Training Manual on research skills

2017 Conflict/Peace Analysis & Research Skills onHindrances to Women Participation in Water Governance and related Conflict Resolution Khadija Ali

CONTENTSIntroduction ................................................................................................................ 4Training Schedule ...................................................................................................... 51 Instructions for Facilitator .................................................................................... 61.1 Time Frame................................................................................................... 61.2 Facilitator’s Tools .......................................................................................... 61.3 Target Group................................................................................................. 61.4 Facilitator’s Methodology .............................................................................. 61.5 Learning Objectives ...................................................................................... 11.6 Reflections .................................................................................................... 11.7 Parking Lot .................................................................................................... 21.8 Checking In & Out ......................................................................................... 32 Introductory Session & Ice-Breaking Activity....................................................... 52.1 Introductions.................................................................................................. 52.2 Ice-Breaking Activity...................................................................................... 5 2.3 Group Norms................................................................................................. 63 Peace Building – Theory and Application............................................................ 13.1 Peace Building: Definitions and Concepts .................................................... 1 3.1.1 Facilitator’s Notes ................................................................................... 13.2 Peace Building in Local Context.....................Error! Bookmark not defined. 3.2.1 Facilitator’s Notes ....................................Error! Bookmark not defined.3.3 Simulation: Destructive Conflicts at Three TiersError! Bookmark notdefined.4 Gender, Gender Roles & Division of Labour ....................................................... 44.1 Gender .......................................................................................................... 4 4.1.1 Facilitator’s Notes ................................................................................... 44.2 Simulation: Gender Roles ..............................Error! Bookmark not defined.

4.2.1 Facilitator’s Notes ....................................Error! Bookmark not defined. 4.3 Gendered Division of Labour......................................................................... 5 4.3.1 Facilitator’s Notes ................................................................................... 1 4.4 Gender Mainstreaming...................................Error! Bookmark not defined. 4.4.1 Facilitator’s Notes ....................................Error! Bookmark not defined. 4.5 Gender and Peace Building .......................................................................... 2 4.5.1 Facilitator’s Notes ................................................................................... 2 4.6 Simulation: Case Studies ...............................Error! Bookmark not defined.5 Water Governance .............................................................................................. 6 5.1 Water Governance ........................................................................................ 6 5.1.1 Facilitator’s Notes ................................................................................... 6 5.2 Water Governance & Climate Change .......................................................... 8 5.2.1 Facilitator’s Notes ................................................................................... 8 5.3 Water Governance and Impact on Marginalised Groups ............................ 10 5.3.1 Facilitator’s Notes ................................................................................. 10 5.4 Simulation: Group Brainstorming ...................Error! Bookmark not defined.6 Water Governance, Gender & Peace Building .................................................. 12 6.1 Linkages: Water Governance, Gender & Peace Building............................ 12 6.1.1 Facilitator’s Notes ................................................................................. 12 6.2 Simulation: World Café ..................................Error! Bookmark not defined.7 Research Skills ................................................................................................. 22 7.1 Data Collection...............................................Error! Bookmark not defined. 7.1.1 Quantitative Data Collection ................................................................. 25 7.1.2 Qualitative Data Collection ................................................................... 25 7.2 Organizing Data .......................................................................................... 26 7.3 Analysing Data ............................................................................................ 26 7.3.1 Quantitative Analysis ............................................................................ 27

7.3.2 Qualitative Analysis .............................................................................. 277.4 Research Report – Important Considerations ............................................. 27

INTRODUCTION

TRAINING SCHEDULE

1 INSTRUCTIONS FOR FACILITATOR1.1 TIME FRAMEThe time frame for the entire training is 3 days. However, in case of shorter periods oftime, facilitator is encouraged to tailor the training according to time and needs of theparticipants.1.2 FACILITATOR’S TOOLSFacilitator tools for this training would include the following: Flash Cards;  Projector and projector screen; Post its/sticky notes;  Multimedia; Pens and markers;  Pinning boards; Colour markers;  Thumb pins; Plain papers;  A4 Papers Flip charts,1.3 TARGET GROUPThe target groups for this training would include: Staff of Implementing Partners Civil Society Members1.4 FACILITATOR’S METHODOLOGYFacilitator must ensure a learner-centric1 environment rather than a trainer-centricapproach to this training. Considering the complex concepts and capacity buildingexercise at hand, this facilitation manual incorporates a leaner centric approachthrough use and adoption of a wide variety of materials. The Facilitator is thereforerequested to enhance the spirit of learner-centric facilitation methodologies.1 The term learner-centric refers to a wide variety of educational programs, learning experiences,instructional approaches, and training-support strategies that are intended to address the distinctlearning needs, interests, aspirations, or cultural backgrounds of participants. To accomplish this goaltrainers may employ a wide variety of facilitation methods, from simulations, experiential learningexercises, group works, brainstorming sessions to world café whereby participants are given the spaceto express their views and understanding as part of the learning as well.

Each session of this manual adopts a Socratic2 method of asking questions tounderstand the spirit and context of the international instruments and then follows onthe technical details. At every stage of this training, participation of the group orbeneficiaries is central to its proper execution. As the target audience would includegovernment official with years of experience, their perspectives are to be invited atevery stage to co-create an environment of co-learning.1.5 LEARNING OBJECTIVESThe training manual seeks to fulfil the following learning objectives:  To develop an in-depth understanding of peace building in theory and practical local context;  To develop an in-depth understanding of water governance in theory and local context of Sindh;  To develop an in-depth understanding of gender and gendered roles;  To develop an in-depth understanding of the linkages between peace building, water governance and gender in theory as well as the practical local context of Sindh.1.6 REFLECTIONSReflections are another key to this training manual and therefore it would help toexplain the methodology at the outset for the Facilitator to incorporate. Facilitator isadvised to explain this methodology after introductions so that it is convenientlyreplicated and applied through the training.Time Frame: 5 minsFacilitator’s Tools: Flip chart & markers  Facilitator will ask the participants how do they reflect on the knowledge they gain?  Facilitator will hear out the responses given and then propose this exercise to clarify what reflection entails.2 The method of inquiry and instruction employed by Socrates especially as represented in the dialoguesof Plato and consisting of a series of questionings the object of which is to elicit a clear and consistentexpression of something supposed to be implicitly known by all rational beings

