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The development of PME & L in peacebuilding - a brief overview of existing approaches
Three phases of the debate
The debate on planning, monitoring, evaluation and learning in the field of peacebuilding is not new. Its main impetus was the Rwandan genocide, more specifically the increasing awareness that development aid can play a role both in conflict and peacebuilding. The term Peace and Conflict Impact Assessment (PCIA) originally captured the impact of aid interventions on conflict and peace. "PCIA" has gone through different phases that have been summarised by Thania Paffenholz (see for the following: Thania Paffenholz (2005), Third-generation PCIA: Introducing the Aid for Peace approach, in: Berghof Research Center for Constructive Conflict Management, Berghof Handbook for Conflict Transformation Dialogue Series, No. 4, in: http://www.berghof-handbook.net/uploads/download/dialogue4_paffenholz.pdf).
What becomes evident in Paffenholz's account of the development of planning, monitoring, evaluation and learning is that the focus was first on development interventions and how they impact conflict dynamics and peace processes. Since 2003, more emphasis has been laid on peacebuilding interventions as such, i.e. programmes or projects that either peacebuilding as exclusive goal or include peacebuilding objectives alongside other development objectives. In recent years, tools and approaches to designing (or planning), monitoring and evaluating that are tailor-made for peacebuilding initiatives. Worth mentioning is here for instance Designing for Results by Mark Rogers and Cheyanne Church. This comprehensive guide was developed on behalf of Search for Common Grounds (SFCG) and thoroughly explores issues of programme design, indicator development, collection of baselines data, monitoring and evaluation (Cheyanne Church and Mark Rogers, Designing for Results. Integrating Monitoring and Evaluation in Conflict Transformation Programs, 2006, Washington DC: Search for Common Grounds <http://www.sfcg.org/programmes/ilr/ilt_manualpage.html> [accessed 9 April 2009]). Another guide was developed by Social Impact for the Office of Transition Initiatives at USAID: Rolf Sartorius and Christopher Carver (2006), Monitoring, evaluation and learning for fragile states and peacebuilding programs. Practical tools for improving program performance and results, Social Impact, Washington DC <http://www.socialimpact.com/resource-center/downloads/fragilestates.pdf> (accessed 8 April 2009). Another approach, Aid for Peace, developed by Thania Paffenholz and Luc Reychler was already mentioned above. An interesting tool is also the Reflective Peacebuilding approach developed by John Paul Lederach, Reina Neufeldt and Hal Culbertson for the Joan B. Kroc Institute for International Peace Studies, University of Notre Dame and Catholic Relief Services (Lederach, J. P., et. al., Reflective Peacebuilding: A Planning, Monitoring, And Learning Toolkit, 2007, Notre Dame: The Joan B. Kroc Institute for International Peace Studies, University of Notre Dame and Catholic Relief Service South East Asia Regional Office. <http://kroc.nd.edu/sites/default/files/reflective_peacebuilding.pdf > [accessed 26 March 2009]) This approach adopts theories of change as key building block of planning, monitoring and learning.
Sources:
Thania Paffenholz (2005), Third-generation PCIA: Introducing the Aid for Peace approach, in: Berghof Research Center for Constructive Conflict Management, Berghof Handbook for Conflict Transformation Dialogue Series, No. 4, in: http://www.berghof-handbook.net/uploads/download/dialogue4_paffenholz.pdf
Reina C. Neufeldt (2007), "Frameworkers" and "Circlers" - Exploring assumptions in peace and conflict impact assessment, in: Berghof Research Center for Constructive Conflict Management, Berghof Handbook for Conflict Transformation, in: http://www.berghof-handbook.net/uploads/download/neufeldt_handbook.pdf.
