Background:

This online Positive Peace workshop launched shortly after the outbreak in violence in Ethiopia’s Tigray region. The conflict between federal and regional forces that began in November 2020 has pushed tens of thousands of refugees into neighbouring Sudan and has developed into a humanitarian crisis. The free programme was launched in February 2021, and attracted local Rotarians, business people, artists and entrepreneurs, and members of the Ethiopian Reconciliation Commission.

How Positive Peace was implemented:

IEP led an online programme that included an introduction to Positive Peace and the IEP-devised model for practical implementation or peacebuilding, known as the Pillars of Positive Peace. This programme was delivered through a series of three webinars with further instruction on IEP’s research findings and methodology, as well as an understanding of how to communicate peace research

Outcomes:

The initial online workshop attracted over 350 participants, all based in Ethiopia. To complete the programme, participants put their knowledge to use by implementing projects that apply Positive Peace in their communities.

There were over 130 peace projects and presentations submitted by participants. Some examples of these projects are the creation of a ‘Positive Peace Association’, which creates a platform for Ethiopian Ambassadors on the ground to connect and further their work in Positive Peace. A Completion Certificate from the IEP Ambassador programme is a requirement to be a part of the association.

Other projects saw Positive Peace material and information translated into local Ethiopian languages, to make Positive Peace learning more accessible, especially in regional areas.

A participant who was also a teacher used the eight Pillars as a framework to strengthen his school community. For example, under Well-Functioning Government the school decided to create school ID’s for all students to better track attendance and extra curricular activities. This allowed them to give special attention to students who were missing school and offer assistance.

Another Pillar they activated was High Levels of Human Capital by creating a ‘knowledge sharing club’. This club utilized peer to peer learning and encouraged students to share ideas, knowledge and questions between themselves and their teachers.