GRADUATE PROGRAM IN COEXISTENCE AND CONFLICT

COEX 220a – Coexistence Intervention, Monitoring and Evaluation

Class time: Spring 2017 / Mondays, 2-4:50 pmLocation: G3

Contact information for Prof. JeanE-mail: ijean@brandeis.eduOffice Hours: By appointment

DescriptionThis course explores a range of strategies for coexistence and peacebuilding interventions. The course develops policy and program design skills and introduces monitoring and evaluation methods for peacebuilding interventions. Peacebuilding and coexistence practitioners want to be strategic and effective in their efforts and to be able to trace the outcomes and impacts of interventions. Most donors now require that peace practitioners demonstrate short-term and long-term results achieved in conflict prevention and peacebuilding interventions. Designing and applying effective DM&E tools and systems require competence, resources and organizational commitment to learning.

This introductory course offers a review of the core concepts, skills and practical steps in design, monitoring and evaluation of coexistence and peacebuilding interventions. The course will stress complexity thinking, strategic design, as well as ethical and participatory methods in monitoring and evaluation. The course will feature in-class exercises, reflective essays, practice with writing a policy brief and developing an evaluation plan for a peacebuilding program.

Learning Objectives: To enable participants to analyze and match coexistence interventions to contextual needs and

key driving factors. This includes leveraging the appropriate role of structural approaches (such as political agreements, constitutional developments, democracy, human rights, governance, legislation, equity work, and development), as well as psycho-social, religious, dialogue and mediation approaches.

To design strategies that are anchored in theories of social change and other related theories (leadership, institutional cultures and dynamics, social group and human needs theories, etc.).

To ensure students consider the ethical issues that may arise for them in the course of their work, and increase their awareness of the various codes of ethics, which have been developed to address these issues.

To review on-going debates and challenges in peacebuilding monitoring and evaluation, at operational and donor agency level;

The Heller School for Social Policy and

To identify effective methods and techniques for monitoring and evaluating projects, particularly those related to peacebuilding and coexistence interventions;

To develop students’ knowledge of the international landscape in which peacebuilding work takes place.

Requirements

Attendance, Punctuality, and Active ParticipationIn order to benefit from experiential learning, you are required to attend every class, barring documented illness. Please be on time at the beginning of class and after the break. If you know you will be absent or late, for a legitimate reason, make sure you warn in advance your instructor or teaching assistant, who will not accept unexcused absences. Should you miss more than two classes, unfortunately, you will not qualify for credit and you will have to retake the class. Attendance is more than just coming to class. You are expected to do the readings and actively participate.

Assignments and ReadingsIn order to ensure active participation in the best possible conditions, make sure you complete the assignments listed below in advance of each class. It is highly recommended that students annotate personal copies of, or take notes from the readings.

Please check on website before each class to see if extra readings have been added – or substituted. Students will be called upon to discuss the readings in class and to participate in collective or individual presentations. They must therefore come to class prepared to allow well-informed discussions. Students enjoy complete academic freedom in the classroom, within the limits defined by mutual respect in a safe environment.

Writing RequirementsThe writing requirements listed below are intended to encourage students to approach reading materials critically, to foster improved research and writing skills, and to serve as a basis for contributing to class discussion and a diversity of opinions. Students are expected to devote careful attention to the technical quality of their written work, as well as its substance. They must be honest in all academic work.(See: http://www.brandeis.edu/studentaffairs/srcs/ai/top10students.html)

All written work for this course must include appropriate citation of the sources used. See section 56c (“Avoid Plagiarism”) of the Concise English Handbook. See http://www.brandeis.edu/svpse/academicintegrity/index.html - on academic integrity

and http://brandeis.libguides.com/content.php?pid=10580&sid=99216 - in particular the section dealing with citations

The university policy on academic honesty is distributed annually, as section 5 of the Rights and Responsibilities handbook. Academic integrity is critical in all that you write and say, and transgressions are treated severely. Instances of alleged dishonesty will be forwarded to the Office of Campus Life for possible referral to the Student Judicial System. Potential sanctions include failure in the course and suspension from the university. If you have any questions about this, please ask.