The debate on planning, monitoring, evaluation and learning in the field of peacebuilding is not new. Its main impetus was the Rwandan genocide, more specifically the increasing awareness that development aid can play a role both in conflict and peacebuilding. The term Peace and Conflict Impact Assessment (PCIA) originally captured the impact of aid interventions on conflict and peace. "PCIA" has gone through different phases that have been summarised by Thania Paffenholz (see for the following: Thania Paffenholz (2005), Third-generation PCIA: Introducing the Aid for Peace approach, in: Berghof Research Center for Constructive Conflict Management, Berghof Handbook for Conflict Transformation Dialogue Series, No. 4, in: http://www.berghof-handbook.net/uploads/download/dialogue4_paffenholz.pdf).
- Phase 1 (1996-1998/99): This phase was focused on the original idea of assessing the effects of aid interventions on the dynamics of conflict and peacebuilding processes. Among the most important methods that were developed during this phase was the "Do no harm" approach, developed by Mary B. Anderson (Mary B. Anderson (1999), Do no harm. How aid can support peace - or war, Boulder.). Influential was also the PCIA approach of Kenneth Bush (Kenneth Bush (1998), A measure of peace: Peace and conflict impact assesment (PCIA) of development projects in conflict zones, accessible at: http://conflictsensitivity.org/files/publib/Measure_of_Peace.pdf). These methods were originally developed for aid project of local and international NGOs, however they spread to other actors and have been used by a variety of organisations. In this phase, approaches for measuring effects of policy interventions on peace and conflict were developed. One example is Luc Reychler's "Conflict Impact Assessment System" (Luc Reychler (1998/99), The Conflict Impact Assessment System (CIAS): A method for designing and evaluating development policies and projects, in P. Cross (Red.), Conflict Prevention Policy of the European Union. Yearbook 1998-99 of the Conflict Prevention Network, European Commission (pp. 144-163). Baden-Baden).
- Phase 2 (1999-2003/04): During this phase, several conflict-sensitive analytical tools were developed and introduced to development cooperation. An increase in the training of aid organisations occured, enhancing conflict-related analytical capacities in these organisations. PCIA approaches that were developed in the first phase were tested and many donors and other organisations developed their own approaches.
- Phase 3 (started 2003/04): According to Paffenholz, the third phase started in 2003/4 and is moving in three different directions.
- 1) The term PCIA was replaced by conflict-sensitive development since the original idea of PCIA, namely identifying how aid interventions impact conflict dynamics and peace processes, was not the only focus anymore.
- 2) Approaches from the first phase were refined and developed into comprehensive step-by-step guides. Examples are Kenneth Bush's Hands-On PCIA (Kenneth Bush, Hands-On PCIA. A Handbook for Peace and Conflict Impact Assessment (PCIA), 2003 <http://action.web.ca/home/cpcc/attach/Hands-On%20PCIA%20--%20Handbook%20X%20--%20BUSH%20Final%20Author%5C%27s%20Version1.pdf> [accessed 9 April 2009]) and Paffenholz and Reychler's Aid for Peace approach (Thania Paffenholz and Luc Reychler, Aid for Peace. A Guide to Planning and Evaluation for Conflict Zones, 2007, Baden-Baden: Nomos).
- 3) Donors and organisations started to reflect about the effectiveness and impact of peacebuilding interventions. This motivated a debate about the evaluation of peacebuilding interventions. Important works are here:
- The Utstein Peace Building Study led by Dan Smith (see Dan Smith, Towards a Strategic Framework for Peacebuilding: Getting Their Act Together, Overview report of the Joint Utstein Study of Peacebuilding, Norwegian Ministry of Foreign Affairs, 2004 <http://www.regjeringen.no/upload/kilde/ud/rap/2004/0044/ddd/pdfv/210673-rapp104.pdf> [accessed 9 April 2009])
- The Reflecting on Peace Practice Project (RPP) of CDA Collaborative Learning Projects. (for more information see http://www.cdainc.com/cdawww/project_profile.php?pid=RPP&pname=Reflecting%20on%20Peace%20Practice)
- Commissioned by INCORE, Church and Shouldice developed The Evaluation of Conflict Resolution Interventions in two parts (Cheyanne Church and Joulie Shouldice, The Evaluation of Conflict Resolution Interventions. Emerging Practice & Theory, 2002, Derry/Londonderry (INCORE). and The Evaluation of Conflict Resolution Interventions. Framing the State of Play, 2003, Derry/Londonderry (INCORE)).
