CSPP GUIDEBOOK

A CONFLICT SENSITIVE AND PEACE PROMOTING

APPROACH TO PEACEBUILDING
FOREWORD

When all the noise of the busy day subsides, as the quietness of night seeps in to give way to
rest, our solitude leaves us with a thought: what do we leave behind?

Peacebuilding, both as passion and work, knows no time. While the different facets of attaining
a comprehensive peace process are ideally designed to be time-bound, the intrinsic quality of
peacebuilding work lies in the predictability of unpredictability—be it from the development of
situations on the ground, to the changing personalities and stakeholders involved.

The challenge to peacebuilders is not to be taken aback, but instead, to step back from the
hustle-and-bustle, and step up to preserve the peace.

The Harmony Prayer best puts it: We humbly call upon the Almighty to give us the strength,
wisdom, and courage to live a “life in dialogue”— with the reality of facilitating environments
for dialogue even “in the midst of divisions and conflicts”, so as “to build peace with all people”.

The publication of selected knowledge products, or KPs, from the Office of the Presidential
Adviser on the Peace Process (OPAPP) attempts to be a written legacy of such valuable
reminder—that there is no one-size-fits-all solution to conflict and that situations and
stakeholders have to be understood using different paradigms and approaches. Anyone who is
committed to living a life in harmony with others should be equipped with knowledge products
that provide him or her such lenses of understanding.

This knowledge product entitled “CSPP Guidebook: A Conflict Sensitive and Peace Promoting
Approach to Peacebuilding” aims to embed a lens of conflict sensitivity and peace promotion to
officials, leaders and decision-makers in order to provide them a better grasp in planning and
designing more responsive policies, plans, projects, and programs.

Like all the rest of the publications in this series, the CSPP Guidebook hopes to make a
committed partner out of its readers—a partner in braving to live this life of dialogue towards
peace.

Ladies and gentlemen, friends of the peace process, this is the legacy we leave behind.

Secretary Teresita Quintos Deles

Presidential Adviser on the Peace Process
ABOUT THE GUIDEBOOK

CSPP Writing Team

Jennifer Santiago Oreta, PhD (Editor-in-chief)
Joan Tolibas
Miracle Espinas
Gonzalo Galang
Lakambini Magdamo
Monitoring and Evaluation Unit, 2014-2016
DEFINITION OF TERMS

Ancestral Domain All areas generally belonging to ICCs/IPs comprising lands,

inland waters, coastal areas, and natural resources therein, held
under a claim of ownership, occupied or possessed by ICCs/IPs,
by themselves or through their ancestors, communally or
individually since time immemorial, continuously to the present
except when interrupted by war, force majeure or displacement
by force, deceit, stealth or as a consequence of government
projects or any other voluntary dealings entered into by
government and private individuals/corporations, and which
are necessary to ensure their economic, social and cultural
welfare. It shall include ancestral lands, forests, pasture,
residential, agricultural, and other lands individually owned
whether alienable and disposable or otherwise, hunting
grounds, burial grounds, worship areas, bodies of water, mineral
and other natural resources, and lands which may no longer be
exclusively occupied by ICCs/IPs but from which they
traditionally had access to for their subsistence and traditional
activities, particularly the home ranges of ICCs/IPs who are still
nomadic and/or shifting cultivators. (RA 8371, Sec 3a)

Armed Conflict Any use of force or armed violence between States or a

protracted armed violence between governmental authorities
and organized armed groups or between such groups within a
State: Provided, That such force or armed violence gives rise, or
may give rise, to a situation to which the Geneva Conventions of
12 August 1949, including their common Article 3, apply. Armed
conflict may be international, that is, between two (2) or more
States, including belligerent occupation; or non-international,
that is, between governmental authorities and organized armed
groups or between such groups within a State. It does not cover
internal disturbances or tensions such as riots, isolated and
sporadic acts of violence or other acts of a similar nature (RA
9851, Ch 2, Sec 3c)

Certificate of Ancestral A title formally recognizing the rights of possession and

Domain Title ownership of ICCs/IPs over their ancestral domains identified
and delineated in accordance with IPRA law (RA 8371, Sec 3c)

Certificate of Ancestral A title formally recognizing the rights of ICCs/IPs over their
Lands Title ancestral lands (RA 8371, Sec 3d)

Children Persons below 18 years of age or those over but are unable to
fully take care of themselves from abuse, neglect, cruelty,
exploitation or discrimination because of a physical or mental
disability or condition (RA 7610, Sec 3)

Conflict-Affected Areas Communities where (a) there are actual armed encounters
between the government forces and political armed groups; or
(b) where political armed groups dominates the state of affairs
of the community.

Conflict-Vulnerable Areas Communities that are proximate to CAAs, where possible “side-
stepping” of armed group(s) are imminent. It can also include
GIDA areas (geographically isolated & disadvantaged areas)
whose resources (actual or symbolic resource) are deemed
valuable by the political armed group.

Customary Laws Body of written and/or unwritten rules, usages, customs and
practices traditionally and continually recognized, accepted and
observed by respective ICCs/IPs (RA 8371, Sec 3f)

Disability Shall mean 1) a physical or mental impairment that substantially

limits one or more psychological, physiological or anatomical
function of an individual or activities of such individual; 2) a
record of such impairment; or 3) being regarded as having an
impairment (RA 7277, Sec 4c)

Former Rebel is a former member of armed group, who is any person who has
had direct (combat) or indirect (support) role in armed conflict
(Operational Guide to IDDRS, p. 47)

Free Prior and Informed The consensus of all members of the ICCs/IPs to be determined
Consent in accordance with their respective customary laws and
practices, free from any external manipulation, interference and
coercion, and obtained after fully disclosing the intent and scope
of the activity, in a language and process understandable to the
community (RA 8371, Sec 3g)

Indigenous Cultural Group of people or homogenous societies identified by self-

Communities / ascription and ascription by others, who have continuously lived
Indigenous Peoples as organized community on communally bounded and defined
territory, and who have, under claims of ownership since time
immemorial, occupied, possessed and utilized such territories,
sharing common bonds of language, customs, traditions and
other distinctive cultural traits, or who have, through resistance
 to political, social and cultural inroads of colonization, non-
indigenous religions and cultures, became historically
differentiated from the majority of Filipinos. ICCs/IPs shall
likewise include peoples who are regarded as indigenous on
account of their descent from the populations which inhabited
the country, at the time of conquest or colonization, or at the
time of inroads of non-indigenous religions and cultures, or the
establishment of present state boundaries, who retain some or
all of their own social, economic, cultural and political
institutions, but who may have been displaced from their
traditional domains or who may have resettled outside their
ancestral domains (RA 8371, Sec 3h)

Indigenous Political Organizational and cultural leadership systems, institutions,

Structures relationships, patterns and processes for decision-making and
participation, identified by ICCs/IPs such as, but not limited to,
Council of Elders, Council of Timuays, Bodong Holders, or any
other tribunal or body of similar nature (RA 8371, Sec 3i)

Most Vulnerable Groups for the purpose of the Minimum Requirements only, MVGs is
synonymous to the five (5) most vulnerable groups of concern:
Women, Children, Elderly, Indigenous Peoples and Persons-
with-disabilities

Peacebuilding Refers to the reconstruction of the foundations of peace that

include institution building/strengthening, re-establishing the
rule of law and ensuring access to justice, normalization,
providing assistance for development, and creating
opportunities for the reintegration of former combatants into
civilian society.

Peacekeeping Facilitation of transition from state of conflict to state of peace; it

usually involves security sector and civil society actors working
together to enforce peace and mitigate conflict.

Peacemaking Responding to and addressing on-going conflict through political

mediation and peace enforcement; it involves diplomacy and
negotiations that seek to avoid conflict and creates the space for
the parties involved to come together in the peace table.

Persons-with-disability / Persons suffering from restriction or different abilities, as a

"Disabled Persons" result of a mental, physical or sensory impairment, to perform
an activity in the manner or within the range considered normal
for a human being. (RA 7277, Sec 4a)
Rehabilitation (for a An integrated approach to physical, social, cultural, spiritual,
Person-with-disability) educational and vocation measures that create conditions for the
individual to attain the highest possible level of functional ability
(RA 7277, Sec 4e)

Senior Citizen Any resident citizen of the Philippines at least sixty (60) years
old (RA 9994, Sec 3)

Sexual Violence Sexual violence refers to an act which is sexual in nature,

committed against a woman or her child. (RA 9262, Sec 3)

Time Immemorial A period of time when as far back as memory can go, certain
ICCs/IPs are known to have occupied, possessed in the concept
of owner, and utilized a defined territory devolved to them, by
operation of customary law or inherited from their ancestors, in
accordance with their customs and traditions (RA 8371, Sec 3p)

Violence against Women Any act of gender-based violence that results in, or is likely to
result in, physical, sexual, or psychological harm or suffering to
women, including threats of such acts, coercion, or arbitrary
deprivation of liberty, whether occurring in public or in private
life (RA 9710, Ch2, Sec 4k)

Violence against Women Any act or a series of acts committed by any person against a
and Children woman who is his wife, former wife, or against a woman with
whom the person has or had a sexual or dating relationship, or
with whom he has a common child, or against her child whether
legitimate or illegitimate, within or without the family abode,
which result in or is likely to result in physical, sexual,
psychological harm or suffering, or economic abuse including
threats of such acts, battery, assault, coercion, harassment or
arbitrary deprivation of liberty (RA 9262, Sec 3a)
ACRONYMS
ADSDPP Ancestral Domain Sustainable Development Protection Plan
AFP Armed Forces of the Philippines
AIDS Acquired Immune Deficiency Syndrome
ALS Alternative Learning System
ARMM Autonomous Region in Muslim Mindanao
BAC Bids and Awards Committee
BCPC Barangay Council for the Protection of Children
BFAR Bureau of Fisheries and Aquatic Resources
BuB Bottom-up Budgeting
CAA Conflict-Affected Areas
CARP Comprehensive Agrarian Reform Program
CARPER Comprehensive Agrarian Reform Program Extension with Reforms
CCA Community Consultation & Assembly
CD Community Development
CDD Community-Driven Development
CDP-ELA Comprehensive Development Plan-Executive-Legislative Agenda
CEDAW Convention on the Elimination of All Forms of Discrimination
Against Women
CG Core Group
CHED Commission on Higher Education
CIAC Children in Armed Conflict
CICL Children in Conflict with the Law
CM Community Mapping
COA Commission on Audit
COMELEC Commission on Elections
CSAC Children in Situations of Armed Conflict
CSO Civil Society Organization
CSPP Conflict-Sensitive and Peace Promoting
CVA Conflict-Vulnerable Areas
CWC Council for the Welfare of Children
DA Department of Agriculture
DAR Department of Agrarian Reform
DARPO DAR Provincial Office
DBM Department of Budget and Management
DENR Department of Environment and Natural Resources
DepEd Department of Education
DepEd-PO Department of Education – Provincial Office
DFA Department of Foreign Affairs
DFAT Department of Foreign Affairs and Trade
DILG Department of Interior and Local Government
DILG-PO Department of Interior and Local Government – Provincial Office
DND Department of National Defense
DOE Department of Energy
DOH Department of Health
DOH-FHSIS Department of Health – Field Health Services Information System
DOJ Department of Justice
DOLE Department of Labor and Employment
DPWH Department of Public Works and Highways
DSWD Department of Social Welfare and Development
DTI Department of Trade and Industry
EAG Evaluation Advisory Group
ECC Environment Compliance Certificate
FC Former Combatants
FCPMD Field Programs Coordination and Monitoring Division
FPIC Free, Prior, and Informed Consent
FR Former Rebels
GAD Gender and Development
GCRVs Grave Child Rights Violations
GG Good Governance
GIDA Geographically-isolated and disadvantaged areas
GPH Government of the Philippines
GPS Global Positioning System
GSIS Government Service Insurance System
GST Gender Sensitivity Training
HIV Human Immunodeficiency Virus
HoR House of Representative
HRV Human Rights Violation
IAC-CIAC Inter-Agency Committee on Children in Armed Conflict
ICC Indigenous Cultural Communities
IDP Internally Displaced Persons
IEC Information, Education, and Communication
IGP Income Generating Project
IHL International Humanitarian Law
IP Indigenous Peoples
IPRA Indigenous Peoples’ Rights Act
IT Information Technology
JC Joint Committee
JJL Juvenile Justice Law
JMC Joint Memorandum Circular
KC Kalahi-CIDSS
LCPC Local Councils for the Protection of Children
LGU Local Government Unit
LSB Local Special Bodies
M&E Monitoring & Evaluation
MDC Municipal Development Council
MDGs Millennium Development Goals
MEU Monitoring and Evaluation Unit
MISP Moro Islamic Liberation Front
MLGU Municipal Local Government Unit
MOA Memorandum of Agreement
MPOC Municipal Peace and Order Council
MRRS-GCRV Monitoring, Reporting, and Response System for Grave Child Rights
Violations
MT Monitoring Team
MTR Midterm Review
MVGs Most Vulnerable Groups
NAPWPS National Action Plan on Women, Peace, and Security
NCDA National Council on Disability Affairs

NCDDP National Community-Driven Development Project

NCIP National Commission on Indigenous Peoples
NCMF National Commission on Muslim Filipinos
NCWDP National Council for the Welfare of Disabled Persons
NEA National Electrification Administration
NEDA National Economic and Development Authority
NGA National Government Agencies
NGO Non-government Organizations
NIA National Irrigation Administration
NPMO National Program Management Office
NSC National Steering Committee
NSCB National Statistical Coordination Board
NYC National Youth Council
OP Office of the President
OPAPP Office of the Presidential Adviser on the Peace Process
OSCA Office for Senior Citizen Affairs
PA Partner Agency
PAMANA PAyapa at MAsaganang PamayaNAn
PARO Provincial Agrarian Reform Office
PCCU PAMANA and CLIP Coordinating Unit
PCT Project Clearing Team
PCW Philippine Commission on Women
PDC Provincial Development Council
PDCs Peace and Development Communities
PDF Peace and Development Fund
PDP Philippine Development Plan
PENRO Provincial Environment and Natural Resources Office
PEO Provincial Engineering Office
PESO Public Employment Service Office
PFRS PAMANA Feedback and Response System
PHIC Philippine Health Insurance Corporation
PHO Provincial Health Office

PIP Project Implementation Processes

PIS PAMANA Information System
PLGU Provincial Local Government Unit
PME Planning, Monitoring, and Evaluation
PMO Project Management Office
PMS Project Monitoring Service
PNP Philippine National Police
PO People's Organizations
POCs Peace and Order Councils
POPS Peace and Order and Public Safety
PPAs Programs-Projects-Activities
PPDO Provincial Planning and Development Office
PPO Provincial Police Office
PPOC Provincial Peace and Order Council
PPW Philippine Policy Window
PREW Program Review and Evaluation Workshop
PSB Personnel Selection Board
PSWDO Provincial Social Welfare and Development Office
PWDs Persons with Disability
RA Republic Act
RDC Regional Development Council
RLA Regional Line Agencies
RPOC Regional Peace and Order Council
SDGs Sustainable Development Goals
SGBV Sexual and Gender-based Violence
SLP Sustainable Livelihood Program
SSR Security Sector Reform
SSS Social Security System
STD Sexually Transmitted Disease
TAM Transparency and Accountability Mechanisms
TESDA Technical Education and Skills Development Authority
TPM Third Party Monitors
TWGs Technical Working Group
UNSCRs United Nations Security Council Resolutions
VAW Violence against Women
VAWC Violence Against Women and Their Children
WCPD Women and Children’s Protection Desk
WEDGE Women’s Empowerment, Development and Gender Equality
TABLE OF CONTENTS
CHAPTER I: CONFLICT SENSITIVE AND PEACE PROMOTING (CSPP) PARADIGM

The CSPP Principles

Conflict Sensitivity
CSPP Tool 1: Conflict and Peace Needs Analysis
CSPP Tool 2: Stakeholders and Political Issue Mapping
Peace Promoting Interventions
CSPP Tool 3: CSPP Principles Checklist
CSPP creates enabling environment for inclusive growth
Political
Socio-economic
Cultural

CHAPTER II: THE MOST VULNERABLE GROUPS

Who are the most vulnerable in armed conflict?

The need to mainstream the concerns of Most Vulnerable Groups
Disaggregation of data is key!

Women

The National Action Plan on Women, Peace and Security

The National Steering Committee on Women, Peace and Security
CSPP-MVG Tool 1: CSPP Checklist for Women

Children

Who are the Children?

Protecting Children in Armed Conflict (CIAC)
Inter-agency Committee on Children in Armed Conflict
CSPP-MVG Tool 2: CSPP Checklist for Children

Senior Citizens / Elderly

Who are the Senior Citizens?

National Policies and Mandates
The Office of the Senior Citizen Affairs (OSCA)
CSPP-MVG Tool 3: CSPP Checklist for Senior Citizens / Elderly

Persons-with-disabilities

Who are the Persons-with-disability?

Magna Carta for Disabled Persons
The National Council on Disability Affairs (NCDA)
CSPP-MVG Tool 4: CSPP Checklist for Persons-with-disabilities
 Indigenous Peoples

Who are the Indigenous Peoples?

RA 8371: Indigenous Peoples Rights Act (IPRA)
CSPP-MVG Tool 5: CSPP Checklist for Indigenous Peoples

Final words
References

CHAPTER III: SOCIAL PREPARATION PHASE

Social Preparation: Preparing Communities for Peacebuilding Interventions

Principles of Social Preparation
Mechanisms for Social Preparation
Necessary Activities in Social Preparation
Community Consultation and Assembly
Community Mapping
Protecting the Rights and Promoting the Interests of the Most
Vulnerable Groups (MVGs)
Social Preparation Tools
Social Preparation Tool 1:Stakeholder Analysis Form
Social Preparation Tool 2: Community Consultation & Assembly
Feedback Form
Social Preparation Tool 3: Community Profiling
Social Preparation Tool 4: Project Proposal Review Form

CHAPTER IV: CSPP MONITORING

CSPP-Monitoring & Evaluation System

Grounding Conflict and Peace Context
Applying the CSPP Framework in M&E
Applying CSPP in Monitoring

Context Monitoring
Focus Areas for Context Monitoring
Suggested Methodologies for Context Monitoring

Outcomes Monitoring
Focus Areas for Outcomes Monitoring
Suggested Methodologies for Outcomes Monitoring
Institutional Arrangements for Outcomes Monitoring

Implementation Monitoring
Focus Areas for Implementation Monitoring
Processes and Arrangements for Implementation Monitoring
CHAPTER V: CSPP EVALUATION

Program Evaluation and Learning

Evaluation Criteria for Peacebuilding Interventions
Suggested Methodologies for Program Evaluation and Learning

ANNEXES

Annex I Conflict Tree Analysis

Annex II CSPP Monitoring Tools
CSPP Monitoring Tool 1: Generating Local Peace and Development Baseline
CSPP Monitoring Tool 2: Peacebuilding in Governance Resource Mapping
CSPP Monitoring Tool 3: PAMANA Change Stories
CSPP Monitoring Tool 4: PAMANA Peacebuilding Outcomes
CSPP Monitoring Tool 5: Template for Collection of PAMANA Change Stories
CSPP Monitoring Tool 6: Guide Questions for Collection of PAMANA Change Stories
CSPP Monitoring Tool 7: Guidelines for Outcomes Mapping
CSPP Monitoring Tool 8: “Kuwentuhang PAMANA” Discussion Guide for
Community Members
CSPP Monitoring Tool 9: “Kuwentuhang PAMANA” Discussion Guide for Local
Government Officials
CSPP Monitoring Tool 10: Sample Tools and Templates for Implementation
Monitoring
CSPP Monitoring Tool 11: Context Monitoring Form
CSPP Monitoring Tool 12: Project Cycle Stage: Bidding and Procurement
CSPP Monitoring Tool 13: Project Cycle Stage Project Implementation
CSPP Monitoring Tool 14: Project Cycle Stage Project Completion
CSPP Monitoring Tool 15: Validation Report Template
CSPP Monitoring Tool 16: PAMANA Provincial Profiles
Annex III CSPP Program Evaluation and Learning Tools
CSPP Evaluation Tool 1: Sample of a Regional Program Review and Evaluation
Workshop
CSPP Evaluation Tool 2: Proposed Design: Regional Program Review and
Evaluation Workshop
CSPP Evaluation Tool 3: Thematic Areas and Sample Guide Questions for PAMANA
/ Peacebuilding Reflection Sessions
CSPP Evaluation Tool 4: Sample Workshop Design PAMANA Assessment and
Planning Session
CSPP Evaluation Tool 5: Sample Terms of Reference for Third Party Evaluator
CSPP Evaluation Tool 6: Impact Evaluation Template

The Evaluation Advisory Group and Technical Working Group for PAMANA
Program Evaluation Initiatives
Best Practices in Evaluation (NEDA-DBM Joint Memorandum Circular 2015-01 on
the National Evaluation Policy Framework of the Philippines)
Reporting, Dissemination and Use of Evaluations (NEDA-DB< Joint Memorandum
Circular 2015-01 on the National Evaluation Policy Framework of the Philippines)
TABLES

Table 1.1 Sample of a Conflict Sensitive and Peace Promoting (CSPP) Programming

Table 1.2 CSPP deepens understanding of complex relationships in conflict situation

Table 2.1 Sample Disaggregation of Data

Table 2.2 Legal Mandates on Women, Peace and Security

Table 2.3 Pertinent Policies on CIAC

Table 2.4 National Policies on Senior Citizens / Elderly

Table 2.5 Pertinent Policies on Persons-with-disabilities

Table 2.6 National Policies on Indigenous Peoples

Table 3.1 Suggested Program Flow for Community Consultation

Table 3.2 Social Preparation for Most Vulnerable Groups (MVGs)

Table 4.1 Components of CSPP M&E

Table 4.2 Suggested Institutional Arrangements for Context Monitoring

Table 4.3 Context Monitoring Tools found in Annexes

Table 4.4 CSPP Key Outcomes

Table 4.5 Suggested Roles of Institutions in Outcome Monitoring

Table 4.6 Outcome Monitoring Tools found in Annex

Table 4.7 Suggested Role of Agencies in Implementation Monitoring

Table 4.8 Implementation Monitoring Tools

Table 5.1 Evaluation Criteria based on National Evaluation Policy Framework

Table 5.2 National Evaluation Policy Framework and CSPP

Table 5.3 Proposed Institutional Arrangements for Program Evaluation and

Learning
FIGURES

Figure 1.1 Promoting Just and Lasting Peace – the CSPP Approach

Figure 1.2 Conflict Tree

Figure 2.1 The Participants and Victims in Armed Conflict

Figure 2.2 Intersectionalities of vulnerabilities

Figure 2.3 The Sustainable Development Goals

Figure 2.4 The National Action Plan on Women, Peace and Seurity (NAPWPS)
Results Framework

Figure 3.1 The Principles of Social Preparation

Figure 3.2 Social Preparation cuts through the entire project cycle

Figure 3.3 Sample community map

Figure 4.1 Institutional Arrangements for Implementation and Outcomes

Monitoring, as operationalized in PAMANA

Figure 4.2 Process Flow of Monitoring Implementation: The Case of PAMANA

Figure 5.1 National Evaluation Policy Framework

CHAPTER 1:
CONFLICT SENSITIVE & PEACE PROMOTING
(CSPP) PARADIGM

Conflict Sensitivity Peace Promoting

(Understanding (Proposing
the roots of interventions that
conflict) address/ mitigate
he roots of
conflict)

Figure 1.1 Promoting Just and Lasting Peace - the CSPP Approach
CSPP involves understanding the interaction between the roots of conflict
and the proposed institutional intervention.

The CSPP paradigm attempts to address the issues that trigger, if not cause armed conflicts in
communities. It utilizes a targeted and deliberate approach in the identification and planning of
interventions that are meant to mitigate if not address the conflict triggers; as well as in
monitoring and evaluation of projects to ensure that CSPP is observed all throughout the
implementation process. This, in simple terms, is what “conflict sensitive-peace promoting”
approach is about.

The CSPP Principles

The Conflict Sensitive and Peace Promoting principles that will be mainstreamed in the
respective national and local government agencies are listed below, with a short description as
regards the emphasis that each principle desires.

a. Inclusion: Everyone is involved in the entire project cycle; “no one is left
behind” where opportunities for people, particularly the most vulnerable are
made easily accessible.

b. Participation: The voice of everyone, especially the marginalized, are heard and
considered.
 c. Responsiveness: The needs of the people, especially the most vulnerable, are
addressed.

d. Transparency: All relevant information are accessible to all concerned.

e. Accountability: Recognition that the mandate and authority of the State

(including its agents and institutions) stem from the sovereign right of the
people.

Recognizing, however, that the situations in conflict-affected communities differ significantly

from other poverty-stricken areas, PAMANA is also concerned in promoting the following
principles and goals in conflict-affected areas:

f. Social Cohesion: The deliberate effort to use the peacebuilding projects in

promoting community social cohesion.

g. Reconciliation: The conscious effort to contribute to the mending of rifts and

discords in the community caused by armed conflict. This also covers effort to
mend the wounds of war between the agencies of the state and non-state armed
group, and the social reintegration of former rebels in mainstream society.

h. Community Resilience: The improvement of the institutional and social

capacity of communities to collectively address and/or mitigate the effects of
armed conflict

Concretely, mainstreaming CSPP principles means they are consciously and deliberately
embedded in the various stages of the program development and management process, from
planning to implementation, to evaluation. As such, the agency-deliverable entails:

 Making the plans, management, and operations relative with the program and projects
for conflict affected communities CSPP-compliant
 Developing a monitoring and evaluation tools CSPP compliant.
 Developing Capacity Development Modules for (LGU or NGA) personnel aimed at
enhancing CSPP principles

Guided by the principles of universal human rights and social justice, the
Conflict-Sensitive and Peace Promoting (CSPP) Approach ensures good CSPP promotes the
governance in conflict-affected areas / conflict-vulnerable areas, with a
deliberate bias in upholding the needs, welfare, and rights of tne most interests and
vulnerable groups/ MVG (children, women, IP, elderly, PWD). protects the rights
In CSPP, the needs and sentiments of disadvantaged and vulnerable of the most
groups take center stage in the identification of proposed interventions.
vulnerable in
The entire process hopes to contribute to improving the quality of life,
reducing armed violence, and achieving positive social change and armed conflict.
societal transformation in target communities.
Conflict Sensitivity

The ‘conflict-sensitive’ frame ensures that the conflict triggers are carefully analyzed – i.e. the
actors, issues, resources and interests are assessed in terms of how the interplay of these
factors create and/or exacerbate the fragile peace and security situation on the ground. More
importantly, the conflict-sensitive analysis looks at how the conflict triggers are manipulated
and/or radicalized by armed threat groups to suit their purposes. Note that the underlying
assumption here is that deep-seated structural and systemic problems that need to be
addressed by the State cannot be done overnight – while efforts may already be in place, the net
effect may not immediately produce the desired results. Given the structural challenges, the
presence and manipulation of armed groups as regards these issues create the situation of
armed conflict.

In the past, the “conflict tree” analysis has been utilized in analyzing conflict. Simply put, the
‘conflict tree’ uses the analogy of the tree in differentiating the root cause of the problem, and its
manifestation.

Effect

Problem

Cause(s) Figure 1.2 Conflict Tree

“The conflict tree is often used as an entry point for joint analysis and planning. It is a way to get
a basic understanding of the nature of the conflict, and also as a tool to identify the core problem
and to find out the right strategy to address it. The central idea is to ensure that the core
problem is correctly identified, as distinguished from the effects of a problem. It can also be
useful to relate causes and effects to each other, and to the focus of your organisation. This way,
it will be easier for your organisation to decide which conflict issues you should try to address
first.”1 (See Annex 1: Conflict Tree Analysis)

However, the singular causality of the conflict tree, while useful in the past, may no longer be
sufficient in dealing with the complex reality of conflict triggers today. The Conflict and Peace
Analysis discussed below offers a more comprehensive attempt to understand the complexity of
peace and conflict on the ground.

1
http://peacebag.org/articles/toolkit-p4-conflictanaly.html#tree
 CSPP Tool 1: Conflict & Peace Needs Analysis

The CSPP Tools 1: Conflict and Peace Needs Analysis Guide allows the responsible agency to
clearly understand the conflict triggers as well as the conflict dynamics in the area. Said CSPP
tools can guide the agency concerned in identifying the appropriate peace promoting
institutional interventions to propose.

Conflict and Peace Needs Analysis Guide2

An understanding of the context is the first step in the CSPP Process. The intention is to ensure
that the projects identified are relevant and responsive especially to the conflict lines / causes of
conflict in the area. The following are the steps involved:

Step 1. Understand the context.

1. What is the political, economic and socio-cultural context?

2. What are the emergent political, economic, ecological and social issues?

Areas Affected by the Conflict (including description of the physical/ geographical terrain):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Step 2: Determine the nature of conflict in a specific conflict-affected area. Identify the
causes/sources of conflict.

1. Is there a history of conflict? Identify critical incidents that directly affect the narratives
of conflict and violence in the community.

2. Identify “stressors” or the conflict triggers (i.e., factors that drive violent conflicts or
make communities vulnerable to conflict). Other “stressors” may be identified.

 Security stressors: threats to physical security

 Jobs/development stressors: the lack or absence of access and control over resources
necessary for survival
 Justice stressors: disenfranchisement of rights; inaccessible justice and conflict
resolution mechanisms

3. Are the existing institution (government and non-government) available and/or

sufficient in addressing, mitigating the effects of conflict?

Description of the Conflict: _________________________________________________________________________________

_________________________________________________________________________________

Interventions done by other stakeholders (who, what, where):

 ______________________________________________________________________________
 ______________________________________________________________________________

2
Adopted from Mindanao Development Authority. Practical Guide: Shared Monitoring and Evaluation of
Mindanao Peace Outcomes [Version 1.2).
Step 3: Identify the Cost/ Effects of Conflict

1. Describe the effects of the conflict on the following aspects:

 Effects on human life (e.g., deaths, injuries, morbidity, etc.)
 Effects on development (e.g., damage on property, infrastructure, livelihood
opportunities, etc.)
 Effects on community relations and social cohesion (e.g., recruitment into armed
groups, collective trauma, prejudice and discrimination, ethnic and social tensions,
crime and illegal activities, etc.)

