Peace Training

Peace Training Preparing Adults for Peacework and Nonviolent Intervention in Conflicts Peace Training Preparing Adults for Nonviolent Intervention in Conflicts With contributions by Robert Rivers & Giannis Scotto (Eds.), Jan Mihalik, Frode Restad & Kai Frithjof Brand Jacobsen. This publication has been produced as part of the Associations and Resources for Conflict Management Skills (ARCA) project. It is one of a number of outputs from the project involving 13 partner organisations from 11 European countries. For a full overview of the project and the outputs please see: www.peacetraining.org Design & Layout : Frode Restad Print: Express Printing, Cluj, Romania Project Funding: European Comission - Socrates/Grundtvig 1 Programme number 225448-CP-1-2005-1-RO Table of Contents Executive Summary 2 Preface 3 By Kai Frithjof Brand Jacobsen Introduction 5 By Giovanni Scotto and Robert Rivers Chapter 1: Understanding Peace Training 7 By Giovanni Scotto and Robert Rivers Chapter 2: Propositions for Peace Training 16 By Frode Restad and Robert Rivers Chapter 3: Peace Training Case Studies 22 By Frode Restad and Robert Rivers Chapter 4: Challenges in Peace Training 30 By Giovanni Scotto and Jan Mihalik Chapter 5: Designing and Delivering Peace Trainings 36 By Jan Mihalik, Robert Rivers and Giovanni Scotto Chapter 6: The Art & Future of Peace Training 43 By Robert Rivers Appendix One: Bibliography 51 Appendix Two: Glossary 55 Compiled by Mariana Gavris Appendix Three: Partners in the ARCA Project 61 Executive Summary In the fields of civilian crisis intervention, Chapter Four describes some of the general violence prevention, peacebuilding and conflict challenges that peace training faces, namely: transformation, the importance of training is political; ethical; cultural; didactical; and increasingly recognised as essential to develop effectiveness challenges. Chapter Five continues the professional competencies of interveners. The the focus of chapter four and takes a deeper look at present guide aims at presenting current practices in didactical challenges—or those difficulties that arise the field of preparing individuals for peacework and during the actual practice of training—and proposes nonviolent intervention in conflicts, to reflect about suggestions for improvements. An important challenges the field faces, and to offer reflections and aspect which is outlined here is how to address visions for future developments. The guide consists of the gap between the training event in a protected the following chapters and contents: environment and the actual field of conflict. In order to enhance the effectiveness of peace training, it is Chapter One offers an overview of the field of peace suggested that training be contextualised as part of a training. It defines the concepts of peacework and wider “training to practice continuum.” nonviolent intervention and describes the different educational traditions which have shaped peace Chapter Six is a reflection on the future of peace training as it is today. Further, peace training is training and strives to bridge divides in the field delineated as the process to develop three main by demonstrating the absolute necessity of both competencies in peaceworkers: knowledge; personal professional and vocational aspects of training. It qualities; and skills. presents a more integrated worldview upon which to develop peace training and ends by detailing how Chapter Two identifies some key propositions training that uses holistic approaches to cultivate regarding peace training. These are to be understood knowledge, skills and personal qualities in peacework as orientation points that extrapolate some of the takes on a certain art form. field’s most relevant dimensions. They will be used as pillars to support much of what follows throughout Training peaceworkers to transform conflict is a the rest of the guide. broad and ever-changing field. Programmes and methods for facilitating their formation are as Chapter Three expounds upon peace training by varied as the different dimensions of conflict itself. highlighting five case studies of organisations ative Drawing conclusions about this training process is in the field both in Europe and internationally. They complicated; however, it is important for the field to are: The Peaceworkers Project of International Alert; bring together some of the lessons learned in order The Peace Action Training and Research Institute of to deepen awareness and to engender more effective Romania (PATRIR); The Austrian Study Centre for and sustainable practices for preparing adults to Peace and Conflict Resolution (ASPR); Nonviolent intervene nonviolently in conflict. Peaceforce (NP); and the Christian Peacemakers Teams (CPT). By presenting this group of actors, much can be learned on how adults are currently prepared to intervene nonviolently in conflict. © Jonathan Banks & International Alert/PWUK Preface By Kai Frirhjof Brand Jacobsen Over the past two years, the ARCA project has This is a situation that can and must change. brought together practitioners, trainers, organisations deploying people to the field, individuals being To see clearly both the need and potential for peace trained, and those involved in the training of adult training, a comparison with the field of medicine and professionals for working in peacebuilding, conflict health may be helpful. We have long recognised, in transformation and contexts of crisis, to study the state nearly every country in the world, that for the well- of peace training in Europe today. It is one of the being of individuals and communities, it is important largest studies of its kind to date and provides many to have health education – formal and non-formal – conclusions—one of which is: “…peace training has in schools and in communities. In addition, we train both a proven track record and considerable potential doctors, nurses, researchers, scientists, medical health for more extensive use.” professionals and the entire array of health workers. Basic training is seen not as being a few days or a While this sentence alone may not strike you week, but as three, four, five and some times as much immediately as revolutionary or groundbreaking, as eight years, in which deep knowledge learning is its importance is as substantial as its implications combined with intensive practice and application. In are far reaching. It is only in recent decades, and medicine, prevention of diseases has been recognised particularly over the last ten years, that training to be more efficient than reacting to diseases once people to prevent violence, transform conflicts they have broken out. Though both prevention constructively and to assist countries, communities and appropriate treatment are clearly necessary, and individuals to heal and recover from the early warning systems and preventive medicine visible and invisible impacts of violence has been are vital areas in pioneering new paths in medical carried out with such rigor and application. While practice. In addition to training and education, we governments and donors have been willing to fund have invested in the physical infrastructure of health: projects working in and on conflict for some time— health clinics, hospitals, ambulances, and in many particularly since the end of the Cold War—far less areas, parks, green spaces, bike paths, etc. From attention has been given to the training and capacities the local to the national level, governments have needed of those being deployed to do this work, and infrastructure for health up to and including Ministries those training them. and Departments of Health. Many non-governmental organisations, including the International Red Cross In recent years, however, the number of organisations and Red Crescent and Medicens sans Frontiers, involved in peacework, the number of people contribute to this infrastructure. At the global level, being deployed in peacebuilding and peace related we have the World Health Organisation. While activities—both within their own countries and in the people fall sick and die every day, few people countries of others—and the number of organisations would tell doctors that they are naïve for practicing and individuals involved in training them, have medicine just because people will continue to die increased substantially. This report is one of the first and have always done so throughout history. Instead, of its kind which systematically studies what is being we see it as admirable and responsible that people done in this field, the challenges faced, lessons should make the choice to study, take up and practice learned, opportunities and benefits, and what can be medicine. Huge strides have been taken to eliminate done to continue learning and working to improve diseases, find cures, and build health infrastructure peace training further.1 and work to improve the quality of life. We made Peace training, as it is addressed in this study, is these achievements because we invested in them about preparing adults for peacework and nonviolent – time, effort, capacity, human commitment – and intervention in conflict. The idea that people can because we found ways of collecting lessons learned, actually be trained for working in peacebuilding is improving practices, and training and educating still new for many governments and people around people to do health work in practice. the world. While we have long spent billions training people for armed responses to conflict—our global We have not yet done the same for

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