 Facilitator will take a flip chart and draw a well: REPEAT REFER REVIEW REFLECT T  Facilitator will then repeat what each of the three R’s stand for and what they mean:  Repeat: Repetition is reviewing what has happened or been said. This method includes repeating facts as they were perceived.  Refer: Referring means reproducing a summary of events that have taken place. This might lead to documentation without evaluating what has happened and integrating it into the participants’ own minds.  Review: Reviewing involves looking at events with a purpose of evaluating them critically. This may lead to assessments on things; good or bad.  Reflect: What we encourage is reflection. Reflecting involves considering, thinking about and exploring what the event meant to me, how I relate to what has happened, what I experienced and how I feel about it. What does this mean to me?  Facilitator after explaining the meaning of the R’s tell the participants that reflection is on a much deeper level as compared to only repeating, referring or reviewing.  Facilitator will explain to the participants the importance of reflecting deeply rather than touching the surface and use the questions above as a guide to reflection.  Group Reflection: Facilitator is advised to form groups amongst the participants at the start of the session who would then get together and reflect after every session together.1.7 PARKING LOTAs the training involves 3 days with participants from diverse background, situationsmay arise when participants ask questions or want to generate discussions on a topic

which may digress or put the entire session off track from the proposed training outline.In such a situation, parking lot is a handy tool for the Facilitator to not compromise co-learning and also ensure that the participants’ questions are addressed. Facilitator isadvised to use this tool right after introductions as well.Time Frame: 5 minsFacilitator’s Tools: Flip chart & Markers  Facilitator will take a flip chart and write ‘Parking Lot’ on it.  Facilitator will paste this flip chart at a designated point during the training and point where it is to the participants.  Facilitator will tell the participants that every time a question is raised which is off- topic, the participant with that question can write it down on a post it/sticky note and post it on the Parking lot flip chart.  During extra time between sessions, Facilitator can look at the questions and generate discussions on them.1.8 CHECKING IN & OUTA quick and easy way to get participants’ feedback on the training is through CheckingIn and Checking Out. It is a simple Facilitation tool that produces a good litmus test forFacilitator.Time Frame: 5 minsFacilitator’s Tools: Flip chart & Markers  Every morning before the sessions start, Facilitator will ask participants to stand in a circle.  Facilitator will encourage pop-corn style interaction and turns where participants are not expected or directed to take turns to speak but speak whenever they feel like.  Facilitator will explain to the participants that in this exercise, each participant uses one word to describe what or how they feel before the training.  Facilitator will also motion to the participants a step forward in the circle after the participant has ‘checked in’.

 Example: a participant interested in Water Governance would say ‘Excited, Checking In’ and take one step forward in the circle. The process would be repeated at the end of the training when sessions have concluded but instead of checking in, participants would ‘check out’ and take a step back from the circle.

2 INTRODUCTORY SESSION & ICE-BREAKING ACTIVITY2.1 INTRODUCTIONSTime Frame: 10 minsFacilitator’s Tools: Notebook and Pens  In order to give an interactive start to the training, the Facilitator will divide participants in pairs of two.  The facilitator will then request the pairs to interview each other and to ask the following questions during interview:  Name  Designation and occupation  Hobbies  Interesting fact about the participant  After getting the above information from each during the interview, the pairs will introduce each other to the rest of the participants.2.2 ICE-BREAKING ACTIVITYTime Frame: 10 minsFacilitator’s Tools: Plain A4 Papers, colour markers  Facilitator will start this method by dividing the participants into two groups of equal numbers.  Facilitator will then request one group of participants to stand in a row facing towards a wall and the second group of participants to stand in a row behind them facing the same way as the first group.  Facilitator will ensure that each participant of the second group is standing behind each participant of the first group facing in the same direction and not each other.  Facilitator will give participants of the first row plain paper and a marker each.  Facilitator will ask participants of first row to write their names at the bottom corner of the piece of paper.  Facilitator will ask the first row to turn around and face the second row.

 Facilitator will ask participants of row one to hand over their pieces of paper to row 2 along with the marker. Facilitator will ask participants of the second row to draw the participant facing them for 20 seconds. Facilitator will then either clap or give a signal to the participants of the second row to shift one step to their right and take the portrait paper of the participant on the right and continue drawing portrait of the next participant of row one. Facilitator will continue this until all the portraits are drawn. Facilitator will then continue the same process with participants of row two where participants of row one will draw their portraits. At the end of this activity, each participant will have a portrait of his or her own.2.3 GROUP NORMSTime Frame: 15 minsFacilitator’s Tools: Flip chart & Markers Facilitator will set out the training norms through a process of co-creation andencourage the participants to give their feedback on what training norms thegroup must adhere to. Facilitator must shape training norms according to the demands and needs of thegroup. Facilitator can also give feedback on training norms, some of the important training norms are given below:  Be gender and culturally Be punctual sensitive Keep mobile phones silent Active listening  Have an inclusive approach Don’t interrupt abruptly/harshly  Respect views of others Be patient and encouraging

3 PEACE BUILDING – THEORY AND APPLICATION3.1 PEACE BUILDING: DEFINITIONS AND CONCEPTSTime Frame: 20 minsFacilitator’s Tools: Flip chart & Markers  Facilitator will write the following terms on a flip chart:  Conflict  Conflict Analysis  Conflict Transformation  Cultural Violence  Destructive Conflict  Structural Violence  Key Driving Factor of Conflict  Peace  Peace Building  Facilitator will then ask the participants in larger group to tell phrases or words that help define what they understand by these terms.  Facilitator will write down the terms or phrases of the participants on the flip chart or ask a volunteer to do so.  Upon getting a sense of what the participants understand by these terms, facilitator will summarise the key definitions of the above terms for the participants.  Facilitator will then ask the participants to give some examples of conflict in their districts followed by peace building efforts being made in this regard.  Facilitator will try to engage the participants in understanding the definition and applying it by referring to local examples.3.1.1 Facilitator’s Notes‘Conflict “Conflict” simply refers to a real or perceived set of incompatible interestsand goals among two or more parties. It is not necessarily violent. Conflict is a naturalpart of public life and the process of peacefully resolving competing interests throughnegotiation and deliberation can often contribute to outcomes that are better for all

involved. Conflict, however, can also be destabilizing and intensely destructive whenit leads to mass mobilization, violence, or outright war.3Conflict Analysis defines the practice-oriented analysis of the actors, causes anddynamics of a conflict as well as the identification of (possible) entry points for peacefulconflict resolution and transformation.Conflict Transformation: The process of addressing the key driving factors ofdestructive conflict with actions to transform institutions and discourses that justify andreproduce direct, cultural and structural violence at the global, national and locallevels. The desired result of combining all of these aspects is conflict transformation.Cultural Violence is the justification for the systematic discrimination, marginalisationand exclusion of groups, through attitudes and beliefs. An example of cultural violenceis the belief held by religious extremists that non-believers and believers of other faithscan be insulted and/or killed.Destructive Conflict is when there are inadequate channels for dialogue anddisagreement, (1) and/or dissenting voices and deeply held grievances cannot beheard and addressed, (2) and/or there is instability, (3) and/or injustice and fear in thewider community and society. The use or threat of violence is leading to the destructionof social relationships and a host of negative personal and social changes, includingan escalation of violence, fear and distrust.Structural Violence is the systematic discrimination, marginalisation and exclusion ofgroups which leads to grievances. Structural violence is often referred to as the keydriving factors of conflict.Key Driving Factor of Conflict can be defined as a factor of conflict that, if it wouldnot exist, the conflict would change drastically or also not exist.Peace: the term peace is not necessarily always interpreted as justice or equality.“Peace cannot be kept by force. It can only be achieved by understanding’. Therefore,peace is something that has to come from a collective agreement by the localcommunities to decision-makers at all levels. Therefore while peace is the destination,peace building (below) is the process to achieve it.3 https://www.usaid.gov/sites/default/files/documents/1866/WaterConflictToolkit.pdf

