Over the next 4 years, CERC will explore other thematic issues in humanitarian sector (Peace Education and Human Rights). These are cross-cutting issues with anti-corruption and integrity building and, where possible, CERC will apply its efforts in new target groups and in post-conflict territories as indicated in the strategic projects bellow.
Strategic Project 1: Peace Education for community reconciliation after violent conflict
Location: Fizi and Uvira territory in South-Kivu
Duration: 3 years (can be 1 year projects with fewer target groups each year)
Cost: Up to $100,000 per year
Donor: (None) In fundraising
Target groups: IDPs and returnees; community leaders and local authorities; teachers and students; women and youth associations; religious leaders (churches and mosques); local political and administrative authorities
Actors: CERC, local peace network and teachers
Goal: Create a critical mass of the population who respond to conflict non-violently.
Theory of Change: Peace education provides people with the skills needed to resolve conflict non-violently, leading to a reduction of violence and increased stability needed for sustainable peace.
- Reduce conflict by providing a large number of people with skills to respond to conflict non-violently
- Create permanent structures equipped to respond to land conflict, ethnic conflict and conflict created by IDP return
There will be 4 components to this project, combining conflict transformation training with mechanisms for responding to conflict non-violently and connecting grassroots peace activists with the government and security forces.
Component 1: Peace education in schools
CERC trainers will visit 100 schools and train 6 teachers in each as trainers of conflict transformation skills. This builds on previous work implemented by CERC and is expected that each training will take 2 days. These teachers will then cascade the training to the students who will be encouraged to create school ‘Peace Clubs’. These Clubs will respond to conflict within the schools – often between teachers and parents or teachers and students – as well as provide space for young people to discuss conflict in their own communities. This component is part of CERC’s strategy to build a future of peace activists.
- 600 trainers trained (6 teachers in 100 schools) with 400 students in each school, the total beneficiaries will be 40,600 students
- 100 Peace Clubs created – 1 per school
Component 2: Peace education for religious leaders
7 churches have been identified based on the size of their following and their role in the conflict. 20 leaders from each church will be trained in peace education strategies. CERC will also work with these churches to develop a strategy to get women more involved in peacebuilding.
- CECA-20 (20th Communauté Evangélique Au Centre de l’Afrique)
- CBCE (Communauté des églises Batistes au Congo Est)
- Adventiste 7th days
- CEPAC (Communauté des Eglises Pentecôtiste au Congo)
- CBCA (Communauté Batiste au Centre de l’Afrique)
- 140 religious leaders trained
- Teaching of peace promoted through the churches
- 27 churches and schools rehabilitated
Component 3: Creation of Peace Committees
Civil society actors will be identified in each area, targeting specifically women and youth associations. These actors will be provided with peace education and given the skills to mediate and find solutions to conflicts. Where necessary, the actors will be formed into Peace Committees able to respond to community level conflicts. During the work with the Peace Committees, CERC will identify the strongest activists from each area and use these to create four ‘Social Dialogue Committees’. These latter committees will then be linked, with the assistance of CERC, to local government, politicians and the security forces. This will provide the Social Dialogue Committees with a ‘security liaison’ role, lobbying and working with local authorities to address the security concerns of the communities. In this way, the security concerns of the local communities will be channelled up to the attention of decision makers. This component is expected to:
- Create 20 Peace Committees
- Creation of a network of Peace Committees
- Create 4 Social Dialogue Committees
- Strengthen the link between communities and local authorities around issues of security
Component 4: Civic Education
To complement the targeted approach to community leaders outlined above, CERC will use cultural activities as a means for civic education. CERC will organise cultural events like football matches, music and theatre, to raise awareness of rights (land rights, elections, integrity education, community activism, human rights, citizenship, etc.). 3 events will take place in year 1 and 2 events in year 2.
Strategic Project 2 : Promotion of human rights for building peace
Location: Uvira (Ruzizi), Fizi (Kazimia, Misisi), Tanganyika (Kabalo), Kasai (Tshikapa)
Duration: 1 – 3 years
Cost : Up to $50,000 per year
Donor: (None) In fundraising
Target groups: Victims of gender based violence; victims of conflict; local authorities
Goal: To promote respect for human rights and increase access to justice for victims of conflict.
Theory of Change: Promoting respect for human rights and non-violent mechanisms of justice decreases the desire for people to take the law into their own hands and breaks cycles of revenge.
- Provide assistance to victims of gender based violence
- Raise awareness of people’s rights, duties and laws in DRC
- Support new anti-rape laws and link communities and victims of rights abuse with the new National Police Department of Civil Protection
- Legal, psychosocial and livelihood support to victims of gender based violence
- Promotion of human rights to authorities and community leaders
- Awareness campaign of people’s rights under DRC law
- Co-ordinate with other organisations such as FOCHI, SOFAD, SOFIBEF, AVREO.
- Legal support provided to 150 survivors of GBV each year
- Psychosocial support provided to XXXX survivors of GBV each year
- Livelihood support provided to 65 women each year
- 6 followers of churches and Mosques 3 formed on the functioning of justice in the country;
- Extension of the laws on sexual violence, human rights, protecting children, organization of elections in 20 villages
- 75 women and youth associations each year, trained in human rights, gender and child protection
- Distribution of 5000 copies of legal texts and 20 awareness campaigns on human rights in churches, mosques and associations of women and through the radio
Monitoring, Evaluation and Learning
Every priority project will have an evaluation plan specific to the donor. Where possible, the same indicators will be used for similar projects to allow for better aggregation of impact. Evaluations will be conducted as needed by project and donor but mid-year will see an ‘evaluation week’. During this week, CERC will set aside time as an organisation to review evaluations from the past 12 months to learn lessons, reflect on what has and has not worked and redefine CERC’s M&E approach (see reporting deadlines below).
CERC’s approach will break down its project activities into separate Theories of Change. This forces any assumptions to be questioned. For example, when looking at the impact of peace education, it is important not to just look at changed attitudes but whether this has led to changes in behaviour and ultimately an increase in the non-violent resolution of conflicts.
Throughout the M&E process, communities will be consulted and will influence the indicators used. This will ensure that communities have a say in what the project outcomes should be, CERC will be more accountable to the communities to deliver those outcomes and the indicators chosen will be more meaningful and hence relevant to the target groups.