Costs / Effects of Conflict

Step 4: Identify the conflict and peace actors/stakeholders, including their position, interests
and means. Analyze how are social actors related to one another - What relationships
contribute to conflict? What relationships contribute to peacebuilding?

CONFLICT ACTORS PEACE ACTORS

WHO: Who are the groups or persons
contributing directly or indirectly to the
conflict?
 __________________________
 __________________________
WHO: Who are the groups or persons
contributing directly or indirectly to peace and
social cohesion?
 ___________________________
 ___________________________

POSITION: What are the demands of the POSITION: What solution(s) are they
party involved to resolve the conflict? proposing in relation to the conflict?
 __________________________  __________________________
 __________________________  __________________________

INTERESTS: What are the interests (needs, INTERESTS: What are the interests (needs,
aspirations, concerns) of the group or aspirations, concerns) of the group or person
person involved? involved?
 __________________________  __________________________
 __________________________  __________________________

MEANS: How is the group (or person) trying
to achieve the stated objectives? How do
they contribute to the conflict? What
resources are available to them?
 __________________________
 __________________________
MEANS: How is the group (or person) trying to
achieve the stated objectives? How do they
contribute to peacebuilding? What resources
are available to them?
 __________________________
 __________________________
Step 5. Identify the drivers/ restraints of the conflict. What factors drive and restrain the
conflict from escalating? What factors drive and restrain peace from building / taking hold? Are
there other factors that contribute in prolonging conflict?

Conflict Escalation
Driving Factors: What factors contribute to the Restraining Factors: What factors
escalation of conflict? contribute in hindering/ restraining the
 ________________________ escalation of conflict?
 ________________________  ________________________
 ________________________  ________________________
 ________________________

Peacebuilding
Driving Factors: What factors contribute to Restraining Factors: What factors
peacebuilding and peace making in communities? hinder the peacebuilding efforts?

 ________________________  ________________________
 ________________________  ________________________
 ________________________  ________________________

Step 6. Identify the available peacebuilding interventions that can to address the conflict in the
area.

Existing Govt Interventions (that attempt to

address the conflict in the Area):
 _____________________________  _______________________
 _____________________________  _______________________
 ____________________________  _______________________
 CSPP Tool 2: Stakeholders and Political Issue Mapping

Geographical Area: Time Period:

(Identify the geographical area that will be (Identify the time period that will be covered by the mapping exercise.)
covered by the mapping exercise.)

Political Issue:
(Identify a specific political issue in the community.)

Needs in Power or Opportunities and

Position on the Interventions of
Stakeholders Interests relation to the Influence over Strategies for
Issue Key Players
Issue the Issue Engagement
(Identify (Describe the (Describe the (Describe the (Describe the level (List down and (Discuss opportunities
specific interests of the position of the needs of the of influence or describe the on how the
individuals or identified stakeholder on the stakeholder in power[high, initiatives that stakeholder can be
groups stakeholder. issue. Is the relation to the medium, low] that are being engaged relative to
involved in the What does the stakeholder issue. What does the stakeholder undertaken by peacebuilding
political stakeholder really supportive / the stakeholder exercises over the the stakeholder interventions. Provide
issue.) want to achieve?) opposed to / require?) issue.) to address the strategies on how to
neutral about the political issue.) maximize these
issue? What is the opportunities.)
position of the
stakeholder re
issue?
Peace Promoting Interventions
The ‘peace promoting’ component of the CSPP approach deals mainly with interventions that
directly or indirectly address the conflict triggers. Peace promoting interventions may include
actual projects (road, water system, livelihood, electrification, etc.), or capacity building projects
for LGUs, civil society organizations, and if necessary, NGAs. The idea is to help the community
in addressing the conflict trigger(s) or in mitigating the effects of conflict; and for government
agencies to build, improve or strengthen the institutional capacity of concerned national and
local agencies and units to address the systemic/ structural problems, removing therefore the
issues that the armed groups can radicalize and manipulate.

The agency concerned can subject the proposed ‘peace promoting interventions’ into a
stakeholders’ analysis. The CSPP Tool 2 Stakeholders and Political Issue Mapping can help in
deepening one’s understanding on the interests, capabilities, and credibilities of stakeholders.
Understanding where the stakeholders are in relation with the issues can help determine if
interventions will solve problems or if it will aggravate existing conflicts or add new problems.

Table 1.1: Sample of a Conflict Sensitive Peace Promoting (CSPP) Programming

Triggers/ Causes of Conflict Intervention

(“Conflict-Sensitive” Assessment) (“Peace Promoting” Response)

Poverty, lack of economic Improve the economic activity/ies in the area through:
opportunities, limited access to basic -- community-driven development projects,
services and opportunities -- conditional cash transfers to poor households and
-- provision of sustainable livelihood

Poor governance, perception
government neglect, absence
justice mechanisms
of Capacity building for LGUs to help improve institutions of
of governance and/or justice mechanisms
Infrastructure development to improve access (e.g. roads)
and to improve the standard of living (e.g. water,
electrification)

Policy Reform to strengthen convergence of national and

local institutions in service delivery
Marginalization and lack of voice of Capacity building to promote community empowerment
the people. and cohesion. Initiate/ support projects that strengthen
communities’ capacity to engage the government

Policy reform to implement the Indigenous Peoples’

Mandatory Representation (IPMR) in the Local Sanggunian
Exploitation and marginalization of Policy reform to address issues of asset reform and
indigenous and cultural enterprise development esp. for the marginalized groups
communities (e.g. human rights concerns, ancestral domain management
programs).
 CSPP Tool 3: CSPP Principles Checklist

CHECKLIST IF GOVERNMENT PROJECTS ARE

CONFLICT-SENSITIVE AND PEACE PROMOTING (CSPP) COMPLIANT

The checklist is meant to give the concerned agency a quick handle of how ‘compliant’ or
consistent is their process with CSPP (i.e. in identification-implementation-monitoring-
oversight of project cycle). It is a quick guide to allow the concerned agency to determine
which of the good governance principles are strongly articulated and observed by the
agency, and which requires special attention. Thus, the checklist has a scoring process.

SCORING: The scoring entails a simple frequency of all “yes” answers. On a per principle basis,
a high “yes” score (above mid-point) of all “yes” answers means the compliance for said
principle is strong; if the score is below the median of all “yes” answers, it signals the need for
additional intervention for the particular principle. Items that are not applicable to the project
can be skipped.

1. INCLUSIVENESS SCORE: _____

CSPP CHECKLIST YES NO
1. The program or project identification involves the any or all of the following “most vulnerable
groups” (MVGs) in the planning/ programming of projects.
a. Women
b. Indigenous Peoples (IPs)
c. Persons With Disabilities (PWDs)
d. Children
e. Elderly
2. The program or project formulation incorporates any or all of the following laws:
a. Magna Carta of Women (R.A. 9710)
b. Indigenous Peoples’ Rights Act (R.A. 8371)
c. Magna Carta for Persons With Disabilities (R.A. 9442)
3. The programs or projects affecting IP communities have free, prior, and
informed consent (FPIC) from the community, as attested by the National
Commission on Indigenous Peoples (NCIP).
4. The MVGs are part of community orientations regarding Programs-Projects-
Activities (PPAs) that will be implemented in their respective areas.
5. Programs or projects are approved by the Provincial or Municipal
Development Council (PDC /MDC) and/or the Provincial or Municipal Peace
and Order Council (PPOC / MPOC).
6. Programs or projects are part of the overall Comprehensive Development Plan
(CDP) and the Executive and Legislative Agenda (ELA).
7. Regular updates are given during PPOC or MPOC meetings.
8. Programs or projects will improve the capacity of community members to
contribute in peacebuilding.

2. PARTICIPATORY SCORE: _____

CSPP CHECKLIST YES NO
1. Members of the community are consulted in the project identification process.
2. The consultation process involves any or all of the following MVGs:
a. Women
b. Indigenous Peoples (IPs)
 c. Persons With Disabilities (PWDs)
d. Children
e. Elderly
3. The project strengthens the peacebuilding relationship of the LGU and the
community.
4. The project improves the participation of people in democratic governance
processes.
5. The project process facilitates the deepening of community’s understanding of
the cause(s) of armed conflict.
6. There are available mechanisms to solicit feedback, comments, and suggestion
from the community members.
7. There are available mechanisms to facilitate the solicitation of feedback from
members of the most vulnerable groups in society.

3. RESPONSIVE SCORE: ______

CSPP CHECKLIST YES NO
1. The project beneficiaries are identified based on the existing community data on:
a. Poverty incidence
b. Health demographics
c. Literacy rate
d. Social services
e. Economic infrastructure
2. The project(s) address the conflict triggers in the community.
3. The project(s) improved the living conditions of MVGs (i.e. women and
children, IPs, PWDs).
4. The project(s) improved safety and security of members of community.
5. The project(s) increased the access to basic goods and services.
6. The project(s) improved the community’s sensitivity to IP culture and
tradition.
7. The project(s) improved access to justice of members of community.
8. The project(s) improved the human rights situation of the community.
9. The project(s) improved the road condition.
10. The project improved the water access of the community.
11. The project improved the access to electrification.
12. The project improved the food security/sustainability of the community.
13. Local women’s and children’s desks are established and capacitated in the
Children in Situations of Armed Conflict (CSAC) protocols.
14. Local IP offices are institutionalized and properly funded.

4. TRANSPARENT SCORE: _____

CSPP CHECKLIST YES NO
1. Information materials about the program or project are easily available.
2. The target beneficiaries are well-informed of the purpose of the program or
project.
3. Bidding is conducted according to relevant standards of the Government
Procurement Reform Act (R.A. 9184).
4. Pre-construction conferences with contractor are held.
5. Information on bidding and procurement are made available to the public.
6. Community billboard regarding project details is in place.
7. Public consultations with beneficiaries are periodically held.
8. The agency has a regular reporting mechanism (e.g. website, reporting to
MPOC/ PPOC, etc.) that informs the public on the status of the program or
project.
9. The records of the program or project are open to the public.
10. Most Vulnerable Groups (women, children, IPs, PWDs) are represented in the
monitoring bodies (e.g. Third Party Monitors).
11. A system of transparency in the financial processes (i.e. accountability to the
beneficiaries and to the national auditing and implementing agencies) are in
place.
12. The implementing agency has a web-posting of financial and accomplishment
details of the program or project.

5. ACCOUNTABLE SCORE: _____

CSPP CHECKLIST YES NO
1. The implementing agency regularly reports the status of the project
implementation to its constituents.
2. The IP leaders and/or the National Commission on Indigenous Peoples (NCIP)
are consulted on the projects whose sites are within ancestral domain/lands.
3. The Philippine Commission on Women (PCW) is consulted on the adherence
to Gender and Development (GAD) guidelines.
4. The Council for the Welfare of Children (CWC) is provided reports on children
affected by the program or project.
5. The implementing agency has internal or institutional mechanisms to
translate the feedback/suggestion/grievance of its clients/constituents into
its guidelines and/or policies.
6. Third Party Monitors are in place to monitor the program or project.
7. Most Vulnerable Groups (MVGs) are represented in the monitoring bodies
(e.g. Third Party Monitors).
8. MVGs are provided with tools that allow them to participate both in oral and
written reporting in their own language.

6. PROMOTES SOCIAL COHESION SCORE: ______

CSPP CHECKLIST YES NO
1. Programs and projects provide equal rights and opportunities especially for
the Most Vulnerable Groups.
2. Other community stakeholders such as civil society organizations (CSOs),
church organizations, academe, among others are also included in the project
process.
3. Groups share common understanding of the issues and projects that address
them.
4. Standards are drawn to minimize displacement of people.
5. Plans are drawn to effect appropriate relocation.
6. Marginalized sectors are included in major decision-making bodies.
7. There is commonality in the Information-Education Campaign (IEC) language
for all target beneficiaries.
8. There is harmonization of local statutes that ensure equitable access to
economic and social opportunities and benefits.
9. Project(s) identified help diffuse intergroup tension in the community.
10. The process of program or project identification encourages the community to
identify common interests.
 7. FACILITATES RECONCILIATION SCORE: _____
CSPP CHECKLIST YES NO
1. The welfare of Former Rebels (FRs) is given high importance in project
identification.
2. Promotion of justice for victims of conflict is part of the project planning-
implementation process.
3. Programs or projects take into consideration the moral and psychological
capacities of victims of conflict.
4. Institutional reforms serve as a major facilitator of healing and reconciliation.
5. Former Rebels are given adequate training that will make them at par with
other members of the community in accessing gains of community projects.
6. Mechanisms are established that will allow victims of conflict to adequately
seek justice and compensation.
7. Social protection includes psycho-social healing programs.
8. Projects provide not only economic benefits but also facilitate seamless
reintegration of FRs into communities.
9. Oppressive mechanisms or local ordinances are reviewed or abolished.
10. Existing agencies are capacitated on Conflict Sensitivity and Peace Promotion
(CSPP).
11. Program or project identification and implementation facilitate respect for
diversity and cooperation among community members.
12. Program or project identification and implementation facilitate open
communication and interaction between and among groups.

8. PROMOTES COMMUNITY RESILIENCE SCORE: ______

CSPP CHECKLIST YES NO
1. Projects consider the political vulnerability of victims of conflict and the
MVGs.
2. Projects consider the physical safety and security vulnerabilities of the
community.
3. Economic sustainability is reflected in the program or project identification.
4. Project identification considers resilience to calamities.
5. Risk analysis and environmental scanning are undertaken regularly.
6. There is constant dialogue with the legal security sectors.
7. Existing mechanisms are strengthened such as POCs.
8. The process of project identification and implementation improves the
capacity of the community to identify and find solutions to problems.
9. The program or project decreases the capacity of powerful groups or
individuals in the community to impose their will on the people.
10. Operations and project maintenance plan is accessible to the public.
CSPP creates enabling environment for inclusive growth

Any development or peacebuilding work is not neutral. While all development or peacebuilding
projects/programs have very good intentions, they can inadvertently create negative impact or
exacerbate conflict when not done in a conflict-sensitive manner. For instance, a project’s
stakeholder selection might unknowingly reinforce existing power relations in the community
(i.e. elite capture) or create further tension if there is an existing relational tension between
feuding clans or ethnic groups that was not considered. Thus, while a project might be
addressing economic issues in a conflict-affected area, the nature of the relationship in the
community or other factors may negatively affect the success of the project. The project also
loses the opportunity to maximize the positive effect of its development project (International
Alert et.al. 2004).

The contexts or enabling environments where policies, programs and projects are crucial in
identifying the steps to be taken to determine not only the conflict sensitive approaches but also
to identify peace promoting interventions.

Political

The political environment, in simple terms, is the determinant of

who gets what, when, how much, and who will distribute the
goods. It determines the conflict environment, the actors and
their power relations. In real terms, one must work within the
The CSPP approach intends
political environment, and hence requires the understanding of to provide policy guidance
the context to be able to identify the method to be utilized in especially in terms of
navigating the political terrain. (See Figure 2)
programming and
The primary determinants of terrain would be the political budgeting of agencies, with
leadership and their relations with their public and in this case, clear bias towards
their conflict conditions. In such cases, the most important value improving the quality of life
or even strategy would be sensitivity.
of communities affected
Sensitivity refers to understanding of the formal patron-client and/or victimized by armed
relations, the conflict conditions, the psycho-social conditions of conflict; as well as in terms
the individuals or organizations of the beneficiaries as well as
their leadership and organizational dynamics. Sensitivity entails of the manner by which the
knowing and understanding these dynamics but it also entails agency performs the
the capacity to adapt to these dynamics and to know how to oversight, monitoring and
work within the systems. The capacity to work within the
system will determine the appropriateness of the programs evaluation functions .
being planned as well as the ability to sell the programs to the
beneficiaries.

In peacebuilding projects, it is but necessary to get to know the

beneficiaries, their organization, and their relations with the
acknowledged political leadership—both formal and informal. More often than not, the best
political strategies are inclusivity and participation, particularly when the beneficiaries feel that
they have been neglected and if they strongly feel their victimization in the conflict. Given the
diversity in the political conflict climates of the various peace tables, there is no single magic
potion that will be palatable to all. Hence, the peace promoting interventions require a nuanced
and context-based approach.
 Conflict Sensitivity Peace Promotion
Assessment of Institution Building towards
 Actors / Networks:  Interventions contribute to the
- Level of involvement of MVGs in improvement of the quality of life of
peace process communities, esp MVGs in CAAs (e.g.
 Resources and Opportunities: road, water, electricity, livelihood, etc.)
- MVGs’ Access to and Control of
Resources  Policies, Institutions and Mechanisms’
- Mechanisms/Structures in place to responsiveness to the needs of MVGs
ensure equal opportunities for MVGs
 Needs and Interests:
- Sensitivity to the needs of MVGs in
the identification of interventions
Table 1.2 CSPP deepens understanding of complex relationships in conflict situation

Socio-Economic

The economic conditions fuel if not aggravate the feeling of deprivation of communities, but
being conflict sensitive and peace promoting in the economic realm go beyond numbers. The
peace-promoting interventions should attempt to address the economic ailments—livelihood,
employment, social protection, and access to resources. When solutions are present, what
appears to separate success from failure are the appropriateness, magnitude, and sustainability
of the measures. For instance, on the nature of the economic intervention, are the livelihood
and employment opportunities appropriate for former rebels or their dependents? On the
magnitude, are these sufficient to uplift the beneficiaries from their poverty situation within a
reasonable time period? And, can the economic packages be sustained by the beneficiaries in
the long term?

Cultural

The cultural environment is determined by the individual’s activities and relations within their
various social spheres—family, church, peers, community, among others. People living in
conflict affected areas are no different from everybody else in that they would create the time
and space to engage in their cultural practices. In the case of rebels or former rebels however, it
may be the conflict itself that shapes their culture.

One of the primary requisites of being conflict-sensitive and peace promoting is that one should
understand the culture of the people in conflict areas and be sensitive to their cultural needs.
Culture becomes most pronounced when the intended beneficiaries of the interventions are
members of religious and/or cultural minorities.

The cultural or religious characteristics of a group would be the most important consideration
in identifying the appropriate programs and policies for them. It is not unusual for the most
well-meaning interventions to fail because the religious and cultural sensitivities were not
adequately understood.

As mentioned previously, one of the molders of one’s culture could be the depth of direct
involvement in the conflict. Conflict that has spanned generations may already be the cultural
arena of combatants or ex-combatants, particularly when the nature is ideological rather than
religious or cultural. In these cases it is the tenets of the ideology that shape every aspect of
their culture—political, social, and economic. Hence, the political, cultural, and to an extent, the
organizational makeups are interwoven and hence are sturdy fabrics that should define how
CSPP is applied on the different peace tables.
ANNEX I

CONFLICT TREE ANALYSIS

The Conflict Tree

The Conflict Tree is one of the most commonly-used tool in conflict analysis. It identifies the
presenting or core problem (conflict), its causes and effects.

Elements of a good conflict analysis:

1. Presents a direct and logical relationship between causes and

effects. Effects should be directly resulting from identified
causes without any ‘missing link’ in the relationship.
Effects 2. Identified causes and effects are specific. Identifying
interventions will be a challenge if the identified causes or
issues are generalized. It will be easier to come up with a
proposed solution to ‘limited access to potable water
system’ compared to ‘limited access to basic services.’
3. Cautious use of the word “lack”. Lack means absence or non-
existence. ‘Lack’ is far different from ‘limited’
4. Includes “invisibles”. Some of the most potent causes of
conflict are invisibles such as quality of relationships,
norms, culture and values. These are not very visible to the
naked eyes but are very crucial in analysing conflict.
Core Problem
5. Traces causes of causes and effects of effects. Causes are also
effects since there are also factors that bring out these
causes. Going deep down the causes of causes and effects of
effects helps get a clearer picture of the conflict.
6. Reflects the problems/issues of marginalized/ vulnerable
Root Causes
sectors (women, children, IPs, persons with disabilities or
PWDs, senior citizens). The issues and interests of the
marginalized/vulnerable groups are not always given due
attention in development programming. This is usually the
cause of the feeling of deprivation of these marginalized/
vulnerable groups that lead to violent conflict.
7. Backed up by evidence/hard data. Any issue, without hard
data are considered as assumptions. Causes and effects can
only be validated if they are supported by data.
8. Validated by other stakeholders. Conflict analysis should not
be undertaken with just one set of stakeholders. It has to be
validated with other stakeholders to make it acceptable to
all concerned.
The CORE PROBLEM

The Core Problem is the ‘heart of the matter’ or the reason why a program exists or why a
peacebuilding program is being designed. Technically speaking, the Core Problem is the
behavioural manifestation of conflict brought about by a confluence of causes. In a very
complex conflict situation, there may be more than one Core Problem, in which case, the
analysis will require the same number of conflict tree analyses.

 Important guidelines in articulating causes and effects:

o Concerns of the most vulnerable groups (i.e., women, children, IPs, PWDs,
elderly/senior citizens) in conflict situations should always be taken into
account in coming up with a conflict analysis.
o Aside from identifying the causes and effects of conflict, it is also useful to know
the stakeholders in the conflict and the history of conflict.
o Gender dimensions of conflict should always be taken into account in coming up
with a conflict analysis.
o Causes and effects must be stated in concise phrases short enough to fit inside
the box/metacard but long enough to express a concrete idea.
o Causes and effects must be articulated using ideas that could be quantified
 Ex. Instead of poverty, use levels of poverty index or income levels
 Ex. Instead of poor justice system, use number of cases files or number of
resolved/unresolved cases
o When identifying and articulating causes of conflict, keep in mind that these are
concrete problems that need concrete solutions. This means that causes must be
articulated in a way that they should appear as problems which planners could
easily think of appropriate responses or solution.
 Ex. ‘Discrimination against marginalized/vulnerable group’ is a catch-all
problem that needs to be broken down so that planners could easily find
appropriate responses. So instead of using ‘discrimination against
marginalized/vulnerable groups,’ we can use ‘significant number of
crimes committed against marginalized/vulnerable groups’. This way,
planners could easily come up with solutions such as high visibility of
security forces in areas where marginalized/vulnerable groups are
present.
CHAPTER 2:
THE MOST VULNERABLE GROUPS

Who are the most vulnerable in armed conflict?

By definition, ‘vulnerable’ groups are those whose capabilities and capacities to address and/or
mitigate the impact of conflict are limited or poor. The limitation is not usually caused by intent,
but more due to the limited access to resources, network of connections, and political power. This
is usually borne out of patriarchal structures that view power, authority, and decision making as
the domain of traditional leaders and authority structures, most often controlled by males. The
‘vulnerability’ is usually manifested in the domains of human rights, decision making, and resource
access.

Most vulnerable groups (MVGs), in the context of armed conflict, include:

o Women
o Children
o Senior Citizens / Elderly
o Persons-with-disabilities
o Indigenous Peoples

As seen on Figure 2.1, these MVGs are differently situated in an armed conflict situation – either
they are directly involved (in direct combat/armed or support/unarmed roles) or directly affected
(civilians in conflict affected areas, including the families and dependents of combatants).
 Armed Conflict

Directly Involved Directly Affected

(Participants) (Unintended Victims)

Civilians in Conflict-
Armed Combatants affected Areas, including
Families, Dependents of
combatants

Unarmed Combatants
/ Support

Figure 2.1 The Participants and Victims in Armed Conflict

The need to mainstream the concerns of Most Vulnerable Groups

Special protection and attention to the special needs of Most Vulnerable Groups (MVGs) should be
ensured at all times. Without mainstreaming the concerns of MVGs in armed conflict, these
vulnerable groups remain excluded in planning and programming of government agencies as well
as other relevant stakeholders.

It is thus important to:

(1) Take into account the different experiences of armed conflict arising from the different
social positions and roles of MVGs in armed conflict;
(2) Recognize the differing needs of these MVGs and ensure that these concerns are integrated
in the policies, plans, and programs of agencies.

Gender Ethnicity

Disability
Age

Figure 2.2. Intersectionalities of vulnerabilities

One may imagine physically insecure environments of forced displacement, disruption in everyday
life and activities and lack of access to basic needs and services as a common experience of armed
conflict. But then, when gender, age, ethnicity and disability come into play, how do these affect
one’s experience of armed conflict?

Stories abound that women and girls in conflict-affected areas become more prone to rape,
prostitution and other sexual and gender-based violence as these acts have been known to be used
as ‘weapons of war.’ Wives, daughters and sisters of armed combatants may find themselves
suffering from “double or multiple burden” due to sudden changes in the family structure, as they
take on both the role of the provider and nurturer of their homes and families.

Data worldwide also reveal how children are gravely affected in times of conflict. The interruption
of their education, learning and even recreation are considered to be grave child rights violations,
not to mention that it is also minors below 18 years of age who are often recruited and used in
armed groups in times of war.

Indigenous Peoples are also considered most vulnerable when their ancestral domains and way of
life are being threatened by armed violence. Meanwhile, Senior Citizens/Elderly and Persons-with-
disabilities may find themselves greatly marginalized in an armed conflict scenario when the
challenges in mobility, accessibility and communication are further intensified.

Disaggregation of data is key!

It is crucial to disaggregate data on two levels. First, data must be disaggregated in terms of conflict
or non-conflict data, in order to properly situate its context. For instance, understanding the impact
of a conflict-affected setting will tell you that the delivery of basic services to far-flung, conflict-
affected areas cannot be treated as “business-as-usual.” Second, it is imperative that data be
disaggregated on the basis of sex, age, ethnicity and disability to allow for the proper identification
of the special needs of women, children, senior citizens / elderly, indigenous peoples and persons-
with-disabilities.

Table 2.1 shows a sample tool in data disaggregation at the data gathering phase.

Table 2.1: Sample Disaggregation of Data

Sex M F

Ethnicity IP Non-IP IP Non-IP

Disability P S M C N/A P S M C N/A

Age (C) Below 18

(A) 18-59 yo

(E) 60 and above

Legend:
Sex: M= Male; F= Female
Ethnicity: IP= Indigenous Person; Non-IP=Non-Indigenous Person
Disability: P= Physical Disability; S=Sensory Impairment; M=Mental Disability;
C=Cross Disability (more than 1 disability)
Age: C=Child (Below 18 y.o.); A=Adult (18-59 y.o.); E=Elderly (60 y.o. and above)
 CSPP: Inclusive, sustainable and resilient development for
all

The conflict-sensitive and peace promoting (CSPP) paradigm aims to help protect the most
vulnerable in times of armed conflict. It means protecting and guaranteeing the right of every
person to a life of dignity even in the midst of armed violence.

The symbiotic relationship of peace, development, and security is at the heart of the CSPP approach,
arguing that the primary duty and responsibility of the government is to ensure the security and
welfare of everyone.

CSPP seeks to contribute in attaining the Sustainable Development Goals (SDGs)3. The SDG aims
for an inclusive, sustainable and resilient development for all within the next 15 years. Of the
seventeen SDG (17) goals, the following indicators directly relate with the agenda of CSPP:

 Protecting the Human Rights of all, especially the most vulnerable, in times of armed
conflict;
 Advocating for the care for our environment and depleting natural resources;
 Ensuring effective and responsive governance and institutions in Conflict-affected
Areas; and ultimately,
 Promoting just, lasting and inclusive peace.

Figure 2.3. The Sustainable Development Goals4

3
http://www.un.org/sustainabledevelopment/sustainable-development-goals/
4
http://www.un.org/sustainabledevelopment/sustainable-development-goals/
 Women

Peace and Security are traditionally viewed as male-dominated arenas. As such, most vulnerable
groups including women are often overlooked and remain invisible, ‘naturally’ being perceived to
be uninvolved in and/or unaffected by armed conflict. As a result, women are often left out, having
been assigned limited opportunities for meaningful participation in peace and security discourses.
Moreover, women become more vulnerable due to the lack of appropriate and effective security
mechanisms that would ensure their physical safety and protection of rights.

The National Action Plan on Women, Peace and Security

Recognizing women’s experiences and contribution in peace and security, the Philippine
government together with a network of civil society groups launched the Philippine National Action
Plan on Women, Peace and Security (NAPWPS).

Considered as the first in Asia, the Philippine National Action Plan on Women, Peace and Security
(NAPWPS) was launched in 2010 as a landmark response to pertinent international commitments
including United Nations Security Council Resolutions 1325 and 1820 among others. The NAPWPS
called for the protection of women in times of armed conflict, and gave primacy to valuing and
treating women as active and co-equal partners of men in matters of peace and security, specifically
in peacemaking, peacekeeping, and peacebuilding5.

Table 2.2. Legal Mandates on Women, Peace and Security

Convention on the Elimination of Discrimation Against Women (CEDAW), 1979

United Nations Security Council Resolutions on Women, Peace and Security

UNSCRs 1325 (2000), 1820 (2008), 1889 (2009), 1888 (2009), 1960 (2010), 2122 (2013), 2106
(2013)

The Philippine National Action Plan

Republic Act 9710, the Magna Carta on Women

Women’s Empowerment, Development and Gender Equality Plan (WEDGE)

PCW-DILG-DBM-NEDA JMC 2013-01

Guidelines on the Localization of the Magna Carta on Women

PCW-NEDA-DBM Joint Circular No. 2012-01

5
OPAPP (2016), National Action Plan on Women, Peace and Security Implementation: The Philippine Experience.
Guidelines on the Preparation of the Annual GAD Plan and Budget

OPAPP-PCW JMC 2014-01

Integration of Women, Peace and Security PAPs in Annual GAD Plan and Budget

Executive Order 865 (s.2010)

Establishing the National Steering Committee on Women, Peace and Security

Anchored on pertinent international commitments and national mandates such as the Convention
on the Elimination of Discrimination against Women (CEDAW) and the Magna Carta of
Women (RA 9710), the Philippine NAPWPS further strengthens the gender mainstreaming
strategy of the government, by putting into context the nexus of gender, peace and security, using
this lens in the programming of agencies and institutions. The NAPWPS and CSPP mutually
reinforce each other as both seek to protect the rights and empower women in armed and post-
conflict situations.

