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n FOREST RESOURCE-BASED CONFLICTS IN UGANDA
D Introduction

D Conflicts over the appropriation, management, and use of forest resources can pose
significant constraints to sustainable forest management. Oftentimes, there are long-
standing conflicts between governments, their agencies, the private sector and local
0 communities, as well as among and within communities over resource use and control.

n Forest policies, laws and regulations have a considerable impact on the conflicts
involving forest-dependent communities, particularly the disadvantaged and
marginalized groups. These groups, mostly the poor, women, and indigenous peoples

D are the most dependent on forests and trees. Policies, along with the laws and
regulations enacted to implement them, can mitigate conflicts, create new, or
exacerbate existing ones. However, conflicts that involve forest-dependent
[l communities are seldom taken into account when formulating forest policies, an
omission that often further marginalizes and disadvantages them.

n There is a need to sustainably manage forest resources to provide rural livelihoods,

environmental services, and forest and tree products. Participatory forest management
is increasingly becoming recognized as an effective strategy to help meet this need.
0 Yet, conflicts over natural resources can hinder sustainable forest management. Such
conflicts have always existed, but the speed and magnitude of change associated with

0 global trends have tended to increase them. These trends include globalization, the
growing inequity in resource distribution and economic benefits, population growth,
and deforestation with associated environmental degradation. Developing procedures
n that enable all actors to participate in the development, implementation, and appraisal
of national resource policies is critical for sustainable forest management.

J The Forests, Trees and People Programme (F.T.P.P) global program recognized a long
time ago that conflicts in Natural Resource Management is a very big issue which
greatly affects their management in a sustainable way. Eastern and Southern Africa is
D a region full of conflicts over natural resources, forests, water or grazing lands. The
F.T.P.P. Uganda programme chose to work on this theme to see how it can contribute
to the harmonious management of these conflicts. In this light, FTPP approached and
D engaged the Center for Conflict Resolution (CECORE) based in Uganda, training and
facilitation organisation working regionally, to develop a training manual and train
trainers in skills of minimising resource - based conflict.
J
Forest Resource-based Conflicts in Uganda
I

J There are many forest resource-based conflicts in Uganda. To mention a few:

J ► Mt. Elgon National Park

Located in Eastern Uganda, Mt. Elgon is a heavily forested national park, covering an
J area of 1,145km 2 • It was gazetted as a forest reserve in 1938. Between 1938 and 1970,

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there was no indication of any significant conflict between the forest authorities and
] local communities. It is also possible that during this period, the need for forest
products by the population was easily met by the apparently abundant resources.
However, poor or lack of boundary demarcation and weak management by the l 970s

l resulted in massive encroachment on the then forest reserve. In the late 1980s and
early 1990s, a massive operation was carried out by the Forest Department to evict
encroachers from the reserve. This was the origin of active conflict between the
l communities and the forest authorities.

n ► Kibale Game conidor

In the 1960s, a few individuals from the over populated Kigezi district in southwestern
l Uganda settled in the corridor between Kibale forest reserve and Queen Elizabeth
National Park. By 1986, the population of these settlers had risen to between ten and
fifteen thousand people, all of them almost the same ethnic group.
D
In the early 1990s, through the efforts of the Forest Department and Local District
] Administration, Cabinet resolved that settlers be evicted and resettled in the adjoining
Kibaale District. Contrary to many reports, the eviction was smoothly carried out. The
settlers, however, claimed that they were brutally evicted, resulting into loss of lives
l and property.

► Mabira Forest reserve

J Mabira forest reserve is a natural forest covering 300km 2, located astride the Kampala-
Jinja highway. Being between two urban centres, the reserve faces heavy pressure
l from encroachers and illegal users.

l During the Idi Amin regime in the early 1970s, government launched a 'Double Cotton
Production' campaign which required new land to be opened up for cotton growing.
Due to the general lawlessness supported by state agents, encroachment, mainly in the
] form of crop cultivation started in the forest. By 1986, a physical count revealed that
about sixteen thousand encroachers were living within and cultivating the rest. About
ten thousand hectares of the forest were found to have been destroyed or seriously
J degraded. In 1988, on the initiative of the Forest Department, the government ordered
all the encroachers to vacate the forest without preconditions. In less than one month,
all encroachers had vacated the forest and returned to their original areas. The conflict
J situation that was expected did not arise.

► Namanve Forest reserve

J Namanve was gazetted as a forest reserve in the 1950s to cater for firewood and

J building material needs of the Kampala urban populace. The forest is located about
8km east of Kampala city centre, and covers a total area of one thousand four hundred
hectares. About half of the forest was planted with Eucalyptus species by the Colonial
J Administration in the early 1960s. Management aspects of the forest revolved around

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n the protection and harvesting of the existing crop. No significant new planting was
done either by the Forest Department or anyone. By the 1980s, what remained of the
fI forest were huge unproductive Eucalyptus stumps.

j Most of the N amanve forest was planted between 1990 and 1995 with funds from
NORAD. Under this project, six hundred hectares were replanted with Eucalyptus
grandis and maintained. However, in a major policy shift, private farmers were
n encouraged to participate in tree planting within the forest reserve on permit basis,
and those who were interested were allocated parcels of land ranging from five to
thirty hectares. The size of the parcel depended on the farmers' success in planting
n and maintenance. About sixty farmers and several institutions participated.

n The policy change arose out of the realization that the Forest Department and even the
project did not lave the necessary resources to carry out the planting. Five-year
permits were given to interested farmers to carry out the planting with the assistance
and technical supervision from the Forest Department. In 1996, however, in yet
D another sudden shift in policy, the government degazetted one thousand hectares of
the forest and converted it into an industrial area, to be managed by the Uganda

□
Investment Authority. This area included most of the private farmers' woodlots.
Recently, the government has agreed to compensate the farmers.

J ► Mt. Rwenzori Forest

This forest was regazetted as a national park in 1992. As in the Mt. Elgon case, local
l communities have restricted access to the park's resources. There are also indigenous
peoples (pygmies) living in these forests. However, potential conflicts have been

□
overtaken by the civil war in the region.

► Mbarara Ranching Belt

l Large areas of land were re-surveyed, mapped out, and allocated to 'progressive'
farmers for large scale ranching in the late 1960 and early 1970s. This development
D locked out the small and free-grazing Pastoralists. Restructing of the scheme, which
was embarked on in the early 1990s, has not solved the problem.

D ► Kiboga Forest

Immigrants from other districts occupied gazetted forest reserves in Kiboga district,
D erected residential structures, and opened up agricultural fields. The conflict has been
seriously politicized and not properly resolved since.

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 Major Causes of Conflicts

l ♦ Access to ownership and use of land: It is now apparent that because land is
inelastic, Forest reserves are the easiest alternative to acquire free land for
n agriculture, industrial development, urban expansion, and other uses.

