million; its Facebook page is the second most popular
media page in the country; and its online episodes have
so far been watched 250,000 times. In a country of 14
million with only 7 percent Internet access, the online
success of Loy9 is remarkable.
C4D principles integrated in this peacebuilding
initiative: Build self-esteem and confidence of
youth; ensure that youth have the opportunity to
become agents of change and produce their own
programming targeting other youth; link youth
perspectives to national policy and decision-makers;
reflect principles of youth inclusion, giving them
high visibility and voice; create spaces for a plurality
of youth voices; encourage listening, dialogue,
debate and consultation among the youth and with
older audiences.

THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN PEACEBUILDING
6. South Caucasus: Dialogue Through Film Stories from Across The Divide
Background and activities
Conciliation Resources, a peacebuilding NGO based
in the UK, has been supporting a unique film project
that brings together young Azeris and Karabakhis to
learn filmmaking skills, tell their stories, and share them
across a divided region. The project is run by three local
partners: Internews Armenia, Internews Azerbaijan
and the Stepanakert Press Club in Nagorny Karabakh.
The project consists of joint film training, documentary
production and post screening discussions moderated by
local partner organizations that give people a chance to
share their reactions and to talk more broadly about the
conflict.
Dialogue Through Film gives young people the
opportunity to learn filmmaking skills and to work
together to make short documentaries reflecting the
realities of their everyday lives. To date, collectively the
young people have made more than 30 films telling stories
of life, love, laughter and loss in communities affected
by the war. The films are available on DVD and on the
Internet in English, Russian, Azeri and Armenian.
7. Colombia: Pasolini En Medellin, Youth Countering Violence
Through Participatory Visual Art Projects
Background and Activities
A participatory communication
experience that combines
community media and visual
anthropology to foster personal
transformation, collective
action and social cohesion. This
project, which focuses on at-
risk children and youth in the
city of Medellin, seeks to raise
the social conscience of young
people by involving them in an
ethnographic process through
community media.
Pasolini en Medellin (PEM)
started in 2003 as an organic
initiative in the barrios and
low-income areas of Medellin
15
For the young documentary makers involved, Dialogue
Through Film offers a rare chance to meet and work with
people from the other side.
For many the experience has been challenging. But by
attending joint training courses and watching their films
together, they have been able to talk through emotions
and difficult issues, and start to build professional
relationships and sometimes friendships. A handbook
to accompany the Dialogue Through Film project is
expected out soon a tool to make the films accessible
to wide audiences across the region.
C4D principles integrated in this peacebuilding
initiative: Encouraging participation of youth
in production of films; creating safe spaces for
community narratives and personal interpretation
of causes and consequences of conflict; reflecting
principles of participation and respect of the
other; ensuring that youth are agents of change in
defining their own realities in the region and shaping
their future; encouraging listening, dialogue, debate
and consultation across the Caucasus region.
and since then, it has touched the
lives of hundreds of children and
youth. In this sense, PEM is truly
a grassroots effort that seeks to
redirect the energy of children and
youth away from violence towards
creative and positive activities.
Despite its success, PEM remains
a localized initiative with limited
reach but with a methodology that
has great potential to be scaled up.
In PEM, video and photography
are a means to explore reality
instead of an end in itself. As
photographers and producers,
young people involved in this
initiative are also redefined by
the community and thus have the

THE ROLE OF CHILDREN, ADOLESCENTS AND YOUTH IN PEACEBUILDING
possibility of being perceived as something other than
a potential gang member, a drug dealer or a hustler. The
process that children and youth go through with PEM,
which can go from a minimum of six months to several
years, allows them to believe in themselves and shape
their own reality, while recovering self-confidence.
Communication collectives have been set up by the
youth who have passed through the PEM process. PEM
sees itself as co-creating an experience with the children
and youth rather than impose an agenda. Their preferred
method of work is through fiction and stories because
these allow for the end to be changed.19
8. Lebanon: Young Reporters Promote Interfaith Cooperation
Background and activities
In partnership with the ADYAN Foundation and Nahar
Ashabab, the One Community project works with faith-
based community organizations and their leaders, to
undertake community development projects that promote
religious tolerance in Lebanon. The International
Research & Exchanges Board (IREX) and its partners
are also working with youth journalists to document the
religious leaders cross-confessional, tolerance-building
projects to highlight the benefits of inter-faith cooperation.
The goals of the project are to increase positive
interactions and collaboration among different
confessional groups by bringing together leaders and
their religious community members for joint projects;
demonstrate the benefits of interaction and collaboration
among confessional groups through multi-media
outreach campaigns. Partnering with Lebanese youth
organization Nahar Ashabab, IREX prepared 15 youth
journalists for their role in fostering and reporting on
efforts to build religious tolerance.
19. Interview with Camilo Perez conducted on December 4, 2012.
16
C4D Principles integrated in this peacebuilding
initiative: The PEM approach reflects principles
of inclusion, self-determination, participation and
respect by ensuring that marginalized youth are
prioritized, given visibility and a voice. The PEM
process ensures that children and youth are agents
of change in their own communities. In these
communities, PEM is creating an environment
that encourages listening and dialogue, captures
community narratives, and ensure the active
and meaningful participation of children and
adolescents.
In addition, Lebanese organization SMEX trained
the journalists in the use of social media applications
and tools and explained how these could be used for
advocacy and journalism. The youth journalists learned
how to express views and publicize activities via social
networking platforms. As the religious leaders work to
create opportunities for development projects that all
members of Lebanons many faiths can take part in, the
youth journalists will record their progress, and show
more Lebanese citizens an avenue to a less divided and
more cooperative society.
C4D principles integrated in this peacebuilding
initiative: Build self-esteem of youth reporters and
providing them with a role to promote diversity and
religious cooperation; encourage listening, dialogue,
and debate on religious differences; through this
initiative youth are considered agents of change;
radio programme creates space for a plurality
of voices and ensures the active and meaningful
participation of adolescents and youth.

IV. MAINSTREAMING C4D FOR PEACEBUILDING IN THE
EDUCATION SYSTEM
Mainstreaming C4D interventions in schools
is one of the most effective ways of reaching
and engaging a large number of children,
adolescents and youth. Schools are also ideal
places for targeting caregivers (teachers,
parents, principals, counselors, etc) and
promoting behaviors and attitudes that are
conducive to peacebuilding such as respect
for diversity, mutual understanding, listening
and experiential learning.
Children
from different
backgrounds
come together in
schools settings
Photo: Courtesy of Bea Spadacini/
where they
International Youth Foundation
have a unique
opportunity to
work collectively
and learn to
collaborate with
one another.
Schools play a big
However, as much as education has the
role in shaping
potential to be a force for peace, it can also fuel
national identity,
violent conflict by reinforcing social divisions,
which is particularly
intolerance and prejudices that lead to war.20
relevant to countries
emerging from It is therefore not surprising that building
conflict. mutual trust between citizens must start in
the classroom and as early as possible. With
over 60 percent of the population in many
conflict-affected countries aged under the age
of 25, good quality education is critical to
overcoming the economic despair that often
contributes to violent conflict.21
Opportunities in the school system
C4D approaches can be used to improve the
quality of education by using a variety of
creative tools that enhance participation of
20. Education for All Monitoring Report, pg. 27.
21. Ibid, pg. 7).
22. Occupied Palestinian Territory: Consensus-building to protect children from school-based violence, UNICEF
document and KII interview with Saudamini Siegrist, UNICEF Senior Protection Advisor.
23. Key Informant Interview conducted on 11/17/2012 with Gaurav Garv, C4D Specialist in Sierra Leone.
17
children, promote self-confidence, and enable
children to experience peace and tolerance
in their own classrooms. C4D approaches
can also be used to deliver teacher training,
implement the curriculum in ways that
enhance learning and participation, and also
contribute to feed local school concerns into
the national education debate through targeted
mass media interventions.
In many countries, UNICEF is already
implementing programs aimed at protecting
children from school-based and societal
violence. The UNICEF Child Protection
team in the Occupied Palestinian Territories
(oPt), in cooperation with the Ministry of
Education and a wide range of national and
international partners, developed a Non-
Violence in School Policy that seeks to
protect children from experiencing violence.
This was launched alongside the Back to
School Campaign in September 2012.22 It
will be worth examining, for the purpose of
this global mapping effort, the impact of the
C4D tools that have been used to increase
awareness about this policy, and promote
behavior and social change.
Schools play a big role in shaping national
identity, which is particularly relevant to
countries emerging from conflict.23 C4D
approaches that use tools like drama, art
competitions, songs and dance to foster a
positive national identity among school children
can make use of the mass media to elevate this
effort to the national level and by so doing,
empower children to be peace messengers
and agents of change. In cases where violent
conflict is endemiclike in Colombia, Somalia
or Palestineschools represent a safe heaven
where children can process the impact of
violence and heal themselves.

MAINSTREAMING C4D FOR PEACEBUILDING IN THE EDUCATION SYSTEM
In many resource-poor settings, Ministries of Education are
not necessarily opposed to C4D interventions in schools.
They simply do not have the means to mainstream C4D
projects that promote conflict resolution but are very open
to welcoming innovative approaches.24 One incentive
for public schools can be the introduction of technology
such as computers, radio production equipment or mobile
devices through C4D interventions. Bana Dukine (Children
Les Play), one of the case studies presented below is a
conflict resolution computer game in Rwandan schools,
with backing from the Ministry of Education and support
from the One Laptop per Child initiative.
Challenges in the school system
In many countries that have experienced violence however,
schools may have been destroyed or are heavily damaged.
Children may have been displaced as a result of war and
qualified teachers may have fled the country, thus leaving
behind a weak infrastructure in need of repair and of
substantial investment. The kinds of C4D programs that are
feasible in school settings entirely depend on the state of
the education system, the capacities within the Ministries
and their priorities in the reconstruction phase.
Many C4D organizations would like to work more closely
with Ministries of Education in countries emerging from
conflict but acknowledge that these Ministries sometimes
have other pressing priorities, have limited technical
capacity, and no means to support C4D interventions. In
Sierra Leone for instance, the Unicef C4D specialist has
no counterpart at the Ministry of Information, which is
much more focused on doing public relations work for the
Government that communication for development. There is
also no counterpart at the Ministry of Education.25
The majority of case studies identified through the literature
review or brought to the attention of the author by key
informants, do not formally involve the school system
at least in the start-up phase. Some interventions are
designed from outside the classroom and target children
and adolescents when they are out of school while other
interventions use the school setting as a way to specifically
target children and adolescents perhaps with the support
of select teachers and school principals who become
champions of a C4D intervention. At the other end of the
spectrum are interventions that are entirely designed within
24. Phone interview conducted with Michael Bosse, VP of Programmes and Operations with Equal Access on November 15, 2012.
25. Phone interview with Gaurav Garv, Unicef C4D Specialist in Sierra Leone, on November 22, 2012.
26. Key Informant Interview conducted on 11/2/2012 with Rafael Obregon, Chief C4D unit with UNICEF.
18
the school system and are piloted in a number of school
districts.
As a multilateral agency that works with government
counterparts, UNICEF is well positioned to work with
Ministries of Education and to strengthen their capacity
by providing basic resources, offering technical assistance
towards the design of a strong curriculum, strengthening
teacher training, and making use of C4D approaches that
promote inclusion, participation and self-confidence of both
students and teachers.
In Sierra Leone for instance, the Unicef C4D specialist is
in the process of establishing a national C4D coordination
group under the Office of the President that will bring
together representatives from all the ministries (Ministry of
Education included) to work with C4D specialists to increase
overall capacity and implement nation-wide C4D programs
that contribute to the national peacebuilding effort.
One last challenge that is worth noting and that can
nevertheless be overcome with the right approaches, is
that in some cultural contexts where the education system
is more didactic, C4D approaches can be perceived as
threatening to the status quo because they empower students
to speak their minds, have a voice and sometimes challenge
what is perceived to be unfair and discriminating.26
This is why identifying allies and champions within the
education system itself, is critical for the success of any
C4D intervention.
Delivering teacher training and implementing a
peacebuilding curriculum
In many resource-poor countries, teacher training can
be overly didactic and primarily textbook-focused. C4D
approaches that make use of a mixture of tools, including
interpersonal channels of communication; posters, brochures
and pamphlets; training tool-kits; and community radio
programs that have an interactive feature, are more likely
to deliver quality training that excites teachers and involves
them in more meaningful ways.
Rural schoolteachers are more isolated than those who
live and work in metropolitan areas because they have less
opportunity to interact with fellow teachers and are cut off
from other sources of information when it comes to learning.