Peace Building is a term for all kinds of mid- and long-term processes and activitiesaiming at preventing, mitigating and resolving violent conflicts and creating conditionsfor sustainable, peaceful and just development.’44 http://www.oxfamnovib.nl/Redactie/Downloads/English/network/2013/ntwrk2_2013_8-conflict-transformation_ENG.pdf

4 GENDER & DIVISION OF LABOUR4.1 GENDERTime Frame: 20 minsFacilitator’s Tools: Flip chart, multimedia & markers  Facilitator will write ‘SEX’ and ‘GENDER’ on a flip chart and ask the participants what they understand by these terms.  Facilitator will record the responses of the participants and write them down on the flip chart.  After discussing the responses given by participants, the Facilitator will lay out the following definitions of sex and gender (below).  Facilitator will then ask the participants what they understand by gender determinants.  Facilitator will record the responses of the participants and explain that gender determinants explain the reasons or issues behind gender disparity or the power differential between two genders.4.1.1 Facilitator’s NotesSex refers to the biological difference between men and women that is determined byreference to genetic or chromosomal and phenotypic or anatomical characteristics.Gender refers to the culturally or socially constructed roles and responsibilitiesascribed to males and females by the society. Gender is an acquired identity. It refersto all differences except those that are strictly biological. Generally, there are twoextreme ends of genders, the masculine and feminine. Gender can be viewed on aspectrum with masculine and feminine on extreme ends. Since gender is cultural andsocial, it can be changed.Masculine FeminineGender Sensitivity is the ability to recognize gender issues, different perceptions andinterests arising from women and men’s unique social locations and gender roles. It

calls for an understanding and consideration of the sociocultural factors underlyingdiscrimination based on sex (whether against women or men).Gender determineso Power differences between o Privileges males and females in any culture o Rights o Limitationso Roles o Opportunitieso Responsibilities o Access to serviceso ExpectationsDeference between Sex and Gender SEX GENDER  Biological.  Sociological construct Given by birth i.e., genetic.  Learned through socialization i.e., assigned  Bipolar and consists of binaries by society.  Not biological4.2 GENDERED DIVISION OF LABOURTime Frame: 15 minsFacilitator’s Tools: Flip charts & markers  Facilitator will then proceed to explaining to the participants how gender affects even labour markets and economy.  Facilitator will ask the participants in what work sectors they find women the most?  Facilitator will refer to the information below and generate discussion on gendered division of labour (unpaid work for women, domestic labour and labour in the informal sector).

4.2.1 Facilitator’s NotesSexual division of labour results from the social differentiation introduced in the genderrelations between men and women by the society which attributes activities and rolesaccording to the person’s sex. Sexual division of labour involves the secondaryposition that the women occupy in society in relation to men.In sum, these sex-gender systems, gender ideology, and gender-stereotypes canhave a detrimental affect on the lives of both men and women.Production: Productive activities include all tasks which contribute to the income andeconomic welfare and advancement of the household and community. Both womenand men perform a range of productive roles. .These roles or services usually have a corresponding fee, salary or economic value.This is usually considered as a male’s sphere and generally known as the publicsphere (e.g., construction work, factory work or office work), despite of the fact thatwomen’s productive roles include cash and subsistence farming (whether or not theycontrol any income from their labour), care of livestock, foraging in forests, foodprocessing for sale, cottage or home based industries, as well as, waged/formal sectoremployment or office work.Reproduction refers to both biological reproduction and as well as the tasks usuallyassociated with it such as child rearing, housekeeping, etc. that are necessary forsurvival but given no economic value. This is usually the women’s sphere and oftenknown simply as the private sphere.The social or sexual division of labour that attributes subordinate roles to womenreduces at the same time their access to and benefits of resources. It often occurs thatwomen have access to a specific resource, and at the same time they do not have anycontrol over its use. The achievement of equal control to resources is one of the mostimportant objectives in the gender approach.Dignity, or the self-worth or inner worth of the individual, is the foundation of humanrights.Again, if gender is defined in terms of sex, such as in gender roles and ideologies,then anything that is detrimental to either women or men (gender discrimination andsubordination) can be justified as natural and unchangeable, thereby affirming the

status quo. Whereas if gender is viewed from the proper perspective, as a socialconstruct, there can be hope that gender subordination and discrimination, no matterhow long-standing, can still be addressed and changed. In this way the dignity of eachperson can still be upheld.4.3 GENDER AND PEACE BUILDINGTime Frame: 30 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes  Facilitator will then ask the participants about the role of gender in negative conflicts.  Facilitator will ask how women are affected in conflict as compared to men?  After asking these questions the Facilitator will then ask the participants the role that women can play in peace building and how important that role is.  Facilitator will focus on this session as a plenary discussion and through debate and discussion Facilitator will proceed to explain the role of women.  Facilitator will refer to UNSCR 1325: ‘United Nations Security Council Resolution 1325 requires parties in a conflict to respect women's rights and to support their participation in peace negotiations and in post-conflict reconstruction.’4.3.1 Facilitator’s Notes‘A society defined by patriarchal norms and structural inequalities keeps women andgirls on the margins of the society and hinders women’s participation in public andpolitical spheres. Yet women’s participation in decisions related to peace and securityin the country is essential to peacebuilding and post conflict reconstruction.Crises arising from conflicts and disasters have adverse effects on all of society, butthe impact and experience is not necessarily the same for all. Gender hierarchies andpower inequities exacerbate insecurity for women and girls in particular. From moreextreme examples where rape is used as a weapon of war to common issues ofmobility and other restrictions that result from deep-rooted patriarchal norms, theconsequences of conflict and disasters for women and men differ in their severity.

An analysis of history of conflict in Pakistan shows how human insecurity hasproliferated in the country. Statistics from the South Asia Terrorism Portal reveal thatapproximately sixty thousand people have been killed in various incidents of terrorismsince the start of Pakistan’s fifteen-year “war on terror.” The economic cost of war until2016, the Economic Survey of Pakistan estimates, is just over $118 billion. Thesestatistics have severe implications for the most vulnerable segment of society. InPakistan, women are often confined to the household and participate in public domainonly minimally, if at all, which increases their vulnerability to violence, exploitation, andabuse in crisis situations. Sexual violence and abuse in the aftermath of a crisis orconflict limits women and girls’ access to economic opportunities as well as theiraccess to basic health and education.Violent extremism has adversely affected women’s mobility, especially in KhyberPakhtunkhwa Province (KP). In Swat, for example, the Taliban banned women fromworking altogether and from leaving the house unless accompanied by a male familymember. This affected not only women’s access to health-care facilities in the regionbut also household incomes.Limited access to relief items is also an issue that women displaced because of themilitary operation in KP faced, because many of them did not possess a validregistration document. During the 2009 military operation in Malakand, manydisplaced households headed by women did not receive their cash and foodentitlements. Anecdotal evidence from the recent displacement in Waziristan suggeststhat women once again faced this challenge because they did not possess nationalidentity cards.Commit to enhancing women’s political participation. Addressing WPS concerns willrequire change in political processes, particularly by putting women in decision-makingpositions. More women need to assume central party positions and tickets to conteston general seats. Local governments always have an enormous role and responsibilitywhen disasters strike. Women councilors at the local government level have playedeffective and meaningful roles during crisis situations, during the 2005 earthquake and2010 flood, for example. They were actively involved in relief activities and highlightedissues that women and children faced in the aftermath of the disasters at the localgovernment level.

Women’s role in governance and grass roots politics needs to be enhanced bychanges in local government structure. The current system of reserved seats createsgaps for women’s meaningful participation. Because women are not elected directly,as Saba Gul Khatak explains in a Sustainable Development Policy Institute workingpaper, they do not have the same authority, financial clout, or voice on the councils asmale representatives. Laws that ensure women’s greater participation in localgovernments are essential to enabling them to make decisions independently and tohave a central role in local government.Take a gendered response to crises. Inadequate response to numerous crises anddisasters in Pakistan has been widely discussed and acknowledged, certainly indiscussions for this report. Applying a gender lens to response planning andimplementation would help reduce the plight of women and girls in the aftermath of acrisis. National and provincial disaster management (NDMA/PDMA) authorities needto devise standard operating procedures to ensure women’s and girls’ access to reliefitems. Issues with women’s registration needs to be addressed through a countrywideregistration campaign dedicated to women. Civil society organizations have taken thelead in addressing registration issues but need more government support.Further, institutions involved in immediate crisis response need the capacity toaddress specific issues related to more vulnerable segments of displaced populations.The NDMA and PDMAs should train personnel to link displaced women and girls withhealth services, legal aid, and psychosocial support services in the aftermath of acrisis. Police, health-care providers, and the judiciary would also do well to anticipateissues that women face during and after crises.Support women networks locally and regionally. A number of women-led localinitiatives have supported the WPS agenda in Pakistan. Some involve supportingwomen groups and networks that work to build peace by strengthening regionalconnections and bridging the gaps in response to local crises. The Women’s RegionalNetwork (WRN), for example, is a network of Pakistani, Indian, and Afghan womenleaders working to resolve peace and security issues that affect women and girls inthe region. Similarly, local networks of women such as Aman o Nisa and TQK, whichis based in the FATA, advocate for peace and contribute to the struggle againstextremism in Pakistan.

Government and civil society each needs to recognize the efforts of such networks inlinking women concerns to matters of peace and security. Regional networks such asthe WRN have carried out extensive research on the experiences of women who livein conflict-affected areas, generating detailed accounts of conflict issues through agender perspective. Feedback and recommendations from these forums and networkscould contribute to efforts in formal policy circles so that policymakers focusappropriate attention to these issues. Policy and legal reforms supporting WPS willrequire greater efforts by the government to support related work on the ground.Harness the role of the media. The media’s ability to change stereotypes and harnesssupport to address pressing issues across the country gives it a critical role infurthering the WPS agenda. Currently, media focus on gender-related issues is scant.It also continues to portray women through negative stereotypes as either theoppressor (mostly in domestic family scenarios) or the one being oppressed. Membersof the media need to make conscious and serious efforts to change stereotypes aboutwomen in society. Debates on foreign policy, national security, and the economy, forexample, rarely include women. Women need to be provided adequate space andopportunities to discuss wider issues related to peace and security and foreign policy.Engage youth. A majority of Pakistan’s population today is under the age of thirty.Effective engagement with young people would go far to addressing the core causesof conflict and help change the narrative around gender roles in the country, interviewsindicate. Working with young people to eliminate gender stereotypes that put womenand girls at risk is key to transforming societal structures that perpetuate genderinequality. Men and boys play a significant role in creating equal opportunities forwomen and girls and in furthering the gender equality agenda. Both young men andwomen need to be provided with social and political forums in which they can engagein dialogue and discussion on matters related to national security and foreign policy.Political parties need to commit to developing young leaders of the future by bringingyoung people into decision making and ensuring that they are engaged moreeffectively within the parties.’55 https://www.usip.org/publications/2017/02/women-peace-and-security-pakistan

5 WATER GOVERNANCE5.1 WATER GOVERNANCETime Frame: 20 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes  Facilitator will ask the participants what they understand by ‘water governance’?  Facilitator will write down the responses of the participants and they proceed to discuss with them what they understand by the principles of water governance?  Facilitator will then show the participants a power-point presentation regarding definition of water governance, principles of water governance and the local context of the Indus Basin (notes below).5.1.1 Facilitator’s Notes‘Water governance is the set of rules, practices, and processes through whichdecisions for the management of water resources and services are taken andimplemented, and decision-makers are held accountable.’6‘The following principles of water governance have been set up by OECD in settingstandards for more effective, efficient and inclusive design and implementation ofwater policies:1. Clearly allocate and distinguish roles and responsibilities for water policymaking,policy implementation, operational management and regulation, and foster co-ordination across these responsible authorities.2. Manage water at the appropriate scale(s) within integrated basin governancesystems to reflect local conditions, and foster co-ordination between the differentscales.3. Encourage policy coherence through effective cross-sectoral co-ordination,especially between policies for water and the environment, health, energy, agriculture,industry, spatial planning and land use.6 http://www.oecd.org/env/watergovernanceprogramme.htm

4. Adapt the level of capacity of responsible authorities to the complexity of waterchallenges to be met, and to the set of competencies required to carry out their duties.5. Produce, update, and share timely, consistent, comparable and policy-relevantwater and water-related data and information, and use it to guide, assess and improvewater policy.6. Ensure that governance arrangements help mobilise water finance and allocatefinancial resources in an efficient, transparent and timely manner.7. Ensure that sound water management regulatory frameworks are effectivelyimplemented and enforced in pursuit of the public interest.8. Promote the adoption and implementation of innovative water governance practicesacross responsible authorities, levels of government and relevant stakeholders.9. Mainstream integrity and transparency practices across water policies, waterinstitutions and water governance frameworks for greater accountability and trust indecision-making.10. Promote stakeholder engagement for informed and outcome-orientedcontributions to water policy design and implementation.11. Encourage water governance frameworks that help manage trade-offs acrosswater users, rural and urban areas, and generations.12. Promote regular monitoring and evaluation of water policy and governance whereappropriate, share the results with the public and make adjustments when needed.7People in Pakistan are facing an increase in drought and floods, which results in morefrequent water shortages. Particularly the food security and livelihoods of ruralcommunities are in danger. The causes include climate change, an out-dated irrigationsystem in the Indus river basin, and institutions’ inability to stop water grabbing.7 http://www.oecd.org/governance/oecd-principles-on-water-governance.htm