♦ Changes in government policy: Policy changes have been pronounced without

1 any consultation and due regard to other stakeholders. The change of status of the
Mt. Elgon Forest to a national park was sudden and done without participation or

n consultation with the local communities, or even the local government.

particular policy change is believed to have been dictated upon government by
This

certain international partners. Although the legislation sailed through Parliament,

n press reports indicated that there were dissenting voices from several members of
the House.

n ♦ Lack of alternatives: Failure by government and its agencies to consider

alternatives for the affected parties has often aggravated the situation. This issue is
very pertinent, especially in the Namanve tree farmers' case. Clearly, government
l (Uganda Investment Authority) had the option of purchasing the adjoining land
from private owners to meet their requirements. This was not done. Besides, the
line ministry and the Forest Department were taken by complete surprise.

♦ Increase in population: This is undoubtedly going to cause more conflict

I situations as the need for survival becomes paramount. Although modernization of

agriculture is a policy priority, food security for the population remains elusive.
The situation in the Mabira Forest reserve case is often aggravated by unreliable
j weather conditions. Existing agricultural practices have exhausted the soils and
reduced crop yields outside the forest reserve. So the need to feed the ever-
increasing population will force more communities into the fertile forestlands.
j ♦ Poverty: This is possibly the single most important underlying cause of conflict in
the natural resource sector. Communities living in proximity to natural resources
(forests and wildlife) will continue to rely (legally and illegally) on these resources
J for their livelihood and for economic survival. Mabira is under intense pressure in
this respect.

0 ♦ Lack of understanding: This can be both the community and government officials.
The officials need to understand the community perspective if they are to work

0 together with communities. The community also needs to understand the concept
of natural resource use since it may affect national programmes or agendas.

D ♦ Political influence: This factor has been identified in many of the conflict cases
cited above. The recent introduction of democratic elections in the country coupled
with monetary and other gifts to the electorate means that conflicts will be
J exacerbated by political influence. Both local and national politics are equally
involved. It is hoped that this manual and the skills training will at least introduce
some deep thinking towards more appropriate, prevention, management and
transformation of these conflicts to afford our people more meaningful lives.

4
 ACKNOWLEDGEMENT
1 We are deeply grateful to the following whose materials and input are reflected in this
Resource Manual:
]
• Anne Hope and Sally Timmel: Community Worker's Handbook
• William Ury: Getting Pa.stNo
l •
•
Ron Kray bill: Mediation Skills
Training For women Network Ltd and NICV A: Women in Management Resource

0 •
Pack
Pat Patfoort: Communication and Affirmation

I l • Afro Fiet

Our gratitude also goes to all those whose ideas have been so integrated into peace-

n building and conflict transformation skills training that no one remembers who exactly
initiated these ideas.

Dr. John Kaboggoza, Makerere University and Fred Kafeero of Environmental Alert,
[l thank you for your efforts to make us interested in understanding conflicts related to
natural resources.
] We also express our gratitude to CECORE staff who worked tirelessly to make this
work possible.
J Our gratitude goes to all those who have really been the teachers: the communities and
groups we have worked with throughout the years in Latin America, Asia/Pacific
l Region, Africa, Europe and the Americas

Angelica S. Kashunju whose input and testing the manual made the whole exercise
] enjoyable and worthwhile, thank you.

u Should you reproduce items in this manual, please acknowledge CECORE and FTPP.

j
I
Stella M. Sabiiti Fred Kaf eero John R.S. Kaboggoza
j CECORE FTPP FTPP
Executive Director/Trainer National Networker National Facilitator
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n
u HOW TO USE THIS MANUAL
n STRUCTURE OF THE MANUAL

l The manual is divided into ten chapters covering relevant topics as per contents

Topics are divided into:

[I
► Scheme of work with both general and specific objectives
► The contents, integrated activities and the materials required.
[I
Each topic is given a number of activities to enhance full participation by the
participants.
D
However, the facilitator is not obliged to use all the activities but is advised to select

0 suitable ones for the type of the audience he/ she is training.
Besides, the time at hand will also dictate how many activities to go through.

0 II. METHODOLOGY/ACTIVITIES

Throughout the manuat the activities given spell out clearly the participatory,
0 activity based and participatory-centred approaches.
These include:
[I ► Brainstorming both verbal and written
► Group and pair discussions

u ►
►
Role-plays and case studies
Simulation
► Sharing
u ►
►
Games
Icebreakers/ energizers
► Drawing/ mapping etc
[I
However, facilitators are free to be creative and apply many more methods

0 APPENDIX

This contain:
J
► Illustrations
► Pictures
► Models
► Songs
► Handouts

Referred to in the activities for practical use.

D 6
7 STAGES OF PRODUCTION

ll Stage 1: WRITING OF THE FIRST DRAFT

[I CECORE did a lot of research in order to produce a worthwhile manual suitable for
FTPP. This was done through:

0 1. Watching FTPP related videos i.e.

► At the Cross Roads - Uganda

j ► SA Thokosa Video - Dialogue
► Mt. Elgon National Park Local Conflict (Mbale)
► Ngorongoro National Park Experience (Tanzania)
D
ii. A lot of reading on forest and people related conflicts inside and outside
Uganda was done and Interviews and interactions with FTPP members and
fl other organisations helped to enrich and facilitate the production of the draft
manual
n Stage 2: PRE - TESTING

l A pre-testing training workshop for three full working days was held at Ankra' s
Foundation Conference at Mukono August 28 - 30th, 2000. This was coupled with a
study visit to Butamira which helped participants understand existing conflicts.
0 FTPP Participants interacted through the given activities for each topic as they

D identified related problems and together worked out possible actions. These
culminated into an ACTION PLAN to guide their future application of the acquired
skills as they use the manual.
D Stage 3: IMPACT EVALUATION AND MANUAL REVIEW

ll A one-day workshop was conducted 30 th June 2001, at Makerere University Faculty of

Forestry and Nature Conservation, which focused on the relevance of the FTPP
Manual contents.
ll
The manual was revisited with a large group of FTPP membership and relevant
workable aspects retained and moderations made where necessary.
J
Stage 4: FINAL DRAFT

Compilation of the draft was carried out and proof reading undertaken by the FTPP -
Uganda facilitators.
[I
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J 7
 ADULT LEARNING

What Ad ult Learning is NOT:

Adult Learning is not:

► A banking process where a little more knowledge is deposited in each lesson

► An outside expert called upon to decide what the community needs to know or
do
► No expert comes to pour his or her own knowledge into the empty heads of the
pupils
► Emphasis is not on teaching

l
What Adult Learning IS:

D Adult Learning is:

[] ► Based on Problem-posing and solving

► The role of the educator is to present to the community in a challenging way the
issues they are already discussing
fI ► The whole emphasis is on leaning

Role of the Facilitator/ Animator:

[I
► Creating a learning climate

J ►
►
Posing problems
Encouraging a process of search for causes and solutions
► Assisting the group to discover as much as possible for themselves
7 ► Assisting them in planning action

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l Contents Page

1 Chapter: 1 Community
Building ....................................
and Trust- 10-18

l Chapter: 2 Conflict 19- 30

Analysis ........................................................
j Chapter: 3 Experiences of Conflict and Peace- 31-35
building .....................
Chapter: 4 Responding to Conflict and 36-39
Violence .............................
Chapter: 5 Conflict Transformation 40- 51

l Chapter: 6
Skills ......................................
Reconstruction of self and Conflict 52- 56

0 Chapter: 7
Resolution .................
Promotion of Workable and Sustainable 57-60

n Chapter: 8
solutions .......... ..
Training Skills: How to prepare and conduct a 61- 65
n workshop ..
Chapter: 9 Methodologies 66- 68
0 Recomn1ended ..................................... .
Chapter: 10: Workshop 69- 71
0 Evaluation ................................................ .

