PEACEBUILDING M&E SOLUTIONS FORUM

Randomized Control Trial Evaluation of Religious Peacebuilding (CVE) October 23, 2018 Washington DC

Tarek Maassarani, Salam Institute for Peace and Justice Salam Institute for Peace and Justice

No. Subject Page No.

1 Introduction 3 2 Proposals for the development of schools educational Management and Quranic sanctums 6

3 Teacher`s Educational Instructions 10 4 Instructions to facilitate memorization 16 5 Some methods and techniques of active learning: 18 1. Questions and dialogue. 2. Imitation and role-playing. 3. Small workgroups. 4. Using of stories and proverbs. 5. Brainstorming. 6 Lesson Preparation 33 7 Evaluation 35 8 How to use the Manual 41 9 Lessons in values and virtues: 44 1. Truthfulness 44 1. Cooperation and teamwork 52 1. Responsibility 59 1. Pluralism and Diversity 64 1. Tolerance 75 1. Equality 88 1. Renouncing Violence 93 1. Human Rights 105 1. Justice 119 10 Lesson Index 123 Date Trainers Region Location February 13-16, 2017 Djidda & Khoursa N'Djamena N'Djamena February 22-25, 2017 Djidda & Khoursa Chari Mandalia baguirmi

March 1-4, 2017 Djidda & Khoursa Hadjar- Massageut Lamiss

April 9-12, 2017 Khoursa & Moundou Kelo Ibrahim biney

April 26-29, 2017 Djidda & Mht Hassan Chari Dourbali Baguirmi

April 27- 30, 2017 Khoursa & Ousmane Abdoulaye Geura Mongo

June 9-12, 2017 Djidda & Gambo Mikail Amtimane June 10-13, 2017 Khoursa & Ousmane Abdoulaye Sila Goz Beda

June 15-18, 2017 Djidda & Gambo Mikail Oadai Abeche /A June 15-18, 2017 Khoursa & Ousmane Abdoulaye Ouadai Abeche /B

July 13 – 16, 2017 Djidda & Mht Tahir July 14-17, 2017 Khoursa & Ousmane Abdoulaye Mayo Keby Bongor Est

Research Hypotheses

The four-day workshop intervention will: • influence knowledge & beliefs • influence attitudes and motivations of respondents • influence perceived social norms Selection Criteria • Based in areas with significant communal conflict; • Based in areas with exposure to land/water resource scarcity or food insecurity; • Based in areas near other Quranic schools suspected of possible orientation towards violent extremism; • Teach in schools serving students who have fled conflict in neighboring countries including Mali, Libya, Nigeria; and • Have yet to receive prior exposure to capacity-building training or professional development.

Pre and Post Surveys And how do you feel about this statement: the Muslim religion and the Christian religion have a lot in common. Do you agree strongly, agree, disagree or strongly disagree

1 Disagree Very Strongly 2 Disagree 3 Agree 4 Agree Very Strongly 8 Don’t know (DO NOT READ) 9 Refused (DO NOT READ)

“It is naive to have confidence in people belonging to other ethnic or religious groups” 1 Disagree Very Strongly 2 Disagree 3 Agree 4 Agree Very Strongly 8 Don’t know (DO NOT READ) 9 Refused (DO NOT READ)

“I try to understand other ethnic or religious groups by imagining their feelings, suffering or thoughts”

1 Disagree Very Strongly 2 Disagree 3 Agree 4 Agree Very Strongly 8 Don’t know (DO NOT READ) 9 Refused (DO NOT READ)

“Even if I disagree with that group, I try to think of reasons why that group takes a different point of view”

1 Disagree Very Strongly 2 Disagree 3 Agree 4 Agree Very Strongly 8 Don’t know (DO NOT READ) 9 Refused (DO NOT READ) Key Summary Statistics Knowledge and Beliefs Attitudes and Motivations Perceived Social Norms Discussion • One of first experiments testing the effects of a religious peacebuilding training program on the promotion of tolerance and non-violence • No significant short-term change in participants' attitudes towards various religious outgroups, nor any increased motivation to engage in the kinds of cognitions or behaviors conducive to peacebuilding, such as perspective-taking or non- violent community activism. – Aligns with the research showing civics instruction, and exposure to more education generally, does not lead directly to tolerant attitudes (Green et al. 2011). – But note high baseline levels produces a “ceiling effect” Discussion

• Kalin argues: Changing perceived “social norms may be more important than attitudes when it comes to changing individual behaviors downstream.” (Reicher, Haslam & Rath 2008, Weise, Pyszczynski, Cox, Arndt, Greenberg, Solomon & Koslo 2008, Fischer, Haslam & Smith 2010, Sambanis, Schulhofer-Wohl & Shayo 2012, Sambanis & Shayo 2013, Goldman, Giles & Hogg 2014) • The strongest and most immediate impact was on the perceived social consensus regarding the behaviors or judgments related to tolerance and nonviolence. – Aligns with other research on conflict resolution and prejudice efforts (Paluck 2009, Paluck & Shepherd 2012, Chauchard 2014). Discussion Questions • What is the relative importance of knowledge/attitudes versus perceived social norms in your work? • If perceived social norms are overlooked determinants of behavior change, how does this affect peacebuilding program design (what you do, where, and with whom)? • What part of the intervention most affected perceived social norms (such presentations, working groups, dicussions, etc.) and how does this inform the design of the intervention? • What does this study suggest about the role of religion in the perception of how widely social norms are held (and by whom), not just the production of the norms themselves? • Based on this, how to improve the intervention or the methodology of the RCT study? • Given that this study focuses on one link in the Theory of Change chain of this CVE/peacebuilding intervention, how to measure the other links? • What else can the larger peacebuilding/CVE community learn from this? • Where are the gaps and further areas of research? Thank You!

Tarek Maassarani [email protected] 202-374-0369