social cohesion for stronger communities · sc2 foundation course: facilitator’s guide 2 this...

Social Cohesion for Stronger Communities Foundation Course

Social Cohesion Mainstreaming Knowledge •Skills •Understanding

Facilitator’s guide

Chin Peace and

Tranquility Council

Kayin Baptist Convention

Karuna Myanmar Social Services – Myitkyina

Mon Regional Social Development Network

Mawdu Klarmae Social Development Association

SC2 Foundation Course: Facilitator’s Guide 2

This Social Cohesion for Stronger Communities (SC2) foundation course builds on Search for Common Ground global training modules, the United Nations Development Programme in-country training module, supported with inputs from Myanmar Development Professional and inspired by peacebuilding trainings around the world. The accompanying visuals were devised specifically for the course by Ink Strategy. The course guide was devised in 2015 and revised and finalized in August 2016 following the roll-out of the course 54 times in the 6 target states (Chin, Kachin, Kayah, Kayin, Mon and Shan) and the systematic feedback and learning collected from participants, trainers, UNDP and SFCG.

This work is made possible with the strong cooperation of the Progress of Border Areas and National Races Development Department, Ministry of Border Affairs of the Government of Myanmar and the contributions of the Governments of Denmark, Finland and Japan to UNDP.


Table of Contents Introduction 6

Pedagogical Approach 7

Course Objectives 8

Course Topics 9

Course Timetable 10

DAY 1 11Topic (1) Understanding Social Cohesion 11Topic (2) Components of Social Cohesion 14Topic (3) Mainstreaming Social Cohesion 16 Assignment for Session Day One 18

DAY 2 20Topic (4) Human Rights and Social Cohesion 20Topic (5) Governance and Social Cohesion 23Topic (6) Social Cohesion to Promote Peace 26 Assignment for Session Day Two 27

DAY 3 29Topic (7) Understanding Identity, Stereotypes and Prejudice 29Topic (8) Conflict versus Violence 33Topic (9) Conflict Sensitivity 35 Assignment for Session Day Three 36

Day 4 38Topic (10) Conflict Handling Styles 38Topic (11) Conflict Analysis: Conflict Tree 40Topic (12) Conflict Analysis: Positions and Interests 42Topic (13) Conflict Analysis: Levels of Conflict Transformation 44 Assignment for Session Day 4 45


DAY 5 47Topic (14) Conflict Analysis: Stakeholder Analysis 47Topic (15) Conflict Analysis: Solution Tree 49Topic (16) Conflict Analysis: Plan of Action 51 Assignment for Session Day 5 52

DAY 6 53Topic (17) Presentation of workshop outputs 53Topic (18) Review and Reflection 54Topic (19) Community of Practice 55

Closing Ceremony 57

Toolkit Package 58


Introduction The Social Cohesion for Stronger Communities Foundation Course is a six-week course consisting of six eight-hour sessions. This course takes learning from the training room into the community through homework, a mid-term assessment and final assessments. Participants learn as much experientially outside of the training room as they do through the training sessions themselves. All participants are awarded a certificate of completion at the end of the course based upon attendance and grades.

This Facilitator’s Guide is meant as a tool for trainers as it outlines a suggested schedule and teaching approach for each day. It consists of a facilitation technique guide and additional recommended tools such as power point slides and handouts that can be used to prepare the modules in a way that is suitable when facilitators have no access to projectors or electricity. The Facilitator’s Guide is meant to be used in partnership with the Participant’s Guide as a reference for key terms and content. The activities can be adjusted to the style and local context of the training, however it is recommended that the key content be addressed in the same order and depth.

This course has been designed in partnership with the United Nations Development Program, after a rigorous six-month testing and consultation phase with Governments, CSOs and Ethnic Armed Organizations (EAOs) in all ethnic states in Myanmar, and our partners Chin Peace and Tranquillity Committee (CPTC), Karen Baptist Convention (KBC), Kayuna Myanmar Social Service-Myitkyina (KMSS-MKA), Mawduklarmae Social Development Association (MSDA), Mon Region Social Development Network (MSDN) and Yoma Ahlinn. This course is accompanied by a Social Cohesion Framework that outlines a Myanmar-owned definition of social cohesion, built through a rigorous 10-month consultation process with stakeholders in all states.

We hope this course will serve to support you as a facilitator, and your participants. Should you have any feedback on this course please contact SFCG Myanmar.


Pedagogical Approach This course has been designed to facilitate experiential learning about the concept of social cohesion over a six-week period. The training activities have been designed and tested to ensure learning by doing, with assignments designed for participants to apply or reflect on what they have learned in their day-to-day work in their own communities and contexts. If needed, the course can be offered over a different time interval (e.g. 2 consecutive days over a 3 week period, 3 consecutive days over a 2 week period, etc). If so, homework assignments will need to be adjusted. A full consecutive 6-day roll-out however is not recommended, as it does not facilitate the intended experiential learning experience.

The course is designed to be experiential in nature and facilitators should adapt elements based on their local contexts and observations. The facilitators guide is designed as a part of the SC2 Toolkit, which consists of one Participant’s Guide that covers all relevant content per module; one Facilitator’s Guide to support the teaching process; and a set of supplementary materials that include power point presentations and handouts for each module. These tools are meant to be used together as they complement each other as part of the pedagogical approach.

In rolling out this course, it is most effective and powerful when it brings together people from different backgrounds – particularly from across dividing lines – in order to encourage constructive dialogue and learning, and to discover common interests. It is hoped that building relationships through participation in the course will support wider networking and collaboration in the future to support social cohesion in Myanmar.


Course Objectives The goal of this six-week social cohesion course is to provide the knowledge, skills and key competencies for participants from different backgrounds to mainstream social cohesion in their work.

By the end of this course, participants will:

1) Understand key components of social cohesion in Myanmar 2) Have skills and tools to analyse and transform conflict. 3) Have key tools and skills to mainstream social cohesion into their day-to-day work.


Course TopicsDay 1 Topic (1) Understanding Social Cohesion Topic (2) Components of Social Cohesion Topic (3) Mainstreaming Social Cohesion

Day 2 Topic (4) Human Rights and Social Cohesion Topic (5) Governance and Social CohesionTopic (6) Social Cohesion to Promote Peace

Day 3 Topic (7) Identity, Stereotypes, Prejudice Topic (8) Conflict versus Violence Topic (9) Conflict Sensitivity

Day 4 Topic (10) Conflict Handling Styles Topic (11) Conflict Analysis: Conflict Tree Topic (12) Conflict Analysis: Positions and InterestsTopic (13) Conflict Analysis: Levels of Conflict Transformation

Day 5 Topic (14) Conflict Analysis: Stakeholder Mapping Topic (15) Conflict Analysis: Solution TreeTopic (16) Conflict Analysis: Plan of Action

Day 6Topic (17) Presentation of workshop outputsTopic (18) Review and ReflectionTopic (19) Community of Practice


Time Day 1 Day 2 Day 3 Day 4 Day 5 Day 609.00 – 10.30 Training inaugural.

Welcome and introduction. Ice breaker.Expectations, Objectives, ground rules

Topic 4 Human Rights and Social Cohesion

Topic 7 Understanding Identity, Stereotypes, Prejudice

Topic 10 Conflict Handling Styles

Topic 14 Stakeholder Mapping

Topic 17 Presentation of workshop outputs

10.30 – 11.00 Tea break Tea break Tea break Tea break Tea break Tea break

11.00 – 12.30 Topic 1 Understanding Social Cohesion

Topic 4 contd. Topic 7 contd. Topic 11 Conflict Analysis: Conflict Tree

Topic 15 Conflict Analysis: Solution Tree

Topic 18 Review and Reflection

12.30 – 13.30 Lunch break Lunch break Lunch break Lunch break Lunch break Lunch break13.30 – 15.00 Topic 2 Components

of Social Cohesion Topic 5 Governance and Social Cohesion

Topic 8 Conflict versus Violence

Topic 12 Conflict Analysis: Positions and Interests

Topic 16 Conflict Analysis: Plan of Action

Topic 19 Community of Practice

15.00 – 15.30 Tea break Tea break Tea break Tea break Tea break Tea break15.30 – 16.45 Topic 3

Mainstreaming Social Cohesion

Topic 6 Social Cohesion to Promote Peace

Topic 9 Conflict Sensitivity

Topic 13 Conflict Analysis: Levels of Conflict Transformation

Topic 16 contd. Closing Ceremony


DAY 1Topic (1) Understanding Social Cohesion Purpose: Participants are aware that social cohesion is a prerequisite for peace, democracy and development.

Objective - After the session, participants will be able to: o Understand the concept of social cohesion o Understand social cohesion as it applies to the Myanmar context

Duration: 1 hour 30 minutes

Equipment: Flipchart paper, coloured cards, marker pens, projector, handout.Visualization: Power Point Day 1, Topic 1 Understanding Social Cohesion

Process: 1. Begin the workshop with an introduction of trainers and participants and a brief summary

of the training course and what the participants can expect. 2. Distribute 3 small coloured cards and a marker to each participant and ask them to write

down 3 words (or phrases) to describe their vision for Myanmar 5 years from now (i.e. what words/phrases would they use, for example, ‘developed’, ‘at peace’, ‘a country at peace’ etc)

3. Once they finish writing the three cards, ask participants to fix the cards to a whiteboard

or wall. 4. Arrange the cards into overarching themes (Democracy, Peace, Development, and others,

if necessary).


5. Present the definition of social cohesion (PowerPoint: Understanding Social Cohesion) and facilitate a short discussion on whether there are any local language words, phrases or metaphors that could equate to the concept – if there are, ask participants to write them out on a card and display them in the room.