0 Appendix ........................................................... . 72

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COMMUNITY AND TRUST - BUILDING
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NATURAL RESOURCE-BASED CONFLICT- Bridging the Gap: A forest of options

CHAPTER ONE: Community and Trust-Building

SCHEME OF WORK: Community-Building

General Objectives: Participants should be able to:

w Understand the scope of the Workshop

w Build a good and vibrant community of togetherness during the Workshop

SPECIFIC OBJECTIVES CONTENT INTEGRATED ACTIVITIES MATERIALS

The participants should be Introd uctio ns
able to:
► Getting to know each
► Develop understanding of other
the workshop objectives ► Learning Contract or
► Acquire skills ground rules (the Dos
► Create resources and Don'ts)
► Develop commibnent ► House hold duties
► Develop a positive attitude ► Expectations, fears, and
towards others contributions
► Leveling the ground
► Group Shield
► Listening to Facilitator ► Manual
► Self introductions in patrs-(Circle
► Manilla strips of
Game) different colours
► Writing down expectations, fears ► Newsprint
and commitment on the Group ► Flip chart stand
Shield ► Writing Paper
► Brain-storming on expectations ► Markers, pens and
relating to workshop objectives pencils
► Suggestions on guiding principles ► Name tags
for the duration the workshop ► Sealable box
► Shelving the personal titles

II
l ACTIVITIES

I Learning Area: Introductions+ Ice-Breakers

J ACTIVITY 1: Getting to know you

Time: 30-60 min. (depending on the number of participants)

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'J ICE BREAKER: Song: Make New Friends (appendix. 1)

n ACTIVITY 2: Learning Contract

Time: 20 min.

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l ACTIVITY 3: Household Duties

t Time:15 min.

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0 ACTIVITY 4: Expectations, Needs, Fears and Contributions

[] Time45 min.

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Li ACTIVITY 5: Leveling the Ground or Shelving Titles

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J Time: 15 min.

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ll ACTIVITY 6: The Group Shield (Appendix 2)

D Time: 60 min.

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SCHEME OF WORK: Trust-and Confidence Building

General Objectives: Participants should be able to:

c:v- Learn to affirm themselves and others

cir Build trust and appreciate one another

SPECIFIC OBJECTIVES CONTENT INTEGRATED ACTIVITIES MATERIALS

The participants should be
able to:
► Build self esteem
► Be aware of and accept
human limitations
► Share personal information
with others
► Recognise and appreciate
their own strengths and the
strengths of others
► Learn to keep in confidence
other people's personal
information
► Self esteem-Personal Shield
► Personal information
► Personal strength
► Other people's attributes
► Keeping in confidence
► Developing trust in others
► Johari' s Window
► Filling in the shield
► Manual
► Mirror Exercise (look in the ► Paper
mirror and share) ► Pens
► Playing the blind man's
► Markers
trusting game ► News print
► Self disclosure exercise ► Manilla paper
talking a bout one's ► Flip chart stand
strengths and weaknesses ► Mirrors
e.g. moments of fear, anger, ► Johari's window
excitement and success

15
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ACTIVITIES
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n Learning Area: Self Esteem

ACTIVITY 1: Filling the Personal Shield (Appendix 3)

n Time: 45 min.

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[··1 Time: 45 min.

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ACTIVITY 3: Trust of The Blind Person (Game)
.I Time: 60 min.

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n ACTIVITY 4: Self DisclosUie (Johari's Window appendix 4)

Time: 30 min.

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NOTE: For effective communication, the more OPEN you are, the more people trust
you, the more information you get, and the less BLIND you become towards yourself
J and others.

J JOHARl'S WINDOW

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CHAPTER TWO: Conflict Analysis

SCHEME OF WORK

General Objectives: Participants should be able to understand the meaning of:

w Conflict r::r Violence r::r Environment
W' Peace W' Non violence

SPECIFIC OBJECTIVES CONTENT INTEGRATED ACTIVITIES MATERIALS

The participants should be able to: ► Conflict ► Brain storming (group ► Manual
► Causes of conflict understanding) ► Manilla paper
► Understand: the meaning of Conflict ► Life cycle of conflict ► Interpretation of concepts ► Pens
► Understand: Peace ► Indicators of conflict in own local language ► Pencils
► Understand: Violence (early warning system ► Plenary sharing ► Flip chart stand
► Analyze: the root causes of conflict and early action) ► Pair Drawing ► Overhead
► The life cycle of conflict ► Escalators of conflict ► Human Knot game projector
► Identify: various levels of conflict ► Appropriate mechanisms ► Conflict Triangles ► Video
► Characteristics of conflict of dealing with conflict ► Demonstrations ► Audio visual
► Identify: their role in peace building ► Peace ► Group work aids
► Advantages of peaceful coexistence ► Role of peace-building ► Drawing ► Pictures
► Learn how to analyse how we react to ► Types of peace ► Role plays and case
conflict ► Reconciliation studies
► Understand the importance and process ► Reaction to conflict
of reconciliation ► Stereo-typing

20
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ACTIVITIES
J Learning Area: The meaning of Conflict, Peace, Violence, Non-Violence and
Environment

WHAT IS CONFLICT?
] It is a state of disagreement or argument between opposing groups or opposing ideas
or principles. Conflict exists in all human nature. It is part of our existence. Conflict is
0 not necessarily a bad thing. We need conflict in order to develop, for after a conflict
change takes place. It can be change for the better or for the worse, depending on how
it is perceived
l CONFLICT AND VIOLENCE:

n Conflict is different from violence, but it can lead to violence and destruction if it is
badly perceived and mismanaged. Conflict leads to violence if it is conceived as a
FIGHT.

It leads to aggression if it is conceived as a MEANS TO AN END. It leads to a

constructive development if it is perceived as a PROBLEM TO BE SOLVED.
Therefore, conflict is perceived and interpreted in as many situations by different
individuals and cultures.
J
CONFLICT VS PEACE:

J Where conflict exists peace disappears. Peace is harmony. Peace is living and having
plenty. Peace is coexistence with all our surroundings and our environment. Also

l peace means a condition or period in which there is no war between two or more
nations. Peace is freedom. It is a state of freedom from disorder within a country, with
citizens Jiving according to the law. Peace is freedom from anxiety or troubling
J thoughts. Peace of mind-freedom from unwanted noise or activity. It is calmness.

n ACTIVITY 1: Interpretation of Concepts

Time: 45 min.