The National Steering Committee on Women, Peace and Security

By virtue of Executive Order 865, s. 2010, a National Steering Committee on Women, Peace and
Security was established in order to ensure the implementation and monitoring of the Philippine
National Action Plan. The Office of the Presidential Adviser on the Peace Process (OPAPP) sits
as the chair of the steering committee, with the Philippine Commission on Women (PCW),
Department of Social Welfare and Development (DSWD), Department of Justice (DOJ), Department
of Foreign Affairs (DFA), Department of Interior and Local Government (DILG), Department of
National Defense (DND), National Commission on Muslim Filipinos (NCMF), and National
Commision on Indigenous Peoples (NCIP) as its members. In 2013, other PAMANA implementing
agencies such as Department of Agrarian Reform (DAR), Technical Education and Skills
Development Authority (TESDA), Commission on Higher Education (CHED), Department of
Agriculture (DA), National Electrification Authority (NEA), PHILHEALTH, Department of Health
(DOH), Department of Education (DEPED), were included in the National Steering Committee
(NSC). 6

6
Executive Order 865, s. 2010, Creation of a National Steering Committee on NAPWPS.
Figure 2.4 The National Action Plan on Women, Peace and Security (NAPWPS) Results Framework
 CSPP-MVG Tool 1: CSPP Checklist for Women

Conflict Sensitivity & Peace Promotion:

Addressing the Special Needs & Ensuring the Meaningful Participation of Women/Girls in
Armed Conflict

The CSPP Checklist for Women (and Girls) provides a guide for planners and implementers in
ensuring that the special concerns of Women (and Girls) are included and addressed in the crafting
of policies, as well as planning and implementation of Programs – Projects - Activities (PPAs).

The first column enumerates the special needs of Women (and Girls), especially in times of armed
conflict vis-à-vis the various interventions / services / project types that can be provided to them,
as clustered into the following:

o Provision of Basic Needs

o Educational Opportunities, including Vocational Training and Alternative
Learning
o Livelihood, Employment and Recreation
o Legal Assistance / Access to Justice
o Physical / Medical Health Care and Treatment
o Psychological / Mental & Emotional Healing
o Transportation & Construction of Infrastructures and Facilities
o Communication and Data Collection
o Advocacy, Empowerment and Participation
o Institutional Reform, including Security Sector Reform (SSR)
o Empowerment and Participation

Answers are to be logged under the columns “YES” and “NO.”

CSPP-MVG Tool 1: CSPP Checklist for Women

Specific Intervention & Special Needs of WOMEN YES NO

Social Protection
Wives and female dependents are informed and provided with independent
and separate access to social protection packages (i.e. SSS, Philhealth) from
their husbands or partners.
Basic Needs, such as Food, Water, Nutrition, Shelter & Clothing
Food that meets nutritional standards for pregnant, nursing and lactating
mothers are provided. Likewise, culturally-appropriate food for Muslim
and IP women are available. There should also be considerations for those
with special medical conditions.
Safe drinking water for women is provided.
Decent (age- and culturally-appropriate) clothing for women and girls are
available.
Reproductive health needs in kits and supplies in compliance with MISP
(i.e. sanitary napkins, feminine products, etc.) are provided.
Safe and decent temporary shelters / halfway-house / evacuation centers
for women as needed are provided.

(See also section on Transportation, Infrastructures and Facilities)

Educational Opportunities & Learning, including Technical / Vocational Training & Alternative Learning
Systems
Non-traditional courses, vocation and skills for women (i.e. carpentry,
welding, automative/mechanical, computer science/IT, etc) are offered.

*Childcare and family support services for mothers and/or women with
families are available, to help increase women’s chances of participation in
activities
Livelihood, Employment and Recreation
Women’s equal access to employment and livelihood opportunities are
provided.

* Childcare and family support services for mothers and/or women with
families are available, to help increase women’s chances of participation in
activities.

*Income Generating Projects (IGPs) as supplementary assistance are

available.
Supplementary trainings on financial literacy and/or business
management, credit and loan schemes are available. This can better equip
women in handling and sustaining livelihood assistance.
Legal Assistance / Access to Justice
Free legal service for survivors of sexual and gender-based violence (i.e.
rape, trafficking, etc) and other human rights violations (i.e. torture, etc)
are available.
The privacy of survivors and confidentiality of cases relating to sexual and
gender-based violence are ensured. (The survivor must provide her formal,
written consent when information is to be disclosed or shared.)
Physical / Medical Health Care & Treatment
Same sex requirement for attending physician / medical officer is observed.

(Note: If a female client is a Muslim woman, a female relative must also be

present during the conduct of any procedure.)
Psychological / Mental / Emotional Healing
Debriefing, trauma processing, therapy and counselling for women former
combatants / rebels, and/or those who are survivors of sexual and gender-
based violence are provided.
Mothers are reunified with their children immediately and/or at the
soonest possible time.
Transportation, Infrastructure and Facilities
Location and placement of public & private infrastructures, including
structures within a facility (i.e. toilets, kitchen, breastfeeding area, etc) are
carefully-considered to ensure safety and security of women and girls
(especially in evacuation centers).

*Except in the case of families, females should be separated from males in

facilities.
Women-friendly spaces are available. (i.e. safe breastfeeding areas, diaper
changing stations, etc).
Priority or express lanes for women who are pregnant and/or with young
children are available.

Communication & Data Collection

Use of gender-fair language, especially in policy documents and tools (i.e.
questionnaires, intake forms, registration forms, etc) is observed.
Hiring of women documenters is practiced.
Forms and all other documentation papers are made available in various
media platforms (i.e. print, audio, video, web/social media, etc.).
Disaggregation of data based on sex, age, ethnicity and disability is done.
Advocacy, Empowerment and Participation
Meaningful involvement and participation of women is encouraged at all
times, through the following:
 Encourage the importance of women’s involvement in
peacebuilding and nation-building, especially through the annual
celebration of Women’s Month March of every year.
 Initiate dialogues and consultations with women former
combatants / rebels and/or those in armed conflict / conflict-
affected areas.
 Involve and tap national agencies and local CSOs representing and
advocating Women’s Rights (i.e. PCW, WeAct1325, etc.).
Institutional Reform, including Security Sector Reform (SSR)
The increase in the number of women in the security sector (AFP, PNP and
other uniformed personnel) is pursued.
The basic rights of women in armed conflict is included in all Human Rights
Training, Gender Sensitivity Training (GST), etc. of government personnel,
especially security sector actors.
Existing institutional mechanisms are strengthened, such as:
 Barangay VAW desks
 Women and Children Protection Desk of the PNP
 Women and Children Protection Unit of the DOH
 Witness Protection Program of the DOJ
 Children

Being in a conflict-affected community is one of the

Who are the Children?
As defined in Republic Act
7610, Children refer to persons
below 18 years of age or those
over but are unable to fully take
care of themselves from abuse,
neglect, cruelty, exploitation or
discrimination because of a
physical or mental disability or
condition.
circumstances that threaten or impede the normal
development (sometimes, even survival) of a child. Youth
and children, especially those belonging to indigenous
groups, are the most vulnerable to abuse and exploitation in
armed conflict situations. Children and youth below eighteen
(18) years of age are more prone to being recruited and used
by armed groups. The following acts are considered as grave
child rights violations (GCRVs); rape, trafficking, sexual-
violation, denial of access to basic services, including
education and recreational activities.

Protecting Children in Armed Conflict (CIAC)

Table 2.3 Pertinent Policies on CIAC

Republic Act 7610, or the Special Protection of Children against Abuse, Exploitation and
Discrimination Act

Republic Act 9262, or the Anti-Violence against Women and Children Act (Anti-VAWC)

Republic Act 10661, or an Act declaring November of every year as National Children’s Month

Executive Order 138 (s. 2013), Amending EO 56 s. 2001; Adopting the Comprehensive Program
Framework for CIAC

Memorandum of Agreement on EO 138, Operationalizing the Monitoring, Reporting and

Response System on Grave Child Rights Violations (MMRS on GCRVs)

DSWD Administrative Order No. 84, s. 2002, Procedures in the Handling and Treatment of
Children Involved in Armed Conflict

AFP Letter Directive No. 25, s. 2013, Guidelines in the Conduct of AFP Activities inside or
within the premises of a school or hospital

DepEd Memorandum No. 221 s. 2013, Guidelines on the Protection of Children during Armed
Conflict
Given children’s special needs in armed conflict situations, the Philippine government took on
special measures to ensure the protection of these children and further prevent the occurrence of
grave child rights violations.

These special measures included the formulation of special protection policies and development of
institutional mechanisms / programs that aim to effectively address the concerns and needs of
children in armed conflict (CIAC).

Inter-agency Committee on Children in Armed Conflict (IAC-CIAC)

One strategy employed by the Philippine government in protecting the rights and promoting the
welfare of Children in Armed Conflict (CIAC) is through the creation of an inter-agency mechanism
with a core function of serving as the monitoring arm of the government relative to the six (6) grave
child rights violations in situations of armed conflict, namely:

(1) Killing and Maiming

(2) Recruitment and Use of Children in Armed Groups
(3) Attacks on schools and hospitals
(4) Abduction
(5) Rape and/or other Sexual Violence
(6) Denial of Humanitarian Access

By virtue of Executive Order 138, the Government of the Philippines’ Monitoring, Reporting
and Response System on Grave Child Rights Violations in Situations of Armed Conflict (GPH-
MRRS on GCRVSAC) was established and operationalized. The Council of the Welfare of Children
(CWC) is the focal government agency that spearheads the operationalization of the GPH-MRRS on
GCRVSAC at the national and local levels.

Meanwhile, the Office of the Presidential Adviser on the Peace Process (OPAPP) sits as co-chair
and provides support to this inter-agency body by providing the over-all peace perspective in the
formulation of policies and development of programs for CIAC. In this regard, OPAPP through the
Conflict-Sensitive and Peace Promoting (CSPP) approach mainstreams the interests of CIAC by
ensuring that the special needs of the most vulnerable, especially children, are addressed,
especially, during times of armed conflict. 7

7
Executive Order 138, s. 2013, Adopting the Comprehensive Program Framework for Children in Armed Conflict.
 CSPP-MVG Tool 2: CSPP Checklist for Children

Conflict Sensitivity & Peace Promotion:

Addressing the Special Needs & Ensuring the Meaningful Participation of Children in Armed
Conflict

The CSPP Checklist for Children provides a guide for planners and implementers in ensuring that the
special concerns of Children are included and addressed in the crafting of policies, as well as in
planning and implementation of Programs – Projects - Activities (PPAs).

The first column enumerates the special needs of Children, especially in times of armed conflict vis-à-
vis the various interventions / services / project types that can be provided to them, as clustered into
the following:

o Provision of Basic Needs

o Educational Opportunities, including Vocational Training and Alternative
Learning
o Livelihood, Employment and Recreation
o Legal Assistance / Access to Justice
o Physical / Medical Health Care and Treatment
o Psychological / Mental & Emotional Healing
o Transportation & Construction of Infrastructures and Facilities
o Communication and Data Collection
o Advocacy, Empowerment and Participation
o Institutional Reform, including Security Sector Reform
o Empowerment and Participation

Answers are to be logged under the columns “YES” and “NO.”

CSPP-MVG Tool 2: CSPP Checklist for Children

Specific Intervention & Special Needs of CHILDREN YES NO
Basic Needs, such as Food, Water, Nutrition, Shelter & Clothing
The nutritional standards for children, especially infants and toddlers are
provided. Likewise, culturally- appropriate food for Muslim and IP children
are provided. There should also be considerations for those with special
medical conditions.
Safe drinking water for children is provided.
Decent (age & culturally-appropriate) clothing for infants and toddlers is
provided.

Diapers (for infants and toddlers) are available.

Reproductive health needs in kits and supplies for menstruating girls (i.e.
sanitary napkins, feminine products, etc.) are provided;
Safe and decent temporary shelters / halfway-house / evacuation centers
for CIAC as needed are available.
*If needed and possible, former child combatants must be separated from
their “former commanders” (except in the case of families).
*Child-friendly spaces must be available, with books, play items etc. at the
minimum.

(See also section on Transportation, Infrastructures and Facilities)

Educational Opportunities & Learning, including Technical / Vocational Training & Alternative
Learning Systems
Access to educational opportunities for children is assured.

 The child’s interest, knowledge and skills are taken in account.

 Older children / youth are provided with educational scholarships
and/or technical and employment opportunities as an alternative to
financial/monetary support.
 Alternative Learning Systems (ALS) for children and youth who opt not
to enrol in the formal educational system is offered.
 Alternative modes and means of communication to facilitate learning
of the child are available. (see below: Communication and Data
Collection)

For DepEd / CHED:

 Peace education, gender and basic human rights module are integrated
in the curriculum of primary, secondary and tertiary education.
Livelihood, Employment and Recreation
Non-traditional vocation and skills training are available, e.g. cooking,
dressmaking, handicrafts are made available for boys; and carpentry,
mechanical are made available for girls.
Recreational activities are provided. Activities may include handicrafts,
gardening and sports. Children may also be encouraged to join spiritual
services, outreach/volunteer activities and peer support groups.
Legal Assistance / Access to Justice
When handling cases of former combatants who are minors:

 A Social Worker handles the case.

 Children in Conflict with the Law (CICL) and Children in Situations
of Armed Conflict (CSAC) must be clearly distinguished. Ensure
that RA 9851 (IHL), RA 9344 (JJL) and other child-related laws are
strictly enforced.
 The special circumstance of a former child combatant must be
recognized. S/He shlould not simply be clusted under “child” in
determining needs.
 Moreover, a child-combatant must be viewed as “victim” of
recruitment by armed groups, rather than regarded as simply
“offenders.”
Free legal service for children who are survivors of sexual and gender-
based violence (i.e. rape, trafficking, etc) and other human rights violations
(i.e. torture, etc) are provided.
When handling child witnesses:
 The security, privacy, and confidentiality of child witnesses is
assured. The child witness must provide consent when his/her
information is to be disclosed or shared.
 The distinction between a child as a witness in a trial and a child
who is filing a complaints is recognized.
Physical / Medical Health Care & Treatment
Priority and special attention are given to the child, especially those who
are wounded, sick, suffering from disabilities and/or survivors of sexual
and gender-based violence.

*The child must feel secure and comfortable during any medical procedure or
treatment. If the child is a Muslim girl, a female relative must also be present
during the conduct of a medical procedure.
Psychological / Mental / Emotional Healing
Debriefing, trauma processing, therapy and counselling for children in
armed conflict (CIAC) are provided.
 Children should always be made to feel secure and comfortable to
share information during counselling and therapy sessions.
 A local Social Worker must always be present.
All efforts are made to keep or reunite the child with his/ her parents
and/or family. Special measures must be undertaken, such as provision of
alternative parental care and/or temporary shelter/custody for children,
when:

 Child is unwilling to return home or return to his/her respective

community;
 Child’s family or community is still unsafe for the child to return to
 Child still needs special care, whether psychological counselling or
medical treatment
 Child’s family cannot be tracked or traced
Transportation, Infrastructure and Facilities
The location and placement of public & private infrastructures, including
structures within a facility (i.e. toilets, kitchen, breastfeeding area, etc.) are
carefully-considered to ensure the safety and security of children.
Schools, including churches and hospitals, are not utilized for any military-
related functions (must be at least 50 meters away). Exceptions to this rule
are schools and hospitals located inside AFP camps.

*You may also refer to AFP Letter Directive No. 25 (s. 2013) and DepEd Memo
No. 221 (s. 2013)
Child-friendly spaces are available.

“Child-friendly” spaces are similar to a day-care center, with play area, toys,
books, etc at the minimum.
Except in the case of families, child former rebels are separated from the
adults in facilities, esp. with adults who are their “former commanders.”
Communication & Data Collection
Confidentiality policy for minors is adhered to at all times.
Children are informed of their rights and made to understand every step of
the process of which they will be involved in. (Children must also be
informed of the basic services available for them.)
The willingness of the child to participate in any procedure is secured, and
the child is made to feel secure and comfortable.
All needs assessment tools and other documentation papers are made
available in various media platforms (i.e. print, audio, video, web/social
media, etc).
Data on sex, age, ethnicity and disability are disaggregated.
In monitoring, reporting and responding to GCRVs in armed conflict, you may
refer to the GPH-MRRS – GCRV Flow Chart (2015).
Advocacy, Empowerment and Participation
Meaningful involvement and participation of the children are encouraged
at all times. through:
 The importance of children’s involvement in peacebuilding and
nation-building, especially through the annual celebration of
National Children’s Month November of every year is encouraged.
 Dialogues with the children in armed conflict / conflict-affected
areas are initiated.
 The services and participation of national agencies and local CSOs
representing and advocating Children’s rights (i.e. DSWD, CWC,
NYC, etc) are tapped.
Institutional Reform, including Security Sector Reform (SSR)
The responsibility of LGUs in the protection and promotion of children’s
welfare in their respective municipalities is reiterated.
The basic rights of children are included in all Human Rights Training,
Gender Sensitivity Training (GST), etc. of government personnel, especially
security sector actors.
Existing institutional mechanisms are strengthened, such as:
 GPH Monitoring, Reporting and Response System for Grave Child
Rights Violations (MRRS-GCRV)
 Local Councils for the Protection of Children (LCPC)
 Barangay Council for the Protection of Children (BCPC)
 Women and Children Protection Desk (PNP)
 Women and Children Protection Unit (DOH)
 Senior Citizens / Elderly
Senior Citizens have universally been considered as
a vulnerable sector, recognizing their higher
susceptibility to discrimination and/or
marginalization. With old age, Senior Citizens (or
the Elderly), may slowly lose certain bodily
functions, such as physical and mental capabilities
that can possibly hinder their active participation in
society. Senior Citizens or those aged at least sixty
(60) years, are those considered of “retirement
age,” whom either by choice or law, are expected to
stop working permanently. Often, Senior Citizens
become more vulnerable to physical, psychological
and financial neglect and/or isolation.
National Policies and Mandates
Senior Citizens, thus, require special safeguards to
ensure that their human rights are protected at all
times, most especially during times of great danger
such as armed conflict. For instance, when old age
affects a person’s mobility and accessibility, there are
things that should be considered to ensure that the
best interests and well-being of Senior Citizens in
Conflict-Affected Areas (CAAs) are protected. Other
considerations include the kind of projects and/or
activities that can be designed to cater to former rebels
(FRs) who have reached the age of sixty and above.
Through the enactment of pertinent legislation
including Republic Act 7432 and Republic Act 9994,
Senior Citizens have been granted special benefits,
privileges and assistance, which would allow them to
maintain an independent lifestyle and facilitate a more
active participation in society, highlighting their vital
contribution to the development of the nation
Who are the Senior Citizens?
In the Philippines, a Senior
Citizen refers to “any resident
citizen of the Philippines at least
sixty (60) years old, including
those who have retired from
both government office and
private enterprises, and has an
income of not more than sixty
thousand pesos (P 60,000.00)
per annum subject to review of
NEDA every three years.” (RA
7432, Sec 2)
Table 2.4. National Policies on Senior
Citizens / Elderly
Republic Act 9994, or the Expanded Senior
Citizens Act of 2010
Republic Act 7432, or an Act to Maximize
the Contribution of Senior Citizens to Nation
Building
Republic Act 10645, or an Act providing for
the Mandatory PhilHealth Coverage for all
Senior Citizens
Proclamation 470, s. 1994, Declaring the
First Week of October of Every Year as
Linggo ng Katandaang Pilipino (Elderly
Filipino Week)
The Office of the Senior Citizen Affairs (OSCA)

Republic Act 9994 mandates all cities and municipalities to establish an office dedicated to addressing
the needs and concerns of their resident Senior Citizens / Elderly within their respective jurisdictions.
Known as the Office of Senior Citizen Affairs (OSCA), it is primary responsible for issuing free Senior
Citizen Identification Cards to all its senior citizen population.

The card serves as the Senior Citizen’s “access pass” to all the privileges, benefits and government
assistance afforded to Senior Citizens. The Office of the Mayor shall exercise supervisory powers over
the OSCA relative to their Programs – Projects - Activities (PPAs) for Senior Citizens / Elderly.

The following services may be availed for free at a government establishment (Provided that the senior
citizen has a senior citzen’s card issued by OSCA):

Medical Services:
1. Health exams
2. Medical and surgical procedures
3. Laboratory exams

Dental Services:
1. Oral exams
2. Curative services

Other Services:
1. Out-patient consultations
2. Available medicines in public health programs
3. Available diagnostic and therapeutic procedure
4. Use of operating rooms, special units and central supply items
5. Accommodation in charity ward (There must be a Senior Citizen's ward in every government
hospital.)
6. Counseling Services or advices given by health professionals
7. Professional Services (services rendered or extended by medical, dental and nursing
professionals)

Government hospitals shall also have a Senior Citizens ward, and health-care providers must be trained
in geriatric care.

Meanwhile, Senior Citizens / Elderly are entitled to 20% discount on private and dental services, all
transportation, hotels, restaurants, purchase of medicines and professional fees.8

8
RA 9994 (s. 2010), The Expanded Senior Citizens Act.
 CSPP-MVG Tool 3: CSPP Checklist for Senior Citizens / Elderly

Conflict Sensitivity & Peace Promotion:

Addressing the Special Needs & Ensuring the Meaningful Participation of Senior Citizens / Elderly in
Armed Conflict

The CSPP Checklist for Senior Citizens / Elderly provides a guide for planners and implementers in
ensuring that the special concerns of Senior Citizens / Elderly (SC/E) are included and addressed in the
crafting of policies, as well as planning and implementation of Programs – Projects - Activities (PPAs).

The first column enumerates the special needs of Senior Citizens / Elderly, especially in times of Armed
Conflict vis-à-vis the various interventions / services / project types that can be provided to them, as
clustered into the following:

o Social Protection
o Provision of Basic Needs
o Educational Opportunities, including Vocational Training and Alternative Learning
o Livelihood, Employment and Recreation
o Legal Assistance / Access to Justice
o Physical / Medical Health Care and Treatment
o Psychological / Mental & Emotional Healing
o Transportation & Construction of Infrastructures and Facilities
o Communication and Data Collection
o Advocacy, Empowerment and Participation
o Institutional Reform, including Security Sector Reform
o Empowerment and Participation

Answers are to be logged under the columns “YES” and “NO.”

CSPP-MVG Tool 3: CSPP Checklist for Senior Citizens / Elderly

Specific Intervention & Special Needs of SENIOR CITIZENS YES NO
Social Protection
The Senior Citizen/Elderly is registered and provided with a free Senior
Citizen Identification Card (c/o local Office of Senior Citizen Affairs or
OSCA). The concerned LGU ensures the enrolment of the Senior Citizens in
their respective municipalities.
The mandatory membership of Senior Citizens / Elderly in the
government’s healthcare system, PhilHealth is provided.

*The Senior Citizen or Elderly shall be considered a Lifetime Member.

Basic Needs, such as Food, Water, Nutrition, Shelter & Clothing
Food that meets nutritional standards for senior citizens are provided.
Likewise, culturally-appropriate food for Muslims is available. There
should also be considerations for those with special medical conditions.
Safe, drinking water for the elderly is available
Decent, age and culturally-appropriate clothing are available.
Educational Opportunities & Learning, including Technical / Vocational Training & Alternative
Learning Systems
Ensure access to educational opportunities and/or skills training for
Senior Citizen / Elderly who still has the capacity and/or desire to learn.

(For instance, DOLE., TESDA, and DTI may assess, design and implement
training programs that will provide livelihood and skills training support
for Senior Citizens / Elderly.)

*Senior Citizens are entitled to free training fees subject to the above-
mentioned agencies’ guidelines.
Facilitate learning of Senior Citizens/Elderly using alternative modes and
means of communication.

(See below: Communication, Advocacy and Data Collection)

Livelihood, Employment and Recreation
Senior Citizens / Elderly who still have the capacity and/or desire to work
are provided with information and opportunities for employment.
Recreational Activities are based on the interests and skills of the Senior
Citizen / Elderly.

Activities such as handicrafts, gardening, sports, spiritual services,

outreach and volunteer activities, peer support groups, are some of the
activities provided for the Senior Citizens / Elderly in the communities.
Legal Assistance / Access to Justice
Free legal service for Senior Citizens / Elderly who are survivors of sexual
and gender-based violence (i.e. rape, trafficking, etc) and other human
rights violations (i.e. torture, etc) are provided.
Physical / Medical Health Care & Treatment
Medical health needs and supplies for Senior Citizen (i.e. vitamins,
supplements; common maintenance medicines, and if necessary, adult
diapers) are available.

*Indigent Senior Citizens are entitled to Free Vaccination.

Priority and special attention are given to Senior Citizens / Elderly in
armed conflict especially those who are wounded, sick, and suffering from
disabilities.
Free medical and dental services in government establishments are made
available to Senior Citizens (subject to DOH, GSIS & SSS guidelines and
standards).
Psychological / Mental / Emotional Healing
A local Social Worker is present during debriefing or counselling for the
Senior Citizen / Elderly
Efforts are made to keep or reunite the Senior Citizen / Elderly with his or
her family.

However, special measures such as “substitute family care,” provision of

elder care and/or temporary shelter/custody are available.

Special measures must be undertaken when when:

 Senior Citizen / Elderly is abandoned, neglected, abused and

unattached
 Senior Citizen / Elderly’s family cannot be traced
 Senior Citizen / Elderly still needs special care (i.e. counselling,
medical care, etc.)
 Senior Citizen / Elderly is unwilling to return home or his/her
respective community
 Senior Citizen / Elderly’s family or community is still unsafe for
the senior citizen to return to
Transportation, Infrastructure and Facilities
A “Barrier-free Environment” is created through the construction of
proper railings, ramps, grab bars, etc with appropriate signage, especially
at entrances, doors, hallways, restrooms or toilets, waiting areas and
lobbies, elevators and parking lots in all public and private establishments
and infrastructures, including Public Transportation.
The location and placement of public & private infrastructures, including
structures within a facility (i.e. toilets, kitchen, breastfeeding area, etc) are
carefully-considered to ensure the safety and security of the Senior Citizen
/ Elderly.
Priority and express lanes for Senior Citizens / Elderly are established in
all public spaces/transportation terminals and stations. (Assistance must
be provided, as needed and requested by the client).
Communication & Data Collection
Needs assessment and other forms of documentation papers must be
made available in “accessible formats” by printing documents
 in large text and pictures
 in Braille
 in multiple languages/ dialects
 in various media platforms (i.e. print, audio, video, web/social
media, etc)
Data based on sex, age, ethnicity and disability are disaggregated.
Advocacy, Empowerment and Participation
Meaningful involvement and participation of the Senior Citizen / Elderly
are encouraged at all times. through:
 The annual celebration of Elderly Filipino week, every first week of
October.
 Providing opportunities for Senior Citizens / Elderly to take part
in community decision-making/ leadership positions
 Dialogues with the Senior Citizen / Elderly in CAAs are initiated
 Services and programs of national agencies and local CSOs
representing and advocating for Senior Citizen / Elderly rights
(i.e. DSWD, local OSCAs, etc) are tapped
Institutional Reform, including Security Sector Reform (SSR)
The responsibility of the respective LGU in protecting and promoting the
welfare of Senior Citizens / Elderly in their respective municipalities is
reiterated

(This can be manifested, among others, through the establishment and

function of a local Office for Senior Citizen Affairs/ OSCA).
The basic rights of Senior Citizens / Elderly is included in all Human
Rights Training, Gender Sensitivity Training (GST), etc of government
personnel, especially Security Sector Actors
A program for Senior Citizens’ Former Rebels is established.
 Persons-with-Disabilities

Table 2.5. Pertinent National Policies on

Persons-with-disabilities

Who are the Persons-with-

Disability?
Republic Act 10754, or an Act expanding the
benefits and privileges of Persons-with-
disabilities In the Philippines, Persons-
with-disability (“Disabled
Republic Act 9442, or an Act to amending RA
7277 Persons”) refer to “persons
suffering from restriction or
Republic Act 7277, or the Magna Carta for
different abilities, as a result
Disabled Persons
of a mental, physical or
Executive Order No. 709 (2008), Renaming sensory impairment, to
NCWDP to National Council on Disability Affairs
perform an activity in the
(NCDA) and Redefining the functions and
organization structure and amending the manner or within the range
purpose of EO 676 and EO 232 considered normal for a
human being.”
(RA 7277, Sec 4A)
Proclamation 1870, s. 1979, Declaring the
Third Week of July as National Disability
Prevention and Rehabilitation Week

Limited accessibility and barriers in communication are among the common causes of a Person-with-
disability’s (PWD) marginalization. Similar to Senior Citizens, a Person-with-disability has diminished
and/or limited physical and mental capabilities, and these often pose challenges in their access to
and/or control of opportunities, resources and services, which ultimately affect their participation in
society.

Magna Carta for Disabled Persons

In 1992, the Republic Act 7277 or the Magna Carta for Disabled Persons was enacted into law,
reiterating the state’s responsibility to ensure that the human rights of Persons-with-Disabilities are
upheld, respected and protected at all times. Many years later, said legislation was further amended
through the enactment of Republic Acts 9442 (2007) and 10754 (2016), which expanded the benefits
and privileges extended to Persons-with-disabilities.
The National Council on Disability Affairs (NCDA)

The National Council on Disability Affairs (NCDA), formerly known as the National Council for the
Welfare of Disabled Persons (NCWDP), is the national government agency mandated to lead the
formulation of policies and facilitate the inclusive, responsive and efficient delivery of programs and
services to Persons-with-disabilities.

Similar to Senior Citizens, Persons-with-disabilities (PWDs) are also granted benefits and privileges,
which they can avail upon obtaining a Person-with-disability Identification Card (PWD-ID Card). The
PWD ID Card may be obtained at the NCDA office and/or its regional DSWD counterpart offices. The
Offices of the Barangay Captain and/or local City / Municipal Mayor where the PWD resides may also
issue a PWD ID Card.

With a PWD ID Card, Persons-with-disabilities are entitled to free rehabilitation services in government
hospitals, including but not limited to:

 Immunization
 Nutrition
 Generic Counselling
 Other Medical Treatment

Meanwhile, PWDs are entitled 20% discount in all government facilities for medical and dental services
including the purchase of medicines as subject to the guidelines of DOH, in coordination with
PhilHealth. The 20% discount is also extended to public land transportation, hotels, restaurants and
recreational facilities such as theaters and cinemas. Like the elderly, PWDs are also entitled to express
lanes in all commercial and government establishments.9

9
RA 7277 (s. 1991), The Magna Carta for Disabled Persons.
 CSPP-MVG Tool 4: CSPP Checklist for Persons-with-Disabilities

Conflict Sensitivity & Peace Promotion:

Addressing the Special Needs & Ensuring the Meaningful Participation of Persons-with-Disabilities
(PWDs) in Armed Conflict

The CSPP Checklist for Persons-with-Disabilities provides a guide for planners and implementers in
ensuring that the special concerns of Persons-with-disabilities are included and addressed in the
crafting of policies, as well as planning and implementation of Programs – Projects - Activities (PPAs).