6. Return to the displayed cards and explain that all these aspirations can only be achieved if social cohesion is strong in Myanmar.

7. Provide some practical examples of social cohesion at work in Myanmar (see Facilitator’s notes) to help participants understand social cohesion in a context which they know.

8. Conclude the session by explaining that social cohesion is not always an easy concept to define and understand, so over the course of the day they will spend time to understand what social cohesion is and why it is important for peace, democracy and development, as well as the various factors contributing to social cohesion.

Facilitator Note:• Socialcohesioncanbedescribedasthe“glue”thatbindssocietytogether,essentialfor

achieving peace, democracy and equitable development.

• This“glue”ismadeupoffourkeycomponents:1)socialrelationships,2)connectedness,3) orientation towards the common good and 4) equality.

• Thesecomponentsrequiregoodgovernanceandrespectforhumanrights.Incountrieswhere social cohesion is weak, conflicts are usually more frequent, more profound, more violent, and more destructive.

• However,justbecauseasocietyiscohesive,itdoesnotmeanthereisnoriskorlikelihoodofconflict. Conflict will still occur in these societies, but it is more likely to be more effectively managed.

• A society that ismore inclusive, equal andunitedwillmore readily employ conflictmanagement mechanisms to protect these values and is therefore more resistant to division.

• If theparticipantswish to explore further, facilitator canpresent somealternativedefinitions for discussion and comparison as follows:

o Social cohesion can be described as the glue that bonds society together, essential for achieving peace, democracy and equitable development. (UNDP & SFCG)

o A cohesive society is one where all groups have a sense of belonging, participation,

recognition and legitimacy. Such societies are not necessarily demographically homogeneous. Rather, by respecting diversity, they harness the potential residing in their societal diversity. (UN)

o Social cohesion is the state of a society’s convergence, or the common bonds that unify different people and groups that share space and territory. It comes about when people buy into and interact with each other based on a common set of political, economic and social institutions. (UNDP)


o The quality of coexistence between the multiple groups that operate within a society. Groups can be distinguished in terms of ethnic and socio-cultural origin, religious and political beliefs, social class or economic sector or on the basis of interpersonal characteristics such as gender and age. Quality of coexistence between the groups can be evaluated along the dimensions of mutual respect and trust, shared values and social participation, life satisfaction and happiness, as well as structural equality and social justice. (UNICEF)

• Some positive examples of Social Cohesion in Myanmar:

o The desire for peace: despite differences across ethnic and political divides, the desire to live in a peaceful society is commonly identified as a shared concern, thus reinforcing connectedness between different groups.

o Diversity in urban areas: urban areas, with diverse ethnic and religious inhabitants cohabiting peacefully, provide good examples of social cohesion.

o Shared family, traditional and cultural values including solidarity and hospitality: the positive aspects of family and community practices (support to family, donation and alms-giving, and a practice of inclusion during festivals) show an orientation towards the common good.

o Shared desire to protect national resources: worries about resource exploitation, land-grabbing, damming and deforestation, are shared concerns and increase connectedness.

o A shared pride of resolving one’s own problems and conflicts without external intervention and mediation: national pride in developing Myanmar without external foreign assistance and supporting community owned mediation gives a sense of inclusion and shared pride.

o Resilience and cooperation, including in the aftermath of natural disasters: the immediate response to support people across the country at times of natural disasters, as well as social protection through donations and alms.


Topic (2) Components of Social Cohesion

Purpose: Participants are aware of the key components of Social Cohesion

Objective - After the session, participants will be able to: o Understand the definition of social cohesion and its ingredients o Understand the key "ingredients" that create social cohesion and the conditions needed for those ingredients


Equipment: Flipchart paper, marker pens, projector, handouts. Visualization: Power Point Day 1, Topic 2 Components of Social Cohesion and Appendix 2

Process

1. Explainthatthegroupwill tryto identifythe“ingredients”thatmakeupthe“glue”ofsocialcohesion.

2. Present, but don’t explain, the four essential components of social cohesion (PowerPoint: Components of Social Cohesion). These components are also written on separate flipchart papers and fixed to a wall or whiteboard.

3. Ask participants to discuss with their neighbour a situation in their lives (professional or personal) when they worked in a group which achieved its goal and why the group worked well.

4. Participants then present their partner’s experience to the others. As participants describe briefly why the group worked well and how it made them feel to be part of that group, note down key words under each of the four components. Facilitate the discussion using questions such as the following:

o Did your group have a clear idea about what they wanted to achieve? o Did the individuals in your group feel like they had a role and a voice? o Were different people consulted? Did some dominate? o How did you resolve disagreements?

5. Explain that these are characteristics of a COHESIVE group – the more cohesive the group, the better chance it has of resisting division and achieving its goals (facilitator refers to the visions for Myanmar from the first session). These characteristics can be expanded to bigger groups like communities, organizations, societies and nations and are what makes up SOCIAL COHESION.


6. Lead a group discussion on the participants’ understanding of the four components, adding any key words that come up onto the four flipchart pages.

7. Present the visual Components of Social Cohesion and the definitions of each component (PowerPoint: Components of Social Cohesion), providing concrete examples and highlighting any that were not already identified by the group.

Facilitator Note:

• SocialRelationshipreferstothequalityandquantityofoursocialnetworks,our level of social and political participation, levels of trust in others, and in government institutions, and levels of acceptance of diversity (tolerance of other groups).

• Connectednessmeans our feeling of belonging to a place (village,organization, state, country, etc.) or to a group (gender, ethnic, religious, linguistic, etc.). It is also our shared identity across places and groups (shared values, shared ways of life, etc.).

• Orientation towards the common good is our ability to be sociallyresponsible and to act in the best interests of our society, to feel solidarity, to cooperate with and support our fellow citizens, and to respect the rules of communal life.

• Equalityreferstohowwellresourcesandopportunitiesaredistributed(jobs, wealth, social services, justice) as well as how included minority groups and individuals feel (ethnic, religious, women) in the overall society.


Topic (3) Mainstreaming Social Cohesion Purpose: To understand how to mainstream social cohesion across programs and projects

Objective: After this session, participants will be able to:o Understand the importance of social cohesion in program and project

implementation o Understand the ways to enhance a project by mainstreaming social cohesion


Equipment: Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 1, Topic 3 Mainstreaming Social Cohesion, handout topic 3.

Process:

1. Asktheparticipantsoftheirunderstandingof“mainstreaming”.

2. Present the definition and concept of mainstreaming of social cohesion (PowerPoint: Mainstreaming Social Cohesion).

3. Remind participants of the four pillars or components of social cohesion (Social Relationships, Connectedness, Orientation towards the common good, Equality). Explain that if we want to mainstream social cohesion in our work, we can start by exploring these four components. This can give us a greater understanding of the social cohesion dynamics at play in our community.

4. Distribute Hand-out Topic (3) and explain that we need to reflect on the local context from a social cohesion perspective to be able to understand how best to mainstream social cohesion in our work.

5. Divide the participants into groups of 4-5 people. Ask each group to work through the first set of questions (Reflections) and note their answers on a flipchart page. Remind the participants that their responses are based on their own experiences and observations – there are no right or wrong answers. Spend time with each group so that they can ask questions or get clarifications [20 minutes].

6. Each group presents their responses and their flipchart pages are displayed on a wall or board.

7. Discuss the responses with the whole group, note any similarities and add any additional ideas.

8. Summarise by saying that this analysis will help us to think about our work and its impact on social cohesion, which will be explored in the next session.


Facilitator Notes:

• Mainstreamingistointroduceintothecurrentpopularthought.

• Mainstreamingistointegrateaneedrequiringspecialattentionintoregularactivities(common activities).

o Example: Children with special needs are integrated into regular education.

• MainstreamingisawayofensuringthatALLprogramdevelopment,implementationand decision-making takes into account the different needs and interests of vulnerable groups (e.g. women, ethnic minorities, youth, etc.)

o Example: Mainstreaming gender in education programs

• SocialCohesionMainstreaminginvolvesensuringthatsocialcohesionprinciplesarereflected in program development, implementation and decision-making across all sectors.

o Example: Mainstreaming Social Cohesion into infrastructure projects

How to mainstream Social Cohesion into a project

• Whendevelopingprojects,askthequestion:

o Do the project activities contribute to improved social cohesion in the community? If not, then adjust them accordingly.

• Includeflexibilityinprojectdesignstoincorporateadditionalsocialcohesionactivitiesif required during the implementation phase.

• Considersocialcohesionimpactsduringallstagesoftheprogramcycle.


Assignment for Session Day OneChampions of Social Cohesion

In every community we can find resources for social cohesion. These include people that through their work, their interactions with their others, and approach to life help to build social relationships around them, promote connectedness, serve the common good and embrace equality.

After completion of Day One provide participants with two homework options. Remind participants that social relationships and connectedness are core elements of social cohesion and if possible to complete Option A.

Option A 1. Reflect on who the Champions for Social Cohesion are in your community. 2. Pick one champion and interview him/her. Before sitting the interview reflect on why you picked this person and what you might learn from them about building social cohesion locally. Draft 4-6 questions to help guide your interview.

3. Take notes during the interview.

4. Be prepared to share with the group during the next class.

Option B 1. Reflect on who the Champions for Social Cohesion are in your community. 2. Pick one person and a journal entry on what makes this person a Champion of Social Cohesion. Consider: a. Who is this person and how do you know him/her? b. How does this person build social relationships, promote connectedness, serve the common good or embrace equality? Be specific and provide clear example of actions.