Safety, Confidentiality and Anonymity

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 2

During their work, in class and outside class, in team or individually, each student will be particularly attentive to the safety of all students, group members and the class. They will carefully ensure the confidentiality and anonymity of everyone’s work. Graded Assignments

GradingThe final grade in this course will consist of the following components:

AssignmentType

Assignment Instructions Due Date

Grade %

Group assignment

Brief (2 pages) + Presentation

Your small group represents an influential think tank in Washington DC. Prior to the class session you will prepare a 2-page policy brief with recommendations for Trump Administration and the US State Department on your assigned conflict situation. Each group will present their policy brief in class and answer questions on Feb 20. Your classmates will represent State Department Desk Officers.

Feb 13 20%

Group assignment

Program Design Presentation(8 pages max)

Your organization plans to design a strategic peacebuilding intervention and is applying for funding. Design a program-level intervention for an assigned conflict/context using concept note format provided on Latte.

March 20

25%

Group Assignment

M&E Design

(8 pages max)

A large peacebuilding organization commissioned an evaluation of its peacebuilding program in [country]. You are a team of independent consultants bidding on this evaluation contract. Develop an Expression of Interest (EoI) and an evaluation plan for the client. Your evaluation plan should include key lines of inquiry, evaluation approach to be used, proposed data collection methods, report outline, staffing and indicative budget.

May 1 25%

Individual Assignment

Critical Reflection Essay (5 pages max)

Offer your personal critical reflection on key topics covered in course readings and class discussions. Students will be given a list of topics and questions to choose from.

May 12 20%

Class participation

Each student is expected to contribute to all small group exercises during class sessions

n/a 10%

Note about Written AssignmentsAs all writing assignments are academic papers, please use the APA writing format, with appropriate references to literature, readings, and or/lectures. A bibliography of quality (more than just URLs for example) is expected, as well as explicit connections to the readings of the course. All written assignments must be typewritten, double-spaced in 12-point font (like this syllabus), and submitted electronically via LATTE through a drop box, as a Microsoft Word attachment.

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 3

Core Texts

Generally, the books are available from Amazon or other mail order bookshops, and this is often the cheapest way to buy them. You can get many of these ‘remaindered’ from Amazon, which is cheaper. However, be sure to get the most updated version as noted below. Feel free to use our department address to pre-order these books, and we will take care of them for you when they arrive. Some texts, as noted, are available in their totality on the web.  

World Bank (2011) World Development Report, Washington DC. Available online. Schirch, L. (2013) “Conflict Assessment & Peacebuilding Planning: Toward a Participatory

Approach to Human Security.” Kumarian Press, 2013. Autesserre, S., (2014) “Peaceland: Conflict Resolution and the Everyday Politics of International

Intervention.” Cambridge University Press. Fisher, S., Ludin, J., & Williams, S., eds. (2000). Working with Conflict: Skills and Strategies for

Action. New York: Zed Books. (There is a paperback version) Lederach, J. P. Building Peace: Sustainable Reconciliation in Divided Societies.  Washington, DC:

United States Institute of Peace, 1997. Church, C., Rogers, M. (2006) “Designing for Results: Integrating Monitoring and Evaluation in

Conflict Transformation Programs.” Search for Common Ground/United States Institute of Peace (USIP). Available for download on –line:

o http://www.sfcg.org/Documents/manualpart1.pdf (Part I)o http://www.sfcg.org/Documents/manualpart2.pdf (Part II)

OECD DAC (2012) Guidelines: Evaluating Peacebuilding Activities in Settings of Conflict and Fragility. Available online.

In addition, GSDRC Topic Guides are useful starting points for research on topics covered in this course. Below are relevant topics (cf. GSDRC compilation).

1. Conflict 2. Fragile States3. Climate Change4. Conflict Sensitivity5. Gender6. Inclusive Institutions

7. Political Systems8. Sequencing reforms in fragile states9. Social Exclusion 10. State-building and peacebuilding11. State-society relations and citizenship

Visit the GSDRC Topics Guides online to read the compilations: http://www.gsdrc.org/go/topic-guides

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 4

Class Session 1: Mon January 23Coexistence and Peacebuilding Interventions Landscape & Thinking in Systems

Themes Global issues: state fragility, CVET, climate change, migration External Interventions: the track record (WB 2011 report) Actor mapping and analysis:

a. Politics in the international system b. Roles of insiders and outsiders

Governments UN system Regional organizations (OSCE, OAS, Arab League, ECOWAS, ASEAN, etc) International NGOs Local civil society Religious institutions Private sector (“Business for Peace”)

Group exercise - actor mapping in the international peacebuilding sector Small group exercise: systems mapping

Required Readings: World Bank (2011), World Development Report. Read Executive Summary, Chapter 6

“International support to building confidence and transforming institutions” and Chapter 7 “International action to mitigate external stresses.”

Fisher, S., Ludin, J., Williams, S., Ibrahim Abdi, D., Smith, R., Williams, S. (2000). Working with Conflict: Skills and Strategies for Action (Chapters 2 & 4). New York: Zed Books.

Schirch, L. (2013). “Conflict Assessment & Peacebuilding Planning: Toward a Participatory Approach to Human Security.” Kumarian. (Chapter 1) on LATTE

Autesserre, S. (2014). “Peaceland: Conflict Resolution and the Everyday Politics of International Intervention.” Cambridge University Press, 2014. (Chapter 1) on LATTE

Suggested Readings:

Lederach, J. P. Building Peace: Sustainable Reconciliation in Divided Societies.   Washington, DC: United States Institute of Peace, 1997. (Chapter 1)

Miall, H., O. Ramsbotham & T. Woodhouse (2011).  Contemporary Conflict Resolution. 3rd edition 2011 Blackwell Publishing. (Chapter 3)

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 5

Class Session 2: Mon January 30 Do No Harm Analysis Workshop in Class

Themes Conflict sensitivity vs. peacebuilding: definitions, concepts, tools and frameworks Context vs. conflict analysis and applications in humanitarian, development and peacebuilding

sectors Practical application of Do No Harm Framework to analyze external aid intervention in post-

conflict context In-class exercise: Tajikistan Case Study Analysis / Unpacking Aid Program’s Impacts

Required Readings:

Anderson, Mary B. “Do No Harm: How Aid Can Support Peace – or War” Chapters to read before class:

Chapter 3: Characteristics of Conflict Areas Chapter 4: Aid’s Impact on Conflict Through Resource Transfers Chapter 5: Aid’s Impact on Conflict Through Implicit Ethical Messages Chapter 6: Framework for Analyzing Aid’s Impact on Conflict Tajikistan Case Study (on Latte)

Suggested Readings:

Woodrow, Peter, and Diana Chigas. “A Distinction with a Difference: Conflict Sensitivity and Peacebuilding.” Cambridge, MA: CDA Collaborative Learning Projects, 2009.

Class Session 3: February 6 Linking Analysis to Intervention Strategies

Themes Interventions in inter-state and intra-state conflicts / Roles of different types of actors Local ownership and roles of insiders-outsiders

Required Readings: Bayne, Sarah with Tony Vaux. “Integrated development and peacebuilding programming:

Design, monitoring and evaluation.” DFID: Department for International Development, 2013. Chapter 1 “Understanding integrated programming” Chapter 2 “Designing ‘evaluable’ integrated programmes.”

Woodrow, Peter (2012).  Practical Approaches to Theories of Change in Conflict, Security & Justice Programmes Part I. DFID: Department for International Development.

Ole Jacob Sending. “Why Peacebuilders Fail to Secure Ownership and be Sensitive to Context.” NUPI Working Paper 755.

Hannah Reich. ‘Local Ownership’ in Conflict Transformation Projects: Partnerships, Participation or Patronage?” Berghof Occasional Paper No 27.

Suggested readings: Williams, P. (2001). Transnational criminal enterprises, conflict and instability. In: Crocker, C.,

Hampson, F.O., Aall, P. (Eds.) Turbulent Peace Washington, D.C.: United States Institute of Peace Press, pp. 97-112.

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 6

Konner, Mel (2006). Human Nature, Ethnic Violence and War. In Fitzduff, M: The Psychology of Resolving Global Conflicts. Vol. 1, Praeger Press, pp.1-40.

February 13 Class session cancelled/syllabus revised. We will schedule two extended class sessions (1-5 pm) and one online learning session later in the semester.

Winter Break Feb 20-24 – No Class Session

Class Session 4: Feb 27 Policy-level interventions and strategies Sectoral approaches:

o Demobilization and integration of non-state actors / security sector reformo Governance / political development / constitutional reformo Judicial and legal measures / justice sector reformo Cultural inclusion work / social inclusiono Psychosocial approaches

Integrated / cross-sectoral approaches Post-settlement work

o Peace education / inter-group dynamicso Reconciliation & Transitional Justiceo Grief trauma and healing processes

In class exercise: mapping, options, pros and cons for choices of strategic actors in inter-state vs intra-state conflicts

Barometer exercise (online pre-survey/in class selected Barometer positions)

Policy brief presentations in class, Monday Feb 27

Required Readings OECD (2012). “International Support to Post-Conflict Transition: Rethinking Policy, Changing

Practice.” DAC Guidelines and Reference Series. Ballentine, K. & Nitzshke, H. (2003, October). Beyond greed or grievance: Policy lessons from

studies in the political economy of armed conflict. IPA Policy Report. International Peace Academy. 19 pages.

AfP (2013), Military Support to Governance. Policy Brief. AfP, (2013) Comparing Conflict Prevention  & Atrocity  Prevention, Policy Brief.

Suggested Readings Woocher, L. “Deconstructing ‘Political Will’: Explaining the Failure to Prevent Deadly Conflict

and Mass Atrocities.” Journal of Public and International Affairs 12: 179-206. UNDP. “Fragile States Principles: Good Practice Cases.” 2011 Conflict Prevention: Principles, Policies and Practice

http://www.usip.org/files/resources/pb47.pdf Fitzduff, M. (2007). Ten things Leaders Ought to Know – and Do – about Conflicts and War. In

Leadership is Global Eds Link,W, Corral T, Gerzon, M. Shinyo-en Foundation, Japan. McCartney, C. (2002). International Review of Public Policies Towards Improving Inter-

community Relations. Retrieved December 2005 from INCORE website: Anna Matveeva. Early Warning and Early Response: Conceptual and Empirical Dilemmas.

http://www.gppac.org/tcb/uploads/File/Programmes/EWER/Resources/GPPAC/Issue%20paper%201.pdf

Chetan Kumar, Benjamin Hoffman What Really Works in Preventing and Rebuilding Failed

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 7

States: Catalytic Initiatives for country – level peace -building strategies: What are they accomplishing? Woodrow Wilson Paper Series. http://www.wilsoncenter.org/topics/pubs/Leadership_2.pdf

Class Session 5: Mar 6 Peacebuilding vs. military interventions focused on violent extremism

Required Readings: AfP (2014), Theories of Change on Counterterrorism, Counterinsurgency, and Preventing

Violent Extremism. Policy Brief. Schirch, L. (2013). “Conflict Assessment & Peacebuilding Planning: Toward a Participatory

Approach to Human Security.” Kumarian. Chapter 12, “Peacebuilding Planning Guidance”) Joost van der Zwan. “Evaluating the EU’s Role and Challenges in Sudan and South Sudan.” Case

Study. 2011 Richardson, L. (2006) What Terrorists Want: Understanding the Enemy, Containing the Threat.

New York: Random House, pp. 200-239 Briggs, Rachel & Sebastien Feve (2013). “Review of Programs to Counter Narratives of Violent

Extremism,” Institute for Strategic Dialogue http://www.strategicdialogue.org/CounterNarrativesFN2011.pdf

Suggested Readings: Denoeux, G. and Carter, L. (2009) Guide to the Drivers of Violent Extremism. Washington: USAID Countering Violent Extremism - Lessons from the Abrahamic Faiths (2007). An EWI Policy

Research Report http://www.mafhoum.com/press10/309C32.pdf Richardson, L. (2006). What Terrorists Want: Understanding the Enemy, Containing the Threat .

New York: Random House, pp. 3-20, 38-49, 60-71, 78-103 Stern J. (2002). Chapter 10: Conclusions. Terror in the Name of God: Why Religious Militants Kill.

Harper Collins (pp. 281-296). Post, J. (2004). Chapter 13: Concluding observations. Leaders and their Followers in a

Dangerous World. Ithaca: Cornell University Press, pp. 259-265.

Class Session 6: March 13 Program-level peacebuilding strategies and designs EXTENDED CLASS SESSION: 1 pm to 5 pm

Typology of Program Approaches and Toolboxes RPP Matrix Theories of Change Program goals and strategies Evaluability of interventions In-class program design exercise – refining ToCs, program goals, strategies

Required Reading: Anderson, M., and Olson, L. Confronting War: Critical Lessons for Peace Practitioners. Boston:

CDA, 2003. Read pages 7-13. Church C. and M. Rogers. Designing for Results: Integrating Monitoring and Evaluation in

Conflict Transformation Programs. 2006. Read pages: 10-42 (Chapters 2 & 3)

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 8

Corlazzoli, Vanessa, and Jonathan White. Back to Basics: A Compilation of Best Practices in Design, Monitoring & Evaluation in Fragile and Conflict-affected Environments. DFID: Department for International Development, 2013. Chapter 1: “Design”

Rogers, M., Chassy, A. & Bamat, T. (2010). Integrating Peacebuilding into Humanitarian and Development Programming: Practical Guidance on Designing Effective, Holistic Peacebuilding Projects. (Please read Chapter 6, "Moving from Analysis to Strategic Interventions: The Project Cycle") (6 pages)

Care UK and International Alert. Peacebuilding with Impact: Defining Theories of Change.

Suggested Reading: Shapiro I., Extending the Framework of Inquiry: Theories of Change in Conflict Interventions in

Social Change and Conflict Transformation, Berghof Handbook Dialogue Series. 2006. Read 1-7. http://www.berghof-handbook.net/documents/publications/dialogue5_shapiro_comm.pdf

InterPeace (2010). Background Paper: Voices of civil society organizations (CSOs) on peacebuilding and statebuilding http://www.interpeace.org/images/pdf/interpeace_background_paper_international_dialogue_conf_dili_cso_input_final_23042010.pdf

Gardner, E. The role of media in conflict. In Reychler & Paffenholz, (Eds.) Peace-Building: A field guide. Boulder, CO: Lynne Rienner.

USAID (2011). “People to People Peacebuilding: A Program Guide.” Produced by USAID Office of Conflict Management and Mitigation USAID/DCHA/CMM. (33 pages).

Class Session 7: March 20Role of Private Sector Actors in Conflict Affected Contexts & “Business for Peace” Agenda

Group Program Designs Due in Class March 20

Required readings

Anderson, Mary B., and Luc Zandvliet. Getting it Right: Making Corporate-Community Relations Work. Sheffield: Greenleaf Publishing, 2009.  READ Chapters 1-4 (40 pages)

UN Global Compact, Business for Peace Summary. https://www.unglobalcompact.org/docs/issues_doc/Peace_and_Business/B4P_Flyer.pdf  (6 pages)

International Alert.  “Business of Peace: The private sector as a partner in conflict prevention and resolution.” (READ Chapters 1, 2, and 3 -- 50 pages)

Bardouille, Dost, Chloe Berwind-Dart, Sarah Cechvala, and Anita Ernstorfer. “Business for Peace: Understanding and Assessing Corporate Contributions to Peace.” Discussion Paper, Cambridge, MA: CDA Collaborative Learning Projects, 2014. (13 pages)

Suggested Readings   United Nations Global Compact (2015). “Advancing the Sustainable Development Goals by

Supporting Peace: How Business Can Contribute.” International Alert (2004).  Promoting a conflict prevention approach to OECD companies

and partnering with local business. (OECD DAC Conflict, Peace and Development Cooperation Network Briefing Paper). Retrieved December 2005 from: http://www.international-alert.org/pdf/oecd_dac_conflict.pdf

Bardouille, Dost, Diana Chigas, and Ben Miller, with Brian Ganson. “How do our Operations Interact with the Environment?” Chapter 2 in Management in Complex Environments

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 9

Questions for Leaders. The Swedish International Development Cooperation Agency (Sida) and the International Council of Swedish Industry (NIR), 2013. (Read Chapter 2 only)