The first column enumerates the special needs of Persons-with-disabilities, especially in times of armed
conflict vis-à-vis the various interventions / services / project types that can be provided to them, as
clustered into the following:

o Social Protection
o Provision of Basic Needs
o Educational Opportunities, including Vocational Training and Alternative Learning
o Livelihood, Employment and Recreation
o Legal Assistance / Access to Justice
o Physical / Medical Health Care and Treatment
o Psychological / Mental & Emotional Healing
o Transportation & Construction of Infrastructures and Facilities
o Communication and Data Collection
o Advocacy, Empowerment and Participation

Answers are to be logged under the columns “YES” and “NO.”

CSPP-MVG Tool 4: CSPP Checklist for Persons-with-Disabilities

Specific Intervention & Special Needs of PWD YES NO
Social Protection
The Person-with-disability is registered and provided with a free
Person-with-disability Identification Card (PWD ID Card).

(With the PWD ID Card, a Senior Citizen can avail special benefits and
privileges.)
Basic Needs, such as Food, Water, Nutrition, Shelter & Clothing
Food that meets nutritional standards for the Person-with-
Disabilities, especially those with medical conditions are made
available.
Safe drinking water is provided.
Decent (age and culturally-appropriate) clothing is provided.
Safe and decent temporary shelters / halfway-house / evacuation
centers for Persons-with-disabilities are made available.

(See also section on Transportation, Infrastructures and

Facilities)

Educational Opportunities & Learning, including Technical / Vocational Training &

Alternative Learning Systems
Access to educational opportunities and/or skills training for
Persons-with-disabilities who still have the capacity and/or desire to
learn are made available.
PWDs are given support to facilitate their effective learning and
education (See also section on Communication and Data
Collection).

For instance, DOLE. TESDA, and DTI may assess, design and
implement training programs that will provide livelihood and skills
training support for PWDs.
Alternative modes and means of communication are made available
to facilitate the education/ learning of PWD.

(See also section on Communication and Data Collection)

Livelihood, Employment and Recreation
PWDs who have the capacity and/or desire to work are provided
with information and opportunities for employment.

*RA 7277 mandates government agencies and corporations to reserve

5% of its casual, emergency and contractual positions for Persons-with-
disabilities.
Legal Assistance / Access to Justice
Free legal service for PWDs who are survivors of sexual and gender-
based violence (i.e. rape, trafficking, etc) and other human rights
violations (i.e. torture, etc) is provided
Physical / Medical Health Care & Treatment
Assistance in the acquisition of prosthetic devices and other medical
services needed by the PWD is provided
*Priority and special attention must be given to PWDs in armed conflict
especially those who are wounded and sick
Psychological / Mental / Emotional Healing
A PWD’s positive self-image is fostered through counselling and
orientations.
(When providing debriefing or counselling for the PWD, a local Social
Worker must be present.)
Transportation, Infrastructure and Facilities
A “Barrier-free Environment” is created through the construction of
proper railings, ramps, grab bars, etc with appropriate signage,
especially at entrances, doors, hallways, restrooms or toilets, waiting
areas and lobbies, elevators and parking lots in all public and private
establishments and infrastructures, most especially in public
transportation and its corresponding terminals/ stations.
The location and placement of public & private infrastructures,
including structures within a facility (i.e. toilets, kitchen,
breastfeeding area, etc) are carefully-considered to ensure safety and
security of the PWD.
Priority and express lanes for PWDs are established in all public
spaces / transportation terminals. (Assistance is provided as needed
and requested by the client).
Communication & Data Collection
Needs assesment and other documentation papers are made
available in “accessible formats” by making them
 In large print of text and pictures
 In Braille
 In multiple languages / dialects
 In various media platforms (i.e. print, audio, video, web/social
media, etc)
Guides, Readers, Professional Sign Language Interpreters and/or
other interpreting services are ready to assist the PWD in public and
private institutions
Disability-sensitive language (aka “people-first language) is used in
public transactions.
Data based on sex, age, ethnicity and disability are disaggregated.
Advocacy, Empowerment and Participation
Meaningful involvement and participation of the PWDs are
encouraged at all times. through:
 The annual celebration of National Disability Prevention and
Rehabilitation week, every third week of July.
 Opportunities for PWDs to participate in community
decision-making or take on leadership positions are provided
 Dialogues with the PWDs in CAAs are initiated
 Programs and services of national agencies and local CSOs
representing and advocating for PWD rights (i.e. DSWD,
NCDA, etc) are tapped
Institutional Reform, including Security Sector Reform (SSR)
The Responsibility of concerned LGUs to ensure the protection and
promotion of the welfare of PWDs in their respective municipalities is
reitereated.
The basic rights of PWDs are included in all Human Rights Training,
Gender Sensitivity Training (GST), etc of government personnel,
especially Security Sector Actors
 Indigenous Peoples

Table 2.6: National Policies on Indigenous

Peoples
Republic Act 8371, or the Indigenous
Peoples Rights Act of 1997
Proclamation 1906, s. 2009, Declaring the
month of October of Every Year as National
Indigenous Peoples Month
RA 8371: Indigenous Peoples Rights Act (IPRA)
Enacted in 1997, Republic Act 8371 or the Indigenous
Peoples Rights Act (IPRA) is considered as a
landmark legislation. It legislated the recognition,
promotion and respect for the rights of Indigenous
Peoples/Indigenous Cultural Communities (IPs/ICCs)
and made it as a state policy. Particular to the context
of armed conflict, Chapter 5, Sec 22 of IPRA provides
for the special protection and security of IPs/ICCs
during armed conflict. For instance, by virtue of IPRA,
the forced recruitment of IPs into armed forces nor
the forced abandonment of their ancestral lands are strictly prohibited.
Who are the Indigenous Peoples?
Indigenous Peoples refer to groups of people
or homogenous societies identified by self-
ascription and ascription by others, who
have continuously lived as organized
community on communally bounded and
defined territory, and who have, under
claims of ownership since time immemorial,
occupied, possessed and utilized such
territories, sharing common bonds of
language, customs, traditions and other
distinctive cultural traits, or who have,
through resistance to political, social and
cultural inroads of colonization, non-
indigenous religions and cultures, became
historically differentiated from the majority
of Filipinos. (RA 8371, Sec 3h)

IPRA also became the legal basis for the creation of the National Commission on Indigenous Peoples
(NCIP) as the national government agency responsible for the development and implementation of
policies and programs that protect the rights and support the well-being of all indigenous Filipinos,
recognizing their beliefs, traditions, institutions and way of life. The NCIP is also the office responsible
for ensuring the authenticity and ethnicity of Indigenous Peoples, and their rightful claim to their
Ancestral Domains.
 CSPP-MVG Tool 5: CSPP Checklist for Indigenous Peoples

Conflict Sensitivity & Peace Promotion:

Addressing the Special Needs & Ensuring the Meaningful Participation of Indigenous Peoples in Armed
Conflict

The CSPP Checklist for Indigenous Peoples provides a guide for planners and implementers in
ensuring that the special concerns of Indigenous Peoples (IPs) are included and addressed in the
crafting of policies, as well as planning and implementation of Programs – Projects - Activities (PPAs).

The first column enumerates the special needs of Indigenous Peoples, especially in times of armed
conflict vis-à-vis the various interventions / services / project types that can be provided to them, as
clustered into the following:

o Social Protection
o Provision of Basic Needs
o Educational Opportunities, including Vocational Training and Alternative Learning
o Livelihood, Employment and Recreation
o Legal Assistance / Access to Justice
o Physical / Medical Health Care and Treatment
o Psychological / Mental & Emotional Healing
o Transportation & Construction of Infrastructures and Facilities
o Communication and Data Collection
o Advocacy, Empowerment and Participation
o Institutional Reform, including Security Sector Reform
o Empowerment and Participation

Answers are to be logged under the columns “YES” and “NO.”

CSPP-MVG Tool 5: CSPP Checklist for Indigenous Peoples

Specific Intervention & Special Needs of IPs YES NO
Social Protection
The Indigenous People obtains their respective CADT (Certificate of
Ancestral Domain Title). .

*As defined in RA 8371, CADT is a Title formally recognizing the rights of

IPs/ICCs over their ancestral domains
Basic Needs, such as Food, Water, Nutrition, Shelter & Clothing
Culturally-appropriate food are provided, with consideration for those
who are pregnant, elderly and/or those who have special medical
conditions. Food must also meet nutritional standards, especially those
with medical conditions.
Safe drinking water is made available.
Decent (age and culturally-appropriate) clothing is available.
Safe and decent temporary shelters / halfway-house / evacuation
centers for Indigenous People are made available

(See also section on Transportation, Infrastructures and Facilities)

Educational Opportunities & Learning, including Technical / Vocational Training &
Alternative Learning Systems
Access to educational opportunities and/or skills training for Indigenous
People who have the desire to learn. IPs must be ensured of support to
facilitate their effective learning and education are made available (See
also section on Communication and Data Collection)
Livelihood, Employment and Recreation
IPs who have the capacity and/or desire to work are provided with
information and opportunities for employment.
*Employment Opportunities and Recreational Activities must promote and
respect IP culture and way of life.
Legal Assistance / Access to Justice
Free legal service for IPs who are survivors of sexual and gender-based
violence (i.e. rape, trafficking, etc) and other human rights violations (i.e.
torture, etc) is provided.
Physical / Medical Health Care & Treatment
The IP community is actively involved in the development of medical
health care and treatment for their people.
*Please refer to Free and Prior Informed Consent (FPIC).
Traditional and cultural healing practices and methods, including the
use of traditional medicines are promoted and respected.
Psychological / Mental / Emotional Healing
Debriefing and counselling for the IPs, especially those who had been
victims of sexual and gender-based violence and/or were internally-
displaced are provided.
Transportation, Infrastructure and Facilities
An IP focal person is designated by the LGU (Assistance must be
provided, as needed and requested by the client).
The location and placement of public & private infrastructures, including
structures within a facility (i.e. toilets, kitchen, breastfeeding area, etc)
are carefully-considered to ensure the safety and security of the IPs.
Communication & Data Collection
The Principle of FPIC (Free and Prior Informed Consent) is upheld
at all times.

*According to RA 8371, FPIC means the consensus of all members of the

ICCs/IPs to be determined in accordance with their respective customary
laws, and practices - free from external manipulation, interference and
coercion and obtained after fully disclosing the intent and scope of the
activity, in a language and process understandable to the IP/ICC.
Guides and/or interpreters are ready to assist in the FPIC process, other
processes that requires the participaton of IPs.
Communication tools are made available in various media platforms (i.e.
print, audio, video, web/social media, etc).
Needs assessment and documentation papers are made available using
the IP’s language, dialect and/or in a language that is understandable to
the IP.
(IPs must always be informed and made to understand the processes
that affect them. This includes access to information, such as services
and projects affecting them. )
Data based on sex, age, ethnicity and disability are disaggregated.
Advocacy, Empowerment and Participation
Meaningful involvement and participation of the IPs are encouraged at
all times. through:
 The annual celebration of Indigenous Peoples Month every
October.
 Opportunities IPs to particiate in community decision-making
or take on leadership positions are provided
 Dialogues with the IPs in CAAs are initiated
 Programs and services of national agencies and local CSOs
representing and advocating for IP rights (i.e. NCIP) are tapped
Institutional Reform, including Security Sector
Reform (SSR)
The responsibility of concerned LGUs to ensure the protection and
promotion of the welfare of IPs in their respective municipalities is
reiterated.
The rights of IP communities are included in all Human Rights Training, .
Gender Sensitivity Training (GST), etc of government personnel,
especially security sector actors.

Final words:
The CSPP Checklist for the most vulnerable groups – women, children, elderly, PWDs, and IPs -
supports the following Sustainable Development Goals (SDGs) :

Goal 1: End poverty in all its forms everywhere

Goal 2: End hunger, achieve food security and improved nutrition and promote sustainable
agriculture
Goal 3: Ensure healthy lives and promote well-being for all at all ages
Goal 4: Ensure inclusive and equitable quality education and promote lifelong opportunities for
all
Goal 6: Ensure availability and sustainable management of water and sanitation for all
Goal 8: Promote sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all
Goal 9: Build resilient infrastructure, promote inclusive and sustainable industrialization and
foster innovation
Goal 10: Reduce inequality within and among countries
Goal 11: Make cities and human settlements inclusive, safe, resilient and sustainable
Goal 16: Promote peaceful and inclusive societies for sustainable development, provide access
to justice for all and build effective, accountable and inclusive institutions at all levels
Goal 17: Strengthen the means of implementation and revitalize the global partnership for
sustainable development
REFERENCES
This chapter attempts to enumerate the minimum requirements that must be satisfied to protect the
rights and promote the interests of the ‘most vulnerable groups’ during times of armed conflict. The
discussions are clustered on a per sector basis – Women, Children, Senior Citizens / Elderly, Persons-
with-Disabilities, and Indigenous Peoples. The protection of rights and promotion of interests frames
the entire list of reminders contained in this guidebook. These “look-outs” are based on existing laws,
executive orders and inputs from agencies concerned.

International & Local Policies / Frameworks:

 Operational Guide to Integrated  Universal Declaration of Human Rights (UDHR)

Disarmament, Demobilization and
Reintegration Standards (IDDRS)
 Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW)
 Convention on the Rights of the Child
 Optional Protocol to the Convention on the
Rights of the Child on the Involvement of
Children in Armed Conflict
 International Center for Transitional Justice
(www.ictj.org)
 Convention on the Rights of Persons with
Disabilities and Optional Protocol
 Capetown Principles and Best Practices
 Paris Principles
 UNIFEM: Getting it right, doing it right.
Gender and DDR.
 Republic Act 7610 Anti-Child Abuse Act
 Republic Act 8352 Anti-Rape Act
 Republic Act 8505 Rape Victims Assistance
Act
 Republic Act 8371 Indigenous Peoples Rights
Act
 Republic Act 7432 Contribution of Senior
Citizens to Nation Building
 UN Declaration of the Rights of Indigenous Peoples
 UN Convention on the Rights of Persons with
Disabilities
 The Philippine National Action Plan on Women
Peace and Security (NAPWPS)
 UNIFEM: Getting it right, doing it right. Gender and
DDR
 UN Convention on the Rights of Persons with
Disabilities
 Republic Act 9710 Magna Carta of Women
 Republic Act 9262 Anti-VAWC Act
 Republic Act 8371 Indigenous Peoples Rights Act
 Republic Act 9851 IHL Act
 Republic Act 10389 Recognizance Act
 Republic Act 10353 Involuntary Disappearance
 Republic Act 7277 Magna Carta for Disabled
Persons
 Republic Act 10754 VAT Exemption for PWDs
 Republic Act 9442 An Act amending Magna Carta
for Disabled Persons
 Republic Act 9994 Expanded SC Act of 2010
 Republic Act 9208 Anti-Trafficking in Persons
 Republic Act 10645 Mandatory Philhealth
 Republic Act 10645 Mandatory Philhealth

Inputs from the following agencies:

 AFP Human Rights Office (AFP HRO)
 PNP Human Rights Affairs Office (PNP HRAO)
 PNP Women and Children Protection Center
(PNP WCPC)
 Philippine Commission on Women (PCW)
 Department of Social Welfare and Development
(DSWD)
 National Council for Disability Affairs (NCDA)
 Council for the Welfare of Children (CWC)
CHAPTER 3:
SOCIAL PREPARATION PHASE
A. Social Preparation: Preparing Communities for peacebuilding
interventions

Social preparation is an important stage of a successful project cycle. It sets the “tone” or
the appropriate community environment to ensure that the proposed intervention(s) is
consistent with the over-all goal of attaining and promoting peace.

The social preparation phase regards the people at the center of the entire process. To
ensure that the projects/interventions are relevant, it is critical that the members of the
community themselves agree to, if not directly involved, in the identification of the projects.
This entire process strengthens the sense of ownership of the community. In essence, social
preparation facilitates the “buy-in” of the community beneficiaries. Done properly, it ensures
that beneficiaries are consulted, informed, has ownership of the process, and are willing to
engage in the project cycle.

Principles of Social Preparation

Consistent with the conflict senstive and peace promoting (CSPP) framework, the principles of
social preparation are:

1. Participative

Discussing the project with the community is necessary to ensure that there is a
comfortable degree of acceptance by the direct beneficiaries, as well as other groups who
may be affected by the project. In this stage, the project’s goals and perceived advantages
are explained by the implementers; this is also the stage where the community can flag
possible disadvantages or negative repercussions. Establishing partnership with the
community conveys a clear message that they are co-owner and equal partner in the
project cycle.

2. Community ownership and accountability

Instilling a sense of ownership determines that the community fully accepts the project,
alongside its consequent responsibility. As co-owners, the community becomes equally
accountable to the success or set-backs that the project may encounter. Strengthened
partnership in every step of the project cycle ensures this sense of ownership.

3. Transparency

The sharing of information, in an open and sincere atmosphere, whereby government and
project partners hold themselves responsible and answerable to stakeholders and
 legitimate oversight institutions will strengthen the sense of partnership between the
community and project implementer.

4. Empowerment

Partnership not only strengthens the sense of ownership; it also contributes to the
empowerment of the beneficiary community. As co-implementers, they will eventually
gain the confidence to initiate projects on their own.

5. Inclusive and multi stakeholder

No one should be left out from the project and its benefits. As much as possible the
undertaking should cater to a wide and broad base of constituencies, especially the most
vulnerable groups (MVG)—children, women, elderly, indigenous peoples and persons-
with-disabilities.

6. Sustainability and community resilience

The key to the success of any project or program is that its gains have a long term effect
(specifically for economic and social gains) and its outcomes result in the creation of
more value added products (e.g. addition of links to the value chain.). The goal is to
contribute to the strengthening of the capacity of communities to withstand the negative
effects of armed violence.

Participative

Sustainability Community
& community Ownership &
resilience accountability

Social
Preparation

Inclusive and
Multi- Transparency
Stakeholder

Empowerment

Figure 3.1. The Principles of Social Preparation

Mechanisms for Social Preparation

National Level

The tasks of agencies include establishing the administrative and legal frameworks, operational
structure, financing and auditing systems, and the transparency, accountability and reporting
mechanisms. It is also tasked with securing the buy-in of the regional, sub-regional and local
oversight bodies and direct implementers.
Community Level

This level is more micro and specific from barangay to municipal level. It involves coordination
and consultation with the people to ensure proper implementation. Social acceptance and “sense
of owning” are principles to follow to ensure that the people shall act as the “social fence” in
protecting the projects especially in conflict areas.
 Laying down the ground rules of
the project

Monitoring and evaluating project  Ground working

results and impact  Initial Baseline Data
 Coordination /
 Periodically observe and track Networking / Linkaging
project implementation  Courtesy call to
 Identify issues and concerns appropriate bodies,
 Provide immediate solutions, Community consultation,
which may involve proposing community profiling and
new projects analysis, Stakeholder
analysis

Monitoring &
Preparatory
Evaluation

Implementation Planning

Ensuring the sustainability of the Development of an organized and

project well-consulted plan (project
proposal)
 Turn-over of the project
to the community /  Consultation re the
beneficiaries feasibility study and
 Reorientation of roles and project proposal
responsibilities of various  Validation, vetting
agencies in the project and finalization of the
project proposal
 Preparations for
Implementation

Figure 3.2. Social Preparation cuts through the entire project cycle
NECESSARY ACTIVITIES IN SOCIAL PREPARATION

I. Community Consultation & Assembly

1. COMMUNITY IDENTIFICATION

Coordinate with the municipality by sending a letter to the officials (a) to ask permission
for the conduct of community consultation and (b) to explain the purpose of the activity.
Other coordination like email and phone conversation can be done, but there should
always be a formal written request given to the proper body.
a. For the consultation to be effective, an initial meeting or ground visit must be
done to explain in advance the project, and identify the appropriate groups/
individuals to be invited in the consultation.
b. Identify who are the possible stakeholders in the project. The partner
PLGU/MLGU should be included in the process to help identify the direct and
indirect beneficiaries and/or stakeholders. (See Annex A: Socil Preparation
Tool 1: Stakeholders’ analysis) The direct beneficiaries can be organized to
become the “core group” of the project.

2. PROVIDE INFORMATION TO THE COMMUNITY .

Before the actual consultation, the focal person should decide on how to bring the
message to the people. It can be through leaflets, factsheets, posters, presentations or
any form of communication materials. There should be an advance orientation to a core
group (CG) prior to the community consultation to ensure their “buy in” and support.

In the actual community consultation, a systematic process of attendance checking and

facilitaton of meeting is necessary to ensure that everyone gets to speak/participate. An
elder or someone who commands respect from members of the community can help in
the facilitation of the meeting. This step begins the “co-ownership” messaging.

Suggested Program Flow

I. Preliminary
- Prayers
- Introduction of Participants and Guests
II. Overview of the project
III. Objectives / design / process and systems
IV. Target Beneficiaries (Community/ Brgy)
V. Expected Roles of PLGU / MLGU and the community people
VI. Questions and answers
Table 3.1: Suggested Program Flow for Community Consultation

3. SOLICIT FEEDBACK FROM THE COMMUNITY.

In community consultation, feedback can be secured immediately after the activity. The
feedback process can be formal or informal. An informal process, usually appropriate in
community settings, requires focus-group discussions (“kwentuhan”); a more formal
feedback process involves a “form” that can be filled up by respondents. This method of
feedback solicitation is more appropriate in formal gatherings. (See Annex: Social
Preparation Tool 2: Feedback Form)
II. Community Mapping

This process requires the participation of the community, together with the government focal
person. The purpose of community mapping is to validate the landmarks and fixtures that are
found in the current map of the community. This process is both an activity and strategy for
community development.

Community mapping allows the people to actually validate the content of the map. It therefore
can encourage discussion, and allows the focal person to have an in-depth understanding of the
community from the perspective of the people.

A sample set of guide questions and a sample map-making are found below.

Sample Guide Questions in community mapping

1. How many barangay and sitios are there in the community?
a. Where are the boundaries?
2. How many households are in the area? What is the exact land area?
3. What are the styles of the houses (concrete? Wooden materials? Light meterials?)
4. How much percent in the community are
a. Flat surface, conducive for farming/ planting
b. Mountanous area
c. Shoreline
5. What are the resources in the community?
a. Where are the lake, sea, falls , forest etc… are located?
b. Location of Man-made resources?
6. Where the schools, church, stores other establishments located?

Figure 3.3: Sample Community Map

III. Protecting the Rights and Promoting the Interests of the Most Vulnerable
Groups (MVGs)

The social preparation process must take into account the physical, mental, social and cultural
circumstances of the most vulnerable groups (MVGs). Hence, extra effort must be exerted to
ensure that their inclusion, participation in the social preparation stage and the entire project
cycle. (Details on MVGs are found in Chapter 3)

The Most Vulnerable Groups (MVGs)

Most Vulnerable Groups (MVGs) include women, children, indigenous communities, elderly, and
persons with disabilities. These sectors are differently situated in a conflict situation – either
they are directly involved (e.g. combat role, support roles like couriers, spies, cooks, “sexual
service”) or the directly affected (innocent civilians, but most severely the elderly, nursing
mothers, PWD, the infirmed and young children). The physical and mental limitations of the
elderly, PWD and young children make them particularly vulnerable in situations of actual
armed conflict.

Social Preparation Promotes the interests of MVG when:

 All procedures and processes where the MVGs are included are vetted by social workers
or trained professionals to ensure that their participation is meaningful and
unhampered.
 The capacities of MVG are considered as paramount at all times; and no discriminatory
practice is allowed.
 Priority and express lanes for MVGs are established prior to implementation of projects
and programs.
 A "Barrier-Free Environment" for Children, Elderly and Persons-with-disabilities is
created, ensuring the accessibility of facilities, roadways and other physical spaces
through construction of proper railings, ramps, grab bars, etc. with appropriate signage.
 Living spaces appropriate for cultural needs and sensitivities of IP and religious
minorities are created.
 Evacuation and detention facilities assure of security and proper segregation according
to gender, age, physical/mental ability and culture (or religion when necessary).
 The establishment of crisis centers that provide support groups, networks and 24-hour
counseling is done specifically for minors, pregnant women, and elders.
 Tools, forms, questionnaires and all other documentation tools are made available in
"accessible formats" i.e. in large print of text and pictures, Braille and/or multiple
languages.
 The use of gender-fair and disability-sensitive language is observed in policy
documents.
Table 3.2. Social Preparation for Most Vulnerable Groups (MVGs)
Social Preparation Tools

The Social Preparation Tools (Nos. 1 to 4) are meant to guide the focal person/ unit in the
process of identifying the appropriate peacebuilding intervention. Hence, it is advisable that all
of the four (4) forms be completed.

SOCIAL PREPARATION TOOLS

A. Social Preparation Tool 1: Stakeholder Analysis Form

Name of project: _________________________________________

Objectives: _________________________________________
Duration: _________________________________________

STAKEHOLDERS IMPORTANCE/ROLE COMMUNITY POSITIVE NEGATIVE REMARKS

AND ECONOMIC IN PEACE INFLUENCE/POWER IMPACT IMPACT
CONDITIONS DEVLOPMENT
Primary
beneficiary

Secondary
beneficiary

Analysis:

Prioritization of stakeholders is based on the project objectives and community needs. Also, the basic
considerations for the stakeholders are their participation in peacebuilding and development.

B. Social Preparation Tool 2: Community Consultation & Assembly Feedback

Form

Barangay _____________________ Petsa___________________

Edad_________ Lalaki/Babae_________

1. Sa iyong palagay, nakakatulong ba ang ganitong konsultasyon para sa isang proyekto ng

gobyerno?
____ Oo ____ Hindi Masyado _____ Hindi Talaga
2. Sa iyong palagay, makakakuha ba ng benepisyo ang mga tao sa komunidad?
____ Oo ____ Hindi Masyado _____ Hindi Talaga
3. Mas nagkaroon ka ba ng karagdagang pag-unawa tungkol sa proyekto?
___ Oo ____ Hindi
4. Anu ang pinaka-esensya ng proyekto sa iyong palagay?
____ Imprastraktura ____ Dagdag kita sa mga tao _____ Para sa kaayusan ng Komunidad
 _____ Iba pa
5. Mga karagdagan tanong o mungkahi?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
__________________________

C. Social Preparation Tool 3: Community Profiling

Name of community/municipality Name of interviewee (it should be a local DATE:
official)

Class of the municipality

1st class ___

2nd class ___

3rd class ___

4th class ___

5th class___

6th class___

PERSONAL PROFILE OF THE INTERVIEWEE

NAME: POSITION/OFFICE IN THE

GOVERNMENT:

AGE: GENDER: CIVIL STATUS: YEARS OF STAY IN GOVERNMENT:

___MALE
___FEMALE ___ SINGLE ___ MARRIED

RELIGION:

___ SEPARATED ___ WIDOW/ER

HIGHEST EDUCATIONAL ATAINMENT:

PERMANENT/SECONDARY ADDRESS: TRIBAL GROUP (IF NEEDED)

PREVIOUS WORK EXPERIENCES:

DEMOGRAPHIC DATA/HEALTH

ESTIMATED NUMBER OF POPULATION : (FOR THE PAST 3 YEARS) STATUS: ESTIMATED

NUMBER OF :

___MALE
Children: _______ Single__________ ___FEMALE
Youth: _______ Married_________

Adult: _________ Separated_______

Elderly: ________ Others:

Estimated number of household: _________________ Usual Sickness of the people Religion

Catholic____

Christian ____

Muslim_____

Others:

Housing characteristics : (small , medium, heavy duty, liht materials, Health services
concrete or wood)
Clinic _________

Hospital _______

EDUCATION , OCCUPATION AND ECONOMIC ACTIVITIES

EDUCATIONAL STATUS OF THE EMPLOYMENT STATUS INCOME LEVEL

PEOPLE (estimated percentage)

Elementary
Employed_____________ BELOW 10,0000____________
Under grad ___ Graduated ___
Unemployed___________ 10,000-15,000 ____________
High School
Underemployed________ 15,001-20,000 ____________
Under grad ___ Graduated ___
Own Business_________ 20,001-25,000 ____________
College
25,001-30,000 ____________
Under grad ___ Graduated ___
STATUS IN WORK: 30,001 AND ABOVE_________

Permanent___________
Masteral _________________
Regular _____________
Doctoral_________________
Contractual___________

Seasonal_____________

Other sources of income________

School building in the municipality
(indicate number)

Elementary _________

High School_________

College _____________

RESOUCES IN THE COMMUNITY AVERAGE EXPENSES IN A MONTH

Human ________________ House rental ___________

Man made _____________ Education ____________

Natural Resources______ Basic Commodities _____

Transportation__________

Medicine and health______

Others:

SOCIO-POLITICAL PROFILE

Name of Officials (Mayor,VMayor,Councilors) Priority Program/projects

List of NGOs or CSO Priority Program/projects

Major issues in the community Interventions/actions done

Other concerns

Peace and security Leadership/governance Environment Economic

OTHERS

CHECKLIST OF DOCUMENTS THAT CAN BE ACCESSED IN THE MUNICIPAL LEVEL

 Economic profile from MPDC

 Health Profile from the health center
 NGAs list of projects (DA,DENR,DepED etc..)
 Others:
 INTERVIEWED BY:

NAME/SIGNATURE DATE TIME

Social Preparation Tool 4: Project Proposal Review Form

Project Details
Project Title: Project Code:

PAMANA Zone: Project Implementer:

Province: Municipality/ies: Barangay/s:

Date of Monitoring Visit: Stakeholders involved in the Monitoring Visit:

Focal Person: Contact Details of Focal Person:

List of Program Documents for Review

 Project proposal
 Free Prior Informed Consent
 Environment Compliance Certificate
 Gender analysis
 Risk analysis, mitigation and management plan
 Sustainability plan

Recomme
Guide Questions Yes / No Findings
ndations
1. Does the project proposal clearly
discuss peace and development issues
in the area? Does the proposal clearly
discuss how the project can contribute
to addressing peace and development
issues in the area?

2. Who will benefit from the project?

Will members of marginalized and
vulnerable groups (i.e., women,
children, indigenous peoples, former
combatants, internally-displaced
persons, etc.) benefit from the project?
 Recomme
Guide Questions Yes / No Findings
ndations
For livelihood projects and water
systems, does the project proposal
clearly discuss how beneficiaries are
selected?

3. Will the project have any negative

effects on women? Is the project
gender-sensitive? Will the project
ensure the substantive participation of
women (at least 40% of beneficiaries
should be women)?

4. Will the project have any negative

effects on religious communities? Will
the project ensure the substantive
participation of community members,
regardless of religious affiliation?

5. Will the project affect Indigenous

Peoples? If yes, were consultations
with IP communities conducted
regarding the project? Does the
project necessitate Free Prior
Informed Consent (FPIC) from the
National Commission on Indigenous
Peoples? If yes, was FPIC secured for
the project?

6. Does the project proposal clearly

discuss how it aims to minimize
possible negative impacts on the
environment that may result from its
implementation? Does the project
necessitate an Environment
Compliance Certificate (ECC)? Were
project implementers able to secure
an ECC for the project?

7. Does the project proposal clearly

discuss the factors that may affect the
progress and achievement of the
project objectives? Does the proposal
include measures for risk mitigation
and management?

8. Does the project proposal include

information on plans and mechanisms
for stakeholders to provide feedback
and communicate grievances
regarding the project?
 Recomme
Guide Questions Yes / No Findings
ndations
9. Does the project proposal clearly
describe plans and mechanisms to
ensure sustainability of the project?

10. Is the information contained in the

project proposal complete? Are there
some significant details on the project
that are not included in the project
proposal? Are there some details in
the project proposal that need further
clarification?

Key Findings from Monitoring Visit Recommendations

and Action Plan
Chapter 4
CSPP Monitoring

This section provides an overview of the application of a CSPP Monitoring system that
focuses on program results, as well as on incremental but breakthrough changes in the
peace and security context of the community;
CSPP- MONITORING & EVALUATION SYSTEM

A Conflict-Sensitive and Peace-Promoting Monitoring and Evaluation (CSPP-M&E) system is

concerned with deepening the understanding of the broad peace and security context.
Using an active-reflective approach, the CSPP-M&E process deviates from the traditional
M&E that gives centrality on outcomes; rather, it generates learning and insights on how
broad and how deep the CSPP principles are applied in the entire program/ project cycle.

Thus, a CSPP-M&E gives premium on the following:

- It focus on program results, not only along changes in immediate socio-economic

development conditions but also along incremental but breakthrough changes in the
peace and security context of the community;
- It uses M & E mechanisms to surface the voice of members of the most vulnerable
groups;
- It adopts mechanisms to provide spaces where transparency, accountability and
constructive engagements between government and citizens can be facilitated;
- It generates reflective learning and insights from stakeholders to contribute in
program improvement;
- It consciously mainstreams the peacebuilding agenda in the development and/or
refinement of M & E tools.

A CSPP-M&E system that is partial in extracting and/or generating accountability and

learning (thus, the acronym CSPP-MEAL) uses the learning and insights of stakeholders to
customize its tools and templates so that they fit the realities on the ground and contribute
to the peacebuilding agenda of the community.

Grounding Conflict and Peace Context

CSPP requires grounding of interventions on a good appreciation of the conflict and peace
context – how interventions are shaped or constrained by the said context and how the said
interventions are supposed to impact on the conflict and peace situation.

This principle highlights the need to customize strategies and processes to fit the distinct
needs of communities, groups and individuals in conflict affected and vulnerable areas (e.g.,
how strategies and processes were adjusted to take into account conflict and peace context).

The CSPP-MEAL hence adopts an active-reflective10 approach, using critical reflection to

distil lessons from monitoring and evaluation initiatives. This is to ensure that interactions
between the peace and conflict context and the program implementation are analyzed and
translated into action towards maximizing the positive impacts and minimizing the negative
impacts of the program.

The active-reflective process provides the evaluator to pursue the following:

10
Lederach, J. P., Neufeldt, R., & Culbertson H. (2007). Reflective Peacebuilding: A Planning, Monitoring and Learning Toolkit. Indiana: Joan
B. Kroc Institute for International Peace Studies, University of Notre Dame
  Identify successful and non-successful cases, the factors that contributed to these
cases as well as our own personal and group contributions to successes and failures
in program implementation;
 Learn from mistakes to ensure that errors and their negative impacts are corrected
and avoided in the future;
 Map strategies to enhance peacebuilding impact and promote sustainability of
project; and,
 Encourage knowledge sharing across areas, agencies and interventions.

I. Applying the CSPP Framework in M & E

The CSPP-M&E System aims to contribute towards the institutionalization of peacebuilding
in governance, specifically by:
• Ensuring that program funds are properly utilized;
• Ensuring efficient and effective implementation of interventions;
• Surfacing areas for improvement and good practices in program implementation;
• Providing avenues for constructive engagement among National Government
Agencies, Local Government Units, Civil Society Organizations, Communities and
other program stakeholders;
• Analyzing peacebuilding contributions and gains to inform decision-making for
policy and program recommendations; and,
• Communicating results to contribute to moving peace negotiations forward.

A Conflict-Sensitive Monitoring, Evaluation,11 Accountability and Learning Framework has

following components: (1) Context Monitoring, (2) Outcomes Monitoring, (3)
Implementation Monitoring, (4) Transparency and Accountability, and (5) Program
Evaluation and Learning. Descriptions of these different components are provided in the
table below

Table 4.1 Components of CSPP M&E

- Monitoring of risk, challenges and opportunities in the
Context Monitoring community vis a vis the program intervention;
- Analysis of how external factors, specifically the peace and
conflict situation, may affect the program implementation;
- Analysis on how the program may contribute to the peace and
conflict dynamics

- Monitoring of immediate and medium-term development

Outcomes Monitoring benefits and peacebuilding gains;
- Tracking of changes in socio-economic conditions in respective
areas;
- Tracking of changes in behavior and practices (i.e. deepening/
internalizing the CSPP values and principles) of program
implementers, communities, other relevant stakeholders;
- Monitoring and reporting of project’s physical and financial
Implementation accomplishments (inputs, activities, outputs);

11
Government of the Philippines-United Nations Action for Conflict Transformation (ACT) for Peace Programme (2009). Managing
Performance in Peacebuilding: Framework for Conflict-Sensitive Monitoring and Evaluation.
Monitoring - Monitoring adherence to CSPP standards and processes along
different stages of the project cycle;
- Monitoring of issues, concerns, recommendations, and actions
taken to improve project and program implementation;
- Monitoring of mechanisms that enhance the capacity of
Transparency and government for effective delivery of service, and effective
accountability feedback process;
- Monitoring of mechanism in agencies for responsive and
accountable problem-solving process;
- Monitoring of mechanism for people-participation and
engagement;
- Assessment of program results (using CSPP principles, together
Program evaluation and with NEDA-DBM’s national evaluation criteria)
learning - Assessment of peacebuilding impact (i.e. how the program/
project contributed in addressing/ mitigating the conflict
drivers; and how the program/ project contributed in
strengthening peacbuilding mechanisms in the community);
- Generate feedback for program improvement (in terms of
implementation, impact, institutionalization and sustainability).

II. Applying CSPP in Monitoring

A. CONTEXT MONITORING
Focus Areas for Context Monitoring

Context monitoring involves regular

assessment of the changes in the program
environment, specifically on conflict and
peace dynamics in areas covered by the
program, and how these shifts affect
program implementation.
This involves monitoring of external factors
that affect program implementation,
including risks, challenges and
opportunities that may affect program
implementation, as well as changes in the
overall peace and conflict context.12
How does Context Monitoring strive to be
Conflict-Sensitive and Peace-Promoting?
 There is regular updating of conflict
assessment using peacebuilding indicators to
deepen understanding of local conflict and
peace dynamics;
 There is assessment on how local conflict and
peace situation interacts with program
implementation
 There is multi-stakeholder participation in
context monitoring activities.

Context monitoring for peacebuilding involves the following:

12
Government of the Philippines-United Nations ACT for Peace Programme (2009). Managing Performance in
Peacebuilding: Framework for Conflict-Sensitive Monitoring and Evaluation.
The Forum for Early Warning and Early Response (FEWER) et al., A Resource Pack, Chapter 1, 1.
Lederach, J. P., Neufeldt, R., & Culbertson H. (2007). Reflective Peacebuilding: A Planning, Monitoring and Learning
Toolkit. Indiana: Joan B. Kroc Institute for International Peace Studies, University of Notre Dame.
 1. Analysis and review of underlying risks and assumptions in program implementation,
as well as planning of mitigation measures to address risks and maximize
opportunities in program implementation;
2. Updating of results of conflict assessments, specifically looking into dividers (sources
of conflict/tension) and connectors (peace-promoting initiatives) and mapping how
these elements impact on program implementation; and
3. Tracking of program contributions to changes in conflict and peace dynamics in the
program area.

Suggested Methodologies for Context Monitoring

Context monitoring can be undertaken through the following methodologies. Note that
RLAs, local government units and local special bodies such as Peace and Order Councils and
Development Council, and other key program stakeholders should be involved in the
process:
1. Regular program review and evaluation activities undertaken by implementing
agencies;
2. Provincial assessment and planning workshops participated in by implementing
agencies and local government units;
3. Meetings of local special bodies involved in peace and development initiatives (i.e.,
Regional / Provincial / Municipal Peace and Order Councils, Regional / Provincial /
Municipal Development Councils).

The table below shows the proposed institutional arrangements for context monitoring.

Table 4.2 Suggested Institutional Arrangements for Context Monitoring

OPAPP
1. Support the conduct of context
monitoring activities at the
regional, provincial and
municipal levels; and,
2. Facilitate the consolidation and
sharing of results from context
monitoring activities with
relevant bodies/ data users.
Local Government Units / Implementing
Local Special Bodies Agencies
1. Lead the regular context 1. Participate in
monitoring activities with regular context
local technical working monitoring
groups (TWGs) and local activities.
special bodies involved in
peace and development
initiatives (e.g., R/P/MPOC,
R/P/MDC).

Found in the Annex are Sample Tools and Template for Context Monitoring (see
description in Table 5.3. Context Monitoring Tools found in Annexes). These sample
tools and templates for context monitoring may be revised or customized according to the
needs and realities of the end-user.

Table 4.3 Context Monitoring Tools found in Annexes

Context Description
Monitoring Tools
Local Peace and This tool lists down indicators that are needed to come up with a
Development Baseline local peace and development baseline situation
Tool
Data collected should be disaggregated by sex, ethnicity and age,
(Annex No. ____ ) across years and comparative to national indices where possible.

Peacebuilding in This tool serves as a guide in mapping resources for peacebuilding in

Governance Resource governance, which includes policies, mechanisms, programs, projects
Mapping and processes that contribute to peacebuilding guided by the concept
of human security.
(Annex No. ____ )
Data collected based on this list of resources for peacebuilding in
governance should be collected across the years to help guide
conflict-sensitive and peace-promoting local development planning.
 B. OUTCOMES MONITORING

Focus Areas for Outcomes Monitoring

Outcomes can be defined as changes in the

How does Outcomes Monitoring strive to be
Conflict-Sensitive and Peace-Promoting?
 There is understanding if interventions
contribute or not in addressing/
mitigating conflict in the area;
 There is multi-stakeholder engagement in
the collection of peacebuilding “change
stories”
 There are safeguards for informed
consent, anonymity and confidentiality in
the collection of “change stories”
 There are avenues to surface and
strengthen citizens’ voice.
behavior, relationships, actions, activities,
policies or practices of a social actor.13 In some
instances, outcomes may also pertain to
changes in the social, economic or political
conditions experienced by a social actor.
Outcomes monitoring looks at immediate and
medium-term development benefits and
peacebuilding gains derived from program
implementation. These changes can include
changes in socio-economic conditions in
conflict-affected and conflict-vulnerable areas,
as well as changes in peacebuilding behavior
and practices among implementers, target
communities and other stakeholders of the
peacebuilding project.

The following are the key outcomes:

Table 4.4 CSPP Key Outcomes

Key Outcomes Description
Improved socio-  Improved access to livelihood and employment among
economic conditions communities in areas affected by and vulnerable to armed
in areas affected by conflict
and vulnerable to  Improved access to basic goods and services among communities
conflict in conflict-affected and conflict-vulnerable areas
 Improved access to government programs among communities in
conflict-affected and conflict-vulnerable areas
 Changes in peace and security conditions in communities (e.g.,
occurrence of violent incidents, presence of armed groups)

Peacebuilding NGA / RLA / LGU adoption of CSPP peacebuilding framework in regular

Agenda adopted and government interventions
implemented by  Policies (e.g., resolutions, memorandum circular, guidelines,
National operations manual)
Government  Processes (e.g. transparency and accountability mechanisms,
Agencies (NGAs), appreciation of conflict analysis in programming and
Regional Line implementation, conflict-sensitive monitoring and evaluation)
Agencies (RLAs) and  Programs (e.g., complementation of peacebuilding interventions
Local Government with other agency programs in CAAs/CVAs)
Units (LGUs)

13
Earl, S., Carden, F., & Smutylo, T. (2001). Outcome mapping: Building learning and reflection into development
programs. Ottawa: International Development Research Centre.
Wilson-Grau, R. & Britt, H. (2012). Outcome harvesting. Ford Foundation Middle East and North Africa Office. Cairo, Egypt.
 Key Outcomes Description
NGA / RLA / LGU adoption and implementation of local peace and
development initiatives
 Policies (e.g., resolutions, agreements and ordinances addressing
key conflict issues such as IP issues, human rights violations,
mining, natural resource management, etc.)
 Resource allocation (e.g., counterpart funds, sustainability
mechanisms, etc.)
 Activities (e.g., peace caravans, inter-faith dialogues, etc.)

Enhanced capacities Social Cohesion

of communities to  Increased trust between and among members of communities
address conflict and  Heightened sense of belonging and acceptance of otherwise
engage in marginalized individuals, groups and sectors by other members of
peacebuilding the community
 Heightened respect for diversity among otherwise polarized
individuals, groups and sectors within, between and among
communities
 Cooperation and volunteerism to contribute to the success of
peacebuilding interventions
 Sense of ownership among community members for peacebuilding
interventions
 Broadened spaces for communication and dialogue within,
between and among members of communities
 Increased participation among marginalized and vulnerable
groups in governance and development activities (planning,
implementation, monitoring and evaluation)

Healing and Reconciliation

 Acts of truth-telling, apology and transformation by individuals
and groups who committed atrocities in the past
 Acts of forgiveness and compassion by aggrieved individuals,
groups and sectors for atrocities and grievances committed in the
past

Community Resilience
 Enhanced consciousness and capacities of community members to
pursue active non-violence in conflict management and resolution
 Use of social/political processes, not violence, to deal with
disputes
 Community adoption and implementation of conflict-resolution
initiatives (e.g., dispute resolution mechanism, dialogues, etc.)
 Functional local mechanisms to address conflicts and/or conflict-
causing issues in communities

Other domains of  Increased trust of citizens on the government

peacebuilding gains  Increased trust of citizens in political, legal, security institutions

Suggested Methodologies for Outcomes Monitoring

Outcomes monitoring can be undertaken using the following method:
1. Focus groups discussions and key informant interviews with program stakeholders,
program implementers, community beneficiaries, etc.;
2. Outcomes mapping activities conducted during regular inter-agency meetings and
program review and evaluation activities;
3. Provincial assessment and planning workshops; and,
4. Assessment of results from other outcome studies and independent evaluation
initiatives.

Regular inter-agency meetings and program review and evaluation workshops can also be
conducted to serve as a venue for:
1. Sharing and processing of outcomes stories;
2. Vetting and validation of results from outcomes tracking.

Institutional Arrangements for Outcomes Monitoring

The table below shows the proposed institutional arrangements for outcomes monitoring.
Note that mechanism has been used in the PAMANA program.

TABLE 4.5 Suggested Roles of Institutions in Outcome Monitoring

OPAPP Local Government Units Implementing Agencies
/ Local Special Bodies
1. Undertake regular Regional and Provincial
1. Participate in regular outcomes tracking 1. Undertake regular
outcomes tracking activities, such as outcomes tracking
activities, such as focus field visits and activities, such as field
groups discussions and key collection of change visits and collection of
informant interviews with stories, every change stories, every
program stakeholders; semester; semester;

2. Facilitate the conduct of 2. Share results of 2. Submit results of outcome

regular inter-agency review
meetings as venue for
reporting, sharing of
outcome stories, and
validating results from
various outcome tracking
activities.
outcome tracking tracking activities to
activities to OPAPP. Central Office of
Implementing Agency.
Central Office
1. Participate in regular
outcomes tracking
activities, such as field
visits and collection of
change stories, every
semester;

2. Consolidate results of
outcome tracking activities
from Regional and
Provincial Offices;

3. Share consolidated results

 OPAPP Local Government Units Implementing Agencies
/ Local Special Bodies
of outcome tracking
activities with OPAPP;

4. Participate in the conduct

of regular inter-agency
meetings to serve as venue
for reporting and sharing
of outcome stories on
peacebuilding among
implementing agencies
and validation of results
and findings from various
outcome tracking
activities.

Found in the Annex are Sample Tools and Template for Outcomes Monitoring

Table 4.6 Outcome Monitoring Tools found in Annex

Outcomes Description
Monitoring Tools
Processes for This tool provides guidelines on the following:
Collection of “Change  Selection of participants
Stories”  Methodology - key informant interviews, focus groups
discussions
(Annex No. ___)  Informed consent, anonymity, confidentiality and voice
 Collection of evidence
 Domains of change – PAMANA peacebuilding practices and
outcomes

Template for This tool provides guide questions regarding:

Collection of “Change  Project and story-gathering activity
Stories”  Awareness, knowledge and perceptions about PAMANA prior
to implementation
(Annex No. ___)  Mapping changes in relation to PAMANA implementation
 Experiences in PAMANA implementation
 Visions of peaceful community

Kuwentuhang PAMANA This tool was utilized as a guide in the documentation initiatives of
Discussion Guide PAMANA. Similar to the template for the collection of PAMANA
change stories, it provides guide questions to surface experiences in
(Annex No. ___) project implementation, and changes in the local conflict and peace
situation in relation to PAMANA.

Guidelines for This tool provides guidelines on conducting outcomes mapping

Outcomes Mapping exercises with project implementers and community beneficiaries.
 Outcomes Description
Monitoring Tools
(Annex No. ___) Outcomes mapping exercises may be integrated in assessment and
planning initiatives of different agencies and local government units.

This specific exercise will also be undertaken to process the outcome

stories that shall be submitted by implementing agencies.
 Collection of Change Stories on Peacebuilding Practices
and Outcomes in PAMANA Implementation

Regular program review and evaluation activities

Area-based assessment and planning workshops
(further discussed in section on Program Evaluation and Learning)

General Public
Webposting in OPAPP,
Agency Field National Agency and PAMANA
Offices PAMANA PMO websites
(Regional / (OPAPP)
Provincial) Agency Central
Offices
Capacity-Building
on PAMANA
PAMANA Area
Outcomes
Coordinators /
Tracking
Managers
Monitoring and
Evaluation Unit Oversight Agencies
PAMANA Local (OPAPP) (OP, DBM, NEDA,
Government Units Senate, HoR)

Figure 4.1 Institutional Arrangements for Implementation and Outcomes Monitoring, as operationalized in PAMANA
C. IMPLEMENTATION MONITORING

Focus Areas for Implementation Monitoring

Implementation monitoring focuses on

monitoring and reporting of the project’s
physical and financial accomplishments.
Monitoring within this component seeks to track
inputs, activities and the resulting outputs in
program implementation. This entails
monitoring of fund utilization, process
implementation and delivery of project
interventions.
The monitoring of implementation of
peacebuilding interventions also examines the
project’s adherence to conflict-sensitive and
peace-promoting standards and processes along
the different stages of the project cycle.
This component is also concerned with
monitoring of issues and concerns arising from
project implementation, the actions taken to
address these issues, and recommendations on
how to improve implementation.
How does Implementation Monitoring strive
to be Conflict-Sensitive and Peace-
Promoting?
 There is monitoring of process indicators
for conflict-sensitive and peace-
promoting project implementation.
 The collection of data is disaggregated by
sex, ethnicity and age.
 The monitoring of implementation issues
facilitate its timely and effective
resolution.
 There is multi-stakeholder and
constructive engagement in the conduct
of validation process.
 The mechanisms are strengthened to
ensure transparency in reporting of
physical and financial accomplishments

Processes and Arrangements for Implementation Monitoring

Processes for the reporting, monitoring and validation of projects include the following: (1)
agency submission of project status updates, (2) validation procedures, (3) preparation of
validated quarterly status reports, and (4) submission and web-posting of validated
quarterly status reports. These processes shall supplement existing processes and
mechanisms for project monitoring conducted by implementing agencies.

The process discussed in the table below is that which is used in the PAMANA program.
This can serve as a model in the crafting of the respective agency’s implementation
monitoring process.

Table 4.7 Suggested Role of Agencies in Implementation Monitoring

Implementing Agencies Implementing Agencies OPAPP

(Regional/Provincial/Field
Offices)
1. Conduct monthly financial
and physical monitoring
and validation on project
implementation according
to existing rules and
regulations, particularly
(Central Office)
1. Submit quarterly 1. Review quarterly project status
project status updates submitted by PAMANA
updates on PAMANA Implementing Agency to ensure
implementation to completeness and accuracy of
OPAPP-PAMANA project information and status
National Program of management and resolution
 Implementing Agencies
(Regional/Provincial/Field
Offices)
COA Circular No. 2009-
001;
2. Establish alert
mechanisms to ensure
timely resolution of issues
that may arise before and
during project
implementation;
3. Submit monthly status
reports to the Agency
Central Office every 10th of
the month;
4. Provide clarifications and
additional inputs in
relation to discrepancies in
project status updates
during vetting and
alignment processes;
5. Participate in the conduct
of field monitoring
activities and exit
conferences focused on
validating projects with
implementation issues and
challenges (e.g., project
anomalies such as
allegations of corruption,
misuse of funds,
substantial slippage in
physical implementation,
substandard and non-
functional projects, etc.);
and,
6. Participate in semestral
assessment and planning
workshops to assess
program implementation,
surface issues and
challenges, and identify
policy and program
recommendations to
ensure timely and effective
implementation of the
Implementing Agencies OPAPP
(Central Office)
Management Office of implementation issues and
every 20th of the last challenges;
month of every
quarter; 2. Undertake validation and
alignment processes with
2. Provide clarifications PAMANA Implementing Agency
and additional inputs based on the findings from the
in relation to review of quarterly project
discrepancies in updates submitted;
project status
updates during 3. Participate in the conduct of
vetting and field monitoring activities and
alignment processes; exit conferences focused on
and, validating projects with
implementation issues and
3. Participate in the challenges ;
conduct of field
monitoring activities 4. Document issues and
and exit conferences challenges arising from
focused on validating program implementation and
projects with facilitate referral, tracking,
implementation problem-solving and/or
issues and challenges resolution of these issues and
(e.g., project challenges;
anomalies such as
allegations of 5. Participate and provide inputs
corruption, misuse of in the semestral assessment
funds, substantial and planning workshops in
slippage in physical view of assessing program
implementation, implementation, surfacing
substandard and issues and challenges, and
non-functional identifying policy and program
projects, etc.); recommendations to ensure
timely and effective
4. Document issues and implementation of the
challenges arising program;
from program
implementation and 6. Spearhead the drawing of
facilitate referral, PAMANA accomplishment
tracking, problem- PAMANA provincial profile of
solving and/or their respective areas of
resolution of these coverage detailing conflict
issues and analysis initiatives and outputs;
challenges; assessment of PAMANA
accomplishments in the
5. Convene semestral province; implementation
assessment and relative to issues, challenges,
planning workshops actions taken in PAMANA
 Implementing Agencies
(Regional/Provincial/Field
Offices)
program;
7. Participate and coordinate
with OPAPP Program
Management Office in
accomplishing the
PAMANA provincial profile
detailing conflict analysis
initiatives and outputs;
assessment of PAMANA
accomplishments in the
province; implementation
issues, challenges, actions
taken; and initial changes
in peace and conflict
context in the province.
Accompanying the Outcomes monitoring process is a web-based platform to facilitate real-time
and a more interactive monitoring process. Using PAMANA as model, the Figure below details
the flow of information between and among agencies. The process can serve as guide for
interventions of similar nature.
Implementing Agencies OPAPP
(Central Office)
to assess program implementation, as well as on
implementation, the initial changes in the peace
surface issues and and conflict context in the
challenges, and province;
identify policy and
program 7. Prepare the validated quarterly
recommendations to status report on PAMANA
ensure timely and (physical implementation and
effective fund utilization) for submission
implementation of to the Office of the President,
the program; the Department of Budget and
Management, the House of
6. Facilitate the Representatives Committee on
webposting of Appropriations, the Senate
validated quarterly Committee on Finance, and the
status reports in the different PAMANA
official website of the implementing agencies; and,
agency.
8. Facilitate the webposting of
validated quarterly status
reports in the official websites
of OPAPP and PAMANA.
PAMANA INFORMATION SYSTEM
The PAMANA Information System (PIS) is a
web-based platform for the monitoring of
PAMANA projects. The PIS allows for:
 Online submission of PAMANA project
status updates and narrative reports
 Agency inputs at the regional / provincial
level
 Consolidation of project documents
 Linking to PAMANA Website
 Agency Submission of Project Status Updates, using Project
Validation Procedures, undertaken by specific units
Monitoring Template, Project Proposal Review,
of OPAPP as oversight agency for PAMANA
Implementation Monitoring Tool
Validation Procedures include the following:
th
The implementing agency shall, every 20 day of the last month
of the quarter, submit all project status updates to OPAPP. A) Review of Agency Submissions of PAMANA Project
The project status updates shall contain the following Status Updates
information: B) Vetting and Alignment with Implementing Agencies
 Project details C) Field Validation (Joint Implementation Support
 Fund utilization Missions)
 CSPP Project Implementation Processes
 Beneficiaries
 Issues, Concerns, Actions Taken and Recommendations
 Transparency and Accountability Mechanisms
Preparation of Validated Quarterly Status Reports
 A narrative report shall also be submitted.
The Head of the implementing agency and the The OPAPP, through its PAMANA National Program Management
agency’s web administrator or his/her Office (NPMO), shall prepare the quarterly status report on the
equivalent shall be responsible for ensuring that status of implementation and fund utilization of PAMANA.
PAMANA validated quarterly status reports are
posted on the official website of the The quarterly status report shall include the following information:
implementing agency within three (3) days (1) Status of project implementation and fund utilization per
from receipt of the validated quarterly status The OPAPP, within thirty (30) days from the deadline of agency
report. agency submission of quarterly project status updates, shall (2) Highlights of PAMANA implementation for the quarter
submit the validated quarterly status reports to the DBM, (3) Issues, concerns and recommendations in program
The Presidential Adviser on the Peace Process NEDA, House Committee on Appropriations, Senate implementation
and the agency’s web administrator or his/her Committee on Finance, and the Office of the President, as well (4) Quarterly accomplishments along PAMANA key result
equivalent shall be responsible for ensuring that as to partner implementing agencies. areas
the validated quarterly report is also posted on (5) Key stories on PAMANA featuring emerging outcomes
the official websites of OPAPP and PAMANA
within ten (10) calendar days from the Submission and Web-posting of Validated
submission of the report to the oversight Quarterly Status Reports
agencies mentioned above.
Figure 4.2 Process Flow of Monitoring Implemention: The Case of PAMANA
Found in the Annex are the Sample Tools and Templates for Implementation Monitoring.
The description for each tool is found below.

TABLE 4.8 Implementation Monitoring Tools

Implementation
Monitoring
Description
Tools and
Templates
Monitoring Report This tool serves as a guide during field visits. Data fields listed in the
Template abovementioned tool are provided in this tool for the personnel on
the field to accomplish. Findings can be written on the spaces
provided. Extra sheets can be used when needed.

Note that findings can be encoded at a later time on the PAMANA

Information System.

Project Monitoring This tool serves as a guide during field visits. Based on the previous
Forms with CSPP tool, this tool shall be accomplished by personnel depending on the
guideposts project cycle stage the project is currently at.

Context Minitoring This tool

Tool
Validation Report This tool serves as a format for the validation report done by the field
Template validation team containing the results of the validation process
conducted. The validation report template includes fields for
information on the issues and concerns raised in the project status
updates and clarification on the observed inconsistencies.

PAMANA Provincial This tool provides an initial assessment on PAMANA

Profiles accomplishments at the output level enabling identification of gaps,
recommendations and action plan on improving PAMANA
implementation in a province; contribute to regular program
monitoring and upcoming evaluation initiatives; and contribute to
formulation of legacy / transition document on PAMANA.
 ANNEXES: CSPP MONITORING Tools

CSPP MONITORING TOOL 1 GENERATING LOCAL PEACE AND DEVELOPMENT BASELINE

Instructions: Data regarding the following indicators are needed to come up with a local peace and development situationer. Data should be
disaggregated by sex, ethnicity and age, and comparative to national indices where possible. The proposed time frame for the data on these
indicators should cover the years prior to PAMANA implementation up to the current period. Additional indicators may be added, based on
further assessment of the local peace and conflict context.

HUMAN
Possible
SECURITY INDICATORS 2010 2011 2012 2013 2014 2015
Sources
CATEGORY
 Number and types of violent incidents related to armed AFP,
groups DILG-PO,
 Number and types of human rights violations, with PPO,
information on perpetrators and victims and NCIP,
disaggregated by sex, age and ethnicity PENRO,
 Number and types of crimes committed, with PARO,
information on perpetrators and victims and PSWDO
disaggregated by sex, age and ethnicity
Physical/  Crime volume, solution and efficiency rate
Personal  Number and types of violent ethnic conflicts
Security  Number and types of resource-based conflicts (i.e.
minerals, forestry, agrarian land, water)
 Number of communities, households and individuals
displaced by armed conflict
 Ratio of military and police personnel to total
population
 Number and location of military camps and police
stations

Economic  Poverty incidence among population / families DILG-PO,

 HUMAN
Possible
SECURITY INDICATORS 2010 2011 2012 2013 2014 2015
Sources
CATEGORY
Security  Proportion of persons who are unemployed and PSWDO,
underemployment, by age, sex and ethnicity NSCB,
 Access to housing (shelter from natural elements) PPDO,
o Proportion of households who are homeless DepEd-
o Proportion of households who are informal PO, PESO,
settlers PEO,
 Basic education enrolment rate PARO
o Proportion of children who are not in
elementary school, by sex, age and ethnicity
o Proportion of children who are not in
secondary school, by sex, age and ethnicity
 Access to markets and livelihood (connectivity and
opportunities)
o Road density (area covered by roads to total
land area)
o Proportion of barangays served by electric
power
 Percentage of agrarian land acquired and distributed
under CARP/CARPER

 Proportion of malnourished children aged 0-5 years PHO,

old PPDO,
Food Security  Proportion of households whose members eat less than NSCB,
3 full meals a day PSWDO

 Proportion of child deaths aged 0-5 years due to illness PHO,

Health  Proportion of women deaths due to pregnancy-related DOH-
Security causes FHSIS,
 Prevalence rates of HIV/AIDS, malaria, tuberculosis PPDO
 HUMAN
Possible
SECURITY INDICATORS 2010 2011 2012 2013 2014 2015
Sources
CATEGORY
and other diseases
 Number of barangay health stations per 10,000
population
 Number of government health workers per 10,000
population (professional and non-professional)

 Proportion of households with access to safe water PHO,

 Proportion of households with no sanitary toilets DOH-
 Ratio of forest cover to population FHSIS,
 Ratio of population to certified alienable and PPDO,
disposable areas PENRO,
Environmental  Number of communities recently affected by natural DILG-PO,
Security calamities (e.g., Agaton, Yolanda, Pablo, Sendong, etc.) PSWDO
 Number of communities, households and population
settled in no-build zones
 Incidence of environmental degradation in specific
sites (especially in relation to resource extraction)

 Types of issues affecting Indigenous Peoples (i.e., AFP, PPO,

human rights violations, ancestral domain, natural NCIP,
resource conflicts, displacement, royalty tax, etc.) PSWDO,
 Percentage of ancestral lands with CADTs provided to PPDO,
IP groups DILG-PO
Community  Number of women who were affected by gender-based
Security violence (i.e., in situations of armed conflict and natural
disasters, includes sexual violence, displacement,
trafficking, etc.)
 Number of children who are affected by armed conflict
(i.e., displacement, recruitment, trafficking, etc.)
 Number of former rebels enrolled in integration
 HUMAN
Possible
SECURITY INDICATORS 2010 2011 2012 2013 2014 2015
Sources
CATEGORY
programs, by age, sex and ethnicity

 Percentage of population participating in electoral COMELEC,

processes AFP, PPO,
 Number and types of election-related violent incidents DILG-PO,
 Percentage of community members participating in PPDO
local governance structure and processes
Political  Number and types of CSOs (according to advocacy)
Security actively engaged in local governance structures and
processes
 LGU compliance with government policies on
transparency and accountability (e.g., Full Disclosure
Policy, Citizens’ Charter, etc.)
 CSPP MONITORING TOOL 2 PEACEBUILDING IN GOVERNANCE RESOURCE MAPPING
These are policies, mechanisms, programs, projects and processes that contribute to peacebuilding guided by the concept of human security.
Instructions: Data regarding the following interventions are needed for resource mapping. The proposed time frame for the data on these indicators
should cover the years prior to PAMANA implementation up to the current period. Additional indicators may be added, based on further assessment
of the local peace and conflict context.
HUMAN DESCRIPTION OF
POSSIBLE
SECURITY CONTRIBUTION TO GAPS AND
INTERVENTIONS DATA
ELEMENTS PEACE AND CHALLENGES
SOURCES
DEVELOPMENT
 Local policies, mechanisms, programs, projects and processes that: AFP, DILG-
o Address violence in relation to armed groups, human rights PO, PPO,
violations, crime, ethnic conflict, resource-based conflict, COMELEC,
elections PPDO, NCIP,
o Assist survivors of violence in relation to armed groups, human PENRO,
Physical/
rights violations, crime, ethnic conflict, resource-based conflict, PARO,
Personal
elections PSWDO
Security
o Strengthen the law enforcement and peacebuilding capability of
the AFP, PNP and LGU
 Local citizen-initiated mechanisms and processes for peacekeeping,
conflict resolution, community defense, citizen reporting, and etc.

 Local policies, mechanisms, programs, projects and processes for: DILG-PO,

o Poverty reduction PSWDO,
o Jobs generation and employment NSCB, PPDO,
Economic o Skills enhancement for employment DepEd-PO,
Security o Supporting local entrepreneurship (e.g., micro-finance, support PESO, PEO,
services, etc.) PARO
o Improving access to shelter
o Improving access to basic education
 o Improving connectivity and mobility (e.g., roads, bridges, etc.)
o Improving access to electricity implemented
o Agriculture and fisheries support services (e.g., farm-to-market
roads, post-harvest facilities, storage facilities, irrigation, etc.)
o Land acquisition and distribution under CARPER

 Local policies, mechanisms, programs, projects and processes that PHO, PPDO,
improve access to food and nutrition to the general population, and NSCB,
Food Security
to malnourished adults, mothers, children and infants implemented PSWDO

 Local policies, mechanisms, programs, projects and processes that: PHO, DOH-
o Improve access to health services implemented FHSIS, PPDO,
Health
o Reduce the prevalence of communicable and non-communicable PSWDO
Security
diseases implemented

 Local policies, mechanisms, programs, projects and processes that: PHO, DOH-
o Improve access to potable water and sanitation FHSIS, PPDO,
o Promote environmental conservation and sustainable PENRO,
management of natural resources DILG-PO,
Environment o Provide relief to survivors of recent natural disasters (e.g., PSWDO
al Security Agaton, Yolanda, Pablo, Sendong, etc.)
o Improve disaster risk reduction and management
o Prevent environmental degradation (especially in relation to
resource extraction)

 Local policies, mechanisms, programs, projects and processes for: AFP, PPO,
o Addressing IPs’ issues implemented NCIP,
o Ancestral land titling under IPRA implemented PSWDO,
o Addressing issues of women and children in situations of PPDO, DILG-
Community
armed conflict PO
Security
o addressing former rebels’ issues implemented
o providing access to justice especially for vulnerable sectors
 Number of:
o ADSDPP integrated in local development plans
 o IP representatives in local governance structures and
processes especially in relation to conflict management and
resolution
o Women in local governance structures and processes
especially in relation to conflict management and resolution
o CSOs advocating for IP, women and children empowerment

 Local policies, mechanisms, programs, projects and processes for: DILG-PO,

o Mainstreaming Conflict-Sensitive and Peace-Promoting PPDO
(CSPP) Approaches in local governance (e.g., conflict
analysis, peace and conflict impact assessment, etc.)
Political
o Promoting community empowerment and civil society
Security
participation in local governance
o Increasing transparency and accountability in local
governance
 CSPP MONITORING TOOL 3 PAMANA Change Stories

This tool provides guidelines on the selection of participants, methodology, informed

consent, anonymity, confidentiality and voice, collection of evidence, and Domains of change
– PAMANA peacebuilding practices and outcomes.

PROCESSES FOR COLLECTION OF PAMANA CHANGE STORIES14

I. SELECTION OF PROJECTS AND/OR AREAS

1. Collection of change stories shall be conducted for completed PAMANA projects and
shall be undertaken on a semestral basis.

2. Selection of projects for story-collection should ensure coverage of different types of

PAMANA interventions.

3. Collection of PAMANA change stories can be conducted by a single implementing

agency or can be collaboratively undertaken by several agencies implementing
PAMANA in a specific area (i.e., municipality or province).

II. SELECTION OF PARTICIPANTS

Participants in the collection of PAMANA change stories may include the following:

1. Members of communities, including marginalized and vulnerable groups such as

women, indigenous peoples, children, elderly, PWD.
2. Local government unit personnel involved in the implementation of PAMANA
projects
3. Regional line / national government agency personnel involved in the
implementation of PAMANA projects
4. Members of civil society organizations in areas where PAMANA projects have been
implemented

For proper triangulation in the collection and validation of data, representatives from
multiple stakeholder groups should be invited to participate in the outcomes
monitoring activity.

III. METHODOLOGY

Guidelines in Conducting Focused Group Discussions15

The focused group discussion is a way of collecting information by engaging a small number
of people in an informal group discussion regarding a particular topic or set of issues. The

14 Davies, R. & Dart, J. (2005). The “Most Significant Change” (MSC) Technique: A Guide to Its Use. CARE International: United
Kingdom.
Lennie, J. (2011). The Most Significant Change Technique: A Manual for M&E Staff and Others at Equal Access. Australia: Equal
Access, Queensland University of Technology, The University of Adelaide, US Agency for International Development, Australian
Research Council.
15 Wilkinson, S. (2008). Focus Groups. In J. A. Smith (Ed.), Qualitative Psychology: A Practical Guide to Research Questions. Sage

Publications: London.
role of the facilitator is to ask questions and moderate the discussion, ensuring that all
participants are empowered to take part in the group discussion.

In designing a focused group discussion, it is important to be sensitive to certain variables

that can negatively impact on the ability of participants to freely share their own stories,
such as differences in social position (e.g., community members vis-à-vis LGU officials),
language barriers, etc. These factors should be addressed before conducting the collection
of significant change stories. As such, it is advisable to convene participants coming from
the same group (i.e., community members, LGU officials, CSO members, and personnel from
implementing agencies).

Ideally, six (6) – eight (8) participants can provide the necessary information without the
discussion becoming unmanageable. Participants should have knowledge regarding the
project and share common characteristics as beneficiaries or implementers of the project.
Typically, the focus group discussion is audiotaped; in some instances, a documenter can
record the responses of the participants as the discussion unfolds.

Guidelines in Conducting Key Informant Interviews16

An interview is a method of getting information from an individual or small group by

engaging them in a conversation guided by a series of questions on the relevant subject
matter. Although the topics covered in the interview remain the same across instances, the
actual questions can vary according to the flow of the interview.

Key informants refer to people who are knowledgeable about the subject matter or those
who have had first-hand experience regarding the topic of interest. In this case, key
informants are the project implementers, who can be the project manager or an officer of
the concerned implementing agency or local government unit, as well as members of
communities where PAMANA projects have been implemented.

IV. INFORMED CONSENT, ANONYMITY, CONFIDENTIALITY, VOICE

1. Introduce the members of the monitoring team and provide an overview of the
monitoring activity. Explain the objectives and methodology of the activity and how
the information gathered from the activity will be used – for reporting, monitoring,
and program learning.

2. Seek informed consent from the participants. Ask permission from the participants
to record the group discussion / interviews. Ask participants whether they are
willing to have their names indicated in the story. In addition, ask participants if
they are willing to have their stories featured in different media channels.

3. Establish rapport before beginning the interview or the group discussion. Solicit
questions from participants regarding the story-telling activity that will be
conducted and offer clarifications to help them understand their role in the activity.
Consider the need for engaging an interpreter outside the community if needed by
the team.

16
Frankfort-Nachmias, C., & Nachmias, D. (1996). Research Methods in the Social Sciences, 5th Ed. London: St. Martin’s Press, Inc.
4. Use open-ended questions rather than close-ended questions to help facilitate a
deeper sharing of views and opinions. It is also possible to use visual aids to help
guide the story-telling process.

5. Establish a safe space where participants can freely share their stories. Empower
participants to share their stories. Avoid making value-laden statements that may
influence how participants share their stories. In some cases, women may not speak
out in a room filled predominantly by men given the existing cultural and/or
religious background of their communities. A separate session may need to be
undertaken with the women to elicit their views. Consider that in certain cultures,
women may have to be granted permission by their male spouses or elders to
participate in an activity.

6. Practice active listening. Ask probing questions to validate details of stories as told
by participants. Record the stories as shared exactly by participants.

7. Before ending the story-telling session, it might be good to summarize key points
from the stories to allow participants to validate your capture of the story.

8. At the end of the story-telling session, express gratitude to the participants for
sharing their stories.

V. COLLECTION OF EVIDENCE

1. Collection of stories should be undertaken by a team, which can be composed of an

interviewer/facilitator, a co-facilitator and a note-taker.

2. Focus the story gathering on surfacing the views of community members and not
just barangay/local government unit officials or national government agency
representatives.

3. It is important to document evidence in collecting change stories. This can be done

through audio/video recording of focus group discussions and key informant
interviews. Audio recording should be properly transcribed to serve as reference in
processing and writing the change story. In taking down notes, significant quotes
should be documented and reflected verbatim.

4. Enhance the reliability and validity of the stories by substantiating the changes that
surface in the stories shared by different stakeholders. This entails asking for
specific details regarding the changes reported by the stakeholders (the who, what,
when, where, how and why of the changes). Get as much details as feasible.

5. Photo documentation plays a vital role in capturing evidence for change stories.
Capture photos of projects while being utilized by beneficiaries. Take photos of
project sites and individuals or groups who participated in the story-gathering,
including respondents. Label the pictures accordingly and if possible, provide a
caption for each picture.
VI. DOMAINS OF CHANGE

1. Link the story-gathering with PAMANA outcomes and indicators. Highlight how the
different outputs and outcomes interact with each other (e.g., how enhancements in
transparency and accountability mechanisms led to enhanced capacities of LGUs to
engage in peacebuilding; how project implementation led to enhanced capacities of
communities to engage in peacebuilding).

2. Ideally, change stories should go beyond immediate project benefits and explore
changes in views, attitudes, and behaviors of stakeholders in relation to conflict and
peacebuilding as well as to overall conflict and peace context.

3. It is advisable to prioritize capturing testimonies and perspectives from

beneficiaries and other local stakeholders.

4. Highlight changes resulting from convergence and complementation of

interventions provided by different agencies.
The following tables can serve as guides in surfacing peacebuilding practices and outcomes
in the implementation of PAMANA:

CSPP MONITORING TOOL 4. PAMANA Peacebuilding Outcomes

Outcomes Examples
Improved socio-  Improved access to livelihood and employment among
economic communities in areas affected by and vulnerable to armed conflict
conditions in  Improved access to basic goods and services among communities in
areas affected by conflict-affected and conflict-vulnerable areas
and vulnerable to  Improved access to government programs among communities in
conflict conflict-affected and conflict-vulnerable areas
 Changes in peace and security conditions in communities (e.g.,
occurrence of violent incidents, presence of armed groups)

Peacebuilding NGA / RLA / LGU adoption of PAMANA framework in regular

Agenda adopted government interventions
and implemented  Policies (e.g., resolutions, memorandum circular, guidelines,
by National operations manual)
Government  Processes (e.g, transparency and accountability mechanisms,
Agencies (NGAs), appreciation of conflict analysis in programming and
Regional Line implementation, conflict-sensitive monitoring and evaluation)
Agencies (RLAs)  Programs (e.g., complementation of PAMANA interventions with
and Local other agency programs in CAAs/CVAs)
Government
Units (LGUs) NGA / RLA / LGU adoption and implementation of local peace and
development initiatives
 Policies (e.g., resolutions, agreements and ordinances addressing
key conflict issues such as IP issues, human rights violations,
mining, natural resource management, etc.)
 Resource allocation (e.g., counterpart funds, sustainability
mechanisms, etc.)
 Activities (e.g., peace caravans, inter-faith dialogues, etc.)

Enhanced Social Cohesion

capacities of  Increased trust between and among members of communities
PAMANA  Heightened sense of belonging and acceptance of otherwise
communities to marginalized individuals, groups and sectors by other members
address conflict of the community
and engage in  Heightened respect for diversity among otherwise polarized
peacebuilding individuals, groups and sectors within, between and among
communities
 Cooperation and volunteerism to contribute to the success of
peacebuilding interventions
 Sense of ownership among community members for
peacebuilding interventions
 Broadened spaces for communication and dialogue within,
between and among members of communities
 Outcomes Examples
 Increased participation among marginalized and vulnerable
groups in governance and development activities (planning,
implementation, monitoring and evaluation)

Healing and Reconciliation

 Acts of truth-telling, apology and transformation by individuals
and groups who committed atrocities in the past
 Acts of forgiveness and compassion by aggrieved individuals,
groups and sectors for atrocities and grievances committed in
the past

Community Resilience
 Enhanced consciousness and capacities of community members
to pursue active non-violence in conflict management and
resolution
 Use of social/political processes, not violence, to deal with
disputes
 Community adoption and implementation of conflict-resolution
initiatives (e.g., dispute resolution mechanism, dialogues, etc.)
 Functional local mechanisms to address conflicts and/or
conflict-causing issues in PAMANA communities

Other domains of  Increased trust of citizens on the government

peacebuilding  Increased trust of citizens in political, legal, security institutions
gains
 CSPP MONITORING TOOL 5. TEMPLATE FOR COLLECTION OF PAMANA CHANGE STORIES
A. DETAILS OF PAMANA PROJECT/S IN AREA

Project Title: Project Code:

PAMANA Zone: Project Implementer:

Province: Municipality/ies: Barangay/s:

Date of Monitoring Visit: Stakeholders involved in the Monitoring Visit:

Focal Person: Contact Details of Focal Person:

Project Description (per project) (include history of project

identification, project objectives, type of project)

B. TEMPLATE FOR PARTICIPANT INFORMATION AND INFORMED CONSENT

 Role in PAMANA
implementation Agree to Agree to Feature
(community Indicate Story in Media
Contact
Name of Participant Sex Age Ethnicity Address member, LGU Name in the Channels (print,
Information
personnel, Story television, web)
NGA/RLA (Yes or No) (Yes or No)
personnel)
 CSPP MONITORING TOOL 6. GUIDE QUESTIONS FOR COLLECTION OF PAMANA
CHANGE STORIES

I. Awareness, knowledge and perceptions about PAMANA prior to implementation

1. Please share with us how you first came to know about PAMANA.

2. What were your views or perceptions about PAMANA when you first came to know
about the program?

1. Mapping changes in relation to PAMANA implementation

1. Please share with us the situation of your community before PAMANA was implemented
in your community.
- What were the main problems or issues in your community?
- What other programs were being implemented to address these issues? Who
implemented these programs?
- Probe for community situation before PAMANA implementation in relation to the
following aspects:
o Socio-economic conditions
o Security conditions
o Relationships among community members
o Relationships between community members and government institutions
(e.g. local government units and other government agencies).
o Practices of different stakeholders (e.g. community members, local
government units, etc.) in relation to governance and development
processes

2. Please describe the situation of your community now. Are there significant changes that
happened in your community in relation to the implementation of PAMANA in your
locality? If yes, please describe these changes.
- Probe for current community situation in relation to the following aspects (you may
also refer to table on key outcomes):
o Socio-economic conditions
o Security conditions
o Relationships among community members
o Relationships between community members and government institutions
(e.g. local government units and other government agencies).
o Practices of different stakeholders (e.g. community members, local
government units, etc.) in relation to governance and development
processes
- Probe for significant changes per stakeholder (e.g., community, LGU, agency, etc.)
- Probe also for possible negative changes that occurred in relation to the
implementation of PAMANA in the locality.
 3. How important are these changes to you as a person, as a community? Why are these
changes significant to you as a person, as a community?

4. Did PAMANA contribute to these changes? If yes, how did PAMANA contribute to these
changes? If no, what factors contributed to these changes?

2. Experiences in PAMANA implementation

1. How would you describe the processes through which PAMANA was implemented in
your community?
- Draw a timeline of the different processes in PAMANA implementation as narrated by
the participants. Probe for the experiences of the participants in these processes. How
would they describe their experience in participating in these processes?

2. Which of these processes do you think contributed to the achievement of these

identified changes? How did these processes contribute to the changes that happened in
your community?

3. What were the good points that you observed during the implementation of PAMANA in
your community? Of these, what should be continued or enhanced in order to ensure
effective implementation of PAMANA?

4. What do you think makes PAMANA different from other programs of the government?

5. What do you think are areas for improvement in the implementation of PAMANA in your
community? What should be changes or stopped in order to ensure effective
implementation of PAMANA?

3. Visions of a peaceful community

1. How would you describe a peaceful community? What are the characteristics or
elements of a peaceful community?

2. How near or far is your community to achieving this vision of a peaceful community?
What is the role of PAMANA in your community’s journey towards a peace and
development?
- Probe for PAMANA’s contributions to the community’s journey towards peace and
development.

3. In your view, what are the things that still need to be undertaken to be able to achieve
your vision of a peaceful community. How can different stakeholders (e.g. community
members, local government units, etc.) contribute to your community’s journey towards
peace and development?
4. Are there any other things that you would like to raise in relation to PAMANA? Please
feel free to share.
 CSPP MONITORING TOOL 7. GUIDELINES FOR OUTCOMES MAPPING

I. Defining Outcomes Mapping

Outcomes mapping is a method for planning, monitoring and evaluating various
development initiatives17. The method derives its focus from the meaning of outcomes18,
defined as changes in the behavior, relationships, actions, activities, policies or practices of a
social actor. In some instances, outcomes may also pertain to changes in the social,
economic or political conditions experienced by a social actor.

Rather than focusing on measuring progress towards objectives or goals, outcomes

mapping collects evidence of what changes have been achieved and what factors or
strategies from the program intervention contributed to these changes. In simple terms,
outcomes mapping puts for the following question – “Who changed what, when and where
was it changed, and how did the change agent contributed to the changes?”19

Outcomes mapping for PAMANA thus involves identifying program stakeholders, the
changes that can be observed in the behavior, relationships, actions, activities, policies,
practices or conditions of these stakeholders in a particular area and time period, and the
social actor/s and their strategies that contributed to these changes.

II. Preparing for Outcomes Mapping20 for PAMANA

Before conducting outcomes mapping for PAMANA, it is important that substantive
preparations be undertaken. These include the following:
a. Review of PAMANA program documents (e.g., program inception documents,
strategic planning guidelines, monitoring reports, etc.);
b. Collection of PAMANA change stories from different stakeholders;
c. Relevant literature on domain of changes espoused by PAMANA (e.g., community-
driven development in conflict-affected areas, peacebuilding in governance);
d. Documentation of meetings/discussions among program implementers (e.g., results
of program review and evaluation workshops, inter-agency meetings, etc.)

III. Conducting Outcomes Mapping for PAMANA

Step 1: Identify the geographical area and time period coverage to be included in the
outcomes mapping exercise.

17
Smutylo, T. (2005). Outcome mapping: A method for tracking behavioral changes in development programs. Institutional
Learning and Change Initiative Brief 7. Accessed 07 June 2015 from
http://www.outcomemapping.ca/download/csette_en_ILAC_Brief07_mapping.pdf.
18
Earl, S., Carden, F., & Smutylo, T. (2001). Outcome mapping: Building learning and reflection into development programs.
Ottawa: International Development Research Centre.
Wilson-Grau, R. & Britt, H. (2012). Outcome harvesting. Ford Foundation Middle East and North Africa Office. Cairo, Egypt.
19
Ibid.
20
Overseas Development Institute (2012). RAPID outcome assessment. Research and Policy in Development. Accessed 14
May 2015 from http://www.odi.org/publications/6800-rapid-outcome-assessment.
Wilson-Grau, R. & Britt, H. (2012). Outcome harvesting. Ford Foundation Middle East and North Africa Office. Cairo, Egypt.
Identify a specific geographic and time period coverage for the outcomes mapping exercise
to be undertaken.

In relation to geographic coverage, the exercise can focus on changes observed at the
national, regional, provincial, municipal or barangay level.

Relative to time coverage, the exercise can focus on changes observed for the past 12
months, 24 months or from the start of the PAMANA implementation in a specific area up
until the present.

Step 2: Identify the key stakeholders of PAMANA within the specified geographic area
and time period.

Key stakeholders of PAMANA may include the following:

 Members of beneficiary communities – may be further disaggregated into the social
groupings within the community (e.g., women, youth, indigenous peoples, etc.);
 Local government officials – may be further disaggregated into barangay, municipal,
provincial, regional, national levels;
 Representatives from national government and regional line agencies – provide
further details such as name of agency and unit/team handling PAMANA; and,
 Civil society organizations involved in PAMANA implementation.

Step 3: Describe the behavior and practices, relationships, actions, activities, policies, or
conditions of these identified stakeholders before and after* PAMANA implementation.
*Note: time frame may be revised based on the time period identified in Step 1.

Describe the changes that were observed in the behavior and practices, relationships,
activities, policies, or conditions of each stakeholder before and after PAMANA
implementation.
 Behavior and practices: What changed in the way stakeholders acted towards other
stakeholders? What specific practices were modified within the time period covered
(i.e., before and after PAMANA implementation)?
 Relationships: What changed in the way stakeholders related or connected with
other stakeholders?
 Activities: What changed in the processes or activities undertaken by stakeholders?
 Policies: What were changes in the principles, legislations or measures that guided
governance and development initiatives?
 Conditions: What changed in the social, economic or political conditions of a
stakeholder?

State in concrete and detailed terms what changes were observed in the behavior, practices,
relationships, activities, policies or conditions of these stakeholders.21

Ensure that both positive and negative changes are reported. This will help to surface both
intended and unintended consequences of the intervention.

21
Wilson-Grau, R. & Britt, H. (2012). Outcome harvesting. Ford Foundation Middle East and North Africa Office. Cairo,
Egypt.
Apart from documenting negative changes, it is also important to record and discuss the
lack of change among stakeholders.

Step 4: Identify the strategies, activities, services or factors that contributed to the
changes that were described. Identify the change agent that contributed to these
changes.

Specify the strategies, activities, services or factors that played a part in influencing the
changes that were described in Step 3. What particular aspects of PAMANA enabled the
identified change to happen?

Distinguish the change agent (i.e., organization, community or individual that contributed to
the changes identified). What did they do to contribute to this change? What were the
activities, processes, products or services of the change agent that may be considered as
contributing to the observed changes? What was the change agent’s role in influencing the
change?22

In instances of non-change, discuss the factors that contributed to this lack of change in the
behavior and practices, relationships, actions, activities, policies, or conditions of a specific
stakeholder.

Step 5: Substantiate. Provide as much detail as possible to enhance the reliability,

validity and significance of the results of the outcomes mapping exercise.

Provide detailed and verifiable evidence on the changes that were identified. Include
enough information regarding the social, economic and political context where the changes
took place. Elaborate on the linkages across stakeholders, outcomes, strategies and change
agent.

As needed, undertake additional data-collection activities to fill in missing data or to

validate the linkages that explain the contributions of the strategies, activities, services or
factors of the change agent.

Step 6: Analyze and interpret the outcomes map.

Analysis and interpretation of the outcomes map can be guided by the following questions:
 What patterns of change can be observed across the PAMANA program outcomes?
 What has been achieved? How do the observed changes contribute to the
peacebuilding goals of PAMANA?
 What conclusions can be drawn from the outcomes mapping exercise? How can
these conclusions support decision-making to help improve PAMANA
implementation?23

22
Ibid.
23
Wilson-Grau, R. & Britt, H. (2012). Outcome harvesting. Ford Foundation Middle East and North Africa Office. Cairo,
Egypt.
 CSPP MONITORING TOOL 8. “KUWENTUHANG PAMANA” DISCUSSION GUIDE FOR COMMUNITY MEMBERS*
GUIDE QUESTIONS** PROBE OBJECTIVES STORY OUTLINE

Please share with us how you came to Capture the following project details: To assess knowledge and KNOWLEDGE
know PAMANA. What were your views - What project? (project type) perception on PAMANA
and perceptions about the program? - When implemented? (year)
- Who implemented? (partner agencies)

Please share with us regarding the Main problems/challenges in your community To identify the SITUATION BEFORE
situation of your community before - Livelihood/ living conditions conditions of the PAMANA***
PAMANA was implemented. - Access to basic goods and services (schools / community before
-Socio-economic conditions health centers / market / government programs) PAMANA
-Security conditions - Governance (relationship between government implementation
-Relationship among community and citizens)
members and government - Peace and security conditions
institutions - Other sources of conflict in the community

Probe also for NAP-WPS-related issues:

- Women’s access to employment / livelihood
opportunities
- Women’s participation in community activities /
organizations and other decision-making
processes
- Women’s access to basic goods and services (e.g.,
maternal health, childcare services. etc.)
- Violence against women, trafficking of women and
girls
- Safety of women and girls in moving around the
community

How was PAMANA implemented in Processes and mechanisms to ensure that the To describe experiences ACTUAL
your community? What were your implementation process was: during the process of IMPLEMENTATION
experiences during the -Inclusive PAMANA EXPERIENCE
 GUIDE QUESTIONS**
implementation?
Were there changes in your
community after PAMANA was
implemented? If yes, what were those
changes?
-Socio-economic conditions
-Security conditions
-Relationship among community
members and government
institutions
How did PAMANA contribute to these
changes?
PROBE OBJECTIVES STORY OUTLINE
-Participatory implementation
-Transparent
How would you describe your and your community’s
experience in participating during the process?
Were there any challenges faced during the
implementation?
How were these challenges
raised/discussed/addressed?
Changes in the main problems/challenges: To determine CHANGES/
- Livelihood/ living conditions outcomes/changes in the OUTCOMES
- Access to basic goods and services (schools / community after (DURING/AFTER
health centers / market / government programs) PAMANA IMPLEMENTATION) ****
- Governance (relationship between government implementation
and citizens)
- Peace and security conditions
Probe also for changes in relation to NAP-WPS issues:
- Protection of women and children in conflict
situations
- Empowerment – enhanced capacities – of women
to participate in development and governance
processes
Depending on the response, ask specific details on HOW To distinguish the role of PAMANA’s contribution
these changes were brought through PAMANA. PAMANA in bringing to CHANGE
change in the community (if applicable)
 GUIDE QUESTIONS** PROBE OBJECTIVES STORY OUTLINE

If PAMANA will be continued as a To underline FUTURE

program, what can you recommend recommendations for IMPLEMENTATION
for its further implementation? future implementation

Are there any other things you would

like to raise in relation to PAMANA?