MAINSTREAMING C4D FOR PEACEBUILDING IN THE EDUCATION SYSTEM
Teacher training through distance education, combined with
more traditional approaches, can also benefit from C4D
approaches as the Afghanistan case study below shows.
This programme, like the one in Rwanda, was endorsed and
supported by the Ministry of Education.
The Solomon Island case study presented below is
one among many Open and Distance Learning (ODL)
Education for Community Peacebuilding projects presented
in the Learning to Live Together book published by the
Commonwealth of Learning. Open learning is hereby
defined as policies and practices that permit entry to learning
with no barriers or minimal barriers to age, gender or time
while recognizing prior learning. Distance education is
the delivery of learning or training to learners who are
separated, mostly by time and space, from those who are
teaching and training.27
Select Case Studies
9. Macedonia: Mozaik,
Peacebuilding and Early
Childhood Development
Background and activities
The Mozaik programme was launched back in 1998
by Search for Common Ground with the intent of
promoting bi-lingual and multicultural preschool
education in public kindergartens. The program, the
only one of its kind in Macedonia, brings together
children from Albanian, Turkish, Serbian and ethnic
Macedonian communities.
Mozaik teachers were carefully selected and provided with
an eight-month intensive teachers training while host
kindergartens were furnished with all necessary materials
and equipment. The goals of this project, which continues
to this day, are: 1) to socialize children at an early age to
be free from prejudice and have respect for the diversity
of cultures within Macedonia; 2) to help different ethnic
communities to collaborate and communicate with each
other; 3) provide a positive model of multi-ethnic/bilingual
education for education authorities, communities, parents
and children throughout Macedonia.
Over the past twelve years, more than 850 children
have passed through the Mozaik kindergartens in nine
municipalities. Teaching young children to be free of
27. Baksh, Rawwida and Munro, Tanyss (editors). 2009. Learning to Live Together: Using Distance Education for Community Peacebuilding.
Commonwealth of Learning, Vancouver, pg. 14.
28. Ibid, pg. 16.
19
ODL is one of the fastest growing areas of formal
education, also gaining traction in expanding
opportunities for professional training and non-formal
education. Peacebuilding initiatives through ODL
that use local content, like in the Solomon Island case
study, can be very powerful to facilitate changes in
relationships and bringing factions together to initiate
dialogue. ODL can play an important role in reaching
marginalized populations,including the youth, with highly
contextualized approaches.28
The below case studies were selected based on the
following criteria: link to the informal or formal education
system; degree of involvement of the Ministry of
Education; impact on attitudes and behaviors of children,
adolescents and/or teachers; geographical diversity of case
studies; and creative C4D approaches.
prejudice has also influenced kindergarten staff, their family
members and education authorities, reaching over 2,000
beneficiaries and engendering wider changes in attitudes
across society. Search for Common Ground won approval
of the Mozaik curriculum by the Ministry of Labor and
Social Policy and Ministry of Education and Science as well
as their agreement to incorporate elements of the Mozaik
methodology in public preschool education in Macedonia.
C4D Principles integrated in this peacebuilding
initiative: Building self-esteem and confidence of care
providers and children; encouraging listening, dialogue
and debate among different ethnic groups; building
trust and understanding; promoting participation and
respect of groups historically divided and marginalized;
building an enabling environment for children by
working with teachers, educators, parents, and
government authorities.
 20

MAINSTREAMING C4D FOR PEACEBUILDING IN THE EDUCATION SYSTEM

10. Colombia: Communication Collective of Montes De Mara Linea 21

Background and activities
Colectivo de Comunicaciones
Montes de Mara Linea
21 promotes a democratic
culture through spaces of
civic participation for children
and youth in order to build
socialization linkages instead
of a culture of war and conflict
in the seven municipalities
of the Montes de Maria
region of Colombia, an area
where civilians have been
held hostage to the army,
paramilitary and rebel groups.
In 2003 the Communication
Collective received the
National Peace Prize award in
recognition of its impressive
work in strengthening the
social fabric of the region thus
contributing to reconciliation Through one of its many projects, The Promotion of
efforts. Rights and Networks for Building Peace, the Collective
uses community and citizen communication to build
The main objective of the collective is to position children relations between institutions, alternative media
and the youth as social actors through their involvement production groups, schools, local government, social
in community development processes by means of media networks, family and society in general. The Traveling
research, production, and delivery of communication Museum of Memory, project also involves many schools
programmes. Although the Collective does not exclusively with the goal of repairing the social fabric that has been
work with children and youth (displaced and marginalized destroyed by the conflict and re-establish the trust in
women also very much involved), they tend to work a lot people and institutions.
with this audience.
C4D Principles integrated in this peacebuilding
Through the experience of community communication, initiative: promoting participation of youth Reflecting
the Collective involves parents, teachers and adults in the principles of inclusion, self-determination,
promoting human rights and childrens rights, pedagogy participation and respect by ensuring visibility and
for peace, gender equality, respect for the environment voice of marginalized groups, including children,
and civic values. The main activities of the Collective youth and women; encouraging listening, dialogue
consist of training in radio and television production and debate about issues that matter to children and
offered to children through 18 schools in the Montes youth; promoting the narratives of communities and
de Mara region of Colombia, training in radio and creating spaces for a plurality of voices; ensuring
television production for teenagers and young adults in the active and meaningful participation of children
El Carmen and in neighboring communities; training through production of media content and sharing with
in radio and television for displaced women in local the broader community; developing the concept of
communities; a traveling street cinema and a cable citizen media and empowering children and youth
television channel. to be agents of change.
 21

MAINSTREAMING C4D FOR PEACEBUILDING IN THE EDUCATION SYSTEM

11. Solomon Islands: Learning4 Peace - Youth Collaborating for

Peace Through Community Media
Background and activities
The Solomon Islands is a nation of around half a million
people scattered over an area of the South West Pacific, the
size of France, Germany and Spain combined. Between
1999 and 2002 the Solomon Islands experienced ethnic
conflict and a breakdown of law and order that required
the deployment of a regional military intervention force in
mid 2003.
This communication project started in 2009 in the Isabel
Province (Ysabel) of the Solomon Islands for the purpose
of building communities of youths and women to network
and create Open Educational Resources related to
Learning4Peace themes such as leadership skills, human
rights, conflict resolution, and domestic violence. The only
two means of communication with the outside world for
most remote locations in the Solomon Islands are short
wave radios and satellite phones, too expensive to be used
by most people.
Learning4Peace feeds into the Education Sector
Investment Reform Programme launched in 2004 by the
Ministry of Education. With funding from the European
Union, the programme is investing in the development
of a distance-learning strategy for formal and non-
formal education; launching a pilot project to establish
nine distance-learning centers in rural community high
schools; and establishing and maintaining a Technical
Working Group for Distance Flexible Technical.
The project makes use of HF radio, the People First
Network, a platform that offers basic email services
at affordable cost, Distance Learning centers and
FM radio. The Youth Policy and Learning4Peace
initiative developed with national youth stakeholders.
The project builds capacity to use the existing ICT
networks to allow youth groups to join together, discuss
important topic and develop learning materials for
their communities through a variety of participatory
techniques.
C4D Principles integrated in this peacebuilding
initiative: Encouraging active and meaningful
participation of youth; linking community perspectives
with education policy and dialogue; building self-
esteem and confidence of youth reporters; creating
spaces for a plurality of voices by connecting youth
from different parts of Isabel Province; reflecting
principles of participation, inclusion and respect of
otherwise marginalized youth.

12. Rwanda: Bana Dukine (Kids Lets Play!)

Background and activities
Launched in 2010, Bana Dukine is a computer game designed
to teach Rwandan school children how to deal with conflict
in their lives: what causes conflict and some effective ways to
handle it. The game is being used by students in the fourth and
fifth grades, as this group is considered to be old enough to
understand the message of the game and have the reading and
computer skills to use it. The game is designed to complement
lessons in the school curriculum. This program is implemented
by Search for Common Groun (SFCG), in collaboration with the
Courtesy of Search for Common Ground

US Institute for Peace, the Rwandan Ministry of Education and

One Laptop per Child.

Bana Dukine is set near a water hole and the characters in

the game are the animals that use the water hole. The central
character is Little Lion, whose father left him in charge of
distributing water to the other animals. As the days go by,
 22

MAINSTREAMING C4D FOR PEACEBUILDING IN THE EDUCATION SYSTEM

the temperature rises, and the amount of water in the
hole decreases. This sets up the conflict between the
animals over diminished resources. At this point in the
game, conflict dialogues appear on the screen between
characters, and it becomes the responsibility of little
lion (i.e. the student) to choose the best response.
Preliminary evaluations found that the game resonates
with the children and that they, and their teachers, think
it is a fun way to learn conflict resolution skills. Focus
group discussions showed that the children had gained a
high level of understanding of conflict resolution skills
and, that the game provided a productive and safe space
to learn and practice these skills.
C4D Principles integrated in this peacebuilding
initiative: Promoting participation of youth in
addressing conflict issues in a constructive and
positive manner; creating an enabling environment
by working with teachers and principals; program
works within the national curriculum; children
contributed to game content by sharing personal
stories of conflict; creating safe spaces in schools
for learning how best to deal with conflict through
a fictional approach; starting early and addressing
the cognitive, emotional and social development of
children who are in fourth and fifth grade.

13. Afghanistan: Its Great To Learn, Distance Learning Through Radio

Background and activities
This radio-based, distance-
learning programme (which came
to an end in 2011 after eight
successful years) was intended to
support the Afghan Ministry of
Education in developing teacher
education in Afghanistan and
ensuring easy access to over 3,100
programmes. The programme
was implemented by the Media
Support Partnership Afghanistan
(MSPA) with technical assistance
from iMedia, a UK-based media
development and communication
company.
Courtesy of Bea Spadacini/CARE

Every week, for the last eight

years, over 3,500 teachers in
Afghanistan tuned into the
teacher training radio program
locally known, as Knowledge
is Lightto learn new skills
and acquire more knowledge. feature service; a radio literature programme; the
For most teachers, the discussions that emerged from production of an educational radio series for fifteen
this radio series were their first training experience and radio stations; a radio soap opera focusing on the
served as their only information conduit. dilemmas facing young men in Helmand who are
caught between a life of under employment or joining
iMedia currently supports a range of programmes in the insurgency; a Straight Talk Youth programme; and
Afghanistan including: a Pashto language radio news training of journalists.

