PEACE AWARD Mietek Pemper Prize of the University of Augsburg for Reconciliation and International Understanding 2022 Award ceremony for Dieudonné Kibinakanwa, peace activist from Burundi and Director of GLPI. For more details click here

APPROCH TO OPERATIONALIZE A PEACE EDUCATION CLUB Procedures Conduct a study to identify the problem of the environment and the capacity building needs of the supervisor; identify the intervention sites (schools, churches, community...) Organize awareness and information contacts with the managers of the intervention sites. Identify with site managers the supervisors of the program. Select club members in the sites. Form membership committees in the sites. Develop the work plan CONFLICT ANALYSIS AND INTERVENTION PROCESSES After collecting data from children, supervisors and parents, we can already move on to conflict analysis in order to gain a good understanding of the causes, people and issues involved in conflict. It is important to take the necessary time to understand conflicts before moving on to the formation of peace education clubs or taking any other action. We must avoid the approach often used in the history of witchcraft. Often in a situation where someone is accused of witchcraft, many people do not seek to analyze the conflict to know the history of the conflict but directly accept that the story is true. This makes the problem bigger and more complex, and sometimes pushes people to find solutions to a false problem. It is helpful to work with the school management board including the principal, teachers, parents and/or students and a group of community members to discuss the history of the conflict affecting children and youth. Aspects to consider are its causes, who is involved, and so on. This allows to have several perspectives to the conflict. Teamwork in analysis is ideal. You can work alone but in this case, you may not see some important aspects of the conflict or problem. This can reduce the effectiveness of our analysis and therefore our intervention. Several tools have been developed to assist in conflict analysis. For example the 3 Ps Triangle (People, Process, Problem). 3 Ps Understanding and analyzing any conflict is challenging. It is useful to have a framework that delineates the various aspects and facets of conflict. The following guidelines are developed based on three major aspects of conflict: people, process and problem. It is an analytical tool developed by Jean-Paul Lederach asking different questions about people, process and problem in order to analyse conflict. People: refers to relational and psychological elements of conflict between people. This includes people's feelings, emotions, individual and group perceptions about the problem. Questions to ask: Who is involved in the conflict?; Who are the main parties to the conflict? Who are the secondary parties? How does an individual or group perceive the situation? How do they interact with each other? How do groups perceive conflict differently? Where is the conflict centered? Which individuals or groups have strong positive relationships with each other? Process: refers to how decisions are made and how people feel about them. The decision-making process in a conflict is often one of the main causes because individuals may not appreciate the decisions that are made. When people feel that decisions have been made unfairly, it can develop a sense of powerlessness towards them and therefore they may decide not to support the decision. Sometimes people cannot openly reject the decision, but their behaviour can disrupt relationships in ways that create open conflict. Questions to ask: What factors are causing the conflict to escalate? What factors encourage peace? What methods are used to resolve the conflict? What is the conflict phase? How has the behavior of the different parties influence the conflict over time? Problem: refers to the specific issues involved in the conflict. This may involve different values, opposing views on how to make a decision, conflicting objectives, and concrete differences regarding use, distribution or access to limited or scarce resources (land, money and time). Questions to ask: What are the root causes, major problems and effects of conflict? What are the issues in the conflict? Who are the people in conflict? What are the needs of the different parties in conflict? Are criterias mutually acceptable in the decision-making process? What might be some common values or interests in the conflict? PEACE EDUCATION CLUB ACTIVITIESs Training of supervisors The training of the supervisors can take 5 days depending on the time and means available. Note that this may vary from one organization to another, from one context to another. Other additional training can be organized to strengthen the capacity of supervisors as needed. The training of trainers aims to strengthen their capacity with the knowledge and skills in conflict resolution and non-violence contained in the curriculum modules of peace education clubs. This training also gives them additional methodological tools so that they can effectively train children or participants in promoting culture of peace in schools and in the community. Several learning approaches can be used, including role-play, demonstrations, small group discussions, drama, and appropriate videos during the session. It is important to ensure that these learning methods or tools carry a message of peace and non-violence. A good preparation of each of these approaches is very important. These approaches give participants a deeper understanding of the topic. During this training period, emphasis is placed on teaching methods, described in the methodology section of the manual. Members' Sessions During the sessions, participants are trained by the supervisor. The gatherings (meetings or sessions) of the peace education club, depending on the time available, may last one hour. Sessions should not exceed one and a half hours as children or participants may become tired. Holding meetings that last longer can cause children or participants to lose concentration. However, having meetings that are much shorter may not allow enough time for discussion or completion of activities. It should be noted that recommendations on duration may vary depending on the context and this is only a guideline. What is important is that the participants (children) understand the subject and know how to apply the knowledge acquired. Participants are required to use the knowledge gained in three ways: They must share this knowledge with other students in their class, school or other schools who are not members of the Peace Education Club. They must share their knowledge with family and friends in the community. Finally, they must apply this knowledge in their daily lives. After each session or meeting, participants or students should report back. In this report, they should indicate the number of their classmates or school and friends in the community whose knowledge they have shared with. They should also include their parents' responses, and stories about how they generally applied the knowledge in their daily lives. These reports are presented to the supervisor during the training session. These compendiums are included in a single short-term report to be submitted to the coordination team after three months. Lessons learned are necessary because they help to see the impact of peace education clubs and help in the development of the program. Parent Training The members of the Peace Education Club Coordination in collaboration with the school leadership select influential and active parents in the community for training on Peace Education Clubs. This activity is important because parents not only need to understand what children learn through peace education clubs but they should also participate in promoting peace in the community. Training for all parents should take place on different dates to allow the coordinating team to monitor and periodically evaluate activities simultaneously. After every three months, parents are required to submit a report on the impact of the training received in their home communities. Follow-up of Peace Clubs Monitoring peace education clubs after they have been established is extremely important. This follow-up allows peace education club leaders to receive feedback that will help them become more effective trainers of the peace education club program. The coordination team has a duty to monitor and visit schools and communities where peace education clubs are practiced to see what is happening on the ground (in schools and communities). These types of visits encourage supervisors and children and allow the coordination team to assess the project's impact on the ground. The frequency of such monitoring depends largely on the number of schools and the size of the community concerned within a particular radius of action. But in general, each peace education club should be visited at least once a month by the peace education club coordinating team. Additional activities : Beyond the above activities, peace education clubs also do many other activities such as tree planting and exchanges between members of peace education clubs. Revenue generating activities can also be considered to meet certain project needs. Peace Education Club Festival The Peace Education Club Coordination Team could have a tradition of bringing together all Peace Education Club members once a year if security conditions allow. Of course, the availability of financial resources and logistics for such an activity will have to be taken into consideration. The festival can take place in one day: it can start from 9 am to 4 pm. Festival activities include poems, traditional dances, debates, the presentation of works of art (drawings) with a message of peace, songs, theatre, testimonies and stories related to the impact of peace education clubs in schools and society. Guests should include school principals, religious representatives, community leaders, traditional leaders, government representatives and other institutions in the country and even in the region. The festival is an opportunity to promote peace. Sports and cultural activities; such activities are organized to facilitate the transmission of messages of peace Training of child leaders on specific topics. Annual General Assembly of Peace Education Clubs For the smooth running of peace education club activities, the coordinating team should hold two regular meetings annually. After every six months, it is important to review progress. At the end of the year it is important to organize a General Assembly to evaluate the impact and challenges of the project and plan for the future. As with monitoring, the General Assembly of all leaders of peace education clubs can promote cohesion among their different clubs. This gathering allows the sharing of ideas among leaders of peace education clubs and helps these leaders to create and strengthen support networks among themselves. GENERAL OVERVIEW OF THE PEACE EDUCATION CLUBS CURRICULUM AND METHODOLOGY Curriculum The Peace Education Club curriculum contains eight chapters on various aspects of conflict, violence and conflict resolution. Generally, these modules can be presented or used in order; from the first chapter to the last. But, depending on the need and context, framers may feel free to present or use an appropriate chapter depending on the need or situation. The chapters of the Peace Education Club Program are as follows: Chapter 1 : Introduction Chapter 2: Understanding Conflict (It contains 10 lessons) Chapter 3: Understanding gender-based conflict (It contains 7 lessons) Chapter 4: Conflict Resolution (It contains 7 lessons) Chapter 5: Rights of the Child (It contains 1 lesson) Chapter 6: Leadership (It contains 1 lesson) Chapter 7: The path to reconciliation (It contains 9 lessons) Chapter 8: Evaluation of the role of peace committees in schools (It contains 1 lesson) Details on the lessons Section on the Introduction of the Peace Education Club The introduction should be read by supervisors before teaching. This part of the curriculum can help the supervisor to prepare and acquire additional knowledge. They may choose to share this introduction with the children to help them gain a better understanding of the topic. Discussion Questions Debates are a key element of peace education club sessions. They provide an opportunity for children or participants to discuss conflicts or situations that are relevant in society. Discussions also give participants a chance to gain a deeper understanding of the lesson or topic of the day. In addition, they create the opportunity to examine the application of knowledge on non-violent conflict resolution. The questions in each lesson should be answered and discussed by the participants before the trainer/supervisor gives the answer. The answers in the curriculum are not necessarily good answers for every group, as contexts and experiences vary. The best way for children to learn something is to explore the ideas for themselves and discuss them among themselves. It is the job of the supervisor to help and guide them in the discussion if necessary and to make sure that everyone remains respectful and that everyone has a chance to contribute to the debate in a spirit of conviviality. If there is a derailment in the debate, i.e. the discussion is off topic, the participants should be quickly brought back to the topic nicely. However, if the discussion is about important and relevant issues, such as a specific case of conflict that children are experiencing, children should be allowed to explore the issue and appropriate non-violent solutions. In all cases, the sensitivity of the issue must be taken into consideration. If the example is necessary, for example if it is aimed at the reality of the child's life, and therefore deserves consideration, the trainer/supervisor can stop the discussion gently and discuss it with the child in person after the session so as not to embarrass the child and in order to give him or her more necessary support or advice. Activities The activities in the lessons are important for children to better understand the topics. They are particularly important for students in elementary school, secondary school or in the community. The activities also allow participants to try peace strategies in a different way. Small group work is often useful. Although they take a long time, it is important to realize their benefits. Small groups are good because of what they: Allow children to relax and feel comfortable expressing their views, especially younger children. Allow children to teach each other and apply the lessons in their lives. To allow a deeper examination of the subjects. During this small group work, the supervisor should visit all the groups and listen to the discussions among the members and help answer some questions or challenges by doing the exercise. After the group work, the children / participants should make a presentation in the plenary. The trainer (supervisor) should ask each group to choose a spokesperson to present the group's work. Brainstorming Brainstorming, is a process of examining a problem or conflict and proposing possible and varied solutions to solve that problem or conflict. Brainstorming allows all participants to offer ideas that are related to the theme. Brainstorming is a very useful tool because it helps us to think outside the usual solutions. At the end of the brainstorming stage, a series of solutions can be found and their application to the problem in question examined. If this exercise is used at the beginning of the lesson, it also helps the supervisor to know the level of the children/participants and to adapt the material to their levels. Stories and role-playing: Stories are great ways for children to learn. The use of stories makes it possible to give illustrations of the lesson in a more concrete and personal way. The stories of peacebuilders drawn from the context are to be encouraged. These are better adapted to children. Children need role models, like Patrice Lumumba, whom they can follow in their lives. They allow children to see how these principles are actually applied in real life, and offer children a lot of encouragement. They also enable children to see themselves as part of a great movement for peace and justice in the world. Role plays are also useful and unique in that they allow children to experience the situation in a more interactive way. By acting like someone in a given story, we understand the situation better and that opens horizons. The debates that follow after telling the story and role-playing are very important. They help children to deepen their knowledge. Peace Education Club Methodology The purpose of peace education clubs is not to ask children to memorize the exact principles or names of different problem-solving techniques. In contrast, peace education clubs aim to help children develop a new way of thinking about violence, conflict and peace, and help them develop skills that enable them to prevent conflict in their schools, families and communities, manage and resolve conflict through a non-violent approach. Children need to learn to think critically and creatively to deal appropriately with unexpected and complex situations. In other words, they need to learn peace-building and conflict transformation skills in order to respond to the many conflicts and cases of violence they will encounter throughout their lives. The peace education club methodology is different from the usual classroom methodology. The Peace Education Club uses the dialogue methodology. This methodology is participatory and active. It allows the debate to take place between the children and their supervisors. However, the supervisor leads the discussion and ensures that the children learn the essential elements in each lesson. In this methodology the use of familiar examples to explain lessons is highly recommended.

Youth peace clubs

GLPI PEACE EDUCATION CLUBS PROGRAM As peacemakers, we believe that the development of the whole world in general, and of Africa, especially the Great Lakes Region of Africa in particular, will come from impowerment and self-reliance of the current generation. Education is an imperative effort to prepare the next generation to build a peaceful and prosperous Africa that is capable of finding solutions to its problems. In order to achieve a meaningful learning environment, children need to be free from all forms of violence in their homes, schools, and communities, and to know their rights and responsibilities. They also need to be aware of how the government, the community and their parents protect them from violence and abuse PROGRAM

He is an experienced Burundian academic, holding two bachelor's degrees (in Economic and Administrative Sciences, and in Law), two master's degrees (in Administration and Management, and in Public Law), and a Ph.D. in Public Administration and Management. Currently serving as the Rector of the Polytechnic University of Gitega, he has been a university professor since 2006 and has held various academic leadership positions, including Dean, Director of Research, Director of Quality Assurance, and Director of Academic Services. He also works as a consultant, trainer, and resource person for several organizations and development projects.

LEARNING RESOURCES Recommend resources GLPI is compiling learning resources that are relevant to the peace and development themes in the African communities. This is also aimed at encouraging the work of African scholars and practitioners. GLPI hopes to use these resources in our trainings to help guide analyses and discussions. When this collection grows, GLPI hopes to establish a learning resource center accessible to peace and development practitioners in Africa. RESOURCES SECTION INFRASTRUCTURES FOR PEACE IN SUB-SAHARAN AFRICA The editors of this book are Mediel Hove from University of Zimbabwe and Geoff Harris from International Center of Nonviolence (ICON). This book was published with the help of Springer, ICON, and Durban University of Technology. This book documents the experience and potential of nonviolence in post-independence sub-Saharan Africa and the persuasive case for development of various peace infrastructures in order to make peace sustainable. Chapters 8 and 10 of this book are contributed by Dr. Mulanda Jimmy Juma, who is one of GLPI's faculty members. He wrote about the local peace committees (LPCs) and election violence in Burundi and about the African experience of implementing peace clubs in schools. Available only in English. PEACE CONNECTOR PROJECTS: BISHOP KORIR'S STRATEGY FOR PEACEBUILDING This essay is authored by William Kiptoo, a GLPI faculty member, and is published in the Journal of Social Encounters. This is a narration of his personal experiences in peacebuilding in the North Rift region of Kenya as a resident of the region, and peace worker from 1995 to date. He draws from his work experiences with the National Council of Churches of Kenya (1995-2005), Catholic Relief Services and the Mennonite Central Committee (2007-2019). Specifically, how connector projects were used as a strategy for grassroots peacebuilding for the conflict-affected communities in the North Rift Valley region. The processes of mobilizing the communities, challenges, and outcomes of reconciliation efforts are discussed. The four connector projects discussed show the rewards attained from embracing collaboration as a key prerequisite for peace and reconciliation among communities in conflict. Available only in English. WHEN YOU ARE THE PEACEBUILDER: STORIES AND REFLECTIONS ON PEACEBUILDING FROM AFRICA This book was written by Babu Ayindo, Sam Gbaydee Doe, and Janice Jenner and published with the help of the United States Institute of Peace. This text uses stories, fables, proverbs and parables to address topics such as identity, power, justice, nonviolence, transformation and reconciliation. This is a great resource because it is written by Africans and communicates essential values and concepts of peacebuilding. This book is available both in English and French . French translation was done with the help of Mennonite Central Committee. Click here for the French version. REFLECTIVE PEACEBUILDING: A PLANNING, MONITORING, AND LEARNING TOOLKIT This toolkit was written by John Paul Lederach, Reina Neