Train-the trainer programme Jordan
Mandated by the CASPEA Foundation, jointly with Mark Legat (Cologne) and Anita Schmidt (CASPEA Foundation) I contributed to the train-the trainers programme for 40 sport teachers at the Yarmouk University, Irbid Jordan from January 18-January 27, 2009. This training was the first of this kind in a School Support Programme for totally 8 schools in Jordan.
From a Report on the School Support Programme:
„There has been a serious need in Jordan for a project such as this focused on sport’s role in promoting peace, development and positive social relations. Many of the delegates reported that they encountered very difficult circumstances – for example:
They come from schools with very poor sport or play facilities for their children.
Their children face a lot of other problems, associated with poverty, refugee status, major gender inequalities, etc.
The children are growing up in specific and broader contexts associated with regional conflicts (e.g. many are refugees, violence is an issue in the schools, pro-terrorist ideologies are also in the background).
The schools give children only 40-50 minutes per week of physical education, and as the grades for PE do not count towards their overall mark, the children and parents are not strongly motivated towards taking sport-related activities seriously.
The teaching schedules can be intense, while salaries are very low.
On the other hand, most delegates are strongly motivated, and take sport seriously. Many reported that they organized and supervised sporting activities outside of school hours (e.g. for one hour, from 7am, before school started at 8am). This project helped to confirm to the delegates the importance of sport, and offered strong support for their motivation to teach sport to children. This project was tailored extremely well to meeting the needs of these teachers, in terms of being centred on capacity-building.“ (Prof. Richard Guilianotti)
Sport is oriented towards achieving these objectives:
Sport and games to foster inclusion;
Non-violent means to solve conflicts among youths;
Bridging differences and overcoming prejudices;
Bringing all stakeholders into play for the welfare of the youths;
Building up a self sustainable network of sport schools and clubs with the same vision and goals.
Overall, Peace Through Sport Training for youths comprises sport training, peace education, educational support and community-building social events.
The core team running previously running the association exCHANGE FOR PEACE in summer 2008 has decided to further institutionalise its contacts and to re-name the organisation under the new brand CASPEA Foundation (Capacity Building for Sport, Change, and Peace Work). Like its precedessor organisation CASPEA specialises in the capacity building of peace through sport leaders. The training in general contains:
Part 1: Peace Visions, Culture of Peace
“We the people of the United Nations, determined to save succeeding generations from the scourge of war… ” Charter of the United Nations, 1945.
As defined by the United Nations, the Culture of Peace is a set of values, attitudes, modes of behaviour and ways of life that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation among individuals, groups and nations:
“For peace and non-violence to prevail, we need to
- foster a culture of peace through education
- by revising the educational curricula to promote qualitative values, attitudes and behaviours of a culture of peace, including peaceful conflict-resolution, dialogue, consensus-building and active non-violence. Such an educational approach should be geared also to:
- promote sustainable economic and social development by reducing economic and social inequalities, by eradicating poverty and by assuring sustainable food security , social justice, durable solutions to debt problems, empowerment of women, special measures for groups with special needs, environmental sustainability…
- promote respect for all human rights: human rights and a culture of peace are complementary: whenever war and violence dominate, there is no possibility to ensure human rights; at the same time, without human rights, in all their dimensions, there can be no culture of peace…
- ensure equality between women and men through full participation of women in economic, social and political decision-making, elimination of all forms of discrimination and violence against women, support and assistance to women in need
- foster democratic participation: indispensable foundations for the achievement and maintenance of peace and security are democratic principles, practices and participation in all sectors of society, a transparent and accountable governance and administration, the combat against terrorism, organized crime, corruption, illicit drugs and money laundering…
- advance understanding, tolerance and solidarity: to abolish war and violent conflicts we need to transcend and overcome enemy images with understanding, tolerance and solidarity among all peoples and cultures. Learning from our differences, through dialogue and the exchange of information, is an enriching process
- support participatory communication and the free flow of information and knowledge: freedom of information and communication and the sharing of information and knowledge are indispensable for a culture of peace. However, measures need to be taken to address the issue of violence in the media, including new information and communication technologies…
- promote international peace and security: the gains in human security and disarmament in recent years, including nuclear weapons treaties and the treaty banning land mines, should encourage us to increase our efforts in negotiation of peaceful settlements, elimination of production and traffic of arms and weapons, humanitarian solutions in conflict situations, post-conflict initiatives”
How can your sport project implement “Culture of Peace” in your region, in your community?
Part 2: Grasping the environment of my project and mine
Conflict analysis: Glasl Escalation Model
A reflection on your personal role regarding the conflict:
Do you have any involvement in it, or are you an outside observer?
Are you somewhat or fully on one side of the conflict, or do you have a completely unbiased stand
Is the project an initiative of your own, or was it requested by parties in conflict?
What is your level of involvement with regard to the conflicting parties (social, political, professional)?
Part 3: Peace beyond Sport
What are the achievable goals for my project?
What kind of change is desirable? What is possible?
Reconstruction of communication between the parties,
Creation of new relationships,
Solutions for a particular problem,
Support and assistance to the weaker party,
Deconstruction of destructive behavioural patterns,
Broadening and diversifying the perceptions of the stakeholders,
Facilitating “Inclusive” solutions
Important are also the previous endeavours from both sport’s and other initiative’s side. What were
their success and shortcomings? Who tried what? How did the parties react? How did the
stakeholders react to external problem solving initiatives?
Part 4: Conflict Resolution in Action
What techniques, methods, and elements can be used to solve conflicts? How do they work?
Which works in my context, for my goals?
- Organise a conflict analysis with the stakeholders
- Gain access to the parties
- Encourage the conflicting parties to rethink their stances
- Promote the empowerment of the weaker party
- Promote empathy, respect and appreciation among the parties
- Intervene to improve communication among the parties
- Offer, prepare and perform mediation
Part 5: Mediation
Your role as a mediator
Structure & process of mediation
Communication skills for mediation
Practical application of mediation in sports
Participants will be enabled to conduct basic mediation processes
Part 6: Project Planning for Peace: Methods
Which strategy will be able to connect the project goals with conflict resolution elements?
Which methods will you implement and in which order will you proceed?
Where do you expect obstacles and difficulties to occur?
Who would be the allies, the opponents, and the sceptics?
How could these difficulties be overcome?
Part 7: Project Planning for Peace: critical review of own plan
Which parts of the plan do you feel are very well orchestrated and bound to succeed?
What are the areas in which you will need to improve your own abilities and/or call on others for help?
What outcomes and/or ongoing processes do you expect?
How will you evaluate the results/processes?
Part 8: CASPEA – Sport & Peace Project Implementation Plan
Steering the overall process by providing a precise timeframe and work schedule for the project
Countinue to current projects of the CASPEA FOUNDATION >>