V. C4D IN PEACEBUILDING: ADDING VALUE TO PEACE EDUCATION
Communication is central to peacebuilding and
to promoting meaningful dialogue to overcome
and transform conflict and to establish a
sustainable peace.29 Conflict escalates when
ordinary channels of communication break
down or when information is manipulated to
serve the interests of specific groups and to
demonize others.
Reopening channels of communication and
creating new ones is a laborious process
that entails in-depth analysis about the root
C4D approaches causes of the conflict and about how people
often include a relate towards each other. The process of
mixed system of engagement and consensus building happens
mass communication across a variety of communication spaces,
and interpersonal interactions and practices.
channels, are closer
to the community Using the right mix of
and make use of communication tools
other genres that
In the last few decades, there have been an
build on grassroots
increasing number of C4D strategies that have
communication
been used in peacebuilding efforts, which go
and entertainment.
beyond the dissemination of messages through
These include
the news media and other channels. Integrated
radio dramas, soap
C4D approaches are often the most effective
operas, interactive
ways to achieve a set of strategic goals and
theatre, debates
in local media, position local concerns into the national policy
community-produced agenda.
programmes,
traditional songs,
These approaches often include a mixed
system of mass communication and
dance and music.
interpersonal channels, are closer to the
community and make use of other genres
that build on grassroots communication
and entertainment. These include radio
dramas, soap operas, interactive theatre,
debates in local media, community-produced
programmes, traditional songs, dance and
music.30 (For definition of Interactive Theatre
see box on next page).
In an interesting case study that unfolds
in Pakistan, Panosan organization
29. Communication for Peacebuilding: Practices, Trends and Challenges, pg. 9.
30. Obregon, Rafael. 2012. UNICEF Peacebuilding, Education and Advocacy Programme. Communication for
Development (C4D) HQ Strategy for Transformative Peacebuilding (Internal UNICEF document), pg. 2.
23
that promotes the participation of poor
and marginalized people in national and
international development debates through
media and communication projectsin
collaboration with local partners, manages
to achieve national recognition and action
on addressing the pollution caused by a
government-led land drainage project on the
shores of Manchar Lake.
By combining oral testimonies, participatory
theatre, community radio, and work with the
mainstream media to ensure that the voices
of the most affected people contribute to
national understanding Panos and its partners
prompted nation-wide dialogue, debate and
change. The oral testimonies, which Panos
has been conducting since 1993 as a chosen
methodology in different countries, are one-
on-one open-ended interviews that draw
upon personal memory and experience. Oral
testimonies enable even the most timid people
in a community to participate and do not
require the courage to speak up at a public
event. The testimonies are then used as raw
material for a variety of communication
products.
C4D strategies have also been used as peace
advocacy tools by disseminating messages that
encourage the public to support peace-building
and development projects and provide decision-
makers with information and feedback to take
a specific action. Evidence shows that the
best way to support peace is to experience it
through constructive engagement, broad-based
dialogue, and channeling anger into productive
and meaningful activities.
Participatory communication entails the
redistribution of power and communication
resources. It empowers people, communities
and citizens, so they can claim and exercise
their fundamental rights and in so doing
 24

C4D IN PEACEBUILDING: ADDING VALUE TO PEACE EDUCATION

Interactive theatre, a concept

transform their daily realities. by showing the other side in a similar
Also, fostering dialogue and debate originally developed by Augusto light to self, by depicting people
is a powerful tool to address the Boal, a Brazilian theatre director, having similar problems, sharing
underlying causes of conflict. during the 1950s and 1960s, similar interests and positions, as well
aims to transform theatre from as condemning violence.36
Fambul Tok or Family Talk in the the monologue of a traditional
Krio language of Sierra Leone, one performance to a dialogue It is in this light that many
of the case studies presented below, between the audience and the organizations that work on C4D
draws upon local traditions to foster stage. Interactive plays, in addition interventions to support peacebuilding
reconciliation at the community also focus some of their efforts on
to being entertaining are designed
level. By creating a safe place to talk training local journalists in conflict-
to help people analyze and discuss
about the conflict and discussing sensitive journalism, making sure that
ways of making reparations, Fambul problems relating to oppression
reporting is accurate, balanced and
Tok participants (ex-combatants and and power, and explore group
causes no harm.
survivors of the civil war) listen to solutions to these problems. After
one another, share their personal a performance, the audience is Sometimes local journalists are also
stories, debate together and come invited to participate by discussing trained to work more closely with
up with solutions to past grievances. the content and suggesting changes people from the community in order
Sitting around a bonfire and going to the script, the conclusions and/ to ensure that grassroots voices are
through a cleansing ceremony that or the characters. The audience is heard in national debates. Many BBC
involves dancing and singing brings not just a spectator but becomes an Media Action programs seek to bridge
people together and enables them to integral part of the drama.34 local with national as the Nepal case
transform their reality from one of study below shows. The comparative
conflict into one of social cohesion advantage of BBC Media Action is that
and peaceful coexistence. it is associated to a reputable brand
(BBC), which has credibility and a reputation for fair and
Conflict Sensitive Journalism balanced reporting.
How a crisis is reported in the media has an impact Internews seeks to promote independent journalism by
on public perception, shapes public opinion and may building the capacity of local journalists. The assumption
contribute to either mitigating the escalation of violence behind this type of intervention is that independent media
or fueling it by reinforcing stereotypes, pitting voices is more likely to foster a democratic culture of peace where
against one another, or inciting revenge.35 There are differences are aired through public debates and consensus
many examples in history of how the media contributed is reached through dialogue. Internews also believes that
to conflict but a lot less evidence on how it can support access to accurate information empowers citizens and
conflict prevention and peacebuilding. enables them to make better choices that are fundamental
to mitigating conflict and peacebuilding.
In a paper on the use of media for conflict prevention,
scholars Vladimir Bratic and Lisa Schirch analyze the Journalists who pass through Studio IJambo in Burundi, a
different roles that media can play in society. These include Search For Common Ground programme presented below,
media as information provider and interpreter, as a third- also go through extensive training in how to produce fair
party watchdog, as a gatekeeper, a policymaker, a diplomat and balanced programming that responds to local needs
(sending messages back and forth between sides of the and, at the same time, contributes to fostering peace by
conflict), a peace promoter and a bridge-builder. In this broadening public debate. Journalists who are involved in
last role, media can lessen polarization between groups the production of The Team drama series in Kenya, another

34. All together now: Oral testimony, theatre, media, debate. How one communitys concerns reached a national audience. March 2011. Panos
London Illuminating Voices Case Study, pg. 5
35. Bratic, Vladimir; Schirch, Lisa. December 2007. Why and When to Use the Media for Conflict Prevention and Peacebuilding. Global
Partnership for the Prevention of Armed Conflict. Issue Paper 6, pg. 8.
36. Ibid, pg. 10

C4D IN PEACEBUILDING: ADDING VALUE TO PEACE EDUCATION
case study presented below, are also trained in conflict-
sensitive journalism in order to ensure that episodes present
issues in ways that elicit healthy discussions instead of
further polarizing the audiences.
Collective Action Fosters Peace
In many peacebuilding initiatives, when the timing is right,
people who have fought against one another are brought
together to work on community projects. Planning together,
working for a common purpose, and achieving a final
goal that benefits everyone enable people to redefine one
another and transcend the divisions that were fueled during
the conflict. When these projects involve media making or
other forms of popular art, the result is even more powerful
because it involves imagining and creating a peaceful and
prosperous future.
One of the case studies featured below, the Rwandan
womens first and only drumming group is called Igoma
Nshya or New Era, a name that in itself envisions a
hopeful future where all Rwandans live in peace and
harmony. The choice of drumming, dancing and singing
as a vehicle for reconciliation is powerful because it brings
together women of all ethnic groups who have different
experiences of the 1994 genocide (survivors, wives of
perpetrators, orphans, and widows) in a collective experience
of joy and celebration.
By reviving local traditions and culture,
the group promotes healing and instills
a sense of collective pride. In the
community and across the country,
Igoma Nshya is also a stand for what
peacebuilding looks like and what is
possible to achieve by working together
in a creative endeavor that seeks to 1. South Africa
entertain and transcend the legacy 2. Kenya
and pain of the genocide. Through 3. Nigeria
performances and collective action, 4. Egypt
the womens drummers group is also
5. Morocco
rebuilding the social fabric of a society
torn apart by brutal violence. 6. Algeria
7. Rwanda
The timing of this communication 8. Tunisia
for development and peacebuilding 9. Mali
initiative is critical: more than 15 years 10. Cameroon
have passed since the 1994 genocide,
the country has experienced relative
peace and stability, the drumming
group idea was conceived by a
25
Rwandese woman and the means is culturally relevant and
appropriate. A similar attempt may not work in a place
like Palestine where the opposing parties are not on a
level-playing field and where the conflict is still very much
alive. Nevertheless, even bringing together Palestinian
children only, is a cathartic and empowering experience
as demonstrated by the project Voice Beyond the Walls in
Section III of this paper.
The author of this study has come across many
communications for peacebuilding initiatives where
different groups of people (children, youth, women or
adults in general) are brought together for the purpose of
media training, learning new technologies and/or creating
a communication product together. These experiences
are in themselves bonding and foster the same level of
collaboration and commitment towards building cultures of
peace from the bottom up as other collective experiences.
Sporting events organized among adolescents from
different backgrounds also have the potential to generate
this kind of participation and engaged action.
ICT for Peace and Development
Over the last few years, one of the most exciting
developments in the field of communication has been
the rapid advancement of Information, Communication,
Technologies (ICT) and the consequential democratization
of the public sphere. ICT enables users to expand
Top 20
(by volume)
11. Sudan
12. Angola
13. Namibia
14. Niger
15. Burkina Faso
16. Ethiopia
17. Libya
18. DR Congo
19. Gabon
20. Ghana
Source: Portland Communications January 2012

C4D IN PEACEBUILDING: ADDING VALUE TO PEACE EDUCATION
conversations both horizontally and vertically. Ordinary
citizens around the world now have the means to
instantaneously share their views via social networking
sites such as Facebook and shape the public agenda by
engaging in national conversations.
In many isolated parts of the world, the mobile phone
has reduced distances and enabled both young and old to
stay connected to urban centers, have access to relevant
information, make financial transactions, and interact
with the mainstream media. Furthermore, young people
everywhere, including in resource-poor countries, are
growing up with a greater appreciation for technology and
are more tech savvy than the previous generations.
In urban centers across Africa, young people have access to
Internet cafes, possess an email account and regularly post
on Facebook. In a report by Portland Communications to
survey twitter trends in Africa titled How Africa Tweets,
there is increasing evidence that this platform is becoming
popular across the continent.
According to the study, more than half (57 percent) of
tweeters surveyed are posting from their mobile phones,
and a majority (60 percent) of the most active users are in
their 20s. A lions share of the chatter on Twitter in Africa
is conversational, with 81 percent of those polled reporting
that they use the platform to talk with friends. South Africa,
Nigeria, Kenya, Egypt and Morocco were identified as the
top tweeting nations on the continent.37
The Arab Spring is a recent and vivid example of how
ordinary citizens, and especially the youth, have used social
media to mobilize and share information. Social media and
other forms of technology have also been used to prevent
deadly outbreaks of violence and to monitor where conflict
occurs in order to rapidly deploy local peace ambassadors
or law enforcement personnel. The development of early
warning systems, web-based digital mapping and crowd
sourcing demonstrate an increasing reliance on ICT to
enhance the effectiveness of interventions designed to
prevent and contain violence.
One of the first examples of the use of ICT to mitigate
violence is Ushahidi, an innovative crowdsourcing
37. How Africa Tweets. January 2012, Portland Communications Power Point.
38. Bock G., Joseph. 2012. The Technology of Nonviolence: Social Media and Violence Prevention MIT Press, pg. 13.
39. Stauffacher, Daniel; Drake, William; Currion, Paul; Steinberger, Julia. 2005. Information and Communication Technology for Peace: The Role
of ICT in Preventing, Responding to and Recovering from Conflict. UN ICT Task Force, pg. 14.
26
approach that originated in Kenya during the mayhem
that rocked the country in the aftermath of the 2007
Presidential elections. Ushahidi, which was conceived by
a group of Kenyan journalists, depicts on a web-based
digital map, aggregations of text messages, information
sent over the Internet or through social media, and email
reports. Various methods are then used to determine
data accuracy. Although this approach has largely been
used for crisis management, it represents a promising
technology in preventing violence both at the micro and
macro level with input from ordinary citizens through ICT
channels.38
ICT can also be used to monitor and document peace
indicators or instances where people choose cooperation
over conflict. In most countries in conflict, there are
stories of people who choose to risk their lives to save
others. Two of the case studies presented below Studio
Ijambo in Burundi and the Unsung Hero project in Kenya,
highlight stories of courage in order to inspire and counter
media coverage of the dynamics of war. By creatively
documenting positive initiatives that exist before and
during a crisis, one can easily identify multiple entry points
for peacebuilding interventions.39
Mobile technology and web-based platforms have
also turned mainstream media into more interactive
communication tools that regularly solicit and integrate
audience feedback into programming by increasing
engagement and participation. FrontlineSMS, is an-open
source text-messaging software that enables instantaneous
two-way communication on a large scale. This
methodology has been used in many C4D interventions for
peacebuilding as a way to integrate SMS campaigns with
radio programmes and other project activities.
The communication for social change organization Equal
Access, for example, uses this cutting edge open source
software in Chad (Case Study presented in Section
III of this global mapping) in order to incorporate an
interactivity component that allows audiences to send
specific questions, comments, or requests for information
via SMS text messaging. The Equal Access production
team in Chad also sends information via SMS to its
listeners.
 27

C4D IN PEACEBUILDING: ADDING VALUE TO PEACE EDUCATION

Select Case Studies

14. RWANDA: Igoma Nshya (New Era)
Background and activities
This is the first and only female drumming group
in Rwanda created in 2005 by Odile Gakire Katese
(Kiki), a Rwandan theater director and drummer to
promote healing and reconciliation in post-genocide
Rwanda. The group was awarded the 2012 Search for
Common Group Award, which highlights individual
peacemakers and/or initiatives that embody courage,
compassion and strength in order to create a world
where peace prevails and human dignity is upheld.
Women drummers, now numbering over 100 and
ranging in age from 16 to 60 years, represent all sides
of the 1994 Rwandan genocide: orphans and widows Rwandan female drummers
of those murdered; survivors; and the wives and
daughters of perpetrators. Ingoma Nshya represents C4D principles exemplified through this peacebuilding
the idea that healing and reconciliation are possible by initiative: creation of safe spaces and inclusion
leveraging local culture and the arts, even in the most of people from different backgrounds; active
difficult of circumstances. and meaningful participation through creative
communication (music, dance and singing) of women
These inspirational women work towards the goals of
and girls; building self-esteem and confidence;
preserving traditional culture, promoting reconciliation
reconnecting groups that would otherwise be
and building a livelihood that will benefit all participants.
divided and with little or no opportunity to interact
The drummers also run an ice cream shop in the southern
in a meaningful way; promoting intergenerational
city of Butare, which is a source of income for the group.
dialogues; and use of culture and the arts to foster
Sweet Dreams, a documentary about their story, has been
healing and reconciliation.
featured at various international film festivals.

15. NEPAL: A Peoples Radio Drama and Magazine Show

Background and activities
A radio-based approach launched by BBC Media
Action Nepal that uses a variety of formats to engage
audiences and address a range of topics, including
violence against women. Weekly radio drama Katha
Mitho Sarangiko (Sweet Tales Of The Sarangi) uses
an unusual participatory method to create entertaining
programmes that reflect everyday life. Travelling to
villages and towns across the country, the Katha Mitho
Sarangiko production team listens to peoples concerns
and experiences to construct storylines and then casts
the same local people who improvise in their own local
dialects the dramas dialogue.
Its sister magazine show Sarangiko Bhalakusari (Sarangi
Chat) discusses topics raised in the dramas. In 2012, this
has included delayed justice, farming and corruption. The
30-minute drama is always framed by a playful musical
narration delivered by a Gandarbha, a nomadic musician
who travels from place to place with his sarangi (the
traditional stringed instrument of Nepal). Since its first
broadcast in 2008, Katha Mitho Sarangiko, together with
its partner magazine show Sarangiko Bhalakusari (Sarangi
Chat), has built a loyal audience of over 5.2 million.
In 2010-2011, the show focused on gender conflict.
Through six episodes, each told from the point of view
 28

C4D IN PEACEBUILDING: ADDING VALUE TO PEACE EDUCATION

of a different woman, the drama tackled sensitive issues
like female trafficking, gang rape, dowry violence,
the victimization of widows, and the joys and pains of
being a teenager in the city. In 2012, the focus shifted to
governance issues, exploring common economic, social
and legal problems faced by people in their everyday lives.
C4D principles integrated in this peacebuilding
initiative: Promoting participation and inclusion of
marginalized groups in rural areas; building self-
confidence of women as agents of change; facilitating
community narratives through arts and popular
culture; encouraging listening, dialogue and debate.

16. SIERRA LEONE: Fambul Tok (Family Talk in Krio Language)

Healing Through Dance, Bonfire Ceremonies and Storytelling
Background and activities Fambul Tok in the school system
Fambul Tok emerged in There is an ongoing attempt to
Sierra Leone as a face-to-face formally integrate Fambul Tok
community-owned program into the national school system.
bringing together perpetrators Many school principals have
and victims of the violence urged the Ministry of Education
in Sierra Leones eleven-year Science and Technology to
civil war through ceremonies include Fambul Tok as one
rooted in the local traditions of the core subjects in all
of war-torn villages. Fambul educational institutions in the
Tok is built upon Sierra country. In some schools pupils
Leones family talk tradition make use of the Fambul Tok
of discussing and resolving book to learn about their ancient
issues within the security of a traditions leading to healing and
family circle. reconciliation. This development
makes great progress in the
The program works at integration of Fambul Tok into
the village level to help the school system. Fambul Tok
communities organize staff is often invited to visit
ceremonies that include school campuses to discuss
truth-telling bonfires reconciliation efforts after a film
and traditional cleansing screening.
ceremoniespractices that
many communities have not C4D principles integrated in
employed since before the this peacebuilding initiative:
war. Through drawing on age- Promote community narratives
old traditions of confession, apology and forgiveness, through the Fombul Tok approach; encourage
Fambul Tok has revived Sierra Leoneans rightful pride listening, dialogue and debate at the community
in their culture. Communities designate a peace tree level through storytelling and cleansing ceremonies;
surrounded by a seating area to serve as a permanent encourage participation and respect for marginalized
meeting place to resolve conflicts using the Fambul groups such as perpetrators of violence and ex-
Tok principles. The area also serves as a site of a radio combatants; build the self-esteem and confidence of
listening club where people listen together to a half- all those involved in this traditional healing method;
hour weekly broadcast of locally-recorder Fambul Tok build reconciliation from the bottom up and link it to
stories. The Fambul Tok theme song, played on the radio national reconciliation policy approaches; integrate
broadcast, is already sung through much of Sierra Leone. Fambul Tok into school system.

C4D IN PEACEBUILDING: ADDING VALUE TO PEACE EDUCATION
17. KENYA: The Team Series and The Unsung Heroes Project
Background and activities
As a response to the effects of the
post-election violence in Kenya
in December 2007, Search for
Common Ground (SFCG) and
Media Focus on Africa developed
and produced a TV and radio
drama, The Team an episodic
series which asks a central question:
can Kenyans find ways to put the
past behind them in order to have
a better future? This series was
so popular in Kenya, that SFCG
and local partners have replicated
The Team concept in 19 countries
around the world.
The series presents a microcosm of
Kenyan society in which members
of a fictional football team, who
come from different ethnic groups and social classes, are
challenged to overcome their fears and biases so that they
can see one another as individuals not as members of the
other. The series sends a strong message that the sins of
the past cannot be rectified by retributive violence today.
To reach audiences in the rural areas, two seasons were
translated in three local languages (Kikuyu, Dholuo,
Kalenjin) and in Swahili and aired on five popular radio
stations. In regions where peace is still fragile, The Team
is presented through mobile screening sessions that
18. BOLIVIA, COLOMBIA, and PERU: Radio Dramas and Storytelling to
Address Gbv in The Andean Region
Background and activities
Gender-based violence is an on-going problem in the
Andes. To address this issue, Media Impact, Diakonia and
local partners in Bolivia, Colombia and Peru are working
together to mobilize citizen action, strengthen civil
society and influence cultural norms to confront gender-
based violence. Program implementation is led by
national coalitions of partners. Each coalition wrote and
produced a 24-episode radio drama and radio discussion
guides designed to empower women, tackle cultural
29
bring together youth of different ethnic
background, followed by discussion
workshops facilitated by trained
community-based representatives.
DVDs with user guides of The Team
are distributed to community groups,
schools, religious groups and universities
throughout the country.
The Unsung Hero Project was an SMS
campaign implemented by Media Focus
on Africa aimed at recognizing people
who did courageous acts during the
post-election violence of early 2008.
People were able to use SMS text
messaging and Internet to cast their vote
and recognize the work of those who
courageously worked for peace among
their communities. The initiatives were
located / published on a website using a
Google-map application.
C4D principles integrated in these two peacebuilding
initiatives: Creating safe spaces for addressing sensitive
issues that have led to violent conflict through
dramatized story; encouraging listening, dialogue
and debate and reflecting principles of inclusion
and participation through community-based film
screenings; SMS campaign created safe space for a
plurality of voices voting on peace heroes; ensuring
participation of children through film screenings in
schools and organized debates.
norms that promote violence against women and provide
access to women-friendly services. Radio broadcasts
are reinforced by community mobilization efforts in
approximately 20 municipalities.
In Colombia, the radio drama series Juntad Historias de
Ro or Stories of the River presents an emotional story
about the daily tragedies and joys an Afro-Colombian
community. The drama celebrates life and the way in
which Sara, Yisela and other women from Juntado

C4D IN PEACEBUILDING: ADDING VALUE TO PEACE EDUCATION
confront the violence and machismo rooted in their
customs, as well as the abuse and the complicity provoked
by the presence of those involved in the armed conflict.
In Peru T`ikarinaykipaq Warmi or To Blossom as a
Woman presents a tapestry of stories acted in a mix of
Spanish and Quechua. These stories take place in the
city of Tres de Mayo and Saymallata. In Tres de Mayo,
Rosa (the main character) challenges the daily prejudices
and instances of abuse and sexual violence. In Bolivia,
Races de la Violencia or Roots of Violence tells of the
adventures of love and friendship experienced by a group
19. BURUNDI: Studio Ijambo, a Catalyst for Peace and Transformation
Background and activities
Search for Common ground launched radio production
Studio Ijambo (translates into Wise Words in Kirundi)
in 1995 at the height of ethnic and political violence
in Burundi, when hate radio prompted genocide in
neighboring Rwanda. The studio was launched with the
idea that if radio could be
used for such destruction,
it could be used to promote
reconciliation, understanding
and foster nonviolent conflict
resolution. The studio employs
an ethnically balanced team
of journalists to produce
high-quality radio programs
that promote reconciliation,
dialogue, and collaboration.
In addition to providing
a quality standard for
broadcasters and producers,
Studio Ijambo plays a central
role in the capacity building
of radio professionals through
trainings and exchanges.
StThroughout the years, Studio Ijambo has been the
source of many creative initiatives that promote the spirit
of reconciliation among Burundians, one such activity
was a weekly radio program called Inkingi yubuntu
-- Pillars of Humanity or Heroes in Kirundi, that told
the stories of local heroes who risked their lives to save
people of a different ethnic group.
30
of adolescents from Chenko, a city that is haphazardly
and chaotically growing.
C4D principles integrated in this anti gender-based
violence initiative: Create spaces for a plurality of
voices and community narratives; reflects principles
of inclusion and self-determination of marginalized
groups (indigenous voices of women) by giving them
visibility and a voice; encourage listening, dialogue and
debate through the radio discussion guides; encourages
active and meaningful participation of women in
addressing an issue that negatively affects them.
As a result of this radio program, Studio Ijambo brought
together these men and women to participate in a historic
three-day Heroes Summit in Bujumbura in April 2004.
The objective of the Summit was to acknowledge those
who have saved the lives of people from a different ethnic
group, often risking their own lives in the process. Another
initiative that came out of Studio
Ijambo was the Sangwe Peace
Festival (from the Sangwe radio
program) in 2002 in Bujumbura.
Artists from the Great Lakes region
through the Sangwe Festival gave a
voice to the voiceless and a chance
for everyone to speak loud and clear
that, Hutus, Tutsis and Twa are all
Burundians.
C4D principles integrated in
this peacebuilding initiative:
Creation of a safe space for
having dialogues, debates
and conversations about
reconciliation and ways to go
about it; ensuring plurality
of voices and participation of
vulnerable groups; linking community voices and
views to national policy on reconciliation; facilitating
sharing of community narratives; fostering
participatory communication in public spaces
through the Sangwe Peace Festival and building on
self-esteem and confidence of community members
to present a vision of peace for Burundi.
 31

VI. MOST EFFECTIVE C4D APPROACHES TO DESIGNING

COMMUNICATION FOR PEACEBUILDING INTERVENTIONS

The United Nations system currently 2) Looking at available tools and platforms,
identifies four main focus areas in including traditional and new forms
Communication for Development: behavior of media (from public meetings,
change communication, communication radio, TV, print media and emails to
for social change, communication for blogs, text messaging, crowdsourcing,
advocacy purposes, and strengthening social networks and Twitter).
an enabling media and communication
3) Looking at spheres of activities where
environment.40 The multidimensional nature
communication can play a role in the
of peacebuilding to mitigate the risk of lapse
broad field of conflict prevention and
or relapse into conflict can benefit from a
peacebuilding. This goes from conflict
C4D approach that touches upon all of the
prevention, early warning and crisis
above focus areas.
response to conflict monitoring and
community peacebuilding, to
There is no question that
the post-conflict, reconciliation
open and transparent
The Engaging in and reconstruction phase.
communication is essential
multidimensional meaningful 4) Looking at the specific role of
to conflict resolution
nature of conversations and media in conflict prevention and
and that the lack of
peacebuilding to peacebuilding. One framework
reliable and trustworthy opening up safe
mitigate the risk proposed by Bratic and
information is what fuels spaces for dialogue
of lapse or relapse Schirch identifies 7 functions
distrust, rumors and even is essentialto
into conflict can that media can play: Media
violence. Engaging in peacebuilding at all
benefit from a as information provider and
meaningful conversations levels. Search For
C4D approach that interpreter, media as watchdog,
and opening up safe spaces Common Ground
touches upon all media as gatekeeper, media as
for dialogue is essential to identifies fourways
focus areas identified policymaker, media as diplomat,
peacebuilding at all levels.
by the United to conceptualize media as peace promoter, and
Search For Common
Nations. how communication media as bridge builder.
Ground identifies four
ways to conceptualize how is applied to
communication is applied peacebuilding Some C4D organizations use
to peacebuilding:41 the above conceptual tools to
intervene in all focus areas,
1) Looking at the while others prefer to work
channels of at the level of the individual
communication flows between or with small groups and aim to facilitate
individuals in conflict; within groups dialogue within the community as in the case
where conflict exists; within groups of Famboul Tok in Sierra Leone, Pasolini en
or communities in conflict; between Medellin in Colombia and Voices Beyond
communities and organizations the Wall in Palestine. This does not mean
such as multilaterals, government, that if the opportunity to advocate at a higher
and NGOs, where cooperation level arises it will not be taken, rather that
and coordination are critical. most communication efforts are focused on

40. McCall, Elizabeth. 2011. Communication for Development: Strengthening the Effectiveness of the United
Nations. Interagency publication, pg. 7-8.
41. Communication for Peacebuilding: Practices, Trends and Challenges. 2011. Search for Common Ground with
support from USIP, pg. 10-11.