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ACTIVITY 2: Pair Drawing
n Time: 60 min.

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• All together in turn, pairs describe what they feel about the exercise answering the
following;

ll ♦
♦
Have you drawn the pictures you wanted? Why /Why not?
Which of the two of you took the upper hand? Why /Why not?

n ♦
♦
♦
The reasons why your picture didn't come out as you wanted (if it didn't)
What you should have done in order to draw a proper picture.
What made you succeed if you managed to draw your picture?

ll ♦ How do you relate this exercise to real-life conflict situation e.g. at work/home,
nationally, regionally and internationally?
♦ Pairs display their pictures on the wall for further discussion during free time.
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ACTIVITY 3: The Human Knot Game
l Time: 90 min.

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J The Human Knot game:

□ On the Game:
0 ♦ What was the mood of the participants as they made the knot?

J ♦ What process did the game pass through?

♦ Was there a main actor?
♦ What was the attitude of the others involved?

J ♦ Describe the outcome of the game?

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□ On Untying the Knot:
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♦ According to your observation describe the steps taken by the two volunteers
♦ What skills did they demonstrate?

1 ♦ Did they succeed or fail to untie the knot? Why?

♦ Was it necessary to use two people? Why?
♦ What role do you think they were playing?
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□ Volunteers:

J ♦ How did you feel:

♦ When asked to leave?
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11
♦ While untying the knot?
♦ What was your role in this whole game?
♦ Was it helpful or a hindrance having a partner?
LJ ♦ What could have made your task easier?

n □ Real-Life Experience:

♦ With regard to conflict formation, management, resolution and reconciliation

how does this game relate to real-life human relations?

♦ Give one or two real-life examples of a conflict you know of that which have
[l followed the pattern of the Human Knot Game

♦ What lesson, if any, do we learn from this game?

o If necessary, choose "observers" at the beginning of the game. At the end let
them also share their experience.
0 ACTIVITY 4: Conflict Triangles (By Chris Mitchell)

0 Time: 90 min.

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 e.g. Conflict Triangle
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[I A-Attitudes
l,i ·l Arrogance
C- Context
1,/' War
f{i', Unwillingness to change ~ Corruption

[l 1,11-Willingness to change
6'·1 Hopelessness
1,/·1 Discrimination
1,/' Vengeance etc.
6'·' Belligerence
D B- Behaviour
.,,_~ Fighting
[I '"1'1
Killing
'"7 ' Hard work
"7·' Reconciliation

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PLENARY Sharing:

l • Participants in groups display their triangles and move around explaining to

others. (Gallery Walk)
7 ACTIVITY 5: Role Play/Case Study

Time: 90 min.

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LEARNING AREA: Formation And Types Of Conflict

SCHEME OF WORK

General Objectives: Participants should be able to:

w- Learn how conflict forms and develops

w Analyse types of conflict
c:zr- Understand the different types of conflict

SPECIFIC OBJECTNES CONTENT INTEGRATED ACTNITIES MATERIALS

The participants should be ► Conflict with the environment APPLICATION OF WIN /WIN ► Manual
able to: ► Desertification ► Conversations and brain- ► Hand outs
► Deforestation storming ► Paper
► List the different types of ► Encroaching on wetlands ► Sensitisation/ education ► Manilla paper
conflict ► Overgrazing ► Re-allocation ► Flip chart
► Identify how they are ► Dumping garbage ► Tree-planting stand
manifested ► etc. ► Mutual interaction and ► Markers
► Demonstrate conflict ► Comm unitv Conflict consultations ► Pictures of
situations ► Eviction ► Negotiation snowman,
► Analyse the advantages ► Harassment ► Compensation bush beetle
and disadvantages of these ► Land deprivation ► Role-plays ► Tree seedlings
conflicts ► Tribal ethnicity ► Cultural exchange and
► Rigidity and culture refusal to exposure
change ► Drama, music etc.
► Structural conflict
► Institutional conflict
► Bad laws and policies

► Leadership

28
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l

j ACTIVITIES

Notes:
J
In view of the FTPP, conflict can be grouped into three categories
[I □ Conflict with the environment
o Conflict with the community and
□ Structural conflict
n i. Conflict with the Environment

D In this category such issues should be considered

• Desertification
• Deforestation
[1 • Encroachment on wetlands
• Overgrazing
• Dumping of garbage and
J • Pollution of all sorts
• etc.
D ii. Conflict with the Community

J • The categories to be examined here include:

• Eviction

J •
•
Harassment
Deprivation of land
• Tribal/ ethnic dislocation and erosion of culture
j • Cultural rigidity and refusal to change

iii. Structural Conflict

l
• Institutionalised conflict:
♦ Laws and policies and
l ♦ Leadership

J
J
29
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l
ACTIVITY1

Participants in 3 groups discuss the issues:

• Give example(s) of each category

• Identify areas where conflict has or is likely to erupt
• Strategies on how FTPP can offer solutions
11
II GROUP 1: ENVIRONMENT

GROUP 2: COMMUNITY
1
GROUP 3: STRUCTURAL
[l
ACTIVITY2
0 Partnership development- strategic approach

,J • Participants use a case study familiar to them according to the three categories
above
] • Brainstorm on the various strategies that would develop partnership approaches to
resolve the related conflict

J
j
[l
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1

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ll
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n
[]
0 EXPERIENCES OF CONFLICT
AND PEACE BUILDING
0
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......__.c.._: ~ c=l c:: .
~
1 c=:J
--- --- ,.._
I I c::::J c::J ~ c::::J :...._J L....J __.

CHAPTER THREE: Experiences of Conflict and Peace Building

SCHEME OF WORK

General Objectives: Participants should be able to:

Qr· Share real life experiences of conflict

SPECIFIC OBJECTIVES CONTENT INTEGRATED MATERIALS

The participants should be
able to:
► Understand that conflict is
a natura] experience
► Understand that every
body experiences conflict
► That conflict affects
different categories of
people differently
► Realise that individuals
have the capacity to create
and sustain peaceful
coexistence
► Integrate Conflict
Resolution/Transformation
into Forest Resource
Management
ACTIVITIES
► Conflict is a natural ► Group work ► Manual
experience ► Sharing in the plenary ► Paper
► Effects of conflict on ► Role-play ► Pens
different categories of ► Drawing (My Beautiful ► Markers
people World) ► Video-tapes:
► Personal conflict ► Video show ■ At the Cross Roads-
► Women's experience of ► Discussion Uganda
conflict and peace ■ S.A -Thokosa Video
► Community experience of Dialogue
conflict/ peace • Mountain Elgon National
► Integrating gender Park local committee
awareness into Forestry conflict (Mbale)
Resource Management • Ngorongoro National
► Creating Peace Park Experience
► Sustaining Peace (Tanzania)
► Peaceful coexistence
► Forestry resources
► Management of Forest
Resource

32
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1
ACTIVITIES
I Experiences of Conflict and Peace Building

0 Introduction:

0 Conflict is a natural experience, but its effect on different categories of people depends
on a variety of issues. For example, personal conflict impacts us according to personal
upbringing, culture, education, the environment and the people around our physical

0 make up and health.

