CULTURE OF PEACE ASSESSMENT TOOLS/REPORT CARD

I have attached the Introduction and the Assessment Matrix below.  Please feel free to share them.  We are working on a brief “How To Do A Culture of Peace Assessment” and putting this on our web site, and will share that when available.  Input on how we may improve these tools would be greatly appreciated.

Regards,
Bob Stewart

WHAT FUTURE WILL YOU CREATE? - the Canadian Peace Initiative (“CPI”), which is based on the principle that peace starts at home, with ‘me’.  CPI is a process to provide the venues, support and guidance to ‘Open Space to Open Minds and Hearts to Peace’.  It is open, transparent, patient and committed, drawing people from all walks of life, freeing them from their stasis and mobilizing them.  Understanding that everyone is a peace leader and peace educator, emphasis is placed on helping people to be more effective leaders and educators, drawing on their own potential and inner strengths, galvanizing, inspiring and energizing the peace movement.  Peace education (raising social intelligence and building successful relationships) is our best investment and information our most important resource.   As we take ownership of peace others will follow – because it will be uplifting and empowering, it will be infectious, and lead to sudden, massive, cultural change.  The CPI process has led to the Canadian Culture of Peace Program.  See http://www.cultureofpeace.ca and http://www.peace.ca  .


INTRODUCTION  

The Introduction and the Assessment Matrix  was prepared by Robyn Stewart M.A., Director, Canadian Centres for Teaching Peace
July 2008 (feedback invited to Robyn Stewart  by email to canadianrobyn[at]yahoo.com )

Culture of Peace Expectations Matrix

Peace skills assessment

·         Individual

·         Organizational

Purpose:

·         Analyse skill gaps in yourself or your organization

·         Design custom training plans to develop a culture of peace for yourself or your organization

Stages of development:

· Awareness

o     Understanding the various elements of the Culture of Peace.

· Norms & values

o     Prioritizing the Culture of Peace by relating it to existing norms and values and creating new ones.

· Process & skill

o     Creating skills & designing activities that promote the Culture of Peace in each individual and throughout the organization

· Formal procedure

o     Goal and target setting

o     Documenting prescribed procedure and consequences for non-performance/non-adherence

o     Evaluation

 

Manifesto 2000

Culture of Peace

Skills

Actions/activities

Respect all life

Rediscover solidarity

· Human rights

· Gender equality

· Understanding, tolerance, solidarity

· Basic skills

· Judgement skills

· Reasoning skills

 

 

Listen to understand

· Participatory communication & free flow of info. & knowledge

· Democratic participation

· Peace through education

· Communication skills

· Interpersonal skills

 

 

Share with others

Preserve the planet

· Sustainable economic & social development

· Management skills

 

 

Reject violence

· Promote peace & human security

· Technical skills

 

 

 

 

 

 

 

 

 

 

A Strategy for Planning to use the Culture of Peace Assessment Tool. 

For more information, see our Canadian Culture of Peace Program web site at http://www.cultureofpeace.ca


 

 

 

 

 

 

 

 

 

 

 

Manifesto 2000

UNESCO Culture of Peace Program

Culture of Peace Matrix

Major strength

Strength

Neutral

Weakness

Major weakness

 

Notes:

What is the target/indicator?

Solidarity & respect for life

Human rights

Knowledge of human rights

 

 

 

 

 

 

 

·  Most or all involved have knowledge about human rights

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote human rights

 

 

 

 

 

 

 

Human rights are valued

 

 

 

 

 

 

 

·  Most or all involved value human rights

 

 

 

 

 

 

 

Skills & activities designed especially to promote human rights

 

 

 

 

 

 

 

·  Skills necessary to promote human rights are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in activities to promote human rights

 

 

 

 

 

 

 

·  Activities related to human rights are carried out by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with human rights abuse

 

 

 

 

 

 

 

·  Goals and targets related to human rights protocol have been set & are followed

 

 

 

 

 

 

 

·  There are persons trained to deal specifically with human rights-related conflict

 

 

 

 

 

 

 

·  The state of human rights is monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes involved in resolving human rights issues is effective and timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of human rights

 

 

 

 

 

 

 

Gender equality

Knowledge about gender equality

 

 

 

 

 

 

 

·  Most or all involved have knowledge about gender equality/inequality

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote gender equality

 

 

 

 

 

 

 

Gender equality is valued

 

 

 

 

 

 

 

·  Most or all involved value gender equality

 

 

 

 

 

 

 

Skills & activities designed especially to promote gender equality

 

 

 

 

 

 

 

·  Skills necessary to promote gender equality are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in activities to promote gender equality

 

 

 

 

 

 

 

·  Activities related to gender equality are carried out by trained personnel

 

 

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with gender inequalities

 

 

 

 

 

 

 

·  Goals and targets related to gender equality have been set & are followed

 

 

 

 

 

 

 

·  There are persons trained to deal specifically with gender-related conflict

 

 

 

 

 

 

 

·  The state of gender equality/inequality is monitored regularly & effectively

 

 

 

 

 

 

 

·  The processes involved in resolving gender inequalities are effective & timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of gender equality

 

 

 

 

 

 

 

Solidarity

Tolerance & understanding are present

 

 

 

 

 

 

 

·  Most or all involved have knowledge about discrimination & intolerance

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote tolerance & understanding

 

 

 

 

 

 

 

Solidarity is valued

 

 

 

 

 

 

 

·  Most or all involved value solidarity

 

 

 

 

 

 

 

Skills & activities designed especially to promote solidarity

 

 

 

 

 

 

 

·  Skills necessary to promote tolerance & understanding are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in activities to promote solidarity

 

 

 

 

 

 

 

·  Skills & activities for building solidarity are carried out by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with intolerance and lack of understanding

 

 

 

 

 

 

 

·  Goals & targets for tolerance, understanding & solidarity are set & followed

 

 

 

 

 

 

 

·  There are persons trained to deal specifically with conflict related to disunity

 

 

 

 

 

 

 

·  The state of solidarity is monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes involved in resolving disunity are effective and timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of solidarity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant skills:

Perceptual abilities:

 

 

 

 

 

 

 

 

 

·  Regular peace culture appraisals involve comparison with other organizations

 

 

 

 

 

 

 

 

 

·  Finding patterns of conflict & peace that exist internally & in your environment

 

 

 

 

 

 

 

 

 

·  Ability to organize information about peace and conflict effectively for use

 

 

 

 

 

 

 

 

 

Reasoning:

 

 

 

 

 

 

 

 

 

·  Forums exist for brainstorming & generating creative ideas to promote peace

 

 

 

 

 

 

 

 

 

·  Media exist to distil information & group it in different ways for dissemination

 

 

 

 

 

 

 

 

 

·  Structures/departments exist to organize peace information & action

 

 

 

 

 

 

 

 

 

·  Problem identification

 

 

 

 

 

 

 

 

 

·  Problem solving (generating, classifying, reorganizing info, evaluating outcomes)

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

Understanding

Communication

Knowledge about the importance of non-violent communication

 

 

 

 

 

 

 

·  Most or all involved have knowledge about non-violent communication

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote non-violent communication

 

 

 

 

 

 

 

Non-violent communication is valued

 

 

 

 

 

 

 

·  Most or all involved value non-violent communication

 

 

 

 

 

 

 

Skills & activities designed especially to promote non-violent communication

 

 

 

 

 

 

 

·  Most or all make use of non-violent communication skills and tools

 

 

 

 

 

 

 

·  Many or all regularly use non-violent communication

 

 

 

 

 

 

 

·  Activities to building better communication are undertaken by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with problems in communication

 

 

 

 

 

 

 

·  Goals and targets for non-violent communication have been set & are followed

 

 

 

 

 

 

 

·  There are persons trained to deal specifically with communication conflicts

 

 

 

 

 

 

 

·  The state of communication is monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes involved in resolving poor communication are effective & timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to promotion of non-violent communication

 

 

 

 

 

 

 

Participation

Knowledge about inclusion and exclusion

 

 

 

 

 