Guidance to facilitate a debriefing on Assignment for Session Day One:1

1. In pairs invite participants to share their interviews and journal entries with one another. What do their Champions for Social Cohesion have in common? In what different ways do they support social cohesion locally? What can we as a community learn about building social cohesion from these individual Champions?

2. Prepare a flip chart with the four elements of social cohesion written on it

3. As a class reflect on what other resources for social cohesion are available

1 Propose that the debriefing is done at the start of the following course day.


within the community. Include individuals as well as organizations and networks. Which elements of social cohesion do they support? Equality – connectedness - social relationships - common good? Organize these resources for social cohesion on the flip chart according to the elements they support. Notice which elements are well supported and which are not. 4. Ask participants to reflect on some of the challenges to building social cohesion in their community. Are there any forces against social cohesion? 5. Reflect on what is needed to continue to grow social cohesion locally.


DAY 2Topic (4) Human Rights and Social Cohesion Purpose: Participants understand that human rights are essential to social cohesion.

Objective: After the session, participants will be able to: o Understand the basics of human rights and its relation to social cohesion.o Understand Myanmar’s commitments to human rights.

Duration: 3 hours

Equipment: Coloured cards, Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 2, Topic 4 Human Rights and Social Cohesion, Appendix 3.

Process:

1. Start by reminding participants of the previous training day sessions and summarise the key learning points from Day 1.

2. Conduct a 15-minute debriefing of the Day 1 home assignment

3. Start by reminding participants of the previous training day session and summarise the key learning points from Day 1. Introduce the current session on human rights and social cohesion by explaining that a respect for human rights of all groups is essential to achieve a sense of equality and hence social cohesion.

4. Activity: Power Walk - Participants line up on a horizontal imaginary line. Take a moment to hold hands.

5. Assign different characters by writing them on coloured cards (see list in Facilitator Notes). Participants keep their characters/identities to themselves. Read out the following style statements – every time someone believes it applies to their character they take a step forward. • Ihavetherighttovote.• Iamafraidtogooutatnight.• Myviewsaretakenintoconsiderationinsociety.• Iamrecognizedbeforethelaw.• Ihavecitizenship.• IamfreetomarrywhomeverIchose.• Iamabletoaccesspublicservices.• Iamabletoaccesseducation.• Ihaveneverencounteredanyseriousfinancialdifficulty.


• Ihavedecenthousingwithelectricityandtelevision.• Ifeelmylanguage,religionandculturearerespectedinthesocietywhereIlive.• Iamnotafraidofbeingstoppedbythepolice.• I useadifferentname from theonemyparentsgaveme, sopeopledon’t

recognize my ethnicity. • IamfreetogowhereverIwant.• Ihaveneverfeltdiscriminatedagainstbecauseofmyorigin.• Ihaveneverbeenwhistledatinpublic.• Ihaveadequatesocialandmedicalprotectionformyneeds.• Ihaveclosefriendsoutsideofmyethnicgroupornationality.• Ihavethemeanstohirealawyerortogetfreelegalaid.• Ihavebeentoldthat‘youkickaballlikeagirl’.• IhaveanIDandPassport.• Iwillbepromotedbasedonmerit.• Icanvoteinnationalandlocalelections.• Icancelebratethemostimportantreligiousfestivalswithmyrelativesandclose

friends. • Icanwalkaloneatnight.• Ifeelsafe.• Iamnotafraidforthefutureofmychildren.

1. Ask participants to disclose their identities. Facilitate discussion on what the participants found/discovered/were surprised by.

2. Refer to equality as a critical ingredient of social cohesion. Inequality leads to a lack of social cohesion. If some people feel that they are not treated equally, then they will not wish to maintain social relations or remain part of the larger group.

3. Present the origins of the UDHR, a definition of human rights and Myanmar’s commitments to the UDHR (PowerPoint: Human Rights and Social Cohesion.). Give time for participants to ask questions or demand clarifications.

4. Ask the group to identify some human rights that they know and note each one down on a flipchart. Then present the list of fundamental human rights (PowerPoint: Human Rights and Social Cohesion) and ask some participants to read them out.

5. Distribute the hand-out (UDHR Declaration) - a summarized version of the UDHR.

6. Divide the participants into four groups and assign each group one component (social relationships, connectedness, orientation towards the common good and equality).

7. Each group selects articles from the UDHR which are associated with, or could impact upon their selected component [20 minutes for discussion].

8. The groups present their findings and explain their choices.


9. Analyse the results and highlight (if the case) that many rights impact on more than one component.

10. Conclude by saying that human rights are clearly linked to social cohesion because if thoserightsarenotrespectedforallgroups,wecannotachieveourfour“ingredients”to be a cohesive society.

Facilitator Note:

• DefinitionofHumanRights:“Humanrightsarethebasicguaranteesofentitlementsand freedoms that every human being must enjoy in order to be able to live a life ofdignityandpursueopportunitiestorealizeone’sfullpotential”.

• ListofidentitiesforPowerWalkexercise:

o You are an unemployed single mother. o You are the daughter of the local bank manager. o You study economics at university. o You are a retired former soldier of a paramilitary organization. o You are a 17-year-old street beggar who never finished primary school. o You are chronically ill day labourer. o You are the son of an immigrant who runs a successful fast food business. o You are a girl living with your parents who are devoutly religious people. o You are the 19-year-old son of a farmer in a remote poor village in the

mountains. o You are a disabled young man who can only move in a wheelchair. o You are an HIV positive, middle-aged sex worker. o You are a 24-year-old woman who lives in an IDP camp. o You are the township administrator. o You are the daughter of the American ambassador to the country

where you are now living. o You are a 68-year old retired worker from a factory that makes shoes. o You are 9-year old boy who works full time in the local restaurant.


Topic (5) Governance and Social Cohesion Purpose: Participants are introduced to the concepts of governance and how governance impacts on social cohesion.

Objective: After the session, participants will be able to: o Understand the principles, values and characteristics of good governance that promote social cohesion. o Distinguish between the concept of government and governance.


Equipment: Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 2, Topic 5 Governance and Social Cohesion, Appendix 4.

Process:1. Introduce the session by linking governance to the previous session on Human

Rights and Social Cohesion. Governance provides an institutional framework that can reinforce social cohesion or in the opposite case, a framework that can damage or destroy it.

2. Divide the participants in buzz groups, and ask them to discuss amongst themselves what they understand by the term governance.

3. Each buzz group shares their common understanding of the term governance.

4. Be positive towards the responses of the participants and identify some points or key words used by participants which help define the concept well.

5. Present a definition of the term governance (PowerPoint: Governance and Social Cohesion). Explain that governance could either be good or bad. Cite a few examples of good governance (see Facilitator Notes) and ask the participants if they could share their own experiences of good governance before proceeding to the next stage of the session.

7. Explain the characteristics of good governance and introduce the concept of democratic governance (PowerPoint: Governance and Social Cohesion).

8. Divide the participants in 4 groups and allocate each group a component of social cohesion (social relationships, connectedness, commitment to common good, equality).

9. Ask each group to identify how good governance links to their component in the Myanmar context and to identify which groups have a role to play in ensuring good governance.

10. After the group exercise, request each group to present their work to the rest of the participants.


11. After each presentation by a group, give other participants the opportunity to seek clarification or ask questions. If necessary, offer help in clarifying points raised by other participants.

13. Present building blocks of governance and explain linkages with social cohesion (PowerPoint: Governance and Social Cohesion).

14. Ask the participants if they have any questions on the session, and clarify any points if requested.

15. Sum up the session by stating that failure in governance is a recipe for the destruction of social cohesion and breakdown of law and order.

Facilitator Note:

• Governance involveshowdecision-makingoccurs ina society,whichprocessesare followed and how these decisions are transformed into action. This could be at national, state or community level. Governance is not the same as Government. Government is the group of people and entities that govern a nation, a state or a community.

• Characteristicsofgoodgovernanceare:Consensus,Participation,AdherencetoRuleof Law, Effectiveness and Efficiency, Accountability, Responsiveness, and Equity/equality and Inclusivity.

• Democratic governance is the combinationofdemocratic lawsand rules, anddemocratic culture. It involves the empowerment of citizens to have the ability to intervene in the governance processes by claiming their rights and demanding accountability.

• Democratic governance is about respectingall human rights andaboutwiderparticipation of all citizens in the governance process. Embracing democratic values at all levels of governance – village, tract, township, division/state/region - will foster social cohesion in a country.

• Examples of good governance:

o Local Governance: Corruption and lack of transparency are common in India’s local governments and have a negative impact on rural workers and farmers. In 1994, MKSS, a workers’ and farmers’ organization dedicated to ensuring fair working conditions and wages for laborers and farmers, initiated the practice of public hearings as social auditing tools for government expenditures. First, information is gathered and then public hearings are held to verify the information provided in official documents. Anyone can attend the meetings, which are presided over by a panel of respected persons from within and outside the area. Details about development projects, their timelines, implementation methods, budgets and outputs derived from official expenditure records and other supporting documentation are read out to assembled villagers. Officials are invited to attend, and local people are asked to give testimony, highlighting discrepancies between official records and their own experiences. Over the years, villagers have pointed out discrepancies such as dead people listed on payrolls, forged payment receipts and public projects like


roadworks that never took place etc.

o Private sector governance: The Extractive Industry Transparency Index (EITI) is a global standard for the governance of a country’s oil, gas and mineral resources. The standard is implemented by governments, in collaboration with companies and civil society. Countries implementing the EITI must disclose information on tax payments, licenses, contracts, production and other key elements around resource extraction. Publicly available information improves the debate about the management and use of a country’s natural resources. Leaders can be held accountable for their decisions. Implementing the EITI standard improves government systems and can lead to improved tax collection and budgetary planning. It signals commitment to the transparent and accountable management of the country’s natural resources. A transparent and open government enhances citizens’ trust. All companies are required to disclose the same information. Companies also benefit from an improved and more stable investment climate in which they can more effectively engage with citizens and civil society. Citizens benefit from receiving reliable information about their country’s natural resources and enable them to hold the government and companies to account.

o National Governance: In 1992, Ghana’s new constitution recognized the importance of civic participation in democracy and so called for the creation of a National Commission for Civic Education (NCCE), responsible for the education of the Ghanaian citizens about democratic values and human rights. Since its creation the NCCE undertakes ongoing civic education activities in all districts of the country, but more particularly during election periods. . The NCCE is an independent institution but must submit to parliament an annual report indicating its activities and operations.

• Governance and social cohesion: The more responsive a state is to its citizens, the more likely a society will be cohesive and possess the inclusive mechanisms necessary for mediating and managing a conflict before it turns violent.

• Governance – social relationships: Social Cohesion is not only about the relationships between groups, but also the relationships between citizens and the state. Citizens don’t trust the state for a variety of reasons: because the state is not able to provide security or social services, because the state is treating some groups better than others, etc. If there is mistrust between citizens and the state, then this means social relationships are weak.

• Governance – connectedness: Effective governance institutions are capable, accountable and responsive to all citizens and groups. They are also able to manage relations between different groups. This enables citizens to feel a sense of belonging.

• Governance – equality: Group differences are not enough in themselves to cause conflict, but social exclusion and inequalities provide fertile ground for violent mobilization. If people feel that they have been excluded by the governance system, they often feel they have little to lose by taking violent action.

• Governance – common good: Effective governance helps groups to find consensual strategies or common ground around which they can work together towards development.


Topic (6) Social Cohesion to Promote Peace Purpose: Participants understand the linkage between the social cohesion and peace.

Objective: At the end of the session, participants will be able to:o Understand the link between levels of social cohesion and a society’s ability to address conflict.o Understand that promoting social cohesion is important for a peaceful society.


Equipment: Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 2, Topic 6 Social Cohesion to promote peace, handout 6.

Process:

1. Ask the participants about their understanding of peace. Ensure that they arrive at a definition that captures a state of harmony as well as an absence of open conflict. In other words, that peace is not just the absence of war.

2. Discuss with the group how they feel that social cohesion is linked to peace. How would a society in which social cohesion is weak react to conflict? How would a society in which social cohesion is strong react to conflict?

3. Divide participants into groups of 5-6 people. Ask the groups assess the level of social cohesion in their own communities by answering the questions in the handout and then grading the four components of social cohesion as weak, medium or strong (social relations, connectedness, orientation towards the common good and equality).

4. The groups present the results and discuss.

5. End by explaining that when social cohesion is weak, groups don’t feel they have much to lose by entering into violent conflict. However, when social cohesion is strong, groups are more reluctant to risk that cohesion through violent means and are better able to resolve their conflicts peacefully.

Facilitator Note:• Peacebuilding isunderstoodasa comprehensive (concept) that encompasses,

generates and sustains the full array of processes, approaches and stages needed to transform conflict towards more sustainable, peaceful relationships. The term thus involves a wide range of activities that both precede and follow formal peace accords. Metaphorically, peace is seen not merely as a stage in time or a condition. It is a dynamic social construct. (Jean Paul Lederach)

• Socialcohesionisnotsimplyanideal,butratheranattainableobjectiverequiringthe


active and constant commitment of all levels of society which supports the process of building a peaceful society and nation.

• Incontextswheresocialcohesionisweak,conflictsareusuallymorefrequent,moreprofound, more violent, and more destructive.

• Justbecauseasocietyissociallycohesivedoesnotmeanthatconflictwillnotexist.Conflict will still occur in these societies but it is more likely to be effectively managed. A society or community that is inclusive, equal and united will more readily employ non-adversarial and non-violent mechanisms to protect these values and is therefore more resistant to division.

• Intheaftermathofwarorviolentconflictthereisoftenhighlevelsofmistrust,socialisolation, exclusion and inequality.

• Rebuildingasenseof togethernessamongdividedgroups,andbetweenpeopleand their leaders is crucial for lasting peace. However, we must do this while valuing and celebrating diversity between groups while assisting them to identify their commonalities.

Assignment for Session Day Two1. Distribute the hand out entitled: Assignment Day Two: Empowering Young

ChangemakersinTunisia”

2. Ask participants to reflect on and note down their answers to questions 1-4. They should be prepared to share their answers with the other participants in the next session.

Guidance to facilitate a debriefing on Assignment for Session Day Two:2

Divide participants into pairs or small groups and invite them to share their responses to the Tunisia case study and the included reflection questions. After 10 minutes bring everyone back together and ask if there are any individuals that would like to share their thoughts on the case. Connect the case back to the discussions had on human rights, governance and peace.

1. Which of the four elements of social cohesion do you see reflected in this case?

• Encouragingconnectionbetweenyouthfromdifferentbackgroundsand youth and governance structures (connection).

• Promotesyouthasequals(equality). • Recognizesthatyouthareacriticalpartofthepopulationandthatincluding

them in decision-making serves the common good. (common good). • Fostersstrongsocialrelationshipsbetweenyouthparticipants(social

relationships).

2Propose that the debriefing is done at the start of the following course day.


2. Which articles of the UDHR are supported by this initiative? • Manyarticlesarerepresentedinthecase.Examplesmaydiffer. • Encourageparticipantstoreflectonthereasoningbehindwhythey connect this article to the case.

3. Is it important for local government to engage in conversation with youth? Why or why not? Responses may differ. What is important is the reflection and the consideration of different view points.

4. Can you think of any similar initiatives in your community? Would you community benefit from a similar program? Responses may differ. What is important is the reflection and the consideration of different view points.


DAY 3 Topic (7) Understanding Identity, Stereotypes and Prejudice

Purpose: Participants understand what identity is and how it can be manipulated in order to cause violence between different groups of people.

Objective: After the session, participants will be able to: o Understand identity, stereotypes and prejudice.o Understand how stereotypes and prejudices can harm social cohesion.

Recognize similarities with others.

Duration: 3 hours

Equipment: Flipchart paper, marker pens.Visualization: Power Point Day 3, Topic 7 Understanding Identity, Stereotypes and Prejudice, Appendices 5, 6 and 7.

Process:


2. Conduct a 15-minute debriefing of the Day 2 home assignment.

3. Explain that this session will focus on identity and that within each group, there are characteristics that we share with others and characteristics that make us distinct and unique.

4. Ask each participant to draw a circle on a page of their notebooks. Ask participants to divide the circle up into segments according to the different characteristics that make up their identity (religion, ethnicity, gender, family status, etc). The more important the characteristic is to the participant, the bigger the segment; the less important the characteristic, the smaller the segment.

5. Divide the participants into two groups. Create an inner circle of the first group, facing out, and an outer circle of the second group facing in, so that they face each other in pairs. Without talking, participants read each other’s identities and then move on until they have completed the circle.

6. Instruct the participants to stand in one large circle.

7. Explain that this part of the exercise will also be done in silence. Explain that you will be naming a series of characteristics. When a characteristic is named, all those


who feel this is a part of their own identity will step into the centre of the circle. They will pause in the centre of the circle and the group will acknowledge them with respectful silence. Then they will return to the circle and the next characteristic will be read.

8. Explain that some identities may be ambiguous or vague, like "elder" or "youth." Each person should decide for himself or herself whether this identity applies to him/her.

9. Explain that it is common for different emotions to arise as a result of this exercise and whatever those feelings are, it is alright to feel them. If participants feel proud or embarrassed or any other feeling, that is normal and fine. There will be a chance to talk about those feelings later.

10. Begin calling out the labels from the list one at a time (see Facilitator Note below). Use a clear and neutral voice for each one.

11. Instruct participants to break into pairs and discuss what they learned from the exercise. Handle supportively emotions in the group [5-10 minutes in pairs].

12. When participants are ready, invite them to come back to the large group.

13. Gather the group together in a circle. Do not rush the participants back to the circle.

Try not to break the mood in the group.

• Whatdidyoulearnaboutsimilaritiesbetweenpeople? • Whatdidyoulearnaboutdifferencesamongpeople? • Whatdidyounoticeduringthisexercise? • Whatwastheexerciselikeforyou? • Howmanyfeltthatway? • Didyoulearnanythingthatsurprisedyou? • Whatdidyoulearnaboutidentity? • Whatdidyoulearnaboutdifferencesamongpeople? • Howdoesthisexerciseempowerus? • Howdoesitgiveusmorechoices? • Howdoesthishelpuslivewithpeoplewhoaredifferentfromus?

1. Remind participants that as they have seen, identity is a very complex and personal issue and we can share parts of our identity with people who initially seem very different to us. It is impossible to be able to define a person based on their belonging to a particular group. However, this happens commonly and is called stereotyping.

2. Divide the participants into pairs and instruct each pair to briefly discuss an incident in their lives when they felt that they were judged or treated differently by someone because they belonged to a particular group. [5-10 minutes of discussion in pairs]

3. Bring the pairs back into the large group and ask participants to share some of their stories. Be sensitive to any emotional responses to these stories and ensure that


participants feel comfortable to share with others.

4. The idea that we can judge a person who we don’t know based on their belonging to a particular group (religion, ethnicity, etc) can be very damaging and dangerous. This is called a stereotype. This then leads to prejudice – which is a negative attitude towards someone because they belong to a particular group (eg Group X is lazy so I won’t employ a person from that group, or Group Y is weak so a person from group Y can’t lift a heavy load).

5. Explain that stereotyping and prejudice play an important role in conflict. When communication breaks down, stereotypes become a normalized way of understanding the other group. This quickly leads to negative attitudes towards people of that group. This process greatly facilitates the use of violence against the other group, as it feels justified when we believe negative stereotypes.

6. Explain that in conflict it is very common to focus on identities that divide people. However, in conflict resolution, it is helpful to think about the identities that unify, even while we recognise that there are differences between people. Ask participants if they know of any cultural practices or traditions which are shared across ethnic groups in Myanmar? Do they feel youth from different ethnic/cultural backgrounds face similar challenges? Do women have similar experiences in different parts of the country?

7. Summarize the session by linking identity to stereotyping, prejudice and conflict. Remind participants that our belonging to a group doesn’t define who we are as a person and we need to avoid doing the same towards others. Social cohesion is very important in societies where there are diverse identities. If a society can create interaction, linkages and trust (i.e. social relations) between its diverse groups, if all groups feel like they are part of a bigger group (i.e. connectedness), if power and resources are distributed in a fair way (i.e. equality) and if all groups feel like they are moving forward towards a common goal (i.e. orientation towards common good) then diverse identities will not lead to tensions and conflict. Social Cohesion doesn’t mean that we all have to have one identity; it means that we can be diverse but still feel part of a bigger group.

Facilitator Note:• Thefollowingisalistofpossibleidentities.Youmaychoosewhichareappropriatefor

your group and may add or remove categories based on your knowledge of the group. Note that those which usually have less emotional intensity are early in the list, and more emotional ones are later in the list.

o Supporters of Manchester United FC o Oldest child o Youngest child o From a family with more than 3 children o Married o Parent


o Grandparent o Brought up in a city o Brought up in the country o Raised by a family member other than a parent o Football Player o Cook o Speak two or more languages fluently o Christian o Muslim o Buddhist o Other ethnicities [invite them to say what their ethnic identity is when

they come to the middle of the circle if they chose to

• Identity:Identityisaperson'sconceptionofhisorherownorothers'affiliation.Factorsthat can determine identity are race, ethnicity, nationality, gender, religion, language, occupation and class.

• Stereotype:Stereotypeisawidelyheldbutfixedandoversimplifiedimageorideaofa particular type of person or thing. A stereotype is a preconceived notion especially about a group of people or things.

• Prejudice:Prejudiceisanegativeorhostileattitudetowardsapersonbasedsolelyontheir identity or membership in a group, because they are presumed to have negative qualities that have been ascribed to that group.

• Identity andSocial Cohesion: The concept of diversity encompasses acceptanceand respect. Itmeansunderstanding that each individual is unique, recognizingour individual differences and not resorting to stereotypes and from there, to prejudices. Diversitycanbealong thedimensionsofrace,ethnicity,gender,sexualorientation,socio-economicstatus,age,physicalabilities, religiousbeliefs, politicalbeliefs, or other ideologies. In a socially cohesive society we are able to explore these differences in a safe, positive, and nurturing environment, understand each other andmovebeyond simplestereotypes.Inasociallycohesivesocietyweareabletohave many different identities and loyalties to different groups while at the same time feeling part of and connected to a bigger group.

• Contacthypothesis:Prejudicedeclineswhenpeople inan in-groupbecomemorefamiliar with the customs, norms, food, music, and attitudes of people in an out-group. Contact with the out-group helps people to see the diversity among its members.


Topic (8) Conflict versus Violence Purpose: Participants understand the basic concept of conflict, violence and peace and are able to distinguish between conflict and violence.

Objectives: By the end of the session, participants will be able to: o Distinguish between the concepts of conflict and violence o Analyse their own attitudes about conflicto Understand that people in conflict often have choices


Equipment: Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 3, Topic 8 Conflict versus violence; Appendices 8 and 9.

Process:

1. Ask the participants to brainstorm as a group about what comes into their mind whentheythinkabouttheword“Conflict”.Notethewordsandideasonaflipchartpage as the participants speak.

2. Using the ideas provided by the participants, explain that conflict is a natural part of life and relationships, and it is neither positive nor negative and can’t be avoided. However, how we chose to react to a conflict can be positive or negative (collaborative or adversarial).

3. Nowwritethewords“CONFLICT=VIOLENCE”onthewhiteboardorflipchartpaper.Ask participants if they agree with this statement. Ask them to identify the differences between conflict and violence, focusing on the fact that conflict does not need to lead to violence and that violence causes harm in many forms. Use examples from facilitator’s notes below to explain how conflict can be constructive and ask participants if they can provide examples from their own lives of constructive conflict and violent conflict.

4. Present the difference between conflict and violence (PowerPoint: Conflict and Violence), and explain physical, structural and cultural violence.

5. Refer and link up the learning on conflict and violence to social cohesion. Explain that weak social cohesion is often a root cause of conflict and vice versa, that violent conflict can weaken social cohesion

Facilitator Note: • Conflict is a situation where two or more individuals or groups try to pursue goals or

ambitions which they believe are incompatible. Conflict itself is neither positive nor negative. Only violent conflict is negative. What’s important is how we respond to


conflict, so as to ensure that it doesn’t develop into violence.

• Conflict and violence are not the same thing. Not all conflict is violent. Conflict is not inherently negative or damaging, and can in fact produce positive outcomes. Violence always results in injury and destruction. Conflict is normal when there is change. Some people want change, but others disagree. If their disagreement or their conflict is managed peacefully, it can be a positive process. But when conflict is not managed properly, it becomes violent. In violent conflict, people fear for their safety and survival.

• Examples of constructive conflict: Track-two mediation between civil society and religious groups in Iran and the US was held over many years before the US Iranian official negotiations began, in a successful long-term effort to avoid violence. The dismantling of Apartheid in South Africa was achieved principally through non-violent means such as strikes and other forms of resistance. Civil society efforts also prevented violence from spoiling negotiations for the National Peace Accord.

• Types of violence: We can identify three types of violence:

o Direct violence involves the use of physical force, like killing or torture, rape and sexual assault, and beatings as well as verbal violence. This violence does not come out of nowhere; cultural and structural violence allow and justify direct violence.

o Cultural violence comprises the prevailing attitudes and beliefs that we have been taught since childhood and that surround us in daily life about the power and necessity of violence. For example, we are often taught history from the perspective of military victories, rather than achievements through non-violent means. In other words, we are taught that violence gets results (and is remembered).

o Structural violence exists when some groups, classes, genders, nationalities, etc gain unequal access to goods, resources, and opportunities because they enjoy advantages built into social, political and economic systems. A law which bans one group from owning property or having nationality are examples of structural violence. A legal system which systematically gives harsher sentences to one group over others is another example. Saudi Arabia, for example, has a legal system which greatly limits the freedom of women.

• Weaksocialcohesionisoftenarootcauseofconflict.Peoplesimultaneouslybelongto different groups – class, gender, age, ethnicity, religion etc. If people feel that their individual identities are protected and promoted, then they feel connected and encouraged to work towards the common good of the larger group. The state or some groups can infringe on the rights of others. For example, in many societies, the rights of women are considered less important in the interest of culture. The state or some groups can deprive one group of equal opportunities to power, resources and opportunities. In such a situation, groups can resort to violence in order to have their rights and demands met.

• Violentconflictcanalsoweakensocialcohesion.Warcanforcepeopletofleetheirhomes and countries, which breaks down social relationships. Violence leads to loss of life, livelihoods and opportunities and can create or worsen inequalities. People impacted by violence find it very difficult to trust each other and work together for a common good.


Topic (9) Conflict Sensitivity

Purpose: Participants understand what causes conflict and how it emerges from our everyday life.

Objective: At the end of the session, participants will be able to:o Understand the conditions that can create or increase conflict o Know the importance of conflict sensitivity


Equipment: Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 3, Topic 9 Conflict Sensitivity, Handout Topic 9.

Process:

1. Explain the concept of conflict sensitivity and myths (PowerPoint: Conflict Sensitivity).

2. Ask what participants believe it means to be conflict-sensitive when designing projects and interventions and why it is important. Note down key words on a flipchart.

3. Divide participants into groups of 4-5 people. Give them the case study in handout topic 9 on Conflict Sensitivity in Western Uganda and ask them to analyse it as a group and identify:

a. Is the infrastructure project design conflict sensitive?b. How was conflict sensitivity introduced into the project? Identify 3 or 4 ways.c. Write down and explain an example from your community of a conflict sensitive project and of a non-conflict sensitive project (20 minutes).

4. Ask each group to present their findings (5 minutes per group).

5. Presentthe“howtooperationalizeconflictsensitivity”slide(PowerPoint:ConflictSensitivity).

Facilitator Notes:

• Conflictsensitivityisthecapacityofanorganizationto: o Understand the context in which it operates; o Recognize the interaction between the project and the context; o Act upon this understanding, to minimize negative impacts and

maximize positive impacts.

• WhyisitnecessarytobeConflictSensitive? o Avoids wasting time and resources.


o Reduces danger to staff and beneficiaries and reduces violence. o Makes program more relevant, effective, efficient, and sustainable. o Increases accountability of organizations and government institutions.

• CommonMythsandMisconceptions o Peacebuilding equals conflict-sensitive development. o Development will automatically promote conflict prevention. o Conflict Sensitivity is unnecessary after a peace agreement or in

peaceful times. o We are not working ON conflict. o Conflict sensitivity is fault finding.