LEARNING AREA 1
I Practical Application on the Win-Win Principle

0 Time: 120 min.

n
(I
J
D
n
D
n
D
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33
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[l
Aims and Objectives:
J The activities in this chapter aim at enabling the participants to:

n • Share real life experiences of Conflict and Peace,

• Integrate Conflict Resolution/Transformation into Forestry Resource Management.

LEARNING AREA 2: Sharing of Experiences

Introduction

Both men and women, children and adults are affected differently. In this chapter,
gender awareness will be given prominence. There is need for integration of gender
l into forestry resource management. The need for Peace and a Peaceful coexistence is
a basic need for all human beings. So incorporate the creation and sustenance of Peace
and Peaceful coexistence into forest resources and management will be given a
l practical experience in this chapter.

Emphasis will be put on the fact that an individual has the capacity to create and
D sustain Peaceful coexistence.

n ACTIVITY 1: Women's Experience of Conflict and Peace

J Time: 90 min.

n
D
ll
j
l
D
J
J
J
34
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[]
ACTIVITY 2: Video Show-Thokosa Video Dialogue (Africa search for Common Ground)
J Time: 60 min.

n
u
CT

D
[J
n
PERSONAL NOTES:
0
[I
D
D
I
n
D
0
0
0
J 35
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7
n
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n RESPONDING TO CONFLICT
AND VIOLENCE
Il
l
n
1
n
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J
n
J
J
J 36
 L....J [_j c=i t::::J ::__i c=:J ~
---- .____i [,_J c::J LJ ___J
--
r- A
L-J ---'

CHAPTER FOUR: Responding to Conflict and Violence

SCHEME OF WORK

General Objectives: Participants should be able to understand that

w Reaction to conflict depends on an individual's perception

qr Violence can be avoided

SPECIFIC OBJECTNES CONTENT INTEGRATED-ACTIVITIES MATERIALS

The participants should be ► Conflict as a means of ► Group discussions ► Manual
able to: development ► Demonstration in pairs e.g. ► Handouts
► Constructive conflict pair drawing ► Paper
► Demonstrate both positive ► or conflict positively ► Role-play ► Manilla paper
and negative conflict perceived: ► Brain-storming ► Pens
► Identify indicators of ► As a problem to solve ► Plenary/ sharing ► Markers
conflict as a problem to ► As a means to an end ► Use of models ► One ripe orange
solve or as a fight ► As a fight ■ the ostrich ► Pictures of:

► List down the ► Consequences of ■ the hippo ■ Ostrich

consequences of a conflict negative and positive ■ cassava ■ Hippo
► Identify both the entry and conflict ■ Case study-the orange and Cassava etc
■

exit points to violence ► Entry points to violent the Children ■ Old/young

► Identify all the actors in a conflict ► Identifying self with the woman
conflict ► Exit points conflict models in drawing ■ The Charging
► Different actors in Buffalo
conflict

37
 I
1
ACTIVITIES
l Introduction:

Responding to Conflict and Violence (fight, flight, flow) depends on individual

perceptions, background and aptitudes. Also training in Conflict Resolution and
transformation conditions one to avoid violence and apply non-violent alternative
mechanisms.

In this chapter, participants will be carried through activities that will facilitate them
to experience pertinent issues in conflict transformation such as:

That conflict when perceived as a means to an end becomes aggression

That conflict when seen as a fight ends in destruction
. ) Avoidance
! That conflict when perceived positively and constructively becomes a
means to resolve problems and leads to development and thus

7 relationship and community.

Participants will be facilitated to:

7 • Identify consequences of positive and negative

• Look for enuy points to violent conflict, such
conflict,
as wars, fights, domestic quarrels
and destruction, poverty, disease and the like;
] • Look at the different actors in the conflict and thus strategise on the appropriate
approaches to respond to conflict and violence when it occurs .

.l LEARNING AREA: Practical Experiences Of Responses .

.J Activity 1: Group Discussions

l
J

J Activity 2: Escalation of Conflict: Use of models ie: (Appendix 5)

The ostrich, the hippo 1 iceberg, the charging buffalo etc.

J • Participants will be shown pictures of the above models (newsprint)
• Discuss the behaviour indicated
• Reflect on themselves and try to identify with any of the animals in their
response to conflict
Activity 3: Role play

38
 1

n
J •
•
Needs, Interests, Demands and Positions
Study the case study about the "Orange" and role play it
• Discuss /brainstorm on Entry Points and Exit Points
D Activity 4: Perception: the Old/Young woman (appendix 6)

n Introduction:

□
It is vital that we understand that how we see situations and understand them
depends on our past and current experience. Often we argue and fight over the
same thing, not realizing it is because our experience and understanding are
0 different.

'J

n
[l
Activity 5: Group Work

D • Participants identify a real or anticipated conflict among the FTPP community

• Demonstrate the three responses i.e. Conflict as:
j ♦ A means to an end
♦ A fight
♦ A problem to be solved

1 • Demonstrate/write the consequences of both positive and negative responses

• Note the entry points into and exit points out of the conflict by the different
actors
J • Sharing/ presentation: Groups will present their experiences
• Have open discussion on the significance of their experiences to their work
j
j
J
J
]
39
ll
n
n
n
0
0
D
D
[l
n CONFLICT TRANSFORMATION SKILLS

n
D
0
0
l1
[I
Q
n
J 40
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I
c::J c::J c::::l c::=1 c:J i::=J c:::J c=J .....___.
r-""' ~ c:::J ---..i ----' r:::::J .___ ___,

CHAPTER FIVE: Conflict Transformation Skills

General Objectives: Participants should be able to examine the various tools for the following:

Qr-
Conflict Prevention c:£1"'
Conflict Resolution
ar- Conflict Management (j/1"
Conflict Transformation and Reconciliation

SPECIFIC OBJECTNES CONTENT INTEGRATED ACTNITIES MATERIALS

The participants should be ► Effective Communication ► Games and exercises ► Manual
able to: ► Mediation VS Arbitration ► Listening skills ► Paper
► African Traditional ► Group/ pair work ► Manilla paper
► Learn appropriate methods of ► Collection of proverbs, ► News print
mechanisms of dealing Reconciliation songs ► Video: Under the
with conflict ■ i.e. Rituals ► Interpretation of totems BaobabTree (S.A)
► Learn when to apply a Proverbs, wise sayings and taboos ► Markers etc.
■

particular type of ■ Taboo, totems, ► Role play of rituals ► Map of Uganda

mechanism Superstitions ► Dances with Forests, Game
► Examine African ■ Marriage institution ► Brain storming Parks, Nature
Traditional means of ■ Joking relationships ► Building up a jig saw Reserves and
dealing with conflict ► Leadership puzzle Human Settlements
► Assess personal ability to ► Negotiation
deal with conflict ► Dialogue
► Learn to lay strategies for ► Lobbying and advocacy
influencing policies ► Networking
► Discuss follow-up ► Policy-influencing
mechanisms to assess the strategies
learners interpretation and ► Picking up the broken
application of the skills pieces (Conakry Model)

41
 I
n ACTIVITIES
[I INTRODUCTION:

n • The NON-VIOLENT conflict resolution culture needs to be learned and practiced

technically. There is a number of tools or skills that need to be acquired.

n (See scheme of work content). Each of the mentioned tools needs to be experienced
thoroughly by the participants.

D LEARNING AREA: Effective Communication

n Communication, affirmation and conflict transformation:

It is believed by most anthropologists, scholars and practitioners of active non-violence

D that lack of good communication is nearly always a contributory factor, and sometimes
the most important factor, in conflict. Good communication is both an expression of
0 respect and a means of creating it. It brings tension to the surface and helps decrease it
by expressing emotions and letting off steam. Good communication takes away
feeling of loneliness and clarifies situations. It is the route to understanding and
n reaching agreement. When we make the effort to listen attentively and express
ourselves clearly, we can ease feelings and help clarify the nature of a conflict. And
being listened to helps clarify one's own ideas. Affirmation is an important part of
j good communication. Affirmation encourages self-confidence, leading to less
defensiveness and aggression. When people feel affirmed they find it easier to
communicate personal ideas and feelings. Having a strong sense of self makes it easier
to accept criticism. People who are affirmed have an increased sense of well-being and
readiness to learn

Activity 1: Listening Skills (Games and exercises)

l]
Exercise (i) Talk at the same time

[) Time: 60 min.

0
J
[I
D
42
fl
Questions:

0 o How do you feel?

o Did you communicate to your partner? Why? Why not?
D o Comment on your voices, your body movements, language (words used)
o How did you end the argument?

n Exercise ii: Not Listening:

0
[]
n

[]

J
D
D Exercise iii: Active Listening:

D
0
D
n
Summary:
D • Participants to draw conclusion answering the following:
□ What is communication?
□ What are the characteristics of active listening?
fj □ What are the barriers to effective communication?
LEARNING AREA: FEEDBACK SKILLS (seH and mutual criticism)

J
43
u
] Feedback helps:

► Ensure that everyone is able to make their best contribution

n ►
►
Remove points of friction
Each person to know wheres/he stands
► To soon build solidarity and trust in the groups if constructive suggestions
0 are given

Feedback should also involve two-way communication that involves active listening
0 skills.

II Personal feedback means receiving information on how other people have reacted to
one's own behaviour in a particular situation.

0 Giving Feedback:

♦ We can only give feedback helpfully to a person if they know that we accept and
D appreciate them as a person
♦ It is important that an atmosphere of trust and mutual appreciation be
established when feed back is given. This can only exist if we give genuine,
f I positive as well as negative feedback
♦ Feed back should only be given if the person wants to know how others see

[] him/her and has asked for feedback. It should be offered, not forced upon a
person
♦ Feedback should deal with what a person did, their behaviour, not their

[I motivation
♦ It is often best if we can present negative feedback as our own problem, a sharing
of our personal feelings when something happened. For example, "I felt
] humiliated when you interrupted and brushed aside my suggestion just now''
and not: "You always try to make people feel they have nothing to contribute''

n ♦ Each person should express only their own feelings and not assume that the
whole group felt that way. Others can say so for themselves if they did
♦ Feedback should deal with things that can be changed. "I would find it easier to
listen if you made fewer points at one time" and not "Your accent drives me
D mad" or "I do not like the shape of your ears"
♦ Make sure feedback is understood

u ♦ Make sure it is accepted

♦ Pay attention to body language
♦ Make sure what future action is agreed

D
[J
D Receiving Feedback:

44
 1

D
D ♦ We learn most from feedback if we listen carefully to the feelings expressed and
► Do not try to defend our behaviour or
► Give reasons about why we acted in a particular way

D ♦ One cannot argue with FEELINGS. If a person felt bored or irritated or

humiliated, it is no good telling them that 'they ought not to have felt that way'.

n Each person is the expert on their own feelings. Only by listening carefully to
their analysis of what caused these feelings of boredom, irritation or humiliation,

n can we learn how to avoid boring, irritating or humiliating other people in the
future

D ♦ A person receiving feedback always has the right to decide whens/he has had
enough for the time being. Just say, "O.K. thanks very much. I will think about
all that, but I think it would be good to move on to someone or something else
ll ♦
now"
A person who receives negative feedback should remember that different people
react differently to different behaviour. They may like to check how others
D reacted to the same thing. If only one person reacted negatively, s/he might
decide to do nothing about it, but if the entire group felt the same way, s/he

n might realize that it is important to try and change that behaviour.

Other important points about receiving feedback:

D ► Listen until the feedback is complete

► Accept praise and compliments assertively
D ►
►
If the feedback is vague ask for it to be more specific
Interpret feedback critically; is it valid or not?
► Take responsibility for the parts of feedback you want to act on
Q ► If the feedback is critical of your behaviour/ action has an alternative been
offered?
► Accept any comment first, only then ask for clarification
D ► Give credence to what has been said even if you do not agree
► Ask for details if the person is not specific enough

0 ► Accept any 'facts' without taking (accepting) any putdowns

[l
[I
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D
D
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l]

D
D LEARNING AREA: Negotiation:

Time: 60 min
D In order for us to get what we want in life we must learn to bargain and negotiate
for ourselves. Negotiation skills also help us find workable solutions during a

n conflict situation or when we are negotiating a settlement during dialogue or

mediation session. William Ury had done extensive work on subject (see
Appendixes on Negotiation)
D LEARNING AREA: Mediation/ Arbitration

D
D
D
D Characteristics of a Mediator

• Objectivity
D • Supportive
, Non- Judgmental
• Asking Questions
[] • Does not own the Problem/Solution
• Leads the Parties to come to/dialogue and Common Understanding
• Facilitates a Common Agreement
D
J MEDIATION

]
46
 l
n Party A
►
PartyB

n Listen

Dialogue
fl
Question

D
n Mediator

fl
MEDIATOR

n • Brings them to understand each others' needs and interests.

n •

•
Communication is going through the mediator, gives a chance to listen to each
other.
The parties then decide the way forward
D ARBITRATION

n
D #G)~
n Party C @ 0 Party B

NOTE:
In Arbitration, only one party ARBITRATOR
gets satisfied while the other is sad and • Talks to the parties in conflict
D bitter, looks for revenge directly
• Does not facilitate them to
dialogue
D - Judges who is right and who is
wrong

n - Gives redress etc.

- It is a win-lose situation

D
n 47
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l
THE MEDIATION TRIANGLES
n f OSITION: what is said

n ______ § RESTS: what is wanted

~.....,.......,......, ....... ~~-~ ~ ASIC NEED: real needs

I

I
ll
D
THE MEDIATION/COMPROMISE TRIANGLES
D Party A Party B

n Position ◄
"""'lr-------- ____... Position

n Interest ___,,. Interest

Basic Needs

l
C - COMPROMISE

D
D MEDIATOR

D • Looks for what is shared and uses it for a positive outcome for all Negotiates on
the interests
• Does not ignore the position but overlooks them
D
D
D
D

D NOTE:

[]
48
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n
IF NOTHING IS SHARED THE MEDIATION BECOMES IMPOSSIBLE
[l
ACTIVITY: Case study/ Role play Arbitration/Mediation
[l
D
D
fI
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LEARNING AREA: African Traditional Methods of Reconciliation
n Time: 60 min

]
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D
0
D
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7
f

j GROUPWORK

J 49
7
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n Time: 60 min.

n
0
0
0
D
D
D
n ACTIVITY 1: building up a jig-saw puzzle

n Time: 30 min.

D
D
D
0
[1
0
D
D ACTIVITY 2: Video show and discussion

[j
50
n
 1
Ll
Time: 45 min.
[I UNDER THE BAOBAB TREE- Africa Search for Common Ground, S. Africa

D
n
D
n
D
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n
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D
D
n
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[]
D
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D
D
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D
D
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RECONSTRUCTION OF SELF
J AND CONFLICT RESOLUTION
u
0
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D
D
D
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D
D 52
n
= c:=i C:=! c::J c::J c:::::: c:J c::J c=:J c....:.:c:::J c::J c::::J c:::J ::::::: c::J c:J c::J c:::=: c::::::J r:::=:J

CHAPTER SIX: Reconstruction of Self and Conflict Resolution

SHEME OF WORK

qr
General Objectives: Participants should be able to:

► Know themselves better and

► Strengthen their own daily conflict resolution skill

SPECIFIC OBJECTIVES CONTENT INTEGRATED-ACTIVITIES MATERIALS

The participants should be ► Personal Profile ► Fill in the Profile form ► Manual
able to: ► Tree of Life ► Draw and share personal ► Handouts
► The River of Life life experiences ► Profile forms
► Examine their own conflict ► Strengthening the line ► Write and exchange ► Manilla paper
resolution skills between the addresses ► Paper
► Identify the non-violent comm unity and ► Write/ speak positively ► News print
alternative means of environment through about others ► Markers
resolving conflict NETWORKING ► Simulate/ role play ► Flip chart stand
► Identify and make alliances ► Advocacy and lobbying and advocacy ► Video Under the
through net-working Lobbying strategies Baobab Tree
► Learn to give and receive ► Information giving ► Examine and pass proper ► Pens
affirmation ► Affirmation of one information to clients and ► Pencils
► Learn to advocate and another allies
lobby for policy change
collectively

53
f I
ACTIVITIES
0
INTRODUCTION:
0 In the self reconstruction and Conflict Resolution participants are enabled to know

n themselves better and strengthen their own daily Conflict Resolution skills.

Personal Conflict Profile: Participants learn and discover their strengths and
weaknesses of dealing with conflict and learn how and where to improve where
[I necessary.

They renew or make a commitment through the Tree of life, identify themselves
D with the parts of the Tree and practically commit themselves i.e. Like the roots
which are life-giving to the tree as they collect the food and feed the Tree. So with

u the participant be to the community.

The River of life is a practical mechanism for encouragement. A river has

ll tributaries, just like life. Participants look at their life span - examine both successes
and challenges, look at the roadblock encountered and how they overcame them.

n In this reconstruction exercise there is need to make alliances. NETWORKING -

strengthens the link between the community and environment. Participants are
practically facilitated to choose networking friends among themselves. This again
D strengthens their collective lobbying and advocacy work.

fl Lastly there is affirming of one another. It is not very often that people hear of the
good they have done. It is more often the bad that is blown out of proportion. In the
above activity participants write something positive i.e. a message, a praise etc.
D genuinely about and for one another. After the Peace workshop participants take
with them these messages.

n ACTIVITY 1: Personal Profile (Appendix 7)

D Time: 60 min.

n
[j
D
D
j
54
 l
7
ACTIVITY 2: Drawing the Tree of Life
1 Time: 60 min.

l
J
D
n ACTIVITY 3: The River of Life (see appendix)

D Time: 60 min.

D
D
J

7 ACTIVITY 4: Networking
J Time: 30 min.

D
[]

J
~I
D
ACTIVITY 5: Affirming of One Another
tl Time: 60 min.

55
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] ACTIVITY 6: Simulation/Role Play

Time: 90 min.

)
]

56
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1

I
l PROMOTION OF WORKABLE
AND SUSTAINABLE SOLUTIONS
(THE WAY FORWARD)

]
]

57
 ..

CHAPTER SEVEN: Promotion of Workable and Sustainable Solutions

(The Way Forward)

General Objectives: Participants should be able to:

<:if> Learn to adapt the knowledge acquired during the workshop to their local environment

SPECIFIC OBJECTIVES CONTENT INTEGRATED- MATERIALS

ACTIVITIES
The participants should be ► ACTION PLAN ► Brain storming ► Manual
able to: ■ Programming of ► Comparative analysis ► Reports
activities ► Situation analysis ► Paper
► Have a better ■ Early Action and Early ► Projections ► Pens
understanding of Response strategies ► Group Work on ► Pencils
situations, challenges, ► Situations Action Plan Strategies ► Makers
abilities and experiences ► Challenges ► Sharing and drawing ► Flip Chart Board
► Design workable strategies ► Abilities the final Workable ► Audio-Visuals
and harness both human ► Experiences Plan of Action ► Charts
and material resources ► Strategies ► Graph paper
► Review and re-engineer the ► Scope and content of
scope and content of their activities
activities ► Committee work
► Discuss lobbying and
advocating for
environment issues

58
 ACTIVITIES

Promotion of Workable and Sustainable Solutions

- The Way Forward

INTRODUCTION:

Having gone through and identified the conflict experiences, having learned and
practiced Conflict Resolution Skills, this chapter facilitates the participants through
strategising for the future. They work out an action plan that will help to sustain
the solutions and apply the skills learned during the workshop.

The experiences here are "Action plan" where participants programme their
activities which will enable them to plan early action and response strategies. They
identify latent situations of conflict, arouse their awareness to the challenges to their
I capacity to handle new experiences, foresee the scope and scrutinise the content of
activities and form Work Committees.

I ACTIVITY: Action Plan

Time: 120 min.