 

 

·  Most or all involved have knowledge about inclusion and exclusion

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote inclusion

 

 

 

 

 

 

 

Inclusiveness and participation are valued

 

 

 

 

 

 

 

·  Most or all involved value inclusion

 

 

 

 

 

 

 

 

Skills & activities designed especially to promote inclusion & participation

 

 

 

 

 

 

 

·  The skills necessary to promote inclusiveness are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in activities to promote inclusion

 

 

 

 

 

 

 

·  Trained personnel undertake activities to promote participation & inclusion

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with problems of exclusion

 

 

 

 

 

 

 

·  Goals and targets for inclusion have been set and are followed

 

 

 

 

 

 

 

·  There are persons trained to deal specificially with exclusion

 

 

 

 

 

 

 

·  The state of exclusion/inclusiveness is monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes involved in resolving exclusion are effective and timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of inclusion & participation

 

 

 

 

 

 

 

Peace training

Knowledge about peace culture

 

 

 

 

 

 

 

·  Most or all involved have knowledge about peace culture

 

 

 

 

 

 

 

·  Specialized personnel are trianed to promote peace culture

 

 

 

 

 

 

 

Peace culture is valued

 

 

 

 

 

 

 

·  Most or all involved value peace culture

 

 

 

 

 

 

 

Skills & activities designed especially to promote peace training

 

 

 

 

 

 

 

·  The skills necessary to promote peace culture are widespread

 

 

 

 

 

 

 

·  Many or all are regularly involved in peace training activities

 

 

 

 

 

 

 

·  Activities to promote peace culture are undertaken by trained personnel

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to facilitate peace training

 

 

 

 

 

 

 

·  Goals and targets for peace training have been set and are followed

 

 

 

 

 

 

 

·  There are persons trained to facilitate peace training

 

 

 

 

 

 

 

·  Peace training activities & programs are monitored regularly & effectively

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of peace training

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant skills:

Communication skills:

 

 

 

 

 

 

 

 

 

·  Forums exist for peace dialogue

 

 

 

 

 

 

 

 

 

·  Outcome of dialogue are documented, reorganized & used by the institution

 

 

 

 

 

 

 

 

 

Non-violent communication skills: (exhibited by individuals & the institution)

 

 

 

 

 

 

 

 

 

·  Focus on needs

 

 

 

 

 

 

 

 

 

·  Transparency and honest self-expression

 

 

 

 

 

 

 

 

 

·  Empathy (attempt to be aware of the others' feelings)

 

 

 

 

 

 

 

 

 

·  Use of non-violent language

 

 

 

 

 

 

 

 

 

Interpersonal skills:  (are exhibited by individuals and the institution)

 

 

 

 

 

 

 

 

 

·  Ability to adjust to others' actions

 

 

 

 

 

 

 

 

 

·  Awareness of others

 

 

 

 

 

 

 

 

 

·  Helping or serving others

 

 

 

 

 

 

 

 

 

·  Ability to teach, instruct, facilitate and lead for peace

 

 

 

 

 

 

 

 

 

·  Collaborative/transformative negotiation

 

 

 

 

 

 

 

 

 

·  Ability of persuasion

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

Sharing with others

Sustainability

Knowledge about environment, human development & sustainability issues

 

 

 

 

 

 

 

·  Most or all have knowledge about sustainable development

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote environmental sustainability

 

 

 

 

 

 

 

The environment, human development & sustainability are valued

 

 

 

 

 

 

 

·  Most or all involved value the environment & sustainable human development

 

 

 

 

 

 

 

Skills & activities designed especially to promote sustainability

 

 

 

 

 

 

 

·  The skills necessary to promote sustainable development are widespread

 

 

 

 

 

 

 

·  Many/all are regularly involved in activities to promote sustainable development

 

 

 

 

 

 

 

·  Trained personnel undertake activities to promote sustainable development

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to promote sustainable development

 

 

 

 

 

 

 

·  Goals and targets for sustainability have been set and are followed

 

 

 

 

 

 

 

·  There are persons trained specifically to promote sustainable development

 

 

 

 

 

 

 

·  Sustainability and environmental costs are monitored regularly and effectively

 

 

 

 

 

 

 

·  The processes of minimizing environmental costs is effective and timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to the promotion of sustainable development

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant skills:

Management skills:

 

 

 

 

 

 

 

 

 

·  Ability to envision peace and other ideal systems

 

 

 

 

 

 

 

 

 

·  Evaluation of system performance

 

 

 

 

 

 

 

 

 

·  Identification of long-range consequences and risk

 

 

 

 

 

 

 

 

 

·  Ability to identify system change

 

 

 

 

 

 

 

 

 

·  Decision Making

 

 

 

 

 

 

 

 

 

·  Managing financial resources

 

 

 

 

 

 

 

 

 

·  Managing environmental/natural resources

 

 

 

 

 

 

 

 

 

·  Managing equipment and material resources

 

 

 

 

 

 

 

 

 

·  Time and human resource management

 

 

 

 

 

 

 

 

 

·  Managing & supervising personnel

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reject violence

Peace & human security

Knowledge about peace, conflict, violence and insecurity

 

 

 

 

 

 

 

·  Most or all have knowledge about peace, conflict, violence and insecurity

 

 

 

 

 

 

 

·  Specialized personnel are trained to promote peace and human security

 

 

 

 

 

 

 

Peace & security are valued

 

 

 

 

 

 

 

·  Most or all involved value peace and security

 

 

 

 

 

 

 

Skills & activities designed especially to promote peace & security

 

 

 

 

 

 

 

·  The skills necessary to promote peace and security are widespread

 

 

 

 

 

 

 

·  Many/all are regularly involved in activities to reduce violence & promote peace

 

 

 

 

 

 

 

·  Trained personnel undertake activities to reduce violence & promote peace

 

 

 

 

 

 

 

Formal procedures and methods of evaluation exist

 

 

 

 

 

 

 

·  Formal procedures exist to deal with incidences of violence & to promote peace

 

 

 

 

 

 

 

·  Goals and targets for peace and human security have been set & are followed

 

 

 

 

 

 

 

·  There are persons trained specifically to reduce violence and promote peace

 

 

 

 

 

 

 

·  Violent incidences & peacebuilding activities are monitored regularly & effectively

 

 

 

 

 

 

 

·  The processes of dealing with incidences of violence are effective & timely

 

 

 

 

 

 

 

·  Adequate resources are dedicated to eliminating violence & promoting peace

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant skills:

Technical skills:

 

 

 

 

 

 

 

 

 

·  Conflict prevention

 

 

 

 

 

 

 

 

 

·  Conflict management

 

 

 

 

 

 

 

 

 

·  Conflict resolution/transformation

 

 

 

 

 

 

 

 

 

·  Peace planning & design of peacebuilding programs

 

 

 

 

 

 

 

 

 

·  Peace training

 

 

 

 

 

 

 

 

 

·  Use of technology to promote peace culture

 

 

 

 

 

 

 

 

 

·  Design of technology, tools & resources to promote peace culture

 

 

 

 

 

 

 

 

 

·  Ability to determine design needs; peace invention; peace entrepreneurship

 

 

 

 

 

 

 

 

 

·  Impact assessments (environmental, social, economic, etc)

 

 

 

 

 

 

 

 

 

·  Monitoring resource use (environmental accounting, social accounting, audits, etc)

 

 

 

 

 

 

 

 

 

·  Maintaining resources (natural, human, material, time, financial)

 

 

 

 

 

 

 

 

 

·  Resource selection

 

 

 

 

 

 

 

 

 

·  Resource mobilization

 

 

 

 

 

 

 

 

 

·  Testing procedure

 

 

 

 

 

 

 

 

 

·  Trouble shooting

 

 

 

 

 

 

 

 

 

·  Risk assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total: 

 

 

 

 

 

 

 

 

 

 

Major strengths

Strengths

Neutral

Weaknesses

Major Weaknesses

 

 

 

 

 

 

 

 

 

 

 

 

 

© Canadian Culture of Peace Program 2008