Note to Facilitator:
*Process / validate the participants’ response/s after every guide question.
**This is on the assumption that the interviewee has knowledge of PAMANA.
***As part of processing / validating the participants’ responses, facilitator may also develop a timeline or matrix to highlight the changes in situation
before and after PAMANA implementation.
****Ensure that both positive and negative changes are reported. This will help surface both intended and unintended consequences of the intervention.
 CSPP MONITORING TOOL 9. “KUWENTUHANG PAMANA” DISCUSSION GUIDE FOR LOCAL GOVERNMENT OFFICIALS*
GUIDE QUESTIONS**
Please share with us how you came
to know PAMANA. What were your
views and perceptions about the
program?
Please share with us regarding the
situation of your locality before
PAMANA was implemented.
-Socio-economic conditions
-Security conditions
-Relationship among community
members and government
institutions
PROBE OBJECTIVES STORY OUTLINE
Capture the following details: To assess knowledge and KNOWLEDGE
- When and how PAMANA implementation started in perception on PAMANA
the locality
- Specific PAMANA projects
Main problems/challenges in locality To identify the SITUATION BEFORE
- Livelihood/ living conditions conditions of the PAMANA***
- Access to basic goods and services (schools / health community before
centers / market / government programs) PAMANA
- GOVERNANCE (RELATIONSHIP BETWEEN implementation
GOVERNMENT AND CITIZENS)
- Peace and security conditions (presence of armed
groups, violent incidents, conflict incidents such as
rido)
- Other sources of conflict in the community
Probe also for NAP-WPS-related issues:
- Women’s access to employment / livelihood
opportunities
- Women’s participation in community activities /
organizations and other decision-making processes
- Women’s access to basic goods and services (e.g.,
maternal health, childcare services. Etc.)
- Violence against women, trafficking of women and girls
- Safety of women and girls in moving around the
community
 GUIDE QUESTIONS**
How was PAMANA implemented in
your locality? What were your
experiences during the
implementation?
Were there any changes in the
implementation process that
resulted from PAMANA
implementation? What were these
changes and how did this affect the
communities and implementing
agencies/units?
Were there changes in your locality
after PAMANA was implemented? If
yes, what were those changes?
-Socio-economic conditions
-Security conditions
-Relationship among community
members and government
institutions
How did PAMANA contribute to
these changes?
PROBE OBJECTIVES STORY OUTLINE
Policies, processes and mechanisms to support PAMANA To describe experiences ACTUAL
implementation during the process of IMPLEMENTATION
PAMANA EXPERIENCE
Policies, processes and mechanisms to ensure: implementation
- Inclusion and participation (particularly of members of
vulnerable groups such as women, IPs, children, youth,
senior citizens, PWDs)
- Transparency and accountability
- Citizen engagement in good governance initiatives
Challenges faced during the implementation and how
challenges were raised/discussed/addressed
Changes in the main problems/challenges: To determine CHANGES/
- Livelihood/ living conditions outcomes/changes in the OUTCOMES
- Access to basic goods and services (schools / health community after (DURING/AFTER
centers / market / government programs) PAMANA IMPLEMENTATION)
- GOVERNANCE (RELATIONSHIP BETWEEN implementation ****
GOVERNMENT AND CITIZENS)
- Peace and security conditions (presence of armed
groups, violent incidents, conflict incidents such as
rido)
- Other sources of conflict in the community
Probe also for changes in relation to NAP-WPS issues:
- Protection of women and children in conflict situations
- Empowerment – enhanced capacities – of women to
participate in development and governance processes
Depending on the response, ask specific details on HOW these To distinguish the role of PAMANA’s
changes were brought through PAMANA PAMANA in bringing contribution to
change in the community CHANGE
 GUIDE QUESTIONS** PROBE OBJECTIVES STORY OUTLINE
How does PAMANA contribute to (if applicable)
peacebuilding in your locality?

What can the local government do to
ensure sustainability of these
peacebuilding gains from PAMANA?
Are there any initiatives (such as
programs, projects and activities)
that the local government has
undertaken to support
peacebuilding?
Probe for the following: To inquire on local SUSTAINABILITY
- Sustainability measures for PAMANA projects initiatives on MECHANISMS AND
- Local initiatives on peacebuilding (e.g., policies, peacebuilding STAKE/OWNERSHI
resource allocation, projects and activities) P IN
 Policies (e.g., resolutions, agreements and ordinances PEACEBUILDING
addressing key conflict issues such as IP issues, human
rights violations, mining, natural resource management,
etc.)
 Resource allocation (e.g., counterpart funds,
sustainability mechanisms, etc.)
 Projects and activities (e.g., peace caravans, inter-faith
dialogues, etc.)

If PAMANA will be continued as a To underline FUTURE

program, what can you recommend recommendations for IMPLEMENTATION
for its further implementation? future implementation

Note to Facilitator:
*Process / validate the participants’ response/s after every guide question.
**This is on the assumption that the interviewee has knowledge of PAMANA.
***As part of processing / validating the participants’ responses, facilitator may also develop a timeline or matrix to highlight the changes in situation
before and after PAMANA implementation.
****Ensure that both positive and negative changes are reported. This will help surface both intended and unintended consequences of the intervention.
 CSPP MONITORING TOOL 10. SAMPLE TOOLS AND TEMPLATES
FOR IMPLEMENTATION MONITORING

Monitoring Report Template

General Project Details
Project Code Sitio

PAMANA Zone Project Title

Region Project Type

Province Sub-Category

Municipality Project
Description
Barangay

Project Implementation Details

Implementing Partner Name of
(general) Contractor

Mode of Implementation Name of Partner

Organizations

Target Duration Actual Duration

Target Start Date Actual Start Date

Target End Date Actual End Date

Reasons for Delay

(if applicable)

Project Implementation
Milestones (please
describe adherence to
CSPP processes in project
implementation)

Status of Implementation %
Accomplishment
For completed projects,
please describe key
components of
sustainability/ operations
and maintenance plan
Fund Utilization Details
Base Year Source of Counterpart
Funds
Fund Source Amount Obligated

Allocation Amount Disbursed

Actual Project Cost Amount Liquidated

Amount of Counterpart Balance for Release

Funds
Project Indicators
Total Number of Number of
Beneficiaries Beneficiaries aged 18-
59 Years Old
Unit of Total Number of Number of
Beneficiaries (households or Beneficiaries aged 60
individuals) Years Old and Above
Number of Men Beneficiaries Total Number of Jobs
Generated
Number of Women Number of Men
Beneficiaries Employed
Number of Beneficiaries Number Women
from Indigenous Peoples Employed
Groups
Number of Beneficiaries aged Total Number of
0-17 Years Old Community Volunteers
Transparency and Accountability Mechanisms
Date of Billboard
Installation

If covered by Third-Party
CSO Monitor, provide name

Global Positioning System

(GPS) Coordinates

Implementation Issues and Concerns

Implementation Issues
and Concerns

Source of Information

Date of Lodging Channel of Lodging

Actions Taken

Contact Person Contact Details

Check box for Project  Project proposal documents

Documents Obtained  Documentation of social preparation activities (attendance and minutes of
and Reviewed During consultation meetings)
Conduct of Monitoring  Program of Works / Detailed Engineering Design / Engineering Reports
(for infrastructure projects)
 Documentation of social preparation activities
 Documentation of municipal orientation (including attendance sheets)
 Documentation of community consultations (including attendance
sheets)
 Bids and Awards Committee (BAC) documents (Minutes from bid
evaluation meetings, Notice of Award, Notice to Proceed, etc.)
 Original approved contract and revised contract, containing as well:
 Complete set of approved plans/ drawings
 Technical specifications
 Approved detailed breakdown of contract amount
 Variation orders, containing approved revised plans/ drawings
 Memorandum of Agreement with the Implementing Partner (could be
between OPAPP and implementing national or local agency, OR between
implementing partner NGA and LGU/contractor)
 Work and Financial Plan
 Financial documents (Record of Disbursements, Record of Checks Issued,
etc.)
 Approved change order / extra work order
 Approved Statement of Work Accomplishment/ Progress reports / Project
Accomplishment Report
 Certificate of Completion and Certificate of Acceptance for projects with
100% accomplishment
 As built-plans for completed projects
 Pictures of the project at different stages of the project cycle (pre-
implementation, implementation, post-implementation
 Ocular Inspection Sheet
Geotagging Data

Key Findings from Monitoring Visit

Please describe key findings from the monitoring visit. Key monitoring points include:
 Adherence to CSPP processes in project implementation
 Effects on community beneficiaries and other project stakeholders
 Sustainability of completed projects

Recommendations and Action Plan

Based on findings from the monitoring visit, identify specific recommendations and action points for
OPAPP and other PAMANA stakeholders.

Photo Documentation
Please include photos of the project at the time of the monitoring visit.
 CSPP MONITORING TOOL 11. Context Monitoring Form

Project Details
Project Title: Project Code:

PAMANA Zone: Project Implementer:

Province: Municipality/ies: Barangay/s:

Date of Monitoring Visit: Stakeholders involved in the Monitoring Visit:

Focal Person: Contact Details of Focal Person:

List of Program Documents for Review

 Project proposal
 Free Prior Informed Consent
 Environment Compliance Certificate
 Gender analysis
 Risk analysis, mitigation and management plan
 Sustainability plan
 Documentation of municipal orientation (including attendance sheets)
 Documentation of community consultations (including attendance sheets)
 Results of focus group discussions / key informant interviews with target groups and
implementers
 Recomme
Guide Questions Yes / No Findings
ndations
1. Were municipal orientations conducted in
line with the preparation for project
implementation?
Who participated during the municipal
orientations?
What significant issues did the participants
raise in relation to the project? How did the
project proponents respond to these issues?

2. Were community consultations conducted in line

with the preparation for project implementation?

If yes, did these consultation activities encourage

the active participation of key local stakeholders,
such as members of beneficiary communities?

3. Did members of specific groups (i.e., women,

indigenous peoples, former combatants,
internally-displaced persons, agrarian reform
beneficiaries, and other vulnerable groups)
participate in these consultation activities?

What significant issues were raised in relation to

the project? How did the project proponents
respond to these issues?

4. Did the project proponents provide adequate and

important information regarding the program
and the identified project?

Were the following information provided during

the consultations?
 Background on PAMANA
 Information on specific PAMANA projects
including description, objectives, location, project
cost and breakdown, parameters for identifying
the project and the beneficiaries
 Information on project implementation details,
such as areas for community participation,
mechanisms for feedback, among others

What methods were used to disseminate

program and project information among
stakeholders? How effective were these
methods?
Key Findings from Monitoring Visit Recommendations and Action
Plan
 CSPP MONITORING TOOL 12 Project Cycle Stage: Bidding and Procurement

Project Details
Project Title: Project Code:

PAMANA Zone: Project Implementer:

Province: Municipality/ies: Barangay/s:

Date of Monitoring Visit: Stakeholders involved in the Monitoring Visit:

Focal Person: Contact Details of Focal Person:

List of Program Documents for Review

 Project proposal  Bids and Awards Committee documents
 Free Prior Informed Consent o Approved budget contract
 Environment Compliance Certificate o Criteria for eligibility
 Gender analysis o Abstract of bids
 Risk analysis, mitigation and management plan o Documentation of BAC meetings
 Sustainability plan o Terms of Reference
 Documentation of municipal orientation (including attendance o Plans and technical specifications
sheets) o Contract between implementing partner and contractor
 Documentation of community consultations (including o Notice of Award
attendance sheets) o Notice to Proceed
 Results of focus group discussions / key informant interviews  Other Full Disclosure Policy documents
with target groups and implementers
 Yes /
Guide Questions Findings Recommendations
No
1. Was bidding conducted for the project?

If no, what process was undertaken to procure services for the project implementation?

2. Was information regarding the bidding process made available to the public?

How was information about the bidding process made available to the public?

3. Was the bidding process based on competitive principles?

Are there certain factors or circumstances that resulted in the favoring of particular bidder?
Please explain.

4. Who was the winning bidder?

Are there any possible conflicts of interests involved in the bidding process?
Were there any negative reactions from the public regarding the results of the bidding
process?

5. Did the bidding and procurement process for the project follow the Government
Procurement Reform Act (Republic Act 9184) and its Implementing Rules and Regulations?

Were any instances wherein the bidding and procurement process failed to follow standard
principles and procedures for government bidding and procurement? What happened
during these instances and how did this impact on the bidding process?

6. Were there any issues, problems, deviations, irregularities or deficiencies that were
observed in the bidding and procurement process? What are the reasons for these?

Were there any steps or actions taken to address these issues and correct deviations,
irregularities or deficiencies?
Key Findings from Monitoring Visit Recommendations and Action Plan
 CSPP MONITORING TOOL 13 Project Cycle Stage: Project Implementation

Project Details
Project Title: Project Code:

PAMANA Zone: Project Implementer:

Province: Municipality/ies: Barangay/s:

Date of Monitoring Visit: Stakeholders involved in the Monitoring Visit:

Focal Person: Contact Details of Focal Person:

List of Program Documents for Review

 Project proposal  Bids and Awards Committee documents  Program of Works / Detailed
 Free Prior Informed Consent o Approved budget contract Engineering Design / Engineering
 Environment Compliance Certificate o Criteria for eligibility Reports (for infrastructure
 Gender analysis o Abstract of bids projects)
 Risk analysis, mitigation and management o Documentation of BAC meetings  Work and Financial Plan
plan o Terms of Reference  Memorandum of Agreement
 Sustainability plan o Plans and technical specifications Implementing Partner NGA and
 Documentation of municipal orientation o Contract between implementing LGU/contractor)
(including attendance sheets) partner and contractor
 Documentation of community consultations o Notice of Award
(including attendance sheets) o Notice to Proceed
 Results of focus group discussions / key  Other Full Disclosure Policy documents
informant interviews with target groups and
implementers
 Yes /
Guide Questions Findings Recommendations
No
1. Did the project activities start on time? Has the schedule been followed up until this point?
Given the progress of the implementation, will the activities finish on time?

2. Has the budget been followed up until this point? Will the project expenditures remain
within the forecast budget?

3. Are the materials purchased for the project of the right quantity, quality and cost, following
the technical and financial specifications of the project? If no, please note the deviations and
deficiencies that were observed.

4. Have project records (technical and financial documents) been kept up to date?

5. Does the project implementation adhere to the technical plans and specifications indicated
in the project documents?

If no, please note deviations from project plans and specifications. What are the reasons for
these?

6. Are there any issues that are causing significant delays or deviations in the project
implementation? What are these issues?

What steps, if any, are being undertaken to address these issues?

7. Was there a project / community billboard displayed conspicuously within the boundary of
the project site? If yes, when was the project / community billboard constructed?

Did the construction of the billboard adhere to the guidelines for PAMANA billboards? If no,
what deviations were observed?

8. Was regular and updated information regarding project status made available to members
 Yes /
Guide Questions Findings Recommendations
No
of beneficiary communities? If yes, how was information on project status made available to
community members?

9. Were community members provided with opportunities to participate substantively in the

project implementation process?

If yes, how will you describe community participation in the project implementation?

10. Were members of vulnerable and marginalized groups (i.e., women, indigenous peoples,
former combatants, internally-displaced persons, etc.) provided with opportunities to
participate substantively in the project implementation process?

If yes, how will you describe their participation in the project implementation?

Did project implementers conduct dialogues / consultations with community members of

vulnerable and marginalized groups to inform implementation?

11. Did the project enable community participation through labor? Did the project provide
equitable employment opportunities for community members?

If yes, what percentage of the skilled and unskilled labor force came from the community?
Were members of marginalized and vulnerable groups able to avail of these employment
opportunities?

12. Are there mechanisms or avenues for community members to send their questions,
grievances, feedback or reactions regarding the project implementation?

If yes, what are these mechanisms or avenues? Who handled the questions, feedback or
reactions gathered through these mechanisms or avenues?

How were project-related complaints, grievances or concerns resolved?

 Yes /
Guide Questions Findings Recommendations
No

13. Did the project implementation yield any unintended negative consequences? If yes, what
are these negative consequences?

What steps, if any, are being undertaken to address these consequences?

Key Findings from Monitoring Visit Recommendations and Action Plan

 CSPP MONITORING TOOL 14 Project Cycle Stage: Project Completion

Project Details
Project Title: Project Code:

PAMANA Zone: Project Implementer:

Province: Municipality/ies: Barangay/s:

Date of Monitoring Visit: Stakeholders involved in the Monitoring Visit:

Focal Person: Contact Details of Focal Person:

List of Program Documents for Review

 Project proposal  Bids and Awards Committee documents  Program of Works / Detailed
 Free Prior Informed Consent o Approved budget contract Engineering Design / Engineering
 Environment Compliance Certificate o Criteria for eligibility Reports (for infrastructure
 Gender analysis o Abstract of bids projects)
 Risk analysis, mitigation and management o Documentation of BAC meetings  Work and Financial Plan
plan o Terms of Reference  Memorandum of Agreement
 Sustainability plan o Plans and technical specifications Implementing Partner NGA and
 Documentation of municipal orientation o Contract between implementing LGU/contractor)
(including attendance sheets) partner and contractor  Accomplishment report
 Documentation of community consultations o Notice of Award  Documentation of exit conference
(including attendance sheets) o Notice to Proceed and turnover ceremonies
 Results of focus group discussions / key  Other Full Disclosure Policy documents  Turnover Certificate
informant interviews with target groups and  Operations and Maintenance Plan
implementers

Yes / Recommendation
Guide Questions Findings
No s
 Yes / Recommendation
Guide Questions Findings
No s
1. Was the project completed within the planned schedule? If no, for how many days was the project
delayed? What were the reasons for the delay?

2. Was the project completed according to technical plans and specifications, as stated in the project
proposal documents?

3. Was the project completed within the planned budget? If no, how much was the additional budget
needed to complete the project?

4. Was the implementing partner able to adhere to provisions and standards that were set forth in
the project proposal documents, specifically in relation to:
a. Responsiveness to local peace and development issues
b. Gender sensitivity, cultural sensitivity and religious sensitivity
c. Inclusion and participation of vulnerable and marginalized groups
d. Transparency and accountability
e. Minimization of negative impacts on the environment
f. Risk mitigation and management
g. Sustainability
If no, please note specific deviations from the provisions and standards set forth in the project
proposal documents. Please describe the impact of these deviations on the project, the community
members and the local situation.

5. Was an exit conference conducted? If yes, who attended the exit conference? Were there any
issues raised during the exit conference? What were these issues and how did the implementing
partner respond to these issues?

6. Has the project been formally turned over to the members of the beneficiary communities? How
did the community members respond to the turn-over?

7. Is there an Operations and Maintenance Plan set in place to ensure the sustainability of the
project? If yes, please note the funding, designated personnel and mechanisms, and local policies
and resolutions in support of this plan.
 Yes / Recommendation
Guide Questions Findings
No s

8. Were there any unintended negative consequences arising from the completion of the project?
If yes, what are these negative consequences? What steps should be undertaken to address these
consequences?

9. Has the project contributed to improvements in the social, economic and political situation of the
beneficiary communities?
Please elaborate on social, economic or political benefits and advantages derived from the project.

10. Has the project contributed to improvements in the conflict and peace dynamics in the locality?

Please describe how the project contributed to positive changes in the conflict and peace situation
in the area.

Examples of Positive Consequences Examples of Negative Consequences

 Strengthening of social cohesion in the community  Increasing existing sources of tension and conflict
 Increasing capacities of community members to participate in conflict management and in the community
peacebuilding  Increasing grievances based on unequal
 Improving sense of security (physical, social, economic, political) among community distribution of resources
members  Increasing marginalization and vulnerability of
 Strengthening of community capacities to participate in political processes specific groups in the community
 Increased community access to goods and services  Contributing to degradation of environment
 Increased livelihood opportunities among community members  Decreasing people’s trust in government
 Improving collaboration between community and local government structures and processes
 Increasing venues for positive social communication and interaction between community  Increasing disagreements between community
members members
 Increased participation of marginalized and vulnerable groups in community development
 Increased trust and confidence of the community to the government
 Lessened incidences of armed conflict/ presence of armed groups in the community
Key Findings from Monitoring Visit Recommendations and Action Plan
 CSPP MONITORING TOOL 15
Validation Report Template
There are spaces provided for information on the results of problem-solving sessions
conducted with project implementers, CSO partners and local government unit partners to
identify recommendations and next steps on how to address the issues, concerns and
inconsistencies that were identified. The report shall be submitted to the PAMANA National
Program Management Office (NPMO) to serve as reference document for issue management
and resolution.

For validation on single projects:

Project Title: Project Code:

PAMANA Zone: Project Implementer:

Province: Municipality/ies: Barangay/s:

Focal Person: Contact Details of Focal Person:

Use separate sheet/s if there are multiple projects.

Stakeholders involved in
Date/s the Validation (include
Activities Conducted for Validation
Conducted name of CSOs and
members):
 Review of project documents, such as
project proposals, work and financial plan,
progress reports, among others
 Actual inspection of physical
accomplishment of project
 Collection and review of financial
documents from implementing agencies
 Interview with individual / community
beneficiaries of the project
 Interview with project implementers from
field/regional offices
 Problem-solving sessions
 Others; specify ________________________
List of Documents Gathered During Field Validation:
1.
2.
Description of Issues and Concerns:

Results of Problem-Solving Sessions/ Other Findings (include sources of information):

Recommendations/ Next Steps:
 CSPP MONITORING TOOL 16 PAMANA PROVINCIAL PROFILES

(PAMANA Province)

Municipalities Covered
Conflict Line
Amount of PAMANA Years Pillar Pillar Pillar 3 MNLF CBA-
Investments across the 1 2 PDCs CPLA
Years 2011
2012
2013
2014
2015
TOTAL
Partner Agencies
implementing PAMANA
interventions

I. Conflict Analysis Initiatives

Please provide background on conflict analysis initiatives that have been undertaken at the
provincial or municipal levels.

Date Participants Key Results of Conflict Analysis

Describe the overall conflict situation in the province based on provincial consultations
conducted from 2011-2014.
Provide general background on focus of PAMANA in the province.

II. Assessment of PAMANA Accomplishments in the Province

Please provide an assessment of PAMANA accomplishments at the provincial level along the
major outputs and outcomes of the program.

A. PAMANA projects completed following conflict-sensitive and peace promoting

approaches
a. Pillar 1: Laying Foundations for Peace
Agency Year Interventions Coverage Allocation Status of
(municipalities) Implementation

b. Pillar 2: Building Resilient Communities

Agency Year Interventions Coverage Allocation Status of
(municipalities Implementation
and number of
barangays)
 c. Pillar 3: Promoting Sub-Regional Economic Development
Agency Year Interventions Coverage Allocation Status of
(municipalities) Implementation

B. Peacebuilding agenda adopted and implemented by National Government

Agencies, Regional Line Agencies and Local Government Units (please provide
copies of supporting documents as means of verification)

a. Policies, guidelines and mechanisms established and implemented to support the

implementation of PAMANA in the province
Title of Policy, Author / Key Provisions in
Date
Guideline and Issuing Objectives Support of
Issued
Mechanism Organization PAMANA

b. Policies, guidelines and mechanisms established and implemented to address

conflict issues and support or sustain peacebuilding in the province (including
mainstreaming of conflict-sensitive and peace-promoting approaches)
Title of Policy, Author / Key Provisions in
Date
Guideline and Issuing Objectives Support of
Issued
Mechanism Organization Peacebuilding

c. Peacebuilding programs, projects, and activities implemented in the province

Title of
Program / Date
Proponent Target Audience Objectives
Project / Conducted
Activity

C. Knowledge, skills and attitudes (KSAs) of NGA, RLA and LGU personnel on
conflict-sensitivity and peacebuilding enhanced
Please describe any capacity-building initiatives undertaken at the provincial level
on conflict-sensitivity and peace promotion.

Key Feedback
Title of Outputs from Post-
Capacity- Date from Training
Proponent Participants
Building Conducted Capacity- Evaluation (if
Activity Building available)
Activity
If available, please also provide information on changes observed in the behavior
and practices of agency / unit personnel in relation to capacity-building initiatives
on conflict-sensitivity and peace-promotion.
Chapter 5
CSPP Evaluation
Continuing from the previous volume on CSPP Monitoring, the current volume provides inputs
on the application of CSPP principles in the review and evaluation of peacebuilding initiatives.
The volume includes discussions on standard evaluation criteria and processes from the
National Evaluation Policy Framework of the Philippines, and highlights criteria and processes
on undertaking assessment/evaluation of peacebuilding interventions, such as PAMANA.
PROGRAM EVALUATION AND LEARNING

Program evaluation entails periodic assessments of

program results (i.e., what the program has
accomplished or not accomplished), its implication
and contribution to peacebuilding, and the
sustainability of peacebuilding gains achieved by the
program.24
Program evaluation initiatives provide a venue for
program implementers and stakeholders to raise
questions regarding program results based on
specific criteria such as relevance, efficiency,
effectiveness, convergence and sustainability. 25
These initiatives also serve as avenues to interrogate
program theory of change, specifically linkages and
assumptions across the results chain.
Apart from these criteria, program evaluation also
focuses on analyzing the peacebuilding impacts of the
program, specifically on understanding how the
program contributed to addressing key conflict
drivers and promoting peacebuilding spaces,
processes and structures in an area.
The Program Evaluation adopts an active-
reflective practice.
 It gives emphasis on peacebuilding
impacts (i.e. how the program contributes
to addressing conflict drivers and
promoting peacebulding structures);
 It adjusts to necessary changes in program
design and implementation to enhance
peacebuilding impact, support
institutionalization (mainstreaming) and
sustainability, and contribute to
peacebuilding practices
 It adopts a multi-stakeholder involvement
in evaluation and learning activities
 It provide avenues for members of
vulnerable and marginalized groups to
influence program and policy decisions
through the use of participatory program
evaluation and learning approaches

Noting that reflection and learning processes are integral to peacebuilding practice, monitoring
and evaluation initiatives aim to serve as spaces for reflection and learning towards enhancing
peacebuilding practice.26

For PAMANA, the Monitoring & Evauation (M&E) initiatives endeavored to have a strong
reflection and learning component to help facilitate the following:

 Surfacing, distilling and sharing of experiences and insights in PAMANA

implementation;
 Accounting for program results to assess whether PAMANA was able to deliver on its
commitments and the factors that facilitated or hindered the program to achieve its
stated objectives; and,
 Feedback of learnings to guide necessary changes in program design and
implementation, enhance peacebuilding impact, support institutionalization

24 Government of the Philippines-United Nations ACT for Peace Programme (2009). Managing Performance in
Peacebuilding: Framework for Conflict-Sensitive Monitoring and Evaluation.
25DAC Network on Conflict, Peace and Development Cooperation and the DAC Network on Development Evaluation.
(2007). Encouraging Effective Evaluation of Conflict Prevention and Peacebuilding Activities: Towards DAC
Guidance. OECD Journal on Development, 8 (3). France: Organisation for Economic Co-operation and
Development.
United Nations Development Programme [UNDP] (2009). Handbook for Planning, Monitoring and Evaluating for
Development Results. New York: UNDP.
Government of the Philippines-United Nations ACT for Peace Programme (2009). Managing Performance in
Peacebuilding: Framework for Conflict-Sensitive Monitoring and Evaluation.
26 Lederach, J. P., Neufeldt, R., & Culbertson, H. (2007). Reflective Peacebuilding: A Planning, Monitoring and Learning
Toolkit. The Joan B. Kroc Institute for International Peace Studies, University of Notre Dame and Catholic
Relief Services Southeast, East Asia Regional Office.
 (mainstreaming) and sustainability, and contribute to peacebuilding practices in other
programs, projects and organizations.

Evaluation Criteria for Peacebuilding Interventions

In July 2015, the National Economic and Development Authority (NEDA) and the Department of
Budget and Management (DBM) issued a Joint Memorandum Circular on the National
Evaluation Policy Framework of the Philippines (NEPF-P).

The policy document primarily aims to provide a “framework for the purposive conduct of
evaluations in the public sector in support of good governance, transparency, accountability,
and evidence-based decision-making” to be applied to all programs and projects that are
implemented by government agencies and other instrumentalities.27

The National Evaluation Policy Framework put forth a set of evaluation criteria to guide the
conduct of evaluation for government initiatives. The figure below shows the four evaluation
criteria from the National Evaluation Policy Framework.

Relevance /
Effectiveness
Appropriateness
GPH National Evaluation
Policy Framework
Evaluation Criteria

Efficiency Sustainability

Figure 5.1 National Evaluation Policy Framework

Guide questions on each of the evaluation criteria are provided in the tables below, based
on the National Evaluation Policy Framework:

27 NEDA-DBM JMC No. 2015-01 on the National Evaluation Policy Framework of the Philippines
Table 5.1 Evaluation Criteria based on National Evaluation Policy Framework:

Criteria Guide Questions

Relevance
Alignment and To what extent do project/program outcomes/impacts align with
Consistency with the achievement of national priorities and existing laws, including
National Priorities and Philippine Development Plan sector outcomes?
Policies

Responsiveness to To what extent does the program/project address the urgent needs
Stakeholder Needs of the stakeholders?

Complementation with To what extent does the program/project complement existing

Other Program/ program/project resulting in better outcomes?
Projects

Programmatic Are there better ways to achieve the program's/project's

Alternatives outcomes/impacts, or to contribute to related national priorities?

Effectiveness

Objectives Achievement What intended outputs and outcomes/impacts (short-term

outcomes, medium-term outcomes, and long-term impacts) were
found, and to what extent can they be attributed to project/
program activities?
Unintended Results What unintended outputs and outcomes/impacts were found, and
to what extent can they be attributed to project/program
activities?
Efficiency

Efficient Delivery of Were the activities cost efficient? Was the utilization of resources
Outputs optimized in terms of the realization of the program/project
objective? To what extent was resource utilization minimized in
relation to the delivery of outputs?

Operational Alternatives Are there better, more efficient ways to deliver project/program
outputs?

Timeliness Were the objectives achieved on time?

Sustainability
To what extent did the benefits of a program/project continue after
funding ceased?
 What were the major factors which influenced the achievement or
non-achievement of sustainability of the program/project?

Guide Questions in Assessing Peacebuilding Impact:

• How did the intervention impact key conflict actors and conflict issues in the
area?
• How did the program support the requirements of the different ‘peace tables’ (i.e.
the peace negotiation of GPH with respective rebel groups) ?
• How did the intervention contribute to the promotion of peacebuilding spaces,
processes and structures in the area?
• In what ways, positively or negatively, are the results impacting on the conflict
and peace situation in conflict-affected and conflict-vulnerable areas?

Taking into account the distinctiveness of peacebuilding interventions in terms of process

and outcomes, there is a need to highlight peacebuilding evaluation questions.28

Combining the criteria set forth by the National Evaluation Policy Framework and the
peacebuilding agenda, the table below details the criteria that were used to guide PAMANA
program evaluation activities:

Table 5.2 National Evaluation Policy Framework and CSPP

Program
Evaluation General Research Questions
Criteria29
Relevance /  Are the PAMANA outcomes/impacts aligned with the achievement of
Appropriateness national priorities and existing laws, including Philippine Development
Plan sector outcomes?
o Are there better ways to achieve PAMANA’s
outcomes/impacts or to contribute to related national
priorities?

 Are the PAMANA objectives and design based on a well-informed

understanding of the local conflict environment that the program
seeks to address? Are PAMANA objectives and design congruent
with the peacebuilding agenda that the program seeks to support?

28
Mindanao Development Authority. Practical Guide: Shared Monitoring and Evaluation of Mindanao Peace
Outcomes [Version 1.2).
29
DAC Network on Conflict, Peace and Development Cooperation and the DAC Network on Development
Evaluation. (2007). Encouraging Effective Evaluation of Conflict Prevention and Peacebuilding Activities:
Towards DAC Guidance. OECD Journal on Development, 8 (3). France: Organisation for Economic Co-operation
and Development.
Mindanao Development Authority. Practical Guide: Shared Monitoring and Evaluation of Mindanao Peace
Outcomes [Version 1.2).
National Economic and Development Authority [NEDA] and Department of Budget and Management [DBM]
(2015). Joint Memorandum Circular No. 2015-01 – National Evaluation Policy Framework of the
Philippines.
 Program
Evaluation General Research Questions
Criteria29
o Are program interventions responsive to the needs and aspirations
of program beneficiaries?

Effectiveness  Is PAMANA achieving its intended results? Are the PAMANA outcomes
being achieved? What progress has been made towards attaining
PAMANA outcomes?
o What are the intended and unintended outputs, outcomes
and impacts? How positive or negative are these
consequences? To what extent can these be attributed to
PAMANA interventions?

o What factors in program implementation contributed to or

hampered the achievement of program objectives and
results? What steps can be taken to improve program
effectiveness?

Efficiency  Are PAMANA interventions delivered in a timely and cost-effective

manner? Are PAMANA interventions delivered based on efficient
utilization of available resources (i.e., financial, human, etc.)? To what
extent was resource utilization minimized in relation to delivery of
outputs?
o Are there better or more efficient ways to deliver the
outputs of PAMANA?
o What factors in program implementation have facilitated
or hindered program efficiency? What steps can be taken
to improve program efficiency?

Convergence  Are PAMANA interventions aligned with interventions from other peace
and development programs?
o Do PAMANA interventions complement existing
programs and projects? Do they produce better
outcomes?
o What efforts were undertaken to ensure coherence and
complementation with other peace and development
programs? What steps can be taken to improve
convergence of PAMANA with other peace and
development programs?

Sustainability  Do the benefits of PAMANA continue after funding ceased? Are there
factors, mechanisms and processes in program implementation that
support sustainability of the gains from PAMANA?
o Do implementing agencies have existing transition plans
/ exit strategies?
o What factors in program implementation have facilitated
or hindered the adoption of these sustainability factors,
mechanisms and processes? What steps can be taken to
improve program sustainability?
 Program
Evaluation General Research Questions
Criteria29
Peacebuilding  How did PAMANA impact key conflict actors and conflict issues in the
Impact30 area? How did the program support the requirements of the different
peace tables?

o How did PAMANA contribute in promoting

peacebuilding spaces, processes and structures in the
area?
o In what ways, positively or negatively, are the results
impacting on the conflict and peace situation in conflict-
affected and conflict-vulnerable areas?

Suggested Methodologies for Program Evaluation and Learning

Program evaluation and learning activities for PAMANA include the following:
1. Regular reflection sessions;
2. Regular agency program assessment and planning workshops;
3. Regular inter-agency program review and evaluation workshops;
4. Baseline studies, as an integral part of program inception/development;
5. Midterm review, ideally undertaken at the middle of program (preferably conducted by
an independent evaluator);
6. Summative review, undertaken near the end of the program (preferably conducted by
an independent evaluator);
7. Impact assessment, undertaken around three-five years after the end of the program,
(preferably conducted by an independent evaluator);
8. Thematic studies in collaboration with PAMANA implementing agencies; and
9. Knowledge exchanges and engagements with universities, research groups, other third-
party entities that conducted assessment research on PAMANA.

Table 5.3 Proposed Institutional Arrangements for Program Evaluation and

Learning

OPAPP/ PAMANA Implementing Agencies

1. Convene regular inter-agency program 1. Conduct regular program review and
review and evaluation workshops; evaluation workshops;

2. Participate in the regular program review 2. Provide inputs on PAMANA program

and evaluation workshops conducted by
PAMANA implementing agencies;
3. In consultation with different program
stakeholders, lead in securing the
services of an independent evaluator who
evaluation focus, harmonization and
translation of evaluation findings to
program and policy recommendations;
3. Provide assistance to the independent
evaluator during the conduct of program

30 Mindanao Development Authority. Practical Guide: Shared Monitoring and Evaluation of Mindanao Peace
Outcomes [Version 1.2).
 will conduct program review and review and evaluation initiatives,
evaluation studies; specifically in providing necessary
program documents and supporting the
4. Convene the Evaluation Advisory Group conduct of field data collection; and,
and Technical Working Group for
PAMANA Program Evaluation Initiatives; 4. Participate in program evaluation and
learning initiatives such as reflection
5. Coordinate and oversee the conduct of sessions and program review and
program evaluation and learning evaluation workshops.
initiatives; and,

6. Facilitate the sharing of results from

program evaluation and learning
initiatives among PAMANA implementing
agencies and other key program
stakeholders.
Annex III

CSPP PROGRAM EVALUATION

AND LEARNING TOOLs

CSPP EVALUATION TOOL 1: SAMPLE OF A REGIONAL PROGRAM

REVIEW
AND EVALUATION WORKSHOP
This workshop design is meant to guide the conduct of agency/inter-agency PAMANA
program review and evaluation workshops. Integral to this proposed design is the inclusion
of an outcomes mapping exercise.

Objectives
The PAMANA Regional Program Review and Evaluation Workshop aims to:
1. Enhance program learning through an appreciation of CSPP practices (including those
that support innovation, sustainability and convergence), emerging peacebuilding
outcomes, and changes in conflict and peace dynamics; and,
2. Collect inputs for the development of proposed framework and metrics for evaluation
/ classification of provinces for graduation from PAMANA.

Proposed Participants
1. OPAPP
a. PAMANA National Program Management Office
b. Support units
2. PAMANA implementing agencies
a. Representatives from bureaus, offices and units in-charge of PAMANA
implementation
b. Representatives from regional line agencies
3. Local government units
a. Representatives from PAMANA focal units of LGUs
4. Oversight agencies
a. National Economic and Development Authority (through the Regional
Development Councils)
b. Department of Budget and Management
5. Other government peace partners
a. Security sector representatives (AFP, PNP)
b. Civil society organizations (for consideration)

Expected Outputs
1. Mapping of conflict and peace dynamics per region;
2. Mapping of CSPP practices and peacebuilding gains (through outcome stories);
3. Proposed framework and metrics for evaluation and criteria for “graduation” from
being conflict affected area to conflict-manageable/ peaceful and ready for
development area
 CSPP EVALUATION TOOL 2: PROPOSED DESIGN
REGIONAL PROGRAM REVIEW AND EVALUATION WORKSHOP
The Workshop designs of various program review and evaluation conducted by PAMANA implementing agencies (e.g., DA, DSWD, DAR, DILG) are
provided as illustration of evaluation and learning activities undertaken by agencies.

Allotted Activity/Module Objectives Process Unit-in-Charge

timeTime
30 mins Preliminaries  Invocation Facilitator
 Welcome Remarks
 Introduction of Participants
 Discussion of workshop objectives, topics and flow

1 hr Input: 1. Provide briefing on status of the various peace tables and deepen - Presentation on Representatives
PAMANA as a appreciation of how PAMANA contributes to the peace tables PAMANA as a from PAMANA-
Peacebuilding 2. Provide briefing on PAMANA as a peacebuilding framework and an Complementary Track National Project
program in overview of PAMANA implementation in the region (per province) Management
support of peace Office (NPMO)
negotiations
Sharing and Reflecting on Peacebuilding Gains
- Presentation per Representatives
3 hrs Workshop: 1. Review of local peace, security and development situation before province (may include from Provincial
(10-15 minutes Sharing and PAMANA implementation change stories and LGU LGUs and
per province, Reflection Session 2. Mapping of changes in local peace, security and development profile indicators) Regional line
10-15 minutes on Peacebuilding situation after PAMANA implementation - Guided reflection agencies (RLAs)
discussion) Gains 3. Discussion on supporting/hindering factors, strategies, challenges session based on
and gaps in program implementation outcomes mapping
template

1 hr LUNCH
2 hrs Workshop: 1. Identify CSPP guideposts existing mechanisms, processes and - Presentation per Representatives
Sharing and practices for PAMANA implementation province from PLGUs and
Reflection Session 2. Identify good CSPP practices, including practices in support of - Guided reflection RLAs
 Allotted Activity/Module Objectives Process Unit-in-Charge
timeTime
on CSPP Good innovation, convergence and sustainability, in PAMANA session
Practices implementation
3. Identify opportunities and recommendations for program learning
and enhancements

1.5 hrs Plenary: 1. Surface indicators that will serve as basis for classification and - Plenary Discussion Workshop
Discussion on “graduation” of provinces from being conflict affected areas facilitator
Evaluation 2. Collect inputs for drafting of initial framework on evaluating
Framework and transition / “graduation” readiness of CAA provinces
Metrics for
Conflict-Affected
Areas

1 hr Plenary: 1. Review of key lessons and insights from PREW Workshop

Synthesis and 2. Provide space for PLGUs and agencies to express commitment to facilitator
Moving Forward peacebuilding agenda

END
 CSPP EVALUATION TOOL 3: Thematic Areas and Sample Guide
Questions
for PAMANA/ Peacebuilding Reflection Sessions

Thematic Sample Guide Questions Participants

Area
 How was planning and project identification undertaken in PAMANA-
Programming the previous years of PAMANA implementation? National Project
(includes  What were your positive or negative experiences in the Management
planning and planning and project identification process for PAMANA/ Office (NPMO);
project other peacebuilding interventions? OPAPP support
identification)  Were there any significant changes in the planning and units;
project identification process for PAMANA/ other NGAs/
peacebuilding interventions across the years? What were Implementing
these changes and how did these impact on the programming Agencies
process?
 What can be considered as good practices in the planning and
project identification process for PAMANA/ other
peacebuilding interventions? What are possible areas for
improvement in the programming process?
 What key learning from the programming process can be
mainstreamed in the planning and project identification
processes of implementing agencies for conflict-affected and
conflict-vulnerable areas?

Social  What social preparation activities are conducted in line with NGA/
Preparation in the implementation of different PAMANA/ other Implementing
peacebuilding interventions? Agencies ;
 What were your positive or negative experiences in the social LGU
preparation process for PAMANA/ other peacebuilding representatives;
interventions? NPMO; OPAPP
 What factors facilitated or hindered the social preparation support units
process?
 What can be considered as good practices in the social
preparation process? What are areas for improvement?
 What key learning from social preparation processes can be
mainstreamed or shared with partner implementing
agencies?
Bidding and  What were your positive or negative experiences in the NGAs/
Procurement bidding and procurement process for PAMANA projects? Implementing
 What can be considered as good practices in the bidding and Agencies;
procurement process? What are areas for improvement in the LGU
bidding and procurement process for PAMANA projects? representatives;
NPMO;
OPAPP Support
units;
 Thematic Sample Guide Questions Participants
Area
CSO

Transparency  What were your experiences in operationalizing the different CSOs

and components of Transparency and Accountability Mechanism NGA/
Accountability (TAM) in PAMANA? What were the gains from the Implementing
(TAM) operationalization of TAM? Agencies;
 What factors facilitated or hindered the operationalization of LGU
the different components of TAM? representatives;
 What can be considered as good practices in the NPMO;
operationalization of TAM? What are areas for improvement? OPAPP Support
 What key learning from TAM can be mainstreamed or shared units
with partner agencies?

Monitoring and  What were your positive or negative experiences in applying NGA/
Evaluation CSPP in the monitoring and evaluation process for PAMANA? Implementing
 What can be considered as good practices in the monitoring Agencies;
and evaluation process? NPMO;
 What factors facilitated or hindered a CSPP monitoring and OPAPP Support
evaluation? What are areas for improvement in the units
monitoring and evaluation of PAMANA?
 What key learning in the CSPP monitoring and evaluation
process can be mainstreamed or shared with partner
agencies?

Strategic  What were your positive or negative experiences in NGAs/

Communication undertaking strategic communication initiatives for Implementing
PAMANA/ other peacebuilding initiatives? Agencies:
 What factors facilitated or hindered strategic communication PIA;
initiatives for PAMANA? NPMO;
 What can be considered as good practices in strategic OPAPP Support
communication initiatives? What are the areas for units
improvement?
 What key learning in the strategic communication
implementation can be mainstreamed or shared with partner
agencies?
 CSPP EVALUATION TOOL 4 Sample Workshop Design
PAMANA Assessment and Planning Session
This reference material provides inputs on evaluation scale and associated costs, as well as
evaluation design, tools and methods based on the NEDA-DBM Joint Memorandum Circular 2015-
01 on the National Evaluation Policy Framework.

DEPARTMENT OF AGRICULTURE

CYs 2013 AND 2014 ASSESSMENT AND CY 2015 PLANNING WORKSHOP

ON PAYAPA AT MASAGANANG PAMAYANAN (PAMANA)
AND BOTTOM-UP BUDGETING (BuB) PROGRAM

TIME ACTIVITY
DAY 1, ARRIVAL AND OPENING PROGRAM

AM Session
Registration of Participants
PM Session
45 mins Opening Program
- Invocation
- National Anthem
Recognition of Participants in Group
30 mins Welcome Remarks
Inspirational Message
1.5 hrs Presentation of Assessment and Planning Workshop Mechanics
End of Day 1
DAY 2, WORKSHOP PROPER
AM
1.5 hrs Workshop 1:
Island Cluster Consolidation of 2013 and 2014 PAMANA Physical and Financial
Performances and Formulation of 2015 PAMANA Monthly Plan of Activities in
Gantt Chart
15 mins Break
1.5 hrs Continuation of workshop on PAMANA
1 hr Lunch
PM
2 hrs Workshop 2:
Island Cluster Consolidation of 2013 and 2014 Bottom-up Budgeting (BuB)
Physical and Financial Performances and Formulation of 2015 BuB Monthly
Plan of Activities in Gantt Chart
15 mins Break
1.45 hrs Continuation of Workshp on BuB
Dinner
DAY 3, REPORTING PROPER
AM
 TIME ACTIVITY
1.5 hrs Plenary 1:
Island Cluster Reporting of 2013 and 2014 PAMANA Program Performances and
2015 Monthly Plan of Activities in Gantt Chart
15 mins Break
1.5 hrs Continuation of Plenary on PAMANA
1 hr Lunch
PM
2 hrs Plenary 2:
Island Cluster Reporting of 2013 and 2014 BuB Program Performances and
2015 BuB Monthly Plan of Activities in Gantt Chart
15 mins Break
1.5 hrs Continuation of Pleanry on BuB
Dinner
DAY 4, PRESENTATION
AM
3.5 hrs Plenary-Discussion
Presentation of 2015 PAMANA and BuB Implementing Guidelines
12:00 - 1:30 Lunch
PM
3 hrs Plenary-Discussion
Presentation of 2013 PAMANA and BuB Physical Catch-Up Plans and 2014
PAMANA and BuB Physical and Financial Catch-up Plans
END

DEPARTMENT OF AGRARIAN REFORM

Assessment and Planning Workshop

SCHEDULE OF ACTIVITIES
Time Activities
Day 1 (PM)
2 hrs Arrival, Registration and Billeting
1.5 hrs - Opening Program
- Opening Prayer
- National Anthem
- Welcome Remarks
- Background/Rationale
- Expectation Setting
- Rundown of Schedule of Activities
Dinner
Day 2
30 mins Recap of Day 1
1.5 hr Presentation of Accomplishments
Sharing of Experiences
 Time Activities
Hindering & Facilitating Factors in Implementation
Presentation of Best Practices/Success Stories
15 mins Break
1 hr Open Forum
1 hr Lunch Break
1 hr Presentation of Consolidated Accomplishment for the Past 3 years
1 hr Outcome Mapping Exercise
15 mins Break
30 mins Orientation on PAMANA Information System (PIS)
45 mins Proposed Implementation Arrangements for CY 2015 Sub-Projects
45 mins Submission of Catch-Up Plan for CY 2014 Continuing Appropriations
Sub-Projects
45 mins Presentation of CY 2015 Action Plan
END
 CSPP EVALUATION TOOL 5: Sample Terms of Reference for
THIRD PARTY EVALUATOR
This material outlines the following information relative to the hiring of an independent
evaluator for the PAMANA Midterm Review: objectives and description of the engagement,
qualifications/criteria for selection of independent evaluator, criteria for proposal evaluation,
and expected outputs

1. Proposed QUALIFICATIONS OF THE INDEPENDENT EVALUATOR

Below are the proposed qualifications of Independent Evaluator(s):

Criteria and Weights Definition

Range of Applicable
Experience (35%)
Number of evaluation research consultancy contracts completed in
the last five (5) years covering programs that are similar in scope to
PAMANA, based on the following characteristics:
 Multi-component, involving several interventions
 Multi-stakeholder (government, civil society organizations, etc.)
 Relevant to peace and development

Firm Credentials (20%)
Number of consultancy contracts completed in the past five (5) years;
Organizational officers / board members / technical staff have the
required competencies / qualifications / experiences to undertake the
engagement
 With advanced degree (MA/MS/PhD) in social development or
other related disciplines and/or completion of training seminars
/ workshops on social development research
 With more than five years of experience in conducting evaluation
/ assessment research using different research methodologies
(quantitative / qualitative / mixed) and following principles of
participatory action research
 With more than five years of experience in project management
 With more than five years of experience in engaging multiple
stakeholders – national government agencies, local government
units, civil society organizations and local communities – as
research respondents
 Knowledgeable about and with experience in results-based and
conflict-sensitive monitoring and evaluation

Capacity to Mobilize Local  Geographical scope of previous consultancy contracts in relation

Partners and/or Local Offices to areas to be covered by the Review;
in the Conduct of Research  Percentage of consultancy contracts conducted with local
Projects in Target Areas partners and/or local offices in the past five years
(35%)

Financial and Logistical  Cost of completed and ongoing contracts in the past five (5) years
Capacity to Fulfill Initial  Availability of sufficient resources to cover initial mobilization
 Criteria and Weights
Mobilization and Bond
Requirements (10%)
Definition
requirements:
o Office space
o Equipment and supplies
o Availability of funds
o Administrative staff complement

The prospective bidder is expected to submit a technical and financial proposal for the conduct of
the Review/ Evaluation. The proposal should demonstrate responsiveness to project, specifically
providing information on the following: (1) proposed conceptual and methodological approach
for the evaluation/ Review and (2) project team composition, qualifications and competencies.

The prospective bidder is also required to submit a work and financial plan demonstrating
project schedule and milestones, breakdown of proposed budget along major expense categories
and proposed tranching across project schedule.

2. PROPOSED CRITERIA IN PROPOSAL SUBMISSION

The following criteria will be used in evaluating the proposal submissions:

Criteria and Definition

Weights
Conceptual and  Proposed conceptual and methodological approach to conduct
Methodological Evaluation/ Review includes different elements of conflict-sensitive
Approach (45%) and results-based M&E and participatory action research and adheres
to reliability and validity standards

Team Composition,  Availability of qualified potential research team members with

Qualifications and identified qualifications and competencies to undertake the
Competencies (30%) engagement
o With advanced degree (MA/MS/PhD) in social development or
other related disciplines and/or completion of training seminars /
workshops on social development research
o With more than five years of experience in conducting evaluation /
assessment research using different research methodologies
(quantitative / qualitative / mixed) and following principles of
participatory action research
o With more than five years of experience in project management
o With more than five years of experience in engaging multiple
stakeholders – national government agencies, local government
units, civil society organizations and local communities – as
research respondents
o Knowledgeable about and with experience in results-based and
conflict-sensitive monitoring and evaluation
 Criteria and Definition
Weights
Project Management  Work and financial plan reflects clear implementation arrangements,
(25%) including delineation of roles among management, key technical staff
and research team and outlining specific accountabilities and
deliverables, with mechanisms for monitoring and reporting

3. DOCUMENTARY REQUIREMENTS

a. Legal documents
i. Registration certificate from the Securities and Exchange Commission and
Department of Trade and Industry for sole proprietorship;
ii. Authenticated copy of the latest Articles of Incorporation showing the
original incorporators/organizers and the Secretary’s certificate for
incumbent officers, together with the Certificate of Filing with the SEC;
and,
iii. Mayor’s permit issued by the city or municipality where the principal
place of business of the service provider is located;
iv. For GOCCs/agencies, executive orders/issuances/legislation that
establishes its mandate and creation, including authority to enter into
contract with other government agencies.
b. Technical documents
i. Statement of the prospective bidder of all its ongoing and completed
government and private contracts, including contracts awarded but not
yet started, if any, whether similar or not similar in nature and complexity
to the contract to be bid.
The statement shall include, for each contract, the following:

1. the name and location of the contract;

2. date of award of the contract;
3. type and brief description of consulting services;
4. consultant’s role (whether main consultant, subcontractor, or
partner in a JV);
5. amount of contract; and
6. contract duration.

c. Financial documents
i. The prospective bidder’s audited financial statement and/or proof of tax
payments, showing among others, its total and current assets and
liabilities, for the preceding calendar year which should not be earlier
than two (2) years from the date of the Request for Expression of Interest;

d. Organizational profile
i. The prospective bidder shall provide OPAPP with a brief description of
the organization which includes its history, number and competencies or
its personnel/staff to be assigned at OPAPP for the duration of the project,
expressed through curriculum vitae, NBI clearance within the past 6
 months of the staff to be assigned for the project, present financial and
physical resources relevant to the project, organizational and
management structure, their standing of their services and their
organization’s experience in similar projects.
ii. A sworn affidavit of the principal of the prospective bidder that attests
that:
1. None of its incorporators, organizers, directors or officials is an
agent of or related by consanguinity or affinity up to the third civil
degree to the officials of the OPAPP which are authorized to
process and/or approve the proposal, the MOA and the release of
funds; and
2. There is non-conflict with prior or current obligations to other
entities, or those that may place them in a position of not being
able to carry out the project in the best interest of OPAPP.

4. EXPECTED OUTPUTS

The Independent Evaluator will provide the following key outputs:

a. Detailed final work and financial plan (including project activities, schedule,
budget, etc.);
b. Research design and instruments (e.g., focus group and key informant interview
schedule, survey questionnaires, etc.);
c. Electronic copies of datasets (i.e., transcribed and encoded data);
d. Initial report and presentation containing research findings; and
e. Comprehensive final written report and presentation incorporating comments
and inputs from program stakeholders and including policy and program
recommendations.
 CSPP EVALUATION TOOL 6: IMPACT EVALUATION TEMPLATE31

Step 1: Identify the impact of the conflict on PAMANA implementation. Consequently, identify
the impact of PAMANA implementation on the conflict and peace context.

Impact of Conflict on PAMANA implementation

 How might the conflict affect the implementation and effectiveness of PAMANA
interventions in the area?

Impact of PAMANA implementation on Conflict and Peace Context

 How did PAMANA implementation or possible results of PAMANA contributed in any way,
positively or negatively, to the conflict and peace context?

Step 2: How has PAMANA implementation been adjusted in consideration of the updates in the
peace and conflict situation in the area? How might PAMANA implementation be adjusted in
consideration of the updates in the peace and conflict situation in the area?

Recommendations
 What are your recommendations / plan of action to avoid or reduce negative impacts of
the conflict on PAMANA implementation?
 How might PAMANA help bring about positive “peace” developments? What changes are
needed for these to happen?

31
Adapted from Mindanao Development Authority. Practical Guide: Shared Monitoring and Evaluation of Mindanao
Peace Outcomes [Version 1.2).
MEDCo Conflict Sensitivity and Peacebuilding Tool
Bush, K. (1998). A Measure of Peace: Peace and Conflict Impact Assessment (PCIA) of Development Projects In Conflict
Zones. Working Paper No. 1, The Peacebuilding and Reconstruction Program Initiative and the Evaluation Unit
World Development Report on Conflict, Security and Development (2011).
 The Evaluation Advisory Group and the Technical Working Group for PAMANA
Program Evaluation Initiatives
This reference material provides an overview of the Terms of Reference for the Evaluation
Advisory Group (EAG) and Technical Working Group (TWG) for PAMANA Program Evaluation
Initiatives.

Said groups shall be convened to ensure quality and relevance of program review and
evaluation processes and results by providing specific advice and inputs on program evaluation
concerns/focus, design, methodologies, products, and utilization.
Evaluation Advisory Group Technical Working Group
General  Provide guidance on PAMANA  Provide assistance to the
Purpose program evaluation focus, Independent Evaluator to ensure
harmonization and translation of the efficient and effective
evaluation findings to program implementation of program
and policy recommendations. evaluation initiatives.
Composition  Inter-Agency, including  Inter-Agency, including technical
Undersecretary and Assistant staff from focal units / offices in
Secretaries, with their OPAPP and PAMANA
designated Directors from implementing agencies
OPAPP and PAMANA
implementing agencies, who are
involved in the implementation
of PAMANA.
Roles and  Provide guidance and  Provide technical inputs and
Responsibilities recommendations in identifying support in the formulation and
research focus of PAMANA review of research work-plan
program evaluation; and instruments;
 Provide directions on  Assist in the collection of
harmonization of PAMANA program documents and other
program evaluation initiatives information for the purpose of
across PAMANA implementing program evaluation initiatives;
agencies;  Plan and coordinate with the
 Provide inputs and feedback on Independent Evaluator
evaluation research report; regarding the conduct of data
 Provide guidance in translating collection, including
evaluation results to program coordination with regional field
and policy recommendations. offices, local government units,
communities , and other key
stakeholders;
 Plan and coordinate the logistics
of other program evaluation
activities, such as reflection
sessions, workshops, and fora
among other.
Activities For a specific program evaluation  At the minimum, the TWG shall
initiative, the EAG shall be convened meet once every month to
for the following activities: discuss updates and
 Inception workshop requirements for PAMANA
 Presentation of initial program evaluation initiatives.
 findings
 Presentation of complete
report
 Planning for program and
policy recommendations
Secretariat The PAMANA NPMO, with support The PAMANA NPMO, with support
from the Monitoring and Evaluation from the Monitoring and Evaluation
Unit (MEU) of OPAPP, shall serve as Unit (MEU) of OPAPP, shall serve as
the secretariat of the Policy Advisory the secretariat of the Technical
Group. Working Group.
 Best Practices in Evaluation
(NEDA-DBM Joint Memorandum Circular 2015-01 on the National Evaluation
Policy Framework of the Philippines)

As a guide to reporting, dissemination and use of evaluation, the JMC also provides guidelines on
report content and strategies for the communication and translation of evaluation results to
recommendations actions aimed towards program improvements, strengthening impacts, and
ensuring sustainability.

Evaluation Scale

1. Evaluations can range from simple desk reviews to complex studies involving multiple
sources of data. In some cases, in addition to a summative evaluation at the end of a
project’s/program’s life cycle or at the five-year point, a formative evaluation is appropriate
at the project’s/program’s mid-point. To ensure that the National Evaluation Policy
Framework is carried out with maximum efficiency across the Government, the scale of each
evaluation should be large enough to provide timely answers to critical evaluation questions
with an adequate level of certainty, but no costlier than necessary. The scale and associated
cost, of every evaluation typically increases in correspondence with the following factors:
a. Level of Ambiguity: projects / programs whose outcomes are unsure – e.g., new,
untried interventions;
b. Potential Consequences: projects / programs whose failure can lead to severe
negative consequences;
c. Information Needs: projects / programs about which decision-makers urgently
require information – e.g., projects/programs whose renewal is at stake, or
projects/programs with a high public profile;
d. Program / Project Size: project/program magnitude (as the size of a project/program
increases, the proportion of its total budget required for the evaluation typically
decreases);
e. Program / Project Complexity: complexity in terms of such dimensions as number
and variation of activities, number and variation of target populations, regional reach,
and anticipated difficulty associated with acquiring relevant data; and,
f. Uniqueness of Program / Project: with respect to outputs and outcomes/impacts, the
program/project in comparison is unique.

Evaluation Design and Execution

2. Within the defined evaluation scale, evaluations should employ research methodologies in
line with accepted professional evaluation practices. Accepted tools, methods and processes
include:
a. Logic models / change theories that depict key project / program elements –
including inputs, activities, intended outputs, short-term outcomes, medium-term
outcomes, long-term impacts, related higher-level and national priorities, and the
hypothesized causal links among the elements – and support the development of
evaluation questions;
b. Baseline data and/or ongoing project/program performance data collected to
support the evaluation;
c. Designs that help establish the extent to which outcomes / impacts can be attributed
to the project / program including a mix of methods and perspectives – e.g., surveys,
 interviews and focus groups with a diversity of audiences including project / program
participants and stakeholders, literature / document reviews, and administrative data
analyses;
d. Sampling strategies that provide accurate representation of the populations of
interests;
e. Research instruments that are valid and reliable;
f. Comprehensive, accurate quantitative and qualitative data analysis strategies, taking
into account the context of the project / program, that lead to defensible findings for
each evaluation questions;
g. Conclusions drawn from a synthesis of findings;
h. Recommendations based on the findings and conclusions; and,
i. Evaluation reports and related presentations that are concisely and clearly written
such that all audiences can readily grasp key messages, and decision-makers 0 from
project / program managers to senior officials and legislators – can make informed
decisions.

Reporting, Dissemination and Use of Evaluations

(NEDA-DBM Joint Memorandum Circular 2015-01 on
the National Evaluation Policy Framework of the Philippines)

All evaluation reports shall contain:

 Recommendations developed by the evaluator based on the findings; and,
 Response from the agency head, describing actions that will be taken in addressing each
recommendation.

To ensure transparency, all final evaluation reports shall:

 Describe the evaluated project / program;
 Provide adequate background and context including the purpose of the evaluation and
the evaluation issues and questions;
 Describe the evaluation methodology including limitations and the approaches adopted
to mitigate limitations;
 Disclose the identities of the principal members of the evaluation team and, if applicable,
the evaluation steering committee or other advisory bodies;
 Clearly state evaluation findings along with a description of the evidence on which each
finding is based; and,
 Clearly distinguish evaluator opinions (e.g., recommendations) from statements of fact
(e.g., findings).