Miller, Ben, Dost Bardouille, with Sarah Cechvala. “Business and Armed Non-State Actors: Dilemmas, Challenges and a Way Forward.” Article, CDA, 2014

Class Session 8: March 27 Measuring & Improving Peacebuilding Practice - Current Challenges in the Field

Required Readings:

OECD DAC. Guidance on Evaluating Peacebuilding Activities in Settings of Conflict and Fragility: Improving Learning for Results. 2012. Read pages 7-37.http://www.oecd-ilibrary.org/development/evaluating-donor-engagement-in-situations-of-conflict-and-fragility_9789264106802-en

AfP. (2011) Starting on the Same Page: A Lessons Report from the Peacebuilding Evaluation Project. Read pages 7-14 (Section 1 & 2) http://www.dmeforpeace.org/sites/default/files/Alliance_for_Peacebuilding_Peacebuilding_Evaluation_Project_Lessons_Report_June2011_FINAL.pdf

Church and Rogers. Designing for Results: Integrating Monitoring and Evaluation in Conflict Transformation Programs. 2006. Read pages: 1-9 (Intro & Chapter 1)

Life & Peace Institute, Reflections on Peacebuilding Evaluation. New Routes, Vol 13, March 2008. Pages: 3-6, 11-18. (LATTE)

Suggested Reading (all posted on LATTE):

o Fitzduff, Mari (2002). Cultural Traditions Work. Pp. 59-73. http://books.google.com/books?id=mby5sqV9y0cC&dq=beyond+violence+mari+fitzduff&printsec=frontcover&source=bn&hl=en&ei=rjAYSfMF8SXtgeI2ZjtAw&sa=X&oi=book_result&ct=result&resnum=4&ved=0CA8Q6AEwAw#v=onepage&q=&f=false

o Social Impact. “Fragile States and Peacebuilding Programs: Practical Tools for Improving Program Performance and Results.” http://www.socialimpact.com/resource-center/downloads/fragilestates.pdf

o Corlazzoli, V. and White, J. Measuring the Un-Measurable: Solutions to Measurement Challenges in Fragile and Conflict-affected Environments. 2013. DFID: Department for International Development, 2013.

o Fast, L., and Neufeldt, R. “Envisioning Success: Building Blocks for Strategic and Comprehensive Peacebuilding Impact Evaluation.” Journal of Peacebuilding and Development, Vol. 2, no. 2 (2005): 24-41.

o D’Estree, Pearson et al. “Changing the Debate about ‘Success’ in Conflict Resolution Efforts.” Negotiation Journal 17, No. 2: 2001

o Ross, M.H. “'Good enough' isn't so bad: thinking about success and failure in ethnic conflict management." Peace and Conflict: Journal of Peace Psychology 6, no 1 (2000) Pages 27-47.

o Lederach, Neufeldt and Culbertson. Reflective Peacebuilding: A Planning, Monitoring and Learning Toolkit. 2007. Read pages: 1-23 (Chapters 1-5)

Class Session 9: April 3Linking Program Design to Evaluation: Baselines and Evaluability Assessments

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 10

Required Reading:

Church C. and M. Rogers. Designing for Results: Integrating Monitoring and Evaluation in Conflict Transformation Programs. 2006. Read pages: 61-80 (Chapters 5)

AU/SFCG and USIP (2012). “Linking Program Design and Evaluation in Peacebuilding: A Challenging Task. A Meta-Review of Peacebuilding Initiatives in Active Conflict Zones in Africa.” http://issat.dcaf.ch/content/download/39408/590131/file/Linking%20Program%20Design%20and%20Evaluation.pdf Read Executive Summary and Pages 13-23 (Findings)

Reimann, C., Chigas, D., Woodrow, P. (2002). Evaluability Assessments in Peacebuilding Programming. Cambridge, MA: CDA Collaborative Learning Projects. Read pages 1-26

Suggested Reading:o CARE UK. (2012). Guidance for Designing, Monitoring and Evaluating Peacebuilding Projects:

Using Theories of Change. Read pages 1-22 (ON LATTE and on-line)o Ernstorfer, A., and Jean, I. (2014). Alternative Approaches to Evaluating Peacebuilding