Assignment for Session Day ThreeProvide participants with the following instructions:

1. During this week borrow or purchase a newspaper/journal. 2. Divide a piece of paper into two sections: Conflict and Violence. 3. As you read the newspaper/journal note down examples of conflict and violence. 4. Reflect and make notes on the following questions.

Conflict • Whoarethestakeholders? • Whataretheirgoals? • Istheconflictpositiveornegative? • Arethereanyexternalstakeholdersthatareworkingtoresolvethis

conflict? Who? What are they doing?

Violence • Whoarethestakeholders? • Whataretheirgoals? • Canyouseeawaythisconflictcouldhavebeenresolvedwithout

resorting to violence? If so how? • Arethereanyexternalstakeholdersthatareworkingtoresolvethis

conflict? Who? What are they doing?

General • Canyouconnectanyoftheseconflictstoidentity,stereotypesor

prejudice? If so in what ways?


Guidance to facilitate a debriefing on Assignment for Session Day Three:3

Divide participants into small pairs or small groups. Have them share their notes with each other. Did they identify any of the same conflicts? Was their analysis of the conflict the same? After 10-15 minutes of discussion explain that Day Four will be focused on exploring concrete skills that can be applied towards negotiating and resolving conflict without violence.



Day 4Topic (10) Conflict Handling Styles Purpose: Participants understand specific types of conflict handling styles in the community

Objective: After the session, participants will be able to: o Differentiate types of conflict handling styles in each specific situation


Equipment: Projector, handout.Visualization: Power Point Day 4, Topic 10 Conflict Handling Styles, Appendix 10.

Process:


2. Conduct a 15 minute debriefing of the Day 3 home assignment.

3. Divide participants into pairs by assigning them alternatively as Person A or Person B.

4. Once in pairs, explain that person A must make a fist (demonstrate) and person B must try to get the fist open in not more than 30 seconds. Do not bias the group by adding anything other than this objective.

5. Watch closely to see which techniques are used. Take particular note of anyone who gets a fist open via non-adversarial ways.

6. Be sure to cut it off at 30 seconds, as this will usually leave a few people still struggling.

7. Change the role of person A and person B and repeat the exercise.

8. Ask the participants to reflect on their different handling styles and how successful or not they were. Explain that this activity allows us to understand our default reaction when faced with a conflict. We often feel that force, aggression or coercion will get us what we want quickly, without first reflecting on the alternatives.

9. Present the different responses to conflict (PowerPoint Presentation: Conflict Handling Styles). Explain the adversarial approach and cooperative approach.


Facilitator Notes:• Thisactivityprovidesagreatopportunitytoreflectonourdefaultbehaviourwhenfaced

with conflict. Even though this particular example may not serve as a perfect analogy for understanding the complexities of various types of conflicts, it gets straight to the psychological core. This activity works from the assumption that conflict, in and of itself, it not necessarily good or bad, but rather, how we deal with conflict can lead to varying consequences ranging from destructive to constructive. This activity helps us to see that we may have a default style in reacting to and dealing with conflict even though a different style might actually be more effective.


Topic (11) Conflict Analysis: Conflict Tree

Purpose: Participants are able to identify the root causes of conflict, and the consequences/impact of conflict.

Objective: At the end of the session, participants will be able to: o Understand and be able to identify root causes of conflict they encountered. o Analyse the consequences of conflict on people’s lives. o Develop a conflict tree for a particular conflict.


Equipment: Flipchart, blank cards, marker pens, projector, handout, case study handout.Visualization: Power Point Day 4, Topic 11 Conflict Analysis, Conflict Tree. Handout 11 and Appendix 11

Process:

1. Briefly explain why it is important to analyse and understand the causes, effects and actors in a conflict before attempting to address it.

2. Start a discussion by asking the participants why they think an analysis of a conflict would help to resolve it. Note key words from their responses on a flipchart.

3. Present and explain the conflict tree (PowerPoint: Presentation Conflict Analysis and Causes of Conflict 3).

4. Using a flipchart paper, draw a tree with roots, trunk and branches. Distribute handouts of Daran Youth Violence case study (handout 11). Allow the participants a few minutes to read through it.

5. Lead a brainstorming session to identify the key problem and once agreed, write it next to the tree trunk. Then move to the causes and effects of that problem, listing them on a separate flipchart paper. Spend time to come to agreement as to which are causes and effects, and provide clarification if necessary.

6. Once the exercise is completed, ask 2 or 3 volunteers to write the causes and effects on cards and stick them to the conflict tree.

7. Divide participants into groups of 4-6 people. Ask each group to identify a conflict in their local community. Provide guidance and suggestions to the groups to help them identify a conflict with which they are familiar (eg related to poor quality education, no young people in Chin State, no rule of law, natural resource conflict: Myitsone Dam, Shwe Gas Link, mining in Kayin State).

8. Ask each group to draw a conflict tree on a flipchart page with the problem written


beside the trunk. The groups must then add causes and effects of that problem. Explain that there can be more than one cause to a problem.

9. Ask each group to present their identified problem, its causes and effects. Allow other participants to provide feedback or ask questions. Explain that there are usually multiple causes for any conflict. Sometimes, it is very difficult to identify the cause because of the complexity of the conflict. Hence, persistence is required to look for the real cause(s) in order to design appropriate intervention strategies. Challenge the participants to see if they can find any more causes than those presented. If someone raises new causes, allow all the participants to discuss, agree and add it to the list.

10. Refer and link back to the concepts of violence and conflict. Explain that analysing conflict helps us to recognize the conflict and peace dynamics in the communities that we work in, and to take action in a timely and effective way, to reduce the risk of conflict spilling over into violence and to increase the potential of conflict transforming into peace. When we analyse conflict, we become more aware of our own role in it.

Facilitator Note:• Conflictanalysisisasystematicwayofunderstandingthecontextinwhichwework.Therefore, it is a useful tool for individuals and organizations involved in governance, development and peacebuilding.

• Conflictanalysisisausefultooltobetterunderstandtherelationshipbetweenthecontext and our action/intervention/project. Once a conflict analysis is done, it can be used to design or redesign an intervention/project to make sure that it does not increase or create conflict and also that it strengthens peace.

• Conflict analysis can be done atmany levels – community, regional, national,organizational etc. At whatever level we do a conflict analysis, it is important to keep in mind how this level is linked to the other levels. For e.g. if there’s an analysis of a conflict in a particular village, how does this village-level conflict relate to an ongoing national conflict?

• Conflictanalysisshouldnotbeconsidered justaone-timeexercise. Itmustbeanon-going process because conflict is dynamic. Similarly, the analysis should also ensure the wider participation of concerned stakeholders and if possible conflict actors. Otherwise, the intervention that we will design after the analysis will not be properly addressing the causes.


Topic (12) Conflict Analysis: Positions and Interests Purpose: Participants know how to identify people’s positions and interests in conflict situations.

Objective: At the end of the session, participants will be able to:o Distinguish between positions and interests.o Identify the link between positions, interests and conflict.


Equipment: Flipchart paper, marker pens, projector, handout, an orange or a picture of an orange.Visualization: Power Point Day 4, Topic 11 Conflict Analysis, Positions and Interests. Appendix 12.

Process:

1. Request three volunteers from amongst the participants and assign them the following roles privately: 1) A sister, 2) a brother and 3) the children’s parent

2. Provide the context to the actors – Tell the young girl and the young boy that there is only one orange and they both want it. The girl needs an orange because she wants to use the rind to bake a cake – the boy needs an orange because he’s very hungry. They both argue that they need the whole orange. They can threaten each other, shout and generally make a fuss but neither should mention why they want it. Tell the parent that his/her job is to get beyond the children’s positions and understand their interests (their real needs).

3. Begin the role-play but pause it just as the parent intervenes. Ask the participants if they understand what the children want. Explain that this is the children’s position. Ask the participants how they would propose to solve the argument. They will probably try to resolve it based on the positions they have heard and will suggest sharing the orange, a competition, etc. (in other words lose-lose solutions).

4. Allow the parent to intervene in the role-play and ask questions until he/she discovers the real needs of each child. Then ask the group again how they would solve the conflict. They will now propose a win-win solution based on the new information (interests) they have learned.

5. Reflect on participants’ understanding of the role-play.

6. Explain that parties in a conflict often make loud statements about what they want and don’t want. As a conflict intensifies, these statements can get more polarised and hard-line. But these statements, or positions, don’t always help us to understand what the parties really need (interests).

7. Present the difference between position and interest (PowerPoint: Position and Interest).


8. Ask participants to go back to their groups from the conflict tree session. Each group should first identify the parties involved directly in the conflict. They then identify the positions of each party (What they say they want) in the conflict and then suggest some possible interests (why they want it – what essential need is not being met). This is a difficult session so close facilitation is needed with the groups as they work.

9. Participants present their conclusions – allow sufficient time for correction, further exploration or questions.

10. Facilitate a discussion on how participants might use these techniques in their everyday lives to help resolve personal or professional conflicts.

11. Wrap-up by referring to previous module on conflict analysis. Once we understand the causes and effects of conflict, understanding the positions and interests of the conflicting parties is a very important step. We are then able to facilitate problem-solving by gradually moving stakeholders from their positions to their interests, where there is more space for them to agree and identify solutions.

Facilitator Notes • Aconflictexistswhenthegoalsoftwopeopleorgroupsappeartobeincompatible.

