Does Engaging School Students in Peacebuilding Work? Using Participatory Video and Most Significant Change in Cote d’Ivoire (Fall 2015)

October 26, 2015
Type: | Tags: , | Location:


In January 2015, UNICEF partnered with InsightShare  to use their Participatory Video (PV) and Most Significant Change approach to demonstrate the results of UNICEF’s “Learning for Peace” interventions in Cote d’Ivoire: The Peace Messenger Clubs, implemented with SFCG. The aim of the activity was to contribute through a student led process to the end of year evaluation.

Intervention: During Cote d’Ivoire’s decade of political crisis and civil war, there has been increased violence in schools, and universities including conflicting relationships with the teaching and supervisory staff. The Ministry of Education solicited the support of UNICEF to revitalize and strengthen Peace school clubs that were established in 2011. The project, led by UNICEF’s partner SFCG, was initially implemented in 18 schools to strengthen conflict prevention and management mechanisms in schools and enable children’s voice to be heard. During the 1st phase, students or young people involved in peace clubs and theatre groups as well as teachers were trained on conflict management techniques. The second phase of the project involved a total of 30 schools and reached close to 97 000 students.

PV M&E Process: A team of 5 young beneficiaries were trained by InsightShare to use Participatory Video and the Most Significant Change. Through the process of story collection participants shared their knowledge and experience of peacebuilding, and explained how accessing information through the intervention has been a key enabler for creating positive change in their lives. The participatory activity of planning and filming a video, and watching themselves on screen, helped the participants to gain affirmation and build confidence. Many of them were telling their stories for the first time.

Participatory analysis: Beneficiaries selected the most significant stories with which they could most easily empathize. Decision makers and program staff, chose stories that modelled examples of their program goals. Consensus was easily achieved during the selection process through reference to the collective criteria. The process of producing collective criteria from the groups’ individual subjective choices resulted in a rich pool of powerful values such as forgiveness, tolerance and hope. Domains, blockers and enablers of change suggest that belonging to a group was an essential part of creating change. The strength of clubs and associations lies in equipping them with advice, structure and support, all enhancing their existing qualities. The stories also explain how these processes take place, in particular, through confidence boosting.

UNICEF and InsightShare

Video and report can be seen at: