“Theories of change” for peacebuilding programmes

1. “Theories of change”for peacebuilding programmes

2. Theories of Change? “An explanation of how and why a set of activities will bring about the changes a project seeks to achieve.” (Reflective Peacebuilding: A Planning, Monitoring and Learning Toolkit, p. 25)

3. Define “desired change” Ideally…practitioners should perform a thorough analysis of the context of a conflict and determine, in consultation with multiple local and international actors, what actions are likely to produce changes in the conflict system. In reality…too often we are driven in our program choices by our favorite methods – training, dialogue, trauma healing, political negotiation, grassroots mobilization – without considering which of these has the greatest likelihood of leveraging the desired change in the given situation.

4. Theories of Change: value added • Helps ensure that the project/programme leads to tangible results and impact and adds up to the larger objectives identified • Improves the effectiveness of development and peacebuilding interventions • Adds rigour and transparency • Clarifies the project logic • Highlights assumptions that need to be tested • Helps identify appropriate participants and partners.

5. “If-then” assumptions "If we do this activity, we will get this change in behavior.“ Examples: • If the youth embody and internalise peacebuilding norms and values, then their behaviour will change towards nonviolence • If peace education programmes are designed in a way that they enhance cultural competence and appropriate interaction with other culture groups, then communities will increase their tolerance (attitude), acceptance (behavior), and understanding of differences (knowledge)

6. How to make theories of change explicit? Some guiding questions • Understanding the context • What is our target group? (direct and indirect) Why can this target group act as effective agent for change in the context? • What forces are at play in the system? How did the system and the forces within that system evolve over time? • What is happening now? What is changing? What is not changing? • What patterns can be identified? • What is our vision for success/overall goal? Why? • What would success look like more concretely? What are indicators for this success? • What are the steps that will lead to the desired change? • What tools (activities) do we use to bring about change? Why do we think that these are bringing about the desired change? 

7. Example - theory of change

8. Theory of change – education related Increased self and group reflection Violence and conflict reduced at schools and youth centres Social Res-ponsibility Training of students and teachers in mediation and conflict resolution Mutual respect, cooperation and tolerance Enhanced dialogue and tolerance in daily interactions Source: UNICEF Programme in Colombia and Jamaica

9. Group Exercise – Instructions – Theories of Change Using the theories of change approach, assess and possibly refine the peace building examples. Start by identifying the change you intend to bring about. Once you have agreed on the specific intervention and/or activity, develop the ‘logical chain’ to prove the link with your final objective/intended impact. Please also take into account external risks and assumptions.

10. Programming forPeacebuilding

11. Developing change strategies: Lessons from Reflecting on Peace Practice (CDA Collaboratives) – I Whom to Engage

12. Reflecting on Peace Practice (CDA Collaboratives) – II Types of Change

13. Reflecting on Peace Practice (CDA Collaboratives) – III Matrix Key People Strategies More People Strategies Individual/Personal Change Example: Trauma healing Example: Leadership dialogue Socio-Political Change Example: Mobilization of citizens groups Example: Negotiation of a peace agreement

14. Reflecting on Peace Practice (CDA Collaboratives) – IV Matrix - Linkages Key People Strategies More People Strategies Individual/Personal Change Socio-Political Change

15. Example – Programme Goal: Contribute to Community Security by improving the reintegration of CAAC

16. Example mapped on the matrix More People Strategies Key People Strategies 1. Outreach efforts Engagement of ‘other CAAC Engagement of CAAC/ado Individual/ Personal Change 2. Joint skills training Increased awareness, skills and relationships 3. Organization of children/ado action groups Children/ado Engagement in Community Issues 4. Problem solving session & outreach Goal: CAACintegrated into community Common understanding of problems and joint action plan Involvement of women, elders, leaders Contribution to Community Security Socio-Political Change 5. Project Implementation Community Improvements

17. Group Exercise – Instructions – Option 2: RPP Matrix Step 1: List program activities and expected changes Based on the identification of the objective of the programme, list the various proposed program activities and the expected changes from those (see above example/table). Step Two: Mapping onto the Matrix 1. Locate the program goal on the Matrix. Is the goal at the Individual/Personal or Socio-Political level of change? More People or Key People? 2. Take the first activity and the associated change: where do you find the activity on the Matrix? Where is the resulting change? 3. Continue to map activities and changes until you come to the end of the program steps 4. Do the activities/changes add up to the desired change (goal)? Are there any gaps? 5. Are there useful linkages that can be made in your program from the Individual/Personal to the Socio-Political levels? From More People to Key People? Alternatively, are there other organizations/programs with which you can link at other levels?

18. Theories of Change