Initiatives. Cambridge, MA: CDA Collaborative Learning Projects. o Reimann, C., Chigas, D., Woodrow, P. (2002). An Alternative to Formal Evaluation of

Peacebuilding: Program Quality Assessment. Cambridge, MA: CDA Collaborative Learning Projects. Read pages 1-34

o Rogers, M. (2012). Evaluating Relevance in Peacebuilding Programs. Cambridge, MA: CDA Collaborative Learning Projects.

o Shapiro, I. (2006). Extending the Framework of Inquiry: Theories of Change in Conflict Interventions in Social Change and Conflict Transformation, Berghof Handbook Dialogue Series. (6 pages) http://www.berghof-handbook.net/documents/publications/dialogue5_shapiro_comm.pdf

No class April 10-17 – Brandeis closed

Class Session 10: April 19 Monitoring and IndicatorsIn class exercise: developing qualitative and quantitative indicators for a peacebuilding intervention of your choice. Should include both output and outcome/impact indicators.

Required Readings:

Church C. and Rogers, M. Designing for Results: Integrating Monitoring and Evaluation in Conflict Transformation Programs. 2006. Read pages 43-91, Chapters 4-6.

Lederach, Neufeldt and Culbertson. Reflective Peacebuilding: A Planning, Monitoring and Learning Toolkit. 2007. Read pages: 37-44 and 57-62.

Scan Online Training Modules: Design, Monitoring and Evaluation for Peacebuilding (SFCG & DFID).

http://dmeforpeace.org//learn/training-modules-design-monitoring-and-evaluation-peacebuilding

Suggested Reading:

o Corlazzoli, V. ICTs for Monitoring & Evaluation of Peacebuilding Programmes. DFID: Department for International Development, 2014.  Read pages 1-36

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 11

o Catholic Relief Services. 2010. GAIN Peacebuilding Indicators.o USAID. December 2013. Discussion Note: Complexity-Aware Monitoring.

Class Session 11 & 12: Monday, April 24 Program Evaluation Approaches & Methods.Evaluation Planning & ManagementEXTENDED CLASS Session 1-5 pm

Sample evaluation reports will be posted on LATTE for review and critique Church C. and Rogers, M. Designing for Results: Integrating Monitoring and Evaluation in

Conflict Transformation Programs. 2006. Read pages 92-135 and 201-222 (Chapters 7, 8, 9 and 12)

Chigas, Diana, Church, Madeline and Corlazzoli, Vanessa. Evaluating Impacts of Peacebuilding Interventions. DFID: Department for International Development, 2014. 

Suggested Reading:

o Small Arms Survey. Tools for Measurement, Monitoring and Evaluation: Sources of Conflict, and Violence Data. DFID: Department for International Development, 2013. 

o Rogers, M. 2012. Evaluating Impact in Conflict Prevention and Peacebuilding Programs. CDA, Reflecting on Peace Practice Program.

o Gaarder, M. and Annan, J. June 2013. Impact Evaluation of Conflict Prevention and Peacebuilding Interventions. The World Bank, Policy Research Working Paper 6496.

Final Class Session 13: May 1 Evaluation Utilization, Ethics and Institutional Learning

Group Evaluation Plans (Expressions of Interest) DUE in class

Church C. and Rogers, M. Designing for Results: Integrating Monitoring and Evaluation in Conflict Transformation Programs. 2006. Read pages 178-200, 224-226 (Chapters 10, 11 & Conclusion)

Duggan, C. & Bush, K. (2014) ‘The Ethical Tipping Points of Evaluators in Conflict Zones’. American Journal of Evaluation. Vol. 35, No. 3, pp. 1-22.

Scharbatke-Church, Cheyanne. 2011. Evaluating Peacebuilding: Not Yet All It Could Be. The Berghof Handbook II

Suggested readingo Lederach, Neufeldt and Culbertson. Reflective Peacebuilding: A Planning, Monitoring and

Learning Toolkit. 2007. Read pages: 63-70 (Chapters 12-13)

Final assignment (critical reflection essay) due May 12. Please submit by e-mail.

Brandeis University, Heller School for Social Policy and Management, MA Coexistence and Conflict 12