What becomes evident in Paffenholz's account of the development of planning, monitoring, evaluation and learning is that the focus was first on development interventions and how they impact conflict dynamics and peace processes. Since 2003, more emphasis has been laid on peacebuilding interventions as such, i.e. programmes or projects that either peacebuilding as exclusive goal or include peacebuilding objectives alongside other development objectives. In recent years, tools and approaches to designing (or planning), monitoring and evaluating that are tailor-made for peacebuilding initiatives. Worth mentioning is here for instance Designing for Results by Mark Rogers and Cheyanne Church. This comprehensive guide was developed on behalf of Search for Common Grounds (SFCG) and thoroughly explores issues of programme design, indicator development, collection of baselines data, monitoring and evaluation (Cheyanne Church and Mark Rogers, Designing for Results. Integrating Monitoring and Evaluation in Conflict Transformation Programs, 2006, Washington DC: Search for Common Grounds <http://www.sfcg.org/programmes/ilr/ilt_manualpage.html> [accessed 9 April 2009]). Another guide was developed by Social Impact for the Office of Transition Initiatives at USAID: Rolf Sartorius and Christopher Carver (2006), Monitoring, evaluation and learning for fragile states and peacebuilding programs. Practical tools for improving program performance and results, Social Impact, Washington DC <http://www.socialimpact.com/resource-center/downloads/fragilestates.pdf> (accessed 8 April 2009). Another approach, Aid for Peace, developed by Thania Paffenholz and Luc Reychler was already mentioned above. An interesting tool is also the Reflective Peacebuilding approach developed by John Paul Lederach, Reina Neufeldt and Hal Culbertson for the Joan B. Kroc Institute for International Peace Studies, University of Notre Dame and Catholic Relief Services (Lederach, J. P., et. al., Reflective Peacebuilding: A Planning, Monitoring, And Learning Toolkit, 2007, Notre Dame: The Joan B. Kroc Institute for International Peace Studies, University of Notre Dame and Catholic Relief Service South East Asia Regional Office. <http://kroc.nd.edu/sites/default/files/reflective_peacebuilding.pdf > [accessed 26 March 2009]) This approach adopts theories of change as key building block of planning, monitoring and learning.
Sources:
Thania Paffenholz (2005), Third-generation PCIA: Introducing the Aid for Peace approach, in: Berghof Research Center for Constructive Conflict Management, Berghof Handbook for Conflict Transformation Dialogue Series, No. 4, in: http://www.berghof-handbook.net/uploads/download/dialogue4_paffenholz.pdf
Reina C. Neufeldt (2007), "Frameworkers" and "Circlers" - Exploring assumptions in peace and conflict impact assessment, in: Berghof Research Center for Constructive Conflict Management, Berghof Handbook for Conflict Transformation, in: http://www.berghof-handbook.net/uploads/download/neufeldt_handbook.pdf.
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| Started By | Thread Subject | Replies | Last Post | ||
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| Kenogutu | PME & L Tools | 0 | Feb 16 2010, 4:27 AM EST by Kenogutu | ||
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Thread started: Feb 16 2010, 4:27 AM EST
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I am not aware of these tools that have been mentioned in the above article. Where can I learn more about these tools?
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| mikicesari | What's your say? | 14 | Feb 16 2010, 4:25 AM EST by Kenogutu | ||
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Thread started: Feb 3 2010, 8:02 AM EST
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Please answer to the following questions.
1) What are the most important learning points from the content posted above? 2) What is relevant and what is not relevant, for your work? 3) Are you familiar with any of the tools mentioned above? If yes, please explain which one and why. 4) What would you like to learn on this topic? |
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