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
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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
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Manifesto
2000 |
Culture of
Peace |
Skills |
Actions/activities |
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Respect all life Rediscover solidarity |
·
Human
rights ·
Gender
equality ·
Understanding,
tolerance, solidarity |
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Basic
skills ·
Judgement
skills ·
Reasoning
skills |
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Listen to understand |
·
Participatory
communication & free flow of info. & knowledge ·
Democratic
participation ·
Peace
through education |
·
Communication
skills ·
Interpersonal
skills |
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Share with others Preserve the planet |
·
Sustainable
economic & social development |
·
Management
skills |
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Reject violence |
·
Promote
peace & human security |
·
Technical
skills |
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For more information, see our Canadian
Culture of Peace Program web site at http://www.cultureofpeace.ca
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Manifesto 2000 |
UNESCO Culture of Peace Program |
Culture of Peace Matrix |
Major strength |
Strength |
Neutral |
Weakness |
Major weakness |
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Notes:
What is the
target/indicator? |
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Solidarity & respect for
life |
Human rights |
Knowledge
of human rights |
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Most
or all involved have knowledge about human rights |
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Specialized
personnel are trained to promote human rights |
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Human
rights are valued |
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Most
or all involved value human rights |
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Skills
& activities designed especially to promote human rights |
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·
Skills
necessary to promote human rights are widespread |
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Many
or all are regularly involved in activities to promote human rights |
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Activities
related to human rights are carried out by trained personnel |
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Formal
procedures and methods of evaluation exist |
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·
Formal
procedures exist to deal with human rights abuse |
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·
Goals
and targets related to human rights protocol have been set & are
followed |
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There
are persons trained to deal specifically with human rights-related
conflict |
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The
state of human rights is monitored regularly and effectively |
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The
processes involved in resolving human rights issues is effective and
timely |
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Adequate
resources are dedicated to the promotion of human rights |
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Gender equality |
Knowledge
about gender equality |
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Most
or all involved have knowledge about gender equality/inequality |
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Specialized
personnel are trained to promote gender equality |
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Gender
equality is valued |
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·
Most
or all involved value gender equality |
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Skills
& activities designed especially to promote gender equality |
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·
Skills
necessary to promote gender equality are widespread |
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·
Many
or all are regularly involved in activities to promote gender equality |
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·
Activities
related to gender equality are carried out by trained personnel |
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Formal
procedures and methods of evaluation exist |
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·
Formal
procedures exist to deal with gender inequalities |
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·
Goals
and targets related to gender equality have been set & are followed |
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There
are persons trained to deal specifically with gender-related conflict |
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The
state of gender equality/inequality is monitored regularly &
effectively |
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The
processes involved in resolving gender inequalities are effective &
timely |
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Adequate
resources are dedicated to the promotion of gender equality |
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Solidarity |
Tolerance
& understanding are present |
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Most
or all involved have knowledge about discrimination & intolerance |
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Specialized
personnel are trained to promote tolerance & understanding |
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Solidarity
is valued |
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Most
or all involved value solidarity |
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Skills
& activities designed especially to promote solidarity |
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·
Skills
necessary to promote tolerance & understanding are widespread |
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Many
or all are regularly involved in activities to promote solidarity |
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·
Skills
& activities for building solidarity are carried out by trained
personnel |
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Formal
procedures and methods of evaluation exist |
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·
Formal
procedures exist to deal with intolerance and lack of understanding |
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·
Goals
& targets for tolerance, understanding & solidarity are set &
followed |
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There
are persons trained to deal specifically with conflict related to disunity |
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The
state of solidarity is monitored regularly and effectively |
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The
processes involved in resolving disunity are effective and timely |
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Adequate
resources are dedicated to the promotion of solidarity |
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Relevant skills: |
Perceptual
abilities: |
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·
Regular
peace culture appraisals involve comparison with other organizations |
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·
Finding
patterns of conflict & peace that exist internally & in your
environment |
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Ability
to organize information about peace and conflict effectively for use |
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Reasoning: |
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Forums
exist for brainstorming & generating creative ideas to promote peace |
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Media
exist to distil information & group it in different ways for
dissemination |
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Structures/departments
exist to organize peace information & action |
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Problem
identification |
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Problem
solving (generating, classifying, reorganizing info, evaluating outcomes) |
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Understanding |
Communication |
Knowledge
about the importance of non-violent communication |
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Most
or all involved have knowledge about non-violent communication |
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Specialized
personnel are trained to promote non-violent communication |
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Non-violent
communication is valued |
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Most
or all involved value non-violent communication |
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Skills
& activities designed especially to promote non-violent communication |
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Most
or all make use of non-violent communication skills and tools |
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Many
or all regularly use non-violent communication |
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Activities
to building better communication are undertaken by trained personnel |
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Formal
procedures and methods of evaluation exist |
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Formal
procedures exist to deal with problems in communication |
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Goals
and targets for non-violent communication have been set & are followed |
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There
are persons trained to deal specifically with communication conflicts |
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The
state of communication is monitored regularly and effectively |
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The
processes involved in resolving poor communication are effective &
timely |
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Adequate
resources are dedicated to promotion of non-violent communication |
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Participation |
Knowledge
about inclusion and exclusion |
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Most
or all involved have knowledge about inclusion and exclusion |
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Specialized
personnel are trained to promote inclusion |
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Inclusiveness
and participation are valued |
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Most
or all involved value inclusion |
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Skills
& activities designed especially to promote inclusion &
participation |
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The
skills necessary to promote inclusiveness are widespread |
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Many
or all are regularly involved in activities to promote inclusion |
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Trained
personnel undertake activities to promote participation & inclusion |
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Formal
procedures and methods of evaluation exist |
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Formal
procedures exist to deal with problems of exclusion |
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Goals
and targets for inclusion have been set and are followed |
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There
are persons trained to deal specificially with exclusion |
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The
state of exclusion/inclusiveness is monitored regularly and effectively |
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The
processes involved in resolving exclusion are effective and timely |
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Adequate
resources are dedicated to the promotion of inclusion & participation |
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Peace training |
Knowledge
about peace culture |
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·
Most
or all involved have knowledge about peace culture |
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·
Specialized
personnel are trianed to promote peace culture |
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Peace
culture is valued |
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·
Most
or all involved value peace culture |
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Skills
& activities designed especially to promote peace training |
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·
The
skills necessary to promote peace culture are widespread |
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·
Many
or all are regularly involved in peace training activities |
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·
Activities
to promote peace culture are undertaken by trained personnel |
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Formal
procedures and methods of evaluation exist |
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·
Formal
procedures exist to facilitate peace training |
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·
Goals
and targets for peace training have been set and are followed |
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There
are persons trained to facilitate peace training |
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Peace
training activities & programs are monitored regularly &
effectively |
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Adequate
resources are dedicated to the promotion of peace training |
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