]
I

]
l

59
PERSONAL NOTES:

60
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I
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TRAINING SKILLS-HOW TO PREP ARE
l
AND CONDUCT A WORKSHOP

61
 CHAPTER EIGHT: Training Skills-How to Prepare and Conduct a Workshop

SCHEME OF WORK

General Objectives: Participants should be able to:

~ Acquire skills for imparting knowledge on Conflict Resolution/Transformation to others as Trainers

~ Inculcate values of sustaining the environment into their local communities

SPECIFIC OBJECTNES CONTENT INTEGRATED ACTNITIES MATERIALS

► ► Workshop scope ► Training
The participants should be ► Manual
able to: ► Meetings ► Reading ► Paper
► Categories of participants ► Lectures ► Books
► Acquire skills as trainers ► Budget ► Designing Role plays ► Audio
► Design a workshop ► Sourcing ► Writing case-studies Visuals
► Identify participants ► Animation Techniques ► Discussions ► Manilla paper
► Identify financial and ► Learning Environment ► Demonstrative games ► Markers
human resources for the ► Strategies ► Sharing experiences ► Pens
training ► Timeflame ► Simulations
► Animate participants for ► Way Forward ► Field trips
learning ► Evaluation skills ► Exchange visits
► Create a learning ► Supervisory skills ► Post workshop action plan
environment and follow-up
► Guide their participants to
draw strategies and arrive
at meaningful resolutions
► Draw and conduct one-day
mock workshop (trial)
► Organise and plan a field
trip and exchange visit

62
 ACTIVITIES

Introduction:

Participants will acquire the basic skills that will help them design a workshop
Some technical items to consider:
1
• Workshop scope:
♦ That is how big is the workshop
♦ What it is covering i.e. topical outline

l ♦ What are the objectives of the workshop and its outcome, impact
• Meetings:
1 Several meetings are held to work out strategies and finally organise the
J workshop.
• There is need to identify the target group and make contact: i.e. visit them to
study their situation, find out about their training needs, build trust, etc.
] • Budgeting: This is a necessary part of the workshop.
See related costs in terms of material and human resources are considered in
] detail.
Learn from past experience in order not to leave out anything of importance.
• Source:
Identify the source for funding the workshop.
• Animation techniques:
These are things like advertising the workshop to arouse the target's interest and
willingness to participate
• Learning environment:

l This implies choice of venue and deliberating on the learning atmosphere. It

must be conducive and relevant.
• Strategising:
l This implies outlining of the activities, methods, material and human resources
and the order of the activities;
Way forward:
1 Future plans and implementation of the plan (who, what, where, when, how etc.)
• Evaluation skills:
This is to assess and make an informed judgment on the activities of the
workshop, the success and the impact on the beneficiaries
• Supervisory skills:
This means how to monitor and supervise the implementation stage.

63
 How to Prepare and Conduct a Workshop

Time: 120 min .

.J

CONCLUSION

Groups will be given 30 minutes to prepare themselves.

Group 1
Prepare and explain/ discuss the teaching methods (all)

Group 2
Design 10 questions to be used to brainstorm and review the workshop activities.

Group 3
] Prepare an evaluation form for evaluating the whole workshop activities and
procedure and conduct it.

64
 Group4

Write 10 recommendations
Write 5 resolutions for a press release
Write a short summary to be used for closing the workshop by the official invited.

WORKSHOPPROCEDURE

Stages:

I Preparation:

1 - Meetings
- On spot need assessment
- Budgeting
- Facilitation
- Invitation letters
- Drawing the programme
- Material required

II The workshop process

- Community Building
- Tapical handling
- In built evaluation and energisers

III Report writing

- Supervision
- Follow up impact evaluation

65
 METHODOLOGIES RECOMMENDED

66
 - .....__. .....__, .....__, .____, '--....l '-...I

CHAPTER NINE: METHODOLOGIES RECOMMENDED

SCHEME OF WORK

General Objectives: Participants should be able to:

('ff' Acquire new methods and approaches to Conflict Resolution Transformation skills training

SPECIFIC OBJECTWES CONTENT INTEGRA TED-ACTWITIES MATERIALS

The participants should be - Participant-centred - Discussions - Manual
able to: - Activity-based - Brainstorming - Manilla paper
- Written - Illustrating different methods - Flip chart
i. Examine the New Methods - Verbal practically - Newsprint
used during the workshop - Brainstorming - Drumming - Markers
ii. Compare and contrast with - Discussion groups - Acting
their former approaches - Role-play and - etc.
iii. Integrate applicable old Simulation
methods to the new ones - Case study
iv. Practice and internalise the - Energisers/ ice
new approaches breakers
- Drama, music, dance
- Poetry writing/ reciting
- Proverbs
- Collection of extracts
and posting them
- Pictorial illustrations
- Electronics
- Visits exchange/ sites
- Group work

67
 ACTIVITIES

INTRODUCTION:

There is a variety of methodologies used in conflict resolution and

transformation skills training. All the activities are participatory, participant
centred and activity-based. Among these, are several activities such as
brainstorming, discussions in groups, pairs or open discussion in plenary.

Role plays, simulations, music, dance and drama are used in order to drive
the point home. Participants go through case studies. Energisers, Poetry
writing and reciting are also instructive. Participants collect extracts from
newspapers, the Bible, the Koran etc in order to reinforce the training with
morality .

In the training, participants illustrate their experiences pictorially. Electronics

and media are used when and where appropriate.

Exchange visits and group site visits have been the most effective methods in
reducing prejudices which are some of the root causes of conflict.

The correct and appropriate application of these methods is very relevant

because participants explore their potential and have hands on experiences as
they learn. It is the "do it yourself' that leaves a lasting impression on the
learner.

All these methods as experienced during the workshop should enable the
participants to acquire new methods and approaches to conflict resolution
and transformation skills training.

ACTIVITY: Applying the Methods Practically

Time 60 min.

68
,

1
WORKSHOP EVALUATION

69
 - '-- --- 1.-J ~ ..___ ~ ~ ~ - i.-

CHAPTER TEN: WORKSHOP EVALUATION

SCHEME OF WORK

General Objectives: Participants should be able to:

Cu' Give an independent evaluation of the workshop and its impact on themselves

SPECIFIC OBJECTIVES CONTENT INTEGRATED-ACTIVITIES MATERIALS

The participants should be - Evaluation questions - Filling in the evaluation - Manual
able to: - Suggestions forms - Evaluation forms
- Recommendations - Discussion - Paper
i. Assess the impact of the - Pens
workshop
ii. Asses the strength or
weakness of the training
iii. Suggest approaches to
enhance Conflict
Resolution Approaches
iv. Give recommendations for
future action

70
 CHAPTER TEN: WORKSHOP EVALUATION

INTRODUCTION:

In the evaluation the participants assess their experience during the workshop.
They refer to their expectations and workshop objectives. They then make an
informed objective judgment whether they have achieved their expectations or not.
In other words, they sound out the impacted change and transformation on them
brought about by the experiences in the workshop.

Also, participants have the opportunity to make an independent contribution

through suggestions, recommendations and general improvement of future
workshops.

ACTIVITY: Evaluation (Appendix 8)

l Time 30 min.

l END OF TRAINING OF TRAINERS WORKSHOP

71
.,

7
j

,
APPENDICES

72