Water Governance Programmes help communities take on those challenges. Theysupport them in obtaining the know-how, power and networks needed to create equal,sustainable, efficient and sufficient water distribution.Agriculture is essential to Pakistan’s food security and economy. It is the single mostimportant source of employment and exports, accounting for two-thirds of employmentand 80% of exports. Because of the country’s arid climate, irrigation is vital toagricultural production. An estimated 90% of Pakistan’s food grains and almost 100%of its vegetables, cash crops and fruits originate from areas serviced by the largestcontiguous irrigation system in the world. Pakistan built this system in the Indus riverbasin, that is: in the 47% it owns, including the rivers Indus, Jhelum and Chenab. Morethan 95 percent of Pakistan’s total consumptive water use relies on the Indus riverbasin.5.2 WATER GOVERNANCE & CLIMATE CHANGETime Frame: 20 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes  Facilitator will through an interactive session discuss with the participants the impacts of climate change on water and need for water governance.  Facilitator will play a video on impact of climate change on water and then proceed to discuss the impact in current context of Sindh with the participants.  Facilitator will with the participants in a larger group map out the impact of climate change on water at local level.5.2.1 Facilitator’s NotesThe rise in global temperatures and increased weather extremes, including floods,droughts, storms and sea-level rise, are predicted to affect water quality and worsenwater pollution (Bates et al. 2008; UC 2009). Water shortage and food insecurity willincreasingly threaten human health and livelihoods, particularly among vulnerablegroups. The negative impacts of climate change on water systems and built structuressuch as irrigation systems, canals and drainage systems, hydropower, dams and dikesare expected to prevail over the benefits (Bates et al. 2008). Climate change effects

on humans have been both direct and indirect (UC 2009). For example, the impactsof climate change on food security have increased the vulnerability of poor farmers(Bates et al. 2008) and have created a heavy burden for women, discussed below.The extent of vulnerability depends on a system’s sensitivity and its adaptive capacity.Women and children are more vulnerable than men to climate change impacts, notleast because their bodies are weaker. During and after floods, children cannot go toschool, and most women have to spend more time taking care of children andproducing goods for the household, with consequently less time for earning income.Households (particularly female-headed households) that depend mainly on naturalresources for their daily livelihoods could be more vulnerable and become moreimpoverished (Frances 2005).At the other extreme, drought is considered as severe a climate hazard as flood(Timothy et al. 2013). In periods of drought, farmers have to reduce water consumptionconsiderably in agriculture and in domestic use.

5.3 SIMULATION: WATER GOVERNANCE, CHALLENGES & IMPACTTime Frame: 30 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes  Facilitator will conduct this session in the form of a simulation.  Facilitator will divide the participants into four groups and ask them to brainstorm challenges with regards to water governance.  Facilitator will look around to see what the groups are doing and assist where needed (refer to notes below).  Facilitator will then ask each group to present the challenges they have highlighted.  Facilitator will then ask the same groups to brainstorm how challenges to effective water governance impact marginalised communities.  Facilitator will then ask each group to present their group work.5.3.1 Facilitator’s NotesMarginalized rural communities in the basin (mainly comprised of small landholdersdependent on subsistence farming) suffer from many intertwined problems: waterscarcity, unequal distribution of water, food insecurity, internal migration, malnutrition,decreased agricultural production, land value drops, increased income inequality andextra pressure on women, for example. To the right are some of the main causes: o Water conflicts within and across provincial borders arise due to disagreements and overlapping rights on the use of water. Conflicts are fuelled by the demands of population growth, urbanisation, industrialisation and modern agriculture. o Governance issues such as decaying institutions and challenges in implementing laws, rules and regulations, contribute both to low water tax income and to communities’ inability to stand up for themselves. o Lack of cooperation between local water users makes it easier for government bodies to ignore them in decision-making and for large landowners to steal water from them with impunity.

o Under-appreciation of women in spite of their experience and important role in managing water resources, leads to their exclusion from decision-making, water policy development and institutional arrangements.o Insufficient knowledge of water resources management keeps rural communities dependent on fragmented and failing government management, and discourages them from really taking control over their own water resources.o Aging infrastructure and the fact that regular operation and maintenance of the irrigation system are treated less and less as a political priority, make water distribution increasingly inefficient and unsustainable.o Over-intensive irrigation and upstream water diversion has led to waterlogging, salinity and severe degradation of the delta ecology. Many people depend on the environmental services of this ecology.o Increased water grabbing by large landholders benefits their production, income and political influence over water policies. It increases water stress for rural communities, reduces their income and leads to disputes.

6 WATER GOVERNANCE, GENDER & PEACE BUILDING6.1 LINKAGES: WATER GOVERNANCE & GENDERTime Frame: 20 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes  Facilitator will ask the participants what linkages can they think of between gender and water governance?  Facilitator will ask the participants whom of the two genders has greatest contact with water?  Facilitator will also ask the participants that within the current local context, which gender has a greater role to play in advocacy for water governance.  Facilitator will through a power point presentation explain to the participants how gender is an important link for water governance.6.1.1 Facilitator’s NotesIncreased gender equality is key for equitable and sustainable water management.Targeted activities and gender mainstreamed approaches to water supply andresources management increase efficiency and sustainability and promote equitableaccess to and control over resources, benefits, costs, and decision-making betweenmen and women.In developing societies, women are most often responsible for domestic provision ofwater and contribute extensively to community water organisations. Despiteperforming up to 80 per cent of the informal and unpaid water provision work womenconstitute an average of 17 per cent of the formal and paid water workers in developingcountries (IWA, 2014) and hold less than six per cent of all ministerial positions relatedto water and natural resources (IPU & UN Women, 2015).Although the MDG target to halve the population without access to drinking water hasbeen met, there are still many women who carry water for the entirety of their lives,keeping them out of school, out of economic development and away from furtherempowerment. This undermines the potential for poverty reduction and sustainable

development. In poor rural households in South Africa, women that fetch water andfuel wood spend 25 per cent less time in paid employment (Valodia & Devey, 2005)and the likelihood of a woman being responsible for water fetching increases the moretime is needed per trip (Sorenson et al., 2011). Water fetching also had direct negativeeffects on women and girls’ health by contributing to disabilities (Geere et al., 2010)and increased risks of physical and sexual violence.Yet, women’s access to decision-making in regard to overall water management isoften removed, dictated by their social and economic position, geographic location andincreasingly by market forces.Corruption in the water sector affects women disproportionally since they need waterfor many of their daily chores. In addition, women suffer from gender specific forms ofcorruption like extortion of sexual favours in exchange for water permits (Cortobius etal., Forthcoming, 2016).Women are especially vulnerable to adverse impacts from climate change. Climatechanges usually affect sectors traditionally dominated by women farmers and workers,such as paddy cultivation, cotton and tea plantations and fishing. Prevailing genderinequalities typical result in women facing reduced capacities and access to resourceswith which to adapt to climate changes than men. Women consequently bear adisproportionate burden of climate change induced consequences. These includedecreased food security, shortage of and reduced access to water resources and,given their dependence on natural resources for their daily chores and livelihoods,threatened existence.Natural disasters tend to impact women and girls more severely than men and boysdue to cultural, economic and social disadvantages. Oxfam concluded that morewomen than men died in the 2004 tsunami in Thailand because women stayed behindto look for children and relatives and they lacked surviving skills like swimming andclimbing trees since these are taught to boys, not to girls (Oxfam, 2005). Further, menand boys are sometime given preferential treatment during rescue and treatment.Yet, ideas about manhood can also put men at risk. The hurricane Mitch in CentralAmerica left more immediate deaths among men because they took greater part inrescuing missions and took less precautionary measures against risks (Bradshaw,2004).

However, as a result of the prevailing structural inequalities in women and men’seconomic and social rights women are on the whole more vulnerable to the deadlyeffects of natural disasters. The more equal men and women are, the smaller thegender difference in mortality (Neumayer & Plümper, 2007).Despite being the primary producer of food globally and making up the majority ofagricultural workers in many countries, women own only 10-20 per cent of the land –a result of discriminatory statutory and/or customary laws preventing women frominheriting or owning land. This hinders women’s access to other basic agriculturalresources such as water, labour, infrastructure and economic resources (e.g. credits),which tend to be tied to a land title.As a consequence, irregularities in precipitation due to climate change hit womenharder; as they rely more on rain-fed agriculture their possibilities to maintaincontinuous food production are compromised (CEDAW, 2013).Investments in improving agriculture often focuses on heads of household, often theman, even if it often is the woman who is the primary farmer due to (seasonal)migration for work. Further, women tend to focus on multipurpose crops and crops forself-consumption and local markets, while men generally grow cash crops. By notincluding women in capacity building programmes, technological upgrading andresources transfers the aspired increase in food production and security iscompromised.In particular women of indigenous peoples hold traditional knowledge related toagricultural practices and the use and storage of traditional seed types and crops.These local varieties are often more resistant to plagues, seasonal variations andclimate changes. Nonetheless, indigenous women face additional barriers besidesgender inequalities as a result of the marginalization and devaluation of their identitiesthat many indigenous peoples suffer from (WWF et al., 2005).Equitable participation in water governance is fundamental for promoting povertyeradication and for sustainable development. Experience show that water projectsgain efficiency and sustainability when both women and men are involved in decision-making, supervision and provision of water (WSP & IRC, 2000). Yet, women and mendo not have equal access to institutions and decision-making processes thatdetermine the access, allocation, management and regulation of water resources and

services. Particularly in international water negotiations are women greatlyunderrepresented or absent (Earle & Bazilli, 2013).Water governance at all levels must therefore actively strive towards including womenand women’s organisations and be guided by multifaceted gender analyses thatsystematically explore barriers and enabling factors to women’s and men’s equalparticipation. Issues to consider include: o Power relations and barriers to equal participation (within the household and in public spaces) due to gendered roles, responsibilities and workloads o Differences in ability to participate, e.g. legal restrictions on movement or representation, literacy and education level, economic resources and experience of participating in similar processes o Differences in perceived accessibility, relevance and costs and benefits of participation o Social and cultural barriers to qualitative participation. o Aspects such as age, religion/ethnicity, economic status, sexual expression and place of living also affect the resources, opportunities and roles that men and women have, making it imperial to include these in a gender analysis.Gender mainstreaming is a process of making both women’s and men’s interests andexperiences an integral part of any planned action including legislation, policies, andprogrammes in water. In combination with targeted gender activities to empowerwomen and to sensitize men, mainstreaming is critical to making water governanceinclusive, equitable and sustainable (Cap-Net & GWA, 2014). It is also key to reachingthe Sustainable Development Goal for Water (Goal 6) as well as the Human Right toWater and Sanitation.Issues important to water projects include: o Equitable, safe and affordable access to water supply o Equitable access to land rights and water for productive use o Access to appropriate and safe sanitation solutions o Capacity development and employment opportunities o Participation and equity in decision making o Equal rights, legal protection and non-discrimination o Resource mobilisation for advocacy, organization and participation

o Private sector participation, pricing and the right to water o Climate change, water conflicts and emergenciesA multidimensional gender analysis containing qualitative and quantitative data is thebase for all gender strategies. Internal capacity building, top-level support, adequatebudget and human resources and visibility in the objectives and monitoring andevaluation system of the intervention is key for gender strategies to gain efficiency. Toinclude men in activities that challenge and aim to reshape gender roles reduce risksof backlashes and create a broader support for increased gender equality (UNDPWater Governance Facility at SIWI, 2014).6.2 LINKAGES: WATER GOVERNANCE & PEACE BUILDINGTime Frame: 30 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes  Facilitator will start this session by asking how water governance can impact current conflicts in Sindh?  Facilitator will take the responses of the participants and note them down as ‘threats of conflict’ for increased conflict on a chart.  After recording the responses, Facilitator will try to convert these threats into ‘opportunities for peace building’ within the local context.  Facilitator will then give a power-point presentation on water governance can be used as a tool for peace building.6.2.1 Facilitator’s NotesENSURE CONFLICT SENSITIVE DESIGN AND CAPITALIZE ON PEACEBUILDINGOPPORTUNITIESWater-related programs must take into account impacts beyond water sectorobjectives (e.g., increased access to potable water or implementation of disaster riskreduction plans). Secondary effects of programming, intended or unintended, mayhave direct and significant impacts on other development objectives. At a minimum,the design and implementation of water-related activities need to be conflict sensitive.Policies and programs should include consultations with the local population, respond

to the needs of the people, take account of power distribution and social order, andavoid pitting groups against each other. While competition between various parties tomaintain water security can serve as a polarizing force, the basic human need for anirreplaceable resource such as water can also drive cooperation and peacebuildingwithin and between parties — whether individual water users or institutions. Whendesigned with a good understanding of the conflict context, projects can proactivelyserve to manage or resolve conflict related to water and associated issues (e.g.,livelihoods, energy demand) while achieving sectoral water goals as well.Furthermore, water resource management may be an acceptable subject aroundwhich to convene parties even in the midst of high political tension or open violence.When used strategically to bring parties in conflict together, whether to specificallydeal with water-related conflict or even when water is not the point of direct contention,water projects can serve as opportunities to strengthen governance, enhance trustamong affected parties and institutions, and create mechanisms for dialogue anddispute resolution. When practitioners working in conflict-affected or fragile situationstake the time to understand the role of water issues within the conflict system,collaboration around water management can take on added meaning beyond sectoralwater objectives; it can be harnessed as a catalyst for positive change.WATER AS A TOOL FOR PEACEBUILDING IMPROVE INCLUSION THROUGHCOMMUNITY CONSULTATION AND INFRASTRUCTURE DEVELOPMENTViolent conflicts often occur in rural communities in Yemen over the management anddistribution of the country’s scarce water resources. For example, in the Ataq Districtof the Shabwa governorate, water distribution had been a key point of tension betweencommunity members, as the old supply network did not service migrant families. Toaddress these types of issues, Partners for Democratic Change (PDC) launched theCommunity-Based Conflict Mitigation Program in 2009. The program created 10 localcommissions of trained community mediators who were in charge of identifying andmediating conflicts between members of their communities. In the Ataq District, thecommission convened stakeholders to discuss local disputes over water and potentialsolutions. The parties proposed improving equitability of access by restructuring thewater distribution system and extending pipelines to include new households. As partof its objective to build sustainable solutions to conflicts, PDC financed the local

infrastructure plan in order to more equitably service the community’s growingpopulation (Partners for Democratic Change 2012).EXTEND PEACE DIVIDENDS TO REMOTE AREASWhen rebuilding after the second Iraq war, communities in the Iraqi marshlands werefaced with the challenges of upstream water diversion, wetlands degradation, a lackof safe water and sanitation, destroyed livelihoods, and a high level of distrust towardsdomestic and international organizations. To reverse these effects, the United NationsEnvironment Programme (UNEP) implemented the Iraqi Marshland Project from2004–2008, which provided relief and social services to the communities impacted bythe conflict, increase water supply with distribution pipelines and common taps, andresearched sustainable tactics to re-flood and restore dried areas of the marshlands.The project reduced frustrations and anxieties of local communities, became a beaconof good news amidst the destruction of war, and helped 25,000 people in ruralcommunities gain access to safe drinking water. Increased access included internallydisplaced persons who, due to the projects outcomes, gained the confidence theyneeded to return to their villages in the marshlands. In addition, the projectcollaborated with various Iraqi government ministries to provide an early response tothe communities’ needs in order to restore trust between the people and their publicauthorities (Weinthal, Troell, and Nakayama 2013).IMPROVE PUBLIC RELATIONS WITH POLICE AND SECURITY FORCESIn 2009 the World Bank estimated that in the previous 15 years the West African regionwitnessed 70 percent of the military coups in Africa. In the region in general, there isa persistent relationship of distrust between civilians and militaries due to the historyof oppressive, interventionist, militarist regimes. In contrast to its neighbors, Senegalstands out as an example of how a civilian-military relationship can be positive indeveloping the country.The Armee-Nation project was created soon after Senegal’s independence in 1960and has since served to protect citizens through many different types of collaborativedevelopment projects. The military’s work on water infrastructure has promotedpositive civilian-military relations and has helped communities more effectively usescarce water supplies.

Projects include waste treatment facilities, canals, wells, lakes, and water retentionbasins for agriculture. The consistency of these civilian-military projects sinceSenegal’s independence has helped not only to reduce the risk of conflict over wateraccess but also to manifest citizen trust and respect for security forces (Partners forDemocratic Change).REBUILD COMMUNITY RELATIONSHIPS WITH GOVERNMENT AND SERVICEPROVIDERSIn 1996 the Government of the Philippines and the Moro National Liberation Frontsigned a Peace Agreement to end a multi-decadal conflict. The Agreement included aprovision for development of basic economic and social infrastructure in the poorestand most conflict-ridden areas of Mindanao. The World Bank’s Special Zone for Peaceand Development project was designed to fast-track immediate developmentactivities.A Social Fund was set up for quick financing and water supply and sanitation wasdesignated as one of several focus areas for the fund. Localized financing helpedtarget funding to communities most in need and at risk of conflict recurrence. Mostimportantly, the community-driven development model and quick implementation inthe most impoverished locations helped to rebuild communities’ trust in governmentand their development partners (World Bank 2003).INTEGRATE SERVICES FOR CONFLICTING PARTIESPrior to the Bosnian War, the city of Mostar was serviced by a single utility, MostarWater Supply and Sewerage Utility. After the war, extensive water infrastructuredamage and ethnic division led to the establishment of two separate water serviceproviders — one for the western Croat portion of the city and one for the easternBosniak side. International agencies helped increase the supply of water after the warbut the challenge for recovery and long term development was larger: reintegration.The World Bank’s Mostar Water Supply and Sanitation project (2000–2004) assistedwith the reintegration of the utility through institutional capacity building andrehabilitation of distribution and sewerage networks. Uniting the water system allowedresidents of the city to rely on the same system for the first time since the warconcluded, receive the same services, and pay the same water tariff. As a unique

peacebuilding mechanism, the reintegration of the utility acted as a preliminary step inreducing division between the eastern and western parts of the city and builtmomentum for reintegration in other sectors of the economy and governance systems(World Bank 2005).BUILD RELATIONSHIPS THROUGH TECHNICAL INNOVATIONIn 1981, the USAID-Middle East Regional Cooperation Program began fundingcollaborative scientific innovation to promote a less hostile relationship between Israeland its neighbors in the region: Egypt, Jordan, Lebanon, Morocco, Tunisia, and theWest Bank.One successful initiative under the Program involved scientists from Israel, Jordan,and the West Bank. This group of innovators developed safe and effective protocolsfor reclaimed wastewater olive irrigation systems, which helped reduce the agriculturalburden on scarce water resources while allowing farmers to produce this importantcash crop. This endeavor sought to encourage constructive relationships betweentechnical specialists with the long-term objective of establishing more efficient waterusage and less water-intensive livelihoods in the area (USAID 2012b).BUILD RELATIONSHIPS BETWEEN COUNTRIES THROUGH RIPARIAN DATASHARINGEthnic disputes underlie tensions in the Caucasus region, as seen in the territorialconflict between Armenia and Azerbaijan over the Kura-Araks Basin in the Nagorno-Karabakh region. Specific disagreements over water between countries in the basingrew more prevalent as a result of ineffective water data and information management,which contributed to the inequitable distribution of water between countries andincreased pollution of shared water resources. From 2001–2008 USAID launched theWater Management in the South Caucasus and the South Caucasus Water programs.These programs sought to strengthen national and trans-boundary watermanagement capacities through improved data management, water qualitymonitoring, and technical staff training for water management institutions.Due to the Armenian government’s commitment to water sector development, theproject began with a focus on building water management capacity among nationalauthorities. In 2005 the project expanded to include two sub-basins — the Alazani

Basin and the Khrami-Debed Basin — where overall tensions were less acute, in orderto boost the countries’ confidence in cooperating with one another.Strengthening Armenia’s institutions before initiating regional cooperation helped toensure that capacity was in place and thus improve the program’s peacebuildingpotential. By the end of the program, there was marked improvement in cross-boundary dialogue on shared water resources management (Vardanyan and Volk2013).88 https://www.usaid.gov/sites/default/files/documents/1866/WaterConflictToolkit.pdf

7 RESEARCH SKILLS7.1 LITERATURE REVIEWTime Frame: 10 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes Facilitator will start this session by first explaining the importance of literature review before conducting any exercise for data collection. Fink (2005) succinctly defines a literature review as a ‘systematic, explicit, and reproducible method for identifying, evaluating, and synthesising the existing body of completed and recorded work produced by researchers, scholars, and practitioners.’ Facilitator will explain to the participants that in simple terms literature review would mean a desk review and research of all available data and literature about a particular human rights issue before framing data collection and analysis. Facilitator will first introduce in rough categories the two types of data analysis: qualitative and quantitative by highlighting their definitions:  Quantitative: 'Quantitative data analysis is a formal, objective, systematic process in which numerical data are used to obtain information about the world. This research method is used: to describe variables; to examine relationships among variables; to determine cause-and-effect interactions between variables.'  Qualitative: ‘Qualitative data analysis is the development of concepts which help us to understand social phenomena in natural (rather than experimental) settings, giving due emphasis to the meanings, experiences and views of the participants.’ Facilitator ask the participants what kind of questions come to their mind when they have to collect data regarding a human rights violation. Facilitator will record the responses of the participants and then on a flip chart show the important questions to be considered:

 Who was involved? Who is/are the victims? Who is/are the perpetrator? Who witnessed the incident?  What took place? What is the timeline that the incident occurred? Have similar incidents occurred before?  Where did the incident occur?  When did the incident occur?  Why did the incident occur? Were there any warning signs or events that may have led to the incident?  How did authorities respond? Was anyone arrested? Facilitator will ask the participants if they have any more suggestions regarding the questions to consider when collecting data for research topic and add them to the list.7.2 EVIDENCE BASED RESEARCHTime Frame: 30 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes7.2.1 Generating an Evidence Base Facilitator will refer to a problem ‘X’ decided upon with the participants and ask the following questions (written on a flip chart) in order to compel the participants to start thinking in terms of evidence based research and record their answers:  Is the evidence grounded in solid research conducted by experts?  Does the evidence highlight the causes of a problem?  Does the evidence provide convincing solutions to the problem?  Does the evidence consider inequities, disparities, vulnerability and marginalization?  Is the evidence complemented with qualitative analysis when it is quantitative, and vice versa?

 Is the evidence complemented with human interest stories or experiences that highlight the human and personal dimensions of the problem?  Can the evidence be easily disseminated?  Particularly if the evidence is gathered through pilot projects, what are the risks associated with using the evidence for research in wider contexts and/or different environments? Is the evidence applicable in these wider contexts or different environments?  Is the evidence timely?7.2.2 Planning Research Facilitator will then proceed to take the outline of generating evidence activity above and organize the answers in the form of a table, like the table below. Facilitator will use the example below and brainstorm with the participants on how the research can be planned after participants’ comments and inputs.Topic/Resear Sub- Where can you find Who will How will youch Question topic/Researc the information? contribute to collect and h Question the research? analyse the information?Has terrorism What are the Newspapers Print Review ofincreased or statistics of media/journalists newspapers ofdecreased in terrorist attacks relevant yearsPakistan before 2010 onsince 2010? average? What are the Newspapers Print Review of statistics of terrorist attacks media/journalists newspapers of after 2010 on average? relevant years

How many Court Lawyers Literature review of relevantconvictions orders/documents/Law judgments/orders/have been libraries documentsordered forterroristattacks?7.3 DATA COLLECTIONTime Frame: 45 minsFacilitator’s Tools: Flip charts, markers, projector, multimedia, post its/stickynotes Facilitator will then explain the different ways data can be collected:7.3.1 Quantitative Data Collection  Surveys: Monitors can conduct surveys to understand the scale of human rights violations. It can help a monitor to better see how frequently incidents occur. Surveys can also be used to understand the context or environment by asking a larger number of sources.  Media Monitoring: Media Reports of various human rights violations around the world usually coupled with audio and visual information can serve as a tool for data collection.7.3.2 Qualitative Data Collection  Missions: Monitors travel to the location where the incident took place. It can be a short-term mission or it may be a long-term mission where the monitor stays in a location to collect information on violations that may be ongoing.  Observation: Monitors may observe events, trials, elections, or demonstrations to ensure that the process is properly carried out. For example, a group or individual may monitor a campaign rally to observe the

behaviour of security forces or they may visit a prison to ensure that prisoners are treated humanely.  Interviews: Monitors can speak directly with individuals who have knowledge of the incidents that occur. This could include the victim(s), eyewitnesses, or community authorities.  Site Visits: Information can be collected at the scene where an incident occurred. For example, if there is a case of poor working conditions, the monitor should try to visit the work site to see the conditions him/herself.  Focus Groups: Monitors can gather a small group (8-10 people) to discuss incidents that occur. In a group, people may be more encouraged to speak up or may provide different pieces of the puzzle.  Audio-visuals: Information on human rights violations is more reliable if there is video and picture evidence that supports the facts. Monitors should always carry a camera to capture audio-visual evidence, for example, homes that have been burned or property destroyed.7.4 ORGANIZING DATATime Frame: 15 minsFacilitator’s Tools: Flip charts, markers, post its/sticky notes Facilitator will then ask the participants to the questions discussed before collecting data. Facilitator will ask the participants to explain suggestions for mechanisms adopted to organize data collected? Facilitator will then explain to the participants’ importance of institutionalizing online and offline template or data forms to organize data according to the objectives of the exercise as well as having it documented and stored.7.5 ANALYSING DATATime Frame: 15 minsFacilitator’s Tools: Flip charts, markers, post its/sticky notes

 Facilitator will then discuss with the participants what analyzing data involves. Facilitator will record the responses of the participants and then proceed to explain that the first question to consider is: Is the case at hand a human rights violation? By referring to international and state laws. Facilitator will then tell the participants that a list of questions can help unpack and analyze the data once organized:  Is this case one of several cases of this type of violation?  Are the violations occurring in a particular area or location?  Is there a pattern in the identity of the victim (religion, ethnicity, political affiliation)?  Is there a pattern in the identity of the perpetrator (from a particular security force, another armed group, or an individual)?  Is there a pattern in how authorities respond (are victims detained, are the cases ignored, have perpetrators been questioned or arrested)?7.5.1 Quantitative Analysis Facilitator will show the participants how to use google forms to help automatically analyze and collate quantitative data in the form of pie charts and graphs.7.5.2 Qualitative Analysis Facilitator will explain to the participants how a framework is chalked out based on the questions above in order to clean the data. Once the data is cleaned and organized into framework, themes can be deduced through the data which are then referred to the research question in order to present a hypothesis. For example, in the examples given in Annexures on qualitative data collection (focus group discussion) on conflict analysis a recurrent pattern which was deduced as a theme was ‘institutionalized religious discrimination in Pakistan’ which served as a factor for increased conflict in the country.7.6 RESEARCH REPORT – IMPORTANT CONSIDERATIONSTime Frame: 15 mins

Facilitator’s Tools: Flip charts, markers, post its/sticky notes Facilitator will again ask the participants what they feel are important considerations or features of a human rights report? Facilitator will record their responses. Facilitator will conclude the session by highlighting the important considerations features of a good human rights report while discussing them with the participants:  What must be proven and highlighted? Every report must show evidence of the violation and the resulting reactions.  What is the main objective of the report? A human rights report could have one or more clearly defined objectives but in this case the objective is to produce a report on peace building, women and water governance.  Who is the target audience? The audience for the research findings.  Persuasive and credible presentation of findings: Your arguments and facts must be presented in a logical, convincing and credible manner. The following gives an example of how to arrange your report: i. The political, historical or economic context and circumstances; ii. Methodology used to gather facts; iii. Purpose of the research report; iv. The nature of the research findings; v. A detailed analysis based on the findings of the research; vi. Recommendations or further actions to be taken.  Accurate and precise: This entails that all information provided is verified.