Yet, through a closer look and analysis, it can be found that their interests may not at all be incompatible. This is why the starting point is to understand interests behind the positions. Two sides may have positions that appear totally opposed but the interests underneath may have similarities or even share common ground.

• Aconflictmaybeirresolvableaslongastheeffortsfocusonlyonpositionswithout

examining each side’s interests. Positions separate two sides whereas interests hold the possibility of bringing them together. There are always places where parties’ interests overlap in a conflict, whereas positions may appear mutually exclusive.

• Understandingthedifferencebetweenpositions,interestsandneedsisoneofthemost important prerequisites for a successful peacebuilder. In the orange role-play, the positions of the children are the same, they both want the whole orange so the other person cannot have the orange. This is not negotiable and seems unsolvable. The mother intervenes and asks a series of questions to try and understand why they both want the orange, and discovers that one wants to eat the orange and the other wants the rind to make a cake (interests) so she is able to share the orange in a way that meets the hidden interest or need or both children.


Topic (13) Conflict Analysis: Levels of Conflict Transformation Purpose: Participants understand how resolving conflicts requires transformation at different levels.

Objective: At the end of the session, participants will be able to:

o Understand personal, relational, structural and cultural elements of conflict transformation.


Equipment: Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 4, Topic 11 Conflict Analysis, Levels of Conflict Transformation; Appendix 13

Process:

1. Explain that conflict has an impact on all levels of society and is driven by all levels of society, starting from the individual. In order to transform conflict, we need to know what changes we want at each of those levels as we intervene. Conflict Transformation seeks to promote constructive processes at all levels, through a change from negative attitudes and behaviours to positive, constructive ones.

2. Present this concept and explain each level (PowerPoint: Levels of Conflict Transformation). The first level (personal) involves transforming the attitudes and consciousness of individuals. The second describes a fundamental change in the relationship between parties and changes how they see each other (from adversaries to collaborators). The third level requires transformation at the structural level (laws, institutions, etc) to correct structural injustices and inequalities in systems. The fourth level requires a change in how a culture perceives and reacts towards violence.

3. Using the Dharan Youth Violence case study, lead a brainstorming session to identify how conflict may be impacting on the four levels (see facilitator notes).

4. Divide the participants into the same groups as the Topic 12 conflict tree session.

5. Ask the groups to brainstorm 1) the ways that conflict affects each of the four levels and 2) how conflict transformation efforts should try to impact on each of the four levels. Limit the responses to 2-3 for each part so that the exercise doesn’t take too long.

6. Each group should present back. Allow time for clarifications and questions.

7. Summarise by explaining that conflict transformation is a long-term process and focuses on relationships, inequalities and the construction of something positive by ending a destructive conflict.


Facilitator Note:• ExamplesofimpactofDharanconflict:

o Personal level: Youth may feel hopeless, fearful and angry. They may feel that life in a gang is the only choice available to them.

o Relational level: Youth gangs may have little or no communication with each other, their default reaction when confronted with the other is violence.

o Structural level: Police lack necessary equipment to combat violence, businesses don’t employ youth from those areas, areas may not receive adequate government funding for social services.

o Cultural level: Violence has become the normal means of attaining dominance.

• Firststepoftheprocessisaboutdemonstratingthatconflicthasanimpactoneachlevel of society. The second step is to allow participants to begin reflecting about what needs to change at each level in order to transform conflict from destructive to constructive.

• Conflicttransformationmeansunderstandingthedifferentlevelsthatareimpactedby conflict and the different levels of change that are needed. It means that moving from conflict to peace is not simply about ‘resolving’ a problem between two people/groups.

• Transformationatthepersonallevelmeansincreasingawareness,changingattitudesand making people more committed to non-violence. Transformation at the relational level means changing the relationship between conflict parties, improving their interaction, dialogue and trust. Transformation at the structural level means changing the way power and resources are distributed, changing or reforming constitutions, policies and decision-making. Transformation at the cultural level means changing our patterns of behavior and improving the ways we handle conflict.

• Alltheselevelsareimportant.Atthesametime,notallofusareabletoworkatallthese levels. Also, changing conflict at all these levels requires us to work on different time-frames. For example, changing cultural patterns is a long-term process.

Assignment for Session Day 4

1. Divide the participants into small groups.

2. Give each group 10 minutes to identify a conflict that is eroding social cohesion in the community.

3. Have each group share their conflict with the rest of the participants. Alternatively hand out newspapers and have participants select conflicts from the newspapers.

4. Explain that each participant must reflect on the stakeholders/actors involved in the conflict, both positively and negatively and draw a conflict tree that identifies at least 8 root causes and 8 consequences of the conflict.


5. Participants will compare conflict trees during the next session and share their work with the group.

Guidance to facilitate a debriefing on Assignment for Session Day Four:4

1. Regroup participants into the ‘conflict’ groups they formed for the previous assignment.

2. Have participants compare conflict trees. Discuss similarities and differences.

3. If there is time have each group re-draw a final conflict tree. Have each group present their analysis of their conflict.

4. Alternatively have the groups display their final conflict tree and as a warm-up after tea break or lunch have the groups present their work.



DAY 5 Topic (14) Conflict Analysis: Stakeholder Analysis

Purpose: Participants understand the different stakeholders to engage with in conflict transformation.

Objective: At the end of the session, participants will be able to:o Identify key stakeholders in a conflict.o Understand the different influence and power of different stakeholders.


Equipment: Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 5, Topic 14 Conflict Analysis, Stakeholder Analysis.

Process:


2. Conduct a debriefing for the Day 4 home assignment

3. Remind the participants that they have already identified the key causes and effects of their conflict. The next task is to conduct an analysis to identify primary and secondary actors or stakeholders, how much they are influencing the conflict, and in what way they are influencing the conflict. This allows us to identify groups or individuals that we should engage with to help resolve the conflict.

4. Define the term primary and secondary stakeholder (PowerPoint: Stakeholder Analysis).

5. Ask the participants to split into the same groups and look again at their conflict trees and identify the primary stakeholders, or those directly involved in the conflict.

6. Explain the stakeholder analysis chart (PowerPoint: Stakeholder Analysis), emphasising that groups or individuals can have low or high influence as well as positive or negative interest.

7. Ask the groups to identify the secondary stakeholders who they believe have influence and an interest in the conflict.

8. The groups then draw the stakeholder analysis chart on a flipchart paper and add different secondary stakeholders to the chart depending on their level of influence (high or low) and interest (spoilers of peace or facilitators of peace).

9. Each group presents and explains their stakeholders and their levels of power/interest.


10. As a group, brainstorm ways to deal with each identified stakeholder. Highlight that some strategies may involve reducing the influence of spoilers and increasing the influence of facilitators of peace. Other strategies may focus on encouraging spoilers of peace to change their interest to become facilitators of peace. This is a common strategy when working with youth gangs in the USA, by using former youth gang members as youth counsellors and peacebuilders in their communities.

11. Summarise by reminding participants that each conflict is different and conflicts are not static, they change over time. This exercise should be done regularly when analysing conflicts so that any intervention can be adapted to adjust to any changes in stakeholders and their influence/interest.

Facilitator Notes: • Astakeholderanalysisisusefultoidentifyandexaminegroupswhohavetheability

to affect political and social change, including violence, and the main groups who are likely to be affected by such changes.

• Aprimarystakeholderisanindividualorgroupwhichisdirectlyinvolvedinaconflict.Primary parties are the main individuals or groups involved and without which the conflict or dispute cannot be resolved.

• Asecondarystakeholderisanyindividualorgroupwhichhasaninterestinandcaninfluence a conflict, but is not directly involved in it. They also may be those deeply affected by the conflict.

• Secondarystakeholderscanbefacilitatorsofpeaceorspoilersofpeaceandcanholddifferent levels of influence over the conflict and the primary stakeholders.


Topic (15) Conflict Analysis: Solution Tree

Purpose: Participants understand how to design interventions to address root causes of conflict.

Objective: After this session, participants will be able to:o Strategically identify potential solutions to a conflict.


Equipment: Flipchart paper, cards, marker pens, projector, handout.Visualization: Power Point Day 5, Topic 15 Conflict Analysis, Solution Tree.

Process:

1. Begin by reminding participants of their conflict tree and the process of identifying causes and effects of a conflict. Explain that the participants will now further develop this process to develop a solution tree.

2. Present the example of the City of Mango (Powerpoint: Conflict Analysis: Solution Tree). Explain that a conflict tree can be transformed into a solutions tree by transformingtheprobleminthe“trunk”ofthetreeintoapositivestatement.(egProblem=Youtharekilledinconfrontationswithoilcompanysecurityguards.Goal=Numberofyouthkilledbysecurityguardsisreduced)

3. Present the conflict tree developed from the Dharan youth violence case study. Lead a brainstorming session to transform the main problem into a goal. Then revise causes into objectives and effects into outcomes in a similar manner. Ensure that participants include the appropriate target groups in their objectives, using their stakeholder analysis.

4. Ask participants to separate back into their groups and to transform the problem from their conflict tree into a goal. Once this has been done ask the groups to transform the causes into objectives and the effects into outcomes. If time is limited, ensure that at least 3 objectives and 3 outcomes are developed.

5. Have each group elect an ambassador to stay by their tree. Ask other members of the groups to move around the room and spend time looking at the other trees, ask questions and exchange ideas with the other ambassadors. At the end of the session the groups make adjustments to their tree inspired by these exchanges.

6. End by explaining that no one organization or group can address all the issues needed to achieve the goals they have identified. It’s necessary to be able to identify which objectives are relevant and achievable given the skills and resources available.


Facilitator Notes:• Asolution(alsocalledobjective)treeisdevelopedbyreversingthenegativestatements

that form the problem tree into positive ones. For example, a cause (problem tree) suchas“lackofknowledge”wouldbecomeameanssuchas“increasedknowledge”.The objectives tree demonstrates the means-end relationship between objectives.

• Taketimetogothroughthesolutiontreeandchecktoseeifallthestatementsareclear, and if there are any missing steps between a means and an end.


Topic (16) Conflict Analysis: Plan of Action Purpose: Participants understand how to evaluate interventions from a social cohesion perspective.

Objective: After this session, participants will be able to:o Develop results and activities. o Map available resources.o Evaluate actions from a social cohesion perspective.

Duration: 2 hours 45 minutes

Equipment: Flipchart paper, marker pens, projector, handout.Visualization: Power Point Day 5, Topic 16 Conflict Analysis, Plan of Action, handout 16.

Process:

1. Introduce the session by explaining that the participants can use the information from the solution tree to develop practical actions to contribute to the goal they have identified.

2. Present the definition of goal, objective, result and activity (Powerpoint: Plan of Action) and explain the logic of deciding on a set of activities so that they contribute to the overall goal.

3. Present the Solution Tree with results and activities (Powerpoint: Plan of Action). Explain that the participants have already identified their goal and objectives. Now they will continue to develop results and activities for one of their objectives. Emphasize that the results are what is needed to achieve their objective, and the activities are what needs to be done to reach the results.

4. The participants regroup as per previous sessions to select one objective from their solution trees and develop 2-3 results and 2-3 activities. Ensure that each activity will give the desired result (eg result: health workers have capacity to use scanning equipment, activity: provide training to health workers on use of new equipment).

5. Each group presents its work. Allow time for feedback, discussion and correction to ensure that the logic of each group is correct.

6. Explain that in order to achieve these activities, resources are needed. Resources can be human, financial, material and others. Lead a brainstorming session with participants to identify the kind of resources that are available to them in their communities.

7. Participants then break into their groups and choose one activity. The activities selected must be implementable by the group themselves using the resources available in the community (eg solidarity football match, community clean-up, town hall meeting, school talk, etc). The groups break down the activity into tasks


and identify the resources needed for each task using the Action Plan table in the Handout 16 as a template.

8. Each group presents its work. Allow time for discussion and feedback.

Facilitator Notes:• Agoalisahigher-orderobjectivetowhichaninterventionisintendedtocontribute.

It has to be achievable and realistic but it may take more than one organization andmoreactivitiesandtimeinordertoachieveit(i.e.“effectiveandaccountablegovernance”,“peaceinMyanmar”).

• Anobjectiveisaconcrete,tangible,measurable,attainable,realisticchangethanwewant to achieve within a specific time period, geographical area, and target group (i.e. increased knowledge, change in attitude).

• Tiponwritingobjectives:verbssuchasprovide,train,publish,increase,decrease,schedule, or purchase indicate clearly what will be done. Verbs such as coordinate, partner, support can be vague and difficult to measure.

• Theoutputsarethedirectandtangibleresultswhichtheactionwilldeliver(ie.:50people trained in peacebuilding, a social cohesion manual developed and printed, a primary clinic built).

• Theactivitiesarethetasksthatareneededtoproducetheoutputs (ie: train50community leaders, research a social cohesion framework, train clinic staff in record keeping).

• Resourcescanincludemoney,people,equipment,materials,buildings,communalspaces or supplies needed for the intervention.

Assignment for Session Day 5Use the Social Cohesion checklist table in Handout Topic (15) in order to identify ways in which the action your group has developed can promote social cohesion. Respond to the questions for each component.


DAY 6Topic (17) Presentation of workshop outputs


Equipment: Flipchart paper, marker pens.Visualization: None

Process:


2. Allow participants to regroup in order to compile the results of their home assignment. Each group should arrive at a consensus as to what actions can be taken to ensure that their activity reinforces social cohesion.

3. Each group prepares a presentation of their action as well as the key ways in which they will ensure that their selected activity will reinforce social cohesion in their community.

4. The groups present the results of their work. Lead a discussion (see facilitator notes) after each presentation and allow time for questions and clarifications.

Facilitator Notes:• Guidingquestionsfordiscussion: o Which part of the process did you find most difficult? o Are there elements of your social cohesion strategies that you could implement in your own work? o Do you see the linkages between the different topics covered in the course? o Are those topics and ideas applied and identifiable in your final action?


Topic (18) Review and Reflection

Purpose: Participants review and reflect on the key subjects addressed in the training.


Equipment: Flipchart paper, marker pens.Visualization: None

Process:

1. Introduce the session by explaining that as the workshop is drawing to a close, the participants can take some time to reflect on all the information which they have received and how this applies to their own lives and work.

2. Divide the participants into four groups. Assign a workshop theme (1. What is Social Cohesion 2. Social Cohesion, human rights, democracy, governance and peace 3. Conflict Theory 4. Conflict Analysis) to each group. Ask the groups to review the topics and identify 4 important learning points for each theme.

3. Groups present the results of their work. Facilitate a discussion (see facilitator notes) after each presentation and ask if others have more points to add.

4. Then ask participants to reflect individually and to write down their most important take away from the training and one commitment as to how they will use the skills and information from the workshop in their own work. [20 minutes]

5. Ask each participant to stand up and read out their take away and their commitment. Ask for clarification if they are vague or unclear.

6. Close the session by encouraging participants to apply their new skills and learning to their lives.

Facilitator Notes:• Guidingquestionsfordiscussion:

o Do other participants have other learning points to add to their assigned theme? How has your understanding of these learning points changed since the first

time you heard about them in the training? o Was there anything in this theme that you found particularly challenging? o In what way do you feel this theme is relevant to your own work and personal

lives?


Topic (19) Community of Practice

Purpose: participants understand how to become a community of practice that promotes social cohesion.

Objective: After this session, participants will be able to:o Understand different models of organizing and networking (the how to and why of communities of learning and practice).o To maintain, strengthen and build relationships.


Equipment: Flipchart paper, marker pens.Visualization: Handout 19.

Process:

1. Explain that a workshop can be a very intense experience for participants and they can gain not only a lot of new knowledge, but also develop new relationships, in a very short time. The challenge is how to apply the learning and sustain those relationships once the workshop is finished.

2. Explain the idea of a Community of Practice (see facilitator notes) Emphasise that this would be an opportunity for the group to devise strategies to enable them to maintain relations with each other and to respect the commitments they have made in the previous session.

3. Ask participants if they see any advantages to creating this type of group after the workshop has ended. Note down their ideas on a flipchart paper. Prioritise 2-3 of these with the group and frame them as objectives (eg to share lessons learned, to exchange experiences, etc).

4. Review COPs case studies for ideas that can be borrowed from Myanmar and around the world. Divide into mixed groups. Assign each group one case study to analyse and share findings with the rest of the group (see handout 19) (15 minutes). This is an opportunity to learn how other communities are organizing but also to ask specific questions that will help participants build their own network/community of practice.

a. Group reflection:

i. What issue is the network/organization responding too? ii. What challenges did they face? iii. What can you learn from their experience? iv. Take away message for your communication from these cases.

5. Lead a brainstorming session on the practical ways in which the group could maintain an on-going dialogue on social cohesion and conflict issues. Ensure that the ideas


proposed are practical and that the group as a whole agrees that they are feasible – limit final list to 3 maximum (eg Facebook page, emailing list, informal meetings).

6. Clarify practicalities around how often the Community of Practice could communicate and who should coordinate. Note these on a second flipchart page.

7. Ask the group to decide together on the first steps to take after the workshop and who is responsible (eg creating an email list, setting up a Facebook page, planning the first meeting, etc).

8. Pass around a contact sheet for those who wish to take part in the Community of Practice and share copies with the group if possible.

9. Close the session by encouraging the participants to create this Community of Practice and to adapt it as they need to so that it works for the whole group.

Facilitator notes:• ACommunityofPracticeisagroupofpeoplethatinteractsregularlyonacommon

topic to learn from one another.

• ACommunityofPracticecantakemanydifferentforms,frominformalmeetings,to structured networks or even Facebook pages, and can exist on any level (local, regional, national, etc).

• ACommunityofPracticecanhelpto:

o Enhance connectivity and strengthen relationships among participants o Share experiences, lessons learned and best practices o Generate new ideas o Provide support and encouragement to colleagues o Encourage problem-solving

• SomeexamplesofaCommunityofPracticecouldbeintheformofaninformalbi-monthly meeting of the group, a facebook page, an email list, etc.

• ToolsforCommunitiesofPracticeorLearningCommunities

o Create space and a supportive culture for learning: Set aside time to reflect as individuals on your work.

o Gather and listen to experiences: Hold small group discussions to process what went well, identify problems and future actions; tell colleagues about your work and problems you’ve encountered and listen to their ideas.

o Seek outside learning: Invite people from other networks to join your learning meeting and contribute; attend workshops; read; talk to other practitioners about their experiences.

o Develop formal and informal systems to share problems and learning: Talk with each other about problems, actions and lessons learned about the group; develop a strategy for documenting and sharing your learning outside of the network.


o Draw conclusions: for each task, suggest next steps based on the “lessonslearned”orideasworthtesting;attheendofreflectionsessionsidentifyconcreterecommendations.


Closing Ceremony


Toolkit Package• Facilitator’s Manual • Participant’s Manual• Handouts• Trainers Playbook• PowerPoint slides • Visualisations from the Manual with guidance for use

social cohesion for stronger communities · sc2 foundation course: facilitator’s guide 2 this...

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