MOST EFFECTIVE C4D APPROACHES TO DESIGNING COMMUNICATION FOR
PEACEBUILDING INTERVENTIONS
Beatrice M. Spadacini
co-creating the experience of peace at the community
level. Depending on the nature and level of change that
the C4D intervention is seeking to promote, the right
mix of communication tools will be selected and used
accordingly.
Communication channels used in C4D interventions
include interpersonal communication (peer-to-peer,
community workers, volunteers); traditional media
including participatory theatre, street theatre, dance,
songs and community meetings; television (public and
private); radio, including commercial, government,
community or non-profit; mobile media devices; print
media (newspapers, leaflets, flyers, brochures); posters;
internet, including social media, video streaming and
instant chats; and mobile telephony.42
42. More Theories of Change. PowerPoint presentation, Unicef C4D Unit.
32
Turkana children in northern Kenya by
Expanding conversations and building on
principles of inclusion and respect
Many voices are excluded from contributing to the
peacebuilding processes. Among these are those of
children and youth. When C4D approaches are used,
children and other marginalized groups have an
opportunity to be heard and, most importantly, to access
the public sphere. This is especially true if broadcast
media tools are used to amplify the message and to expand
conversations.
In the first ever radio programme by youth and for youth
in Yemen, the NGO Equal Access was able to negotiate
airtime for young people thus enabling them to have a
voice at the national and provincial levels. The concept

MOST EFFECTIVE C4D APPROACHES TO DESIGNING COMMUNICATION FOR
PEACEBUILDING INTERVENTIONS
of a show featuring youth is new in Yemen. The voices of
young women and men from across the country, expressing
youth perspectives and concerns had never before been
featured as a central voice of a radio program. The show,
which is written and produced by youth, reaches an
estimated 4.2 million youth.
Using drama and entertainment
to address sensitive issues
Communication for peacebuilding, especially when
centered on children and youth, does not have to address
the conflict directly. The story format, used extensively
by NGOs like Search for Common Ground, Media Focus
on Africa, BBC Media Action, Equal Access and other
lesser known organizations, is a proven methodology for
addressing sensitive topics indirectly as they are brought
up in the context of a fictional plot.
Camilo Perez, one of the founders of
Pasolini en Medellin, a community
Telling stories is
media grassroots organization that
a the firststep in
works with at-risk youth says that,
telling stories is a the first step in recovering trust,
recovering trust, self-confidence, self-confidence,
reconstructing memories and identities reconstructing
and weaving social networks into the memories and
public sphere. Lena Slachmuijlder, identities and weaving
Chief Programming Officer for Search social networks into
for Common Ground adds that, when the public sphere.
people get hooked on a story, they Camilo Perez
identify with characters and go through
a journey with them where anything can
happen. People are touched, both in terms of awareness
and emotionally.
One of the best examples encountered by the author
is the TV series The Team, a show that was originally
launched in the aftermath of the Kenya post-election
violence of early 2008 by Search for Common Ground and
Media Focus on Africa. (See Case Study on pg. 29) The
show presents a microcosm of Kenyan society in which
members of a fictional football team, who come from
different ethnic groups and social classes, are challenged to
overcome their fears and overcome their fears and biases
43. Search for Common Ground, Mid Term Evaluation of The Team in Kenya, December 2010.
44. Rodrguez, pg. 103.
33
so that they can see one another as individuals instead of as
members of the other.
The Team was consistently rated among the ten most
popular shows in Kenya with a viewership of 2.8 million.
The episodes were also broadcast on a radio station that
increased listenership. Young males (15-35 years), the
target demographic group of The Team, represented
the largest single listener group.43 Mobile screening
of episodes, followed by group discussions, were also
organized in key areas that had been directly affected by
the post-election violence. So successful was this show
in Kenya, that The Team format has been replicated by
Search for Common Ground in 19 other countries as a
metaphor to address other sensitive topics relevant to
each context.
Creating safe spaces through participatory
interaction and dialogue
The communication vehicle and chosen format
have the ability to create a level-playing
field among participants where all voices are
equally important and deserve to be heard.
This is particularly relevant in education for
peacebuilding efforts where views have often
been polarized and people no longer trust each
other, nor do they trust public institutions.
Creating a platform where people can ask
questions and express their concerns without
fear of reprisal is essential for fostering
dialogue.
C4D approaches create platforms where children and
adolescents have the opportunity to be self-expressed,
gain self-confidence and feel empowered to take positive
action in their own lives and in their communities.
Perhaps this is why many communication for
peacebuilding initiatives train youth reporters to capture
community narratives and to work collaboratively to
produce a radio programme, a TV show of a photography
exhibition. Violence instills fear in human beings and
shuts down the normal lines of communication, thus
reclaiming public spaces for the purpose of increasing
interaction is vital.

MOST EFFECTIVE C4D APPROACHES TO DESIGNING COMMUNICATION FOR
PEACEBUILDING INTERVENTIONS
One of the most popular projects initiated by the
Communication Collective in the Montes Maria region of
Colombia was the Purple Rose of Cairo Itinerant Street
Film Project. By projecting films on a wall in the central
plaza (square) using a DVD player, a projector and a sound
system, the Collective found a way to draw young and old
back to the town square where they could, repopulate this
abandoned public space and effectively challenge their
collective fear.44
Post film screening discussion groups and radio listening
clubs are other ways of bringing people together and
creating safe spaces for dialogue with trained facilitators.
Conciliation Resources, a UK-based NGOs specialized
in conflict resolution, often organizes discussion groups
to address key themes brought to the surface by a film
they screened at the community level. Young people are
also increasingly using social media platforms, notably
Facebook, as safe spaces for dialogue and discussion.
The production process is more significant
than final product
How many times have we heard that the journey is
more important then the arrival point? Well, this is
particularly relevant to C4D approaches because they are
transformative and experiential in nature. Professor and
author Clemencia Rodriguez articulates this exceptionally
well when she explains the goals of the Communication
Collectives of Montes Marias in Colombia.
The ultimate goal of the Collective is not to
produce media, but to transform collective
imaginaries. They did this by involving children,
young people, and women in radio, video, and
television production, but it is very clear in their
minds that their target is to offset the erosion of the
local social fabric caused by violence, including
both social violence and also the violence brought
into the region by armed conflict. One of the oldest
participants in the Collective says it operates as,
a school without walls, where children, teens and
women from the region are encouraged to reinvent
themselves, to become different human beings.45
45. Rodriguez, pg. 97.
34
This makes sense when working in schools or at the
community level and less so for mass media where a
higher degree of technical quality and professionalism
is expected. Nevertheless, there is no doubt that the
Unicef C4D guideline principles, when successfully
applied to programming, result in deep transformation
both at the individual and collective level. So the quality
of the end product is important but not as critical as
the transformative nature of the process, which is an
objective in itself.
Identifying trusted media channels and
ensuring cultural appropriateness of content
The most effective C4D approaches that are used to
promote peacebuilding efforts involve a significant
amount of base-line research on knowledge, attitudes
and practices prior to the launch of any communication
activity as well as in-depth research on the information
ecology of a given country, a concept introduced by
Internews, an international NGO that fosters independent
media and access to information worldwide. Information
ecology studies the sources of information that people
trust, identifies preferred channels of information, and
verifies how accessible these are to key target audiences.
Equally important, is to have local advisors who provide
regular input on the appropriateness of the programming
content. It is not uncommon for organizations
engaged in communication for peacebuilding to set up
Content Advisory Boards that are made up of a broad
representation of stakeholders. This is particularly relevant
when using the mass media as a tool for social change
because of its greater reach and its potential to do more
harm than good.

VII. MEASURING RESULTS AND ASSESSING IMPACT
Given the long-term nature of peacebuilding
efforts, C4D interventions must also unfold
over time, requiring a sustained effort to
transform attitudes, perceptions and behaviors
that were fueled by years of violent conflict.
Rebuilding trust among people requires time
because emotions associated to reconciliation
efforts are fluid and undergo many levels of
transformation.
For this reason, most C4D interventions tend
to use process versus impact indicators to
measure impact and results. Process indicators
generally refer to the number and types of
activities carried out and level of reach, while
impact indicators are used to evaluate whether
or not the activity achieved the intended
objectives or results.46
Process indicators
Organizations that approach C4D interventions
generally refer to the
to support peacebuilding in a more systemic
number and types
and structured manner (BBC Media Action,
of activities carried
Equal Access, Search for Common Ground,
out and level of
Internews, Media Focus on Africa, Impact
reach, while impact
Media, Sesame Workshop, etc) generally
indicators are used
have the means and technical resources to
to evaluate whether
conduct preliminary research, survey a variety
or not the activity
of stakeholders, identify multiple entry points,
achieved the intended
and regularly monitor and evaluate interventions
objectives or results
throughout the programme cycle and beyond.
Sesame Workshop for instance, has a
dedicated research department that contributes
data to support the design of TV episodes
and thoroughly assesses programme impact
on children over a prolonged period of time.
Their socio-emotional curriculum focuses on
messages about sharing and growing together,
dealing with difficult situations, and accepting
others. The result is greater resilience and
improved social skills.
Sesame Tree, the Northern Ireland version
of Sesame Street, shows that it is making
a difference in terms of increasing mutual
acceptance among children. Research indicates
that children who watch Sesame Tree show
a significantly greater willingness to include
46. Interview with Rafael Obregon conducted on November 2, 2012.
35
others. This shift in attitudes is also evident in
another research outcome: Sesame Tree viewers
are more interested in participating in cultural
events associated with other communities.
Many organizations, including Search for
Common Ground, use Behavior Change
Communication methods to assess impact.
These entail pre-testing programme episodes,
pre-testing story boards, conducting pre and
post surveys around screening or printing of
educational materials and making sure that the
dissemination strategy reaches the intended
target audience. Audience reach and level of
participation are also among these indicators.
Search for Common Ground and the US
Institute for Peace have developed a practical
manual for peacebuilding practitioners entitled
Designing for Results that addresses many
of the (http://www.sfcg.org/programmes/ilt/
ilt_manualpage.html) challenges faced by
conflict transformation and C4D practitioners
in their attempts to measure and increase the
effectiveness of their work. The manual covers
topics such as Understanding Change, Program
Design, Indicators, Baseline, Monitoring,
Evaluation Introduction, Evaluation Preparation
Stage One, Evaluation Preparation Stage
Two, Evaluation Utilization, Evaluation
Ethics, Methods and Conclusions. This is a
comprehensive resource tool that can guide
monitoring and evaluation in C4D programs to
support peacebuilding with concrete examples
from around the world.
Equal Access International uses a Success
Metrics approach to assess whether their
outreach programs have made a positive impact
on their target audiences. These indicators,
which are more process oriented, include:
number of original hours of content produced,
person-days of training delivered, and broadcast
audience reach. The organization also uses a
range of tools, both quantitative and qualitative,
to conduct Impact Assessments. These tools
include baseline and end-of-line surveys on
knowledge, attitudes and behaviors; analysis
 36

MEASURING RESULTS AND ASSESSING IMPACT

of large amounts of audience feedbacks such as letters or officials and well-known public figures together with the
text messages; focus-groups, participant panels and in-depth public to debate issues of the day. The shows format allows
interviews; as well as analysis of stories that document the audience to decide the topics of the day.
individual or community change. Specific project evaluation
reports can be requested at info@equalaccess.org. These BBC Media Action research in early 2012 found that some
documents are generally thorough and extensive. of the issues of greatest concern to the Kenyan public are
unemployment, the high cost of living, loyalty to ethnic
In the words of a Key Informant, assessing whether or not groups rather than the state, poverty and corruption.
actual behavior change takes place requires talking to people Sema Kenya seeks to publicly address these concerns and
over an extended period of time, including those who may increase the level of government accountability. Link to
not have been exposed to the multimedia C4D intervention. research summary: http://www.bbc.co.uk/mediaaction/
This can be methodologically tricky because information is publicationsandpress/research_governance_kenya_page.
porous and travels beyond the actual community targeted by html.
the programme.47 Although limited in its scope, anecdotal
evidence of perception and attitude shifts Organizations that are more activist-
is indicative of an ongoing process that is oriented and grassroots-focused in their
In the words of a Key
fundamental to peacebuilding. communication interventionstake
Informant, assessing
Pasolini en Medellin and Voices Beyond
whether or not actual
Resonance is an indicator used by Search the Wall in Palestine, to just name a few
behavior change takes place
for Common Ground to assess whether or often do not have the means to conduct
requires talking to people
not a specific programme resonates with widespread research and regularly analyze
over an extended period
the target audience and prompts it to think the results they obtain. Nevertheless, as
of time, including those
differently and to take action. Researchers pilot projects, they are extremely effective
who may not have been
from Search for Common Ground and local in transforming lives and improving
staff also follow up on declared behaviors exposed to the multimedia community relationships. The ethnographic
to see whether or not they reflect true C4D intervention. This can and participatory approaches they use, are
change, to what degree and at what scale. be methodologically tricky particularly relevant to promoting positive
because information is change in the context of peacebuilding and
BBC Media Action, which regularly porous and travels beyond should be studied further.
uses the C4D framework in their media the actual community
interventions, has a team of 80 researchers targeted by the programme. In the Collective of Montes de Maria
spread across the world. Depending on the Lnea 21, some of the process indicators
context, they conduct formative research, they use to show that they were
stand-alone research and a lot of studies around evaluation making progress towards the ultimate goal of peaceful
and assessment. No programme can be implemented coexistence, include whether citizens participate in specific
without the final approval of the Director of Research. We activities, whether people are willing to talk about certain
only report figures that we are entirely sure about, even issues in public, the kinds of issues that are being talked
when we know that the figures are higher, said James about at the community level and on the airwaves, who
Deane, Director of Policy and Evaluation, during the participates in public dialogues and so forth.
course of the Key Informant Interview.
Ultimately, assessing results in terms of behavior and
One results indicator used by BBC Media Action is social change is not straightforward because multiple
accountability of political leaders. Audiences are regularly factors influence this process, especially when it comes to
asked whether or not a specific program has increased the peacebuilding, which is a particularly complex endeavor that
accountability level of government to citizens. One such unfolds on multiple levels. Nevertheless, it is clear that most
program is Sema Kenya, or Kenya Speaks, recently C4D interventions presented in this global mapping exercise
launched by the BBC Media Action in partnership with BBC are research-driven and consistently demonstrate impact on
Swahili. The programme, broadcast weekly from around the audience awareness, willingness to engage, participate and
country in the run-up to the March 2013 elections, brings expand dialogue, and take action to promote peace.

47. Interview with Lena Slachmuijlder conducted on November 5, 2012.


VIII CONCLUSION AND RECOMMENDATIONS
This global mapping exercise on
Communication for Development efforts
to support the education for peacebuilding
project within UNICEF is intended to provide
a brief snapshot of some of the many creative
and compelling interventions that already
exist out there and are making a significant
difference in transforming conflict, promoting
reconciliation through self-expression, and
building a durable peace. As expressed earlier
in this paper:
Communication for Development in
peacebuilding can be defined as a
social process that fosters dialogue
and meaningful conversations to
reduce the risk of a lapse or relapse
into conflict. By using a range of
participatory tools and methods,
communication for development in
peacebuilding creates safe spaces
for discussing both the causes and
consequences of conflict. This process
generates transformation at all levels
by promoting listening, building trust,
appreciating differences, sharing
knowledge and skills, formulating
policies, debating, and learning in
order to lay the foundations of a
sustainable and durable peace.
During the course of this research, the
author came across many additional case
studies of C4D interventions to support
peacebuilding. This is in itself an indication
that there is value in using these types of
approaches, many of which are also backed
up by sound research and evidence of
impact in transforming relationships among
people with different backgrounds, creating
safe spaces for debate, redefining national
identity and enabling people to participate in
reconciliation efforts from the bottom up.
The recommendations listed below are by
no means exhaustive but represent the main
points found in the literature review and raised
by Key Informants when it comes to designing
37
successful C4D interventions that contribute
to peacebuilding, stabilization and conflict
transformation. Next to each recommendation
there is a reference to the specific section of
this paper that clusters together a set of case
studies.
Enable children and youth to create
and experience peace in their everyday
interactions through participatory and
inclusive methodologies
Talking things out is by far preferable to
shouting and, worse, attacking one another.
By using inclusive, positive and strengths-
based methodologies, C4D interventions
subject children to an experience of peace
instead of trying to persuade them with a
message about resolving a conflict peacefully.
By participating in a dialogue, creating
content for different media outlets, framing
narratives about the impact of the conflict and
articulating visions of peace, interpersonal
interactions among children, adolescents and
with adults are normalized and the experience
of living in a peaceful environment can
be felt and embodied by all. By adopting
principles of inclusion and self-determination,
C4D approaches create a level playing field
among participants. (Reference section: The
Role of Children, Adolescents and Youth in
Communication for Peacebuilding).
Promote Community Engagement
and Participation
Recommendation one focuses on participatory
methodologies to engage children and
adolescents. Equally important is the
involvement of the entire community that
surrounds the child in order to create an
enabling environment and to link community
concerns to the national peace agenda in
order to create sustainable peace. Dialogue
at the community level, among community
members, is equally critical to dialogue at the
national level. C4D interventions also aim
to bridge the gap between these two levels
of dialogue. (Reference section: C4D in
Peacebuilding, Adding Value to Education)

MEASURING RESULTS AND ASSESSING IMPACT
Harness the potential of social media and mobile
technology to encourage participation and build
resilience among adolescents and the youth
Young people are often excluded from peacemaking and
peacebuilding yet peace has everything to do with them and
their future. Youth are often seen as passive in the process
of peacebuilding, yet they often want to be involved and
do something about peace. C4D approaches give youth a
voice, a safe space to express their views, and provide them
with access to the public sphere. This process empowers
them to redefine themselves as agents of change and gives
them a gamut of creative outlets to be self-expressed. C4D
approaches have the power to break down some of the
socio-cultural barriers that exclude youth from discussions
and decision-making about peace. Furthermore, involving
youth in the design of communication for peacebuilding
interventions (youth-driven methodology) is essential for
creating programmes that resonate with other youth and
encourage taking positive action. (Reference sections: The
Role of Children and Adolescents in Communication for
Peacebuilding)
Integrate social cohesion, conflict prevention and
conflict resolution activities into school curricula
of Early Childhood Education
From the moment children are born and are socialized, they
are exposed to ideas about others and identity. In a
country that has experienced violent conflict, there are often
entrenched notions about what it means to be part of one
group as opposed to another. Parents, caregivers, educators,
community leaders and peers all have a role in shaping
attitudes and perceptions about personal and collective
identity. Exposing children and early childhood educators
to a culture that appreciates diversity and celebrates
multiculturalism contributes to peacebuilding. This is clearly
demonstrated through the Mozaik project in Macedonia.
(Reference section: Mainstreaming C4D for peacebuilding
in the education system).
Strong research is a must for all C4D
interventions in peacebuilding
Because peacebuilding is a long and complex process,
which is often not linear and clear-cut, it is essential to
invest in both quantitative and qualitative research around
any C4D intervention that seeks to support education for
peacebuilding. Many factors influence the peacebuilding
process and no single intervention can claim absolute
correlation to peace. Some C4D interventions for
38
peacebuilding mentioned in this global mapping exercise
already have a strong research component imbedded in
them, but more evidence is needed to build a stronger
case. Small-scale pilot projects such as Voices Beyond
the Walls in Palestine often face funding constraints, yet
measuring impact in such cases cannot be underestimated.
(Reference section: measuring results in C4D initiatives in
peacebuilding).
Use entertainment, drama and storytelling
when designing C4D interventions to support
peacebuilding efforts
Evidence shows that when a society emerges from conflict
and people attempt to rebuild the social fabrics of their
communities, they long to discuss normal, everyday things
in ways that are fun and entertaining. The story format
whether it is through participatory theater, radio drama,
poetry, video drama or comic booksenables the audience
to step out of their immediate reality and emotionally
identify with the characters of a story while going through
a journey with them. Through this process, many things
happen: knowledge is raised, issues become clearer, people
get motivated and inspired, and individuals have the chance
to reflect. The story format also enables sensitive issues to
be tackled indirectly, while learning happens on a personal
level. When discussion groups are formed, then learning
expands to the collective and the participants generate
new solutions to the drama. (Reference sections: C4D
in Peacebuilding; Most Effective C4D Approaches for
Peacebuilding).
Local partners and know-how must
drive C4D interventions for peace
Cultural appropriateness is a critical element in all
C4D interventions but particularly so when it comes to
peacebuilding, given the many sensitivities that surround
discussions about the root causes and consequences
of conflict. The most successful C4D interventions in
peacebuilding reviewed for this global mapping exercise
took the lead from local stakeholders in terms of language,
terminology, scope, tools, and methods of delivery. Some
also made sure that potential gatekeepers were part of the
advisory council and involved in the planning phase of C4D
interventions. It is essential to get buy-in from potential
gatekeepers at the very beginning of a C4D in peacebuilding
project, while ensuring that content and format respect
the local context and harness local expertise. (Reference
sections: Mainstreaming C4D in peacebuilding in the
Education System; C4D in Peacebuilding, Adding Value to
Education; Most Effective C4D Approaches).

Integrate C4D interventions early on in
the planning phase of the Education for
Peacebuilding projects
Peacebuilding is a long-term, complex and
multidimensional process that seeks to reduce the risk
of a lapse of relapse into conflict by addressing both the
causes and consequences of conflict, and strengthening
national capacity at all levels for conflict management.
C4D interventions can further the goals of peacebuilding
by ensuring that all relevant stakeholders are engaged in
39
various forms of public dialogue, expressing themselves
on issues that matter to them, and contributing to a
vision of peace in their day to day interactions, both at
the community and national level. Communication for
social change in peacebuilding efforts is transformative
in nature if and when applied over a period of time, hence
the importance of integrating it from the beginning of
a program and of measuring its impact on knowledge,
attitudes, and behaviors about conflict and peace over set
intervals of time. (Reference section: Measuring Results of
C4D Initiatives in Peacebuilding).
 40

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Connolly, Paul; Smith, Alan; Kelly, Bernie. June 2002. Too Young to Notice? The Cultural and Political Awareness of
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Hoffman, Elisabeth. Fall/Winter 2008. Path to Healing in War-Torn Sierra Leone. Peacebuilder, pp. 8-11.

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 41

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Sharma, Kalpana. 2008. Can there be peace without justice? Off Our Backs, Vol. 38, No. 1, pp. 21-23.

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pg. 16.
 42

Annex 1
BIBLIOGRAPHY continued
Case Studies List and Contact Information

Case Study List Contact Information & Additional Resources

SECTION III
ROLE OF CHILDREN AND
ADOLESCENTS
Voices Beyond the Wall Nitin Sawhney, Assistant Professor of Media Studies, The New
Participatory Media Collective School for Public Engagement, NYC
Email: sawhneyn@newschool.edu
Palestine Website: http://www.voicesbeyondwalls.org/
Film website: http://flyingpaper.org/
Salam Shabab Theo Dolan, Program Manager
TV Reality Show and Online Platforms Email: tdolan@usip.org
Alex Toriello, Email: atoriello@usip.org
Iraq USIP project description: http://www.usip.org/publications/
salam-shabab-views-and-voices-iraqi-youth
TV show website: http://salamshabab.com
Twitter handle: https://twitter.com/SalamShabab
Facebook: http://www.facebook.com/SalamShabab
Peace through Development Michael Bosse, VP of Programs and Operations
Equal Access, Email: mbosse@equalaccess.org
Community Radio Website on Chad: http://www.equalaccess.org/country-pro-
Youth-Focused Programming grams/chad/chad-projects/peace-through-development-pdev/
Website on Niger: http://www.equalaccess.org/country-pro-
Chad and Niger grams/niger/niger-projects/peace-through-development-pdev/
National Geographic blog on use of interactive new me-
dia in this project: http://newswatch.nationalgeographic.
com/2011/10/05/a-powerful-combination-radio-and-sms-pro-
mote-open-dialogue-in-chad-and-niger/
Loy9 James Deane, BBC Media Action:
Email: james.deane@bbc.co.uk
A Multimedia Program website: http://loy9.com/
Youth Initiative You Tube Loy9 videos: http://www.youtube.com/loy9kh
Facebook: http://www.facebook.com/loy9kh
Cambodia BBC link: http://www.bbc.co.uk/mediaaction/where_we_work/
asia/cambodia/loy9.html
Youth Engagement to Promote Stability Saji Prelis, Head of Youth Initiatives at Search for Common
Ground: sprelis@sfcg.org
Media Programming, Civic Education and Leader- Website: http://www.sfcg.org/programmes/timor-leste/timor-
ship Training leste_youth.html
Blogs on this programme: http://thecommongroundblog.com/
East Timor tag/timor-leste/
Weekly radio magazine programme for youth: http://thecom-
mongroundblog.com/2011/02/07/sfcg-timor-leste-launches-
youth-radio-show/
 43

ANNEX 1
Case Study List Contact Information & Additional Resources
Dialogue Through Film Dr. Rachel Clogg, Caucasus Programme Director
Email: rclogg@c-r.org
Stories from Across the Divide Key Informant: Janet Adama Mohammed, West Africa Director:
jmohammed@c-r.org
South Caucasus About the project: http://www.c-r.org/featured-work/dialogue-
through-film
Film trailers: http://vimeo.com/channels/dtf
Conciliation Resources : http://www.c-r.org/

Pasolini En Medellin Camilo Perez, Founder and Community Activist: camiloper-

ezquintero@yahoo.com.ar
Participatory Visual Arts Projects To Remember is to Live video: http://www.youtube.com/
watch?v=It_sOto7S74
Colombia

One Community Project Email: onecommunity@irex.org

Blog: http://naharashabab.wordpress.com/2011/02/23/46/
Youth Reporters Promote Interfaith Cooperation

Lebanon

SECTION IV:
MAINSTREAMING C4D FOR PEACE
INTO THE EDUCATION SYSTEM
Mozaik
Peacebuilding and Early Childhood Development
Macedonia
Communication Collective
Montes de Mara Linea 21
Colombia
Lena Slachmuijlder, Head of programming, Search for Com-
mon Ground: lenas@sfcg.org
Website link: http://www.sfcg.org/programmes/macedonia/
Blog feature: http://thecommongroundblog.com/2011/01/11/
making-a-mozaik-in-macedonia/
Blog feature donor page: http://www.swiss-cooperation.admin.
ch/macedonia/en/Home/Rule_of_Law_and_Democracy/Facili-
tating_Decentralisation/Mozaik_bilingual_kindergartens
Wordpress: http://montemariaaudiovisual.wordpress.com/
Alirio Gonzalez, Childrens Audiovisual School
Email: aliriogonzalez@gmail.com
Book that documents Communication Collective experience in
using Citizen Media:
http://www.amazon.com/Citizens-Media-against-Armed-Con-
flict/dp/0816665842

Learning4Peace Nabeel Goheer, Commonwealth for Learning

Community Media and Open Distance Learning
Solomon Islands
Email: n.goheer@commonwealth.int
E-learning website: http://wikieducator.org/Learning4Peace/
Solomon_Islands
Video link to Learning4Peace: http://www.youtube.com/
watch?v=lsQx0J6KbfQ
 44

Case Study List Contact Information & Additional Resources

Bana Dukine Saji Prelis, Director for Youth Initiatives, Search for Common
(Kids Lets Play!) Ground
Email: sprelis@sfcg.org
Computer Conflict Resolution Game in Schools Web link: http://www.sfcg.org/programmes/rwanda/
Blog feature: http://www.comminit.com/governance-africa/con-
Rwanda tent/bana-dukine-kids-lets-play

Its Great to Learn Gordon Adam

Director and Co-Founder of iMedia Associates
Teacher Education through Radio Email: gordon@imediaassociates.org
Afghanistan http://www.mspa.org.af/site_2/index.php

SECTION V:
C4D IN PEACEBUILDING
ADDING VALUE TO EDUCATION

Igoma Nshya Kiki Katese, Founder and Director

(New Era) Email: rwandaprodreams@gmail.com;
Tel: +250 788414091
Womens drumming, dancing and singing group Documentary website: http://www.sweetdreamsrwanda.com/
Voice of America news story: http://www.voanews.com/content/
Rwanda rwandan-women-thrive-on-sweet-dreams/1252941.html

Katha Mitho Sarangiko James Deane, Director of Policy and Evaluation, BBC Media
(Sweet Tales Of The Sarangi) Action
Sarangiko Bhalakusari Email: james.deane@bbc.co.uk
(Sarangi Chat) BBC Project Website: http://www.bbc.co.uk/mediaaction/
where_we_work/asia/nepal/kathamithosarangiko.html
Radio Drama & Magazine Show Facebook: http://www.facebook.com/kathamithosarangiko
Nepal

Fambul Tok John Caulker, Executive Director Fambul Tok Sierra Leone:
(Family Talk) jcaulker@fambultok.org
Fambul Tok screening: http://www.fambultok.com/
Community Dialogue Fambul Tok as core subject in schools: http://www.fambultok-
Bonfire Ceremonies blog.org/in-the-news/fambul-tok-to-be-core-subject-in-schools
Radio Listening Clubs Impact of local screenings: http://www.fambultokblog.org/
program-updates-sierra-leone/from-ex-combatants-to-peace-
Sierra Leone parents
Article (also in bibliography): http://issuu.com/easternmenno-
niteuniversity/docs/peacebuilder_fall_08
 45

Case Study List Contact Information & Additional Resources

The Team Programme overview: http://www.mediafocusonafrica.org/proj-
Unsung Heroes ect/team
SFCG web link: http://www.sfcg.org/programmes/cgp/the-
TV drama team-kenya.html
SMS Campaign and Google Mapping Impact report: http://www.mediafocusonafrica.org/team/result/
(Post-election violence 2008) team-radio-full-report-august-2012
Unsung Heroes: http://peaceheroes.ushahidi.com/
Kenya Project web link: http://www.mediafocusonafrica.org/project/
unsung-peace-heroes

Juntad Historias de Ro (Colombia) Brenda Campos, Programs Director

T`ikarinaykipaq Warmi Email: bcampos@mediaimpact.org
(Peru) Project website: mediaimpact.org/ending-violence-against-
women-in-the-andes
Radio dramas and storytelling on GBV

Andean Region,
South America

Studio IJambo Lena Slachmuijlder

Head of programming for Search for Common Ground
Radio Production Studio Email: lenas@sfcg.org
General contact: search@sfcg.org
Burundi Website: http://www.sfcg.org/programmes/burundi/burundi_stu-
dio.html
Website Sangwe Festival: http://www.sfcg.org/programmes/bu-
rundi/burundi_spirit.html
 46

Annex 2

List of Key Informants Interviewed

(In Alphabetical Order By Last Name)

INFORMANT NAME & AGENCY NAME/ DATE OF

CONTACT INFORMATION
POSITION ORGANIZATION INTERVIEW
ADAM, GORDON
iMedia Associates UK gordon@imediaassociates.org 11/05/2012
Director and Co-founder
ADAMA MOHAMMED,
JANET Conciliation Resources jmohammed@c-r.org 11/19/2012
West Africa Programme Director
BLUM, ANDY US Institute for Peace ablum@usip.org
10/18/2012
Evaluation and Monitoring Team
BOSSE, MICHAEL
mbosse@equalaccess.org
Vice President of Programs & Equal Access International 11/15/2012
Operations
BRATIC, VLADO Roanoke University VA
vbratic@hollings.edu 11/19/2012
Professor
CAULKER, JOHN Fambul Tok,
jcaulker@fambultok.org 11/12/2012
Executive Director Sierra Leone
DEANE, JAMES
BBC Media Action james.deane@bbc.co.uk 11/12/2012
Director of Policy and Evaluation
DOLAN, THEO
Senior Program Officer US Institute for Peace
tdolan@usip.org 10/26/2012
Media, Conflict and
Peacebuilding
ENSOR, DEBORAH
VP for Africa, Health and Internews HQ DEnsor@internews.org 11/02/2012
Humanitarian Media
GARV, GAURAV UNICEF ggarg@unicef.org
11/17/2012
C4D Specialist Sierra Leone CO
JAMES, PIERETTE
pjames@unicef.org
Strategic Communication and UNICEF HQ 11/13/2012
Public Advocacy
KAPLAN, ADAM
USAID akaplan@usaid.gov 11/14/2012
Senior Media Advisor
MANCINI, FRANCESCO
International Institute of Peace mancini@ipinst.org 10/31/2012
Senior Director of Research
OBREGON, RAFAEL
UNICEF HQ robregon@unicef.org 11/02/2012
Chief C4D Section
PEREZ QUINTERO, CAMILLO camiloperezquintero@yahoo.
Pasolini en Medellin 11/28/2012
Professor com.ar
 47

INFORMANT NAME & AGENCY NAME/ DATE OF

CONTACT INFORMATION
POSITION ORGANIZATION INTERVIEW
PRELIS, SAJI
Search for Common Ground sprelis@sfcg.org 11/07/2012
Head of Youth Initiatives
RAJKARNIKAR, YUBAKAR
Search for Common Ground yrajkarnikar@sfcg.org 11/14/2012
Nepal SFCG staff

RODRIGUEZ, CLEMENCIA
University of Oklahoma clemencia@ou.edu 11/16/2012
Professor and Author

ROLT, FRANCIS
Founder and Director
SAWHNEY, NITIN
Assistant Professor
SHRESTHA, SID
Communications Specialist
SIEGRIST, SAUDAMINI
Senior Advisor
Child Protection in Emergencies
SINGH,VIJAIA
Technical Expert
SLACHMUIJLDER, LENA
Head of Programming
Radio for Peacebuilding francisrolt@gmail.com 11/09/2012
Voices Beyond the Wall
sawhneyn@newschool.edu 11/09/2012
The New School, NY
UNICEF
sid.unicef@gmail.com 11/16/2012
Sudan Country Office
UNICEF HQ ssiegrist@unicef.org 11/09/2012
UNICEF
vijsingh@unicef.org 11/14/2012
Early Childhood Education
Search for Common Ground lenas@sfcg.org 11/05/2012

B. List of Key Informants That Can Be Contacted in The Future

POTENTIAL INFORMANT AGENCY AFFILIATION CONTACT (IF AVAILABLE)

ACHARYA, MADHU The Antenna Foundation Nepal madhu.acharya@gmail.com

World Conference on Religions and
AMMIRATI, BARBARA bammirati@religionsforpeace.org
Peace
FEEK, WARREN
The Communications Initiative
Founder and MD
FITZPATRICK, SIOBHAN
Early Years siobhanf@early-years.org
CEO
GOHEER, NABEL
n.goheer@commonwealth.int
Directorof Strategic Planning & The Commonwealth for Learning
Evaluation Division
GLASS, BILL
Director of Strategic CCP Hopkins University NA
Communication Programs
 48

POTENTIAL INFORMANT AGENCY AFFILIATION CONTACT (IF AVAILABLE)

LEACH, BERYL
Head of Programme Development, PANOS beryl.leach@panos.org.uk
Evaluation and Impact
LEDERARCH, JOHN PAUL
Professor of International Notre Dame University jplbus@gmail.com
Peacebuilding
NORDSTROM, CAROLYN
Notre Dame University
Professor of Anthropology
ODONNELL, AMY
amy@frontlinesms.com
Project Manager Frontline SMS
Frontline SMS Radio
PAREK, VIKRAM PBSO parekh@un.org
RIVERA, MARIA TERESA Philippine Academic matheresa.rivera@gmail.com
SCHIRCH, LISA
Research Professor and Professor of Eastern Mennonite University VA
Peacebuilding
SIEMERING, BILL
Developing Radio Partners Phone (202) 481-1237
President
SOLIMAN, AMANI UNESCO
a.soliman@unesco.org
Jordan Country Office
STUB, ERVIN
University of Massachusetts
Psychology Professor
ULRICH, OLIVIER PBSO
Tel: +31 20 6166599
WEISS, GEORGE Radio La Benevolencija in Rwanda
info@labenevolencija.org

C. List Of Potential Organizations That Could Lead To More Contacts

(In Alphabetical Order)
CATHOLIC RELIEF SERVICES
DIGITAL DEMOCRACY
FONDATION HIRONDELLE: MEDIA FOE PEACE AND HUMAN DIGNITY
ICT4PEACE FOUNDATION
IREX
INTERMEDIA
MEDIA FOCUS ON AFRICA
NATIONAL DEMOCRATIC INSTITUTE
OPEN SOCIETY INSTITUTE
PEACENEXUS FOUNDATION
SESAME WORKSHOP
WAR CHILD
WORLD BANK COMM GAP
 49

Annex 3

PEACEBUILDING THEORIES OF CHANGE AND EDUCATION

(Source: UNICEF Education for Peacebuilding Programme PowerPoint)

Theories of Change Concept, Methods and Education Entry Points

Concept: IF there is a transformative change of a critical mass of individuals, their

consciousness, attitudes, behavior, and skills THEN peace becomes a possibility.
Methods: Investment in individual change through training, personal transformation/
The Individual consciousness raising processes, dialogue and encounter groups, leadership training
Theory of Change and development, coaching, psychosocial and/or trauma healing.
Education Entry Points: civic education; training on critical thinking, processes and
systems; relevant curriculum; training on citizenship; good governance at school or
club-levels; gender awareness, positive bystandership, anti-bullying campaigns.
Concept: IF there is a process of breaking down isolation, polarization, division,
prejudice and stereotypes between/among groups, THEN strong relationships as a
central ingredient for peacebuilding and community resilience may emerge.
The Relationships and Methods: processes of inter-group dialogue; networking; relationship-building
Connections processes; collaborative, joint management over any shared resource or concrete
Theory of Change initiative.
Education Entry Points: Building connectivity through joint planning, programming
and implementation; diverse classrooms; positive portrayal of the other group through
curriculum; positive portrayal of sufferings endured by out-groups.
Concept: IF the supply of vast amounts of materials (weapons, supplies, transport,
etc.) and human capital for the war-making system is interrupted, THEN the war-
making system will collapse, alternative national dialogue may emerge, and peace can
prevail.
Methods: anti-war campaigns to cut off funds/national budgets; advocacy about wars
The Withdrawal of War impact; advocacy and programmes to stop illegal recruitment (including children);
Resources Theory of Change back to school campaigns and campaigns to enroll adolescents and youth in school or
other constructive civic role; social policy and social budgeting advocacy and support;
international arms control; arms (and other) embargoes and boycotts.
Education Entry Points: advocacy against illegal recruitment, advocacy in favor of
social policies, education incentives, back to school campaigns, out-of-school children
education initiatives.
Concept: IF levels of violence or armed conflict perpetrated by combatants is reduced,
THEN peace becomes a possibility.
Methods: cease-fires, creation of zones of peace, withdrawal/retreat from
direct engagement, introduction of peacekeeping forces, observation missions,
The Reduction of
accompaniment efforts, promotion of nonviolent methods for achieving political/
Violence Theory of Change
social/economic ends.
Education Entry Points: Schools as zones of peace, training on pro-social education,
constructive satisfaction of fundamental emotional needs of children, positive
bystandership, bullying-free schools, inclusive education, non-violent communication.

Theories of Change
The Root Causes and Justice
Theory of Change
The Institutional
Development
Theory of Change
The Political Elites
Theory of Change
The Grassroots Mobilization
Theory of Change
The Economics
Theory of Change
50
Concept, Methods and Education Entry Points
Concept: IF the underlying causes of war and aggression are being addressed (such
as injustice, oppression/exploitation, threats to identity and security, inequalities,
grievances, etc.), THEN peace can be achieved and sustained.
Methods: long-term programmes for social transformation and structural change, truth
and reconciliation; governance reform institutions, laws, regulations, and economic
systems; development of local human capacity for conflict management; etc.
Education Entry Points: Research and long-term programmes on education on
transitional justice, equitable distribution of social services, positive portrayal of
cultures in curriculum, celebration of multiple identities, safe schools, mediation
training
Concept: IF stable/reliable social institutions are being established that guarantee
democracy, equity, services, justice and fair allocation of resources, THEN peace can
be maintained;
Methods: new constitutional and governance arrangements/entities; institutional
capacity development; development of human rights, rule of law, anti-corruption;
establishment of democratic/equitable economic structures; economic development;
democratization.
Education Entry Points: Assist in the establishment of transparent and accountable
education governance structures and processes; civic education (human rights,
democratization).
Concept: IF political (and other) leaders can be persuaded that it is in their interest to
refrain from engaging in conflict, and IF peacebuilding efforts succeed in influencing
the political calculus of key leaders and groups, THEN risks can be reduced and
peace strengthened.
Methods: raise the cost and reduce the benefits for political elites of continuing war,
while increasing the incentives for peace; engage active and influential constituencies
in favor of peace; advocacy; mediation; withdrawal of international support/funding
for warring parties.
Education Entry Point: negotiate with leaders strategies to be seen as providers of
effective education services, and then support implementation.
Concept: IF there is sufficient social mobilization in opposition to war, THEN
political leaders will pay attention and follow the public opinion.
Methods: Mobilize grassroots groups to either oppose war or to advocate for positive
action; nonviolent direct action campaigns; advocacy campaigns; use of media;
education/mobilization efforts; organize advocacy groups.
Education Entry Points: peace ambassadors; peace journalism that reports on
successful grassroots initiatives; cartoons with social messages that encourage
behavioral change.
Concept: Decision-makers make policy decisions based on a system of rewards/
incentives and punishments/sanctions that are essentially economic in nature. IF we
can prevent economic benefits derived from war making, THEN we can change the
economies associated with war making and bring peace.
Methods: Use of government or financial institutions to change supply and demand
dynamics; control incentive and reward systems; and boycotts.
Education Entry Points: Education policies that reward teachers and schools
promoting thoughts of peace rather than war.
 51

Theories of Change Concept, Methods and Education Entry Points

Concept: IF positive social relations and non-violence can be promoted through the
mass media and community development, THEN social mobilization to change public
attitudes and build greater tolerance in communities and societies is possible, because
war and violence are partly motivated by prejudice, misperceptions, and intolerance
and indifference.
The Public Attitude Methods: TV and radio programmes that promote tolerance; modeling tolerant
Theory of Change behavior; peace education and conflict management in educational systems;
curriculum development, advocacy campaigns; community development programmes
involving different groups; symbolic acts of solidarity/unity; dialogue among groups
in conflict, with subsequent media coverage and publicity.
Education Entry Points: education through radio and through teacher and caretaker
training on inclusive caring, moral courage, understanding the roots of conflict.
 52

Annex 4

KEY INFORMANT INTERVIEW QUESTIONS

(Finalized on 6 November 2012)
1. How does your organization or institution define peacebuilding?
2. What is your understanding of the term Communication for Development or C4D? In your experience, what does this
approach entail?
3. Do you think C4D can play a role in promoting peacebuilding? Please explain.
4. Are you aware of any example where communication for peacebuilding has been mainstreamed in the formal or
informal education sector and specifically by directly engaging children and/or adolescents? (In the last 5 to 10 years
at the most)
5. When C4D is used to promote peacebuilding, what are the most effective ways to do so?
6. While acknowledging the limitations inherent to measuring impact of a single or multiple communication
interventions and methodologies, how would you define results in a project that uses C4D principles and approaches
to promote peacebuilding at different socio-political levels?
7. Can C4D in the context of peacebuilding influence the different social elements that make up the overall environment:
the individual, the community, the policy arena and the relationships among these? Please explain.
8. What are some specific challenges when integrating C4D in peacebuilding initiatives and involving children and
youth?
 53

Annex 5

Background on UNICEFs Peacebuilding, Education and Advocacy Programme

The four-year Peacebuilding, Education and Advocacy Programme, a partnership among UNICEF, the Government of the
Netherlands, the national governments of participating countries and other key partners, is an innovative, cross-sectoral
programme that focuses on education and peacebuilding.

Its overall goal is to strengthen resilience, social cohesion, and human security in conflict-affected contexts, including
countries at risk of, experiencing or recovering from conflict. Towards this end, the programme will strengthen policies
and practices in education for peacebuilding.

The programme focuses on achieving five key outcomes:

1. Increase inclusion of education into peacebuilding and conflict reduction policies, analyses andimplementation.
2. Increase institutional capacities to supply conflict-sensitive education.
3. Increase the capacities of children, parents, teachers and other duty bearers to prevent, reduce and cope with
conflict and promote peace.
4. Increase access to quality and relevant conflict-sensitive education that contributes to peace.
5. Contribute to the generation and use of evidence and knowledge in policies and programming related to
education, conflict and peacebuilding.

The participating UNICEF Country Offices (COs) are:

East Asia and the Pacific: Myanmar
South Asia: Pakistan
Middle East and North Africa: OPT, Yemen
Eastern and Southern Africa: Burundi, Ethiopia, Somalia, South Sudan
West and Central Africa: Chad, Cote dIvoire, DRC, Liberia, Sierra Leone and Uganda

The programme is managed by UNICEFs Education Section, which has constituted a multi-sectoral Technical Working
Group (TWG) to provide technical support and undertake sector-specific activities to achieve the programmes outcomes.
 54

Annex 6

Guiding Principles of Search For Common Grounds Children and

Youth Programming

SELF-TRANSFORMATION Help young people manage the way conflict affects their life by creating space for them
to contemplate or understand conflict.

VOICE Focus on enabling youth to find their voice or create platforms upon which they can contribute to the debates
that are taking place in their society. Often young people want to reach across the divide, but they do not have access.
Programs can attempt to bridge this gap.

CREATE 5-DEGREE SHIFTS Help youth direct their energies and resources to positive activities, e.g. helping
potential electoral thugs to become election monitors. When working with adolescents and youth who are involved in
violence or negative activities, it is helpful to think, not of turning them around, but of encouraging them to peruse
alternative goals.

WORK WITH MULTIPLIER YOUTH Focusing on young people who have a strong influence on their peers can
significantly impact a youth community. Often, natural youth leaders, or multiplier youth, are key to the sustainability and
effectiveness of our initiatives.

WORK WITH AND THROUGH EXISTING YOUTH ORGANISATIONS AND STRUCTURES Support and
empower existing structures while providing the technical assistance needed for youth to participate in their communities
and political systems.

REPLACE THE POWER OF THE GUN Offer alternative sources of power to at risk youth who are able to acquire
political, social and economic power by owning a gun.

CREATE ADULT-YOUTH PARTNERSHIPS Focus not only on creating opportunities for young people but also
bridging the generational gap between youth and elders.

IDENTITY FORMATION Shapes peoples identities (or enables young people to develop multi-dimensional
identities)

CREATE METAPHORS Create metaphors that build peace and progress in societies with young people as co-creators
of these metaphors.

POLICY Address the ways children and youth are dealt with by influencing policy at the local, national, regional and
international level, with the aim of creating a safe space for young people to inform policies that concern them and to
facilitate the rights of young people as stated in the United Nations Convention on the Rights of the Child, African Youth
Charter and other key policy instruments.
For more information about this global mapping or C4D in Peacebuilding please contact:
Rafael Obregon; Email: robregon@unicef.org
Patricia Portela de Souza; Email: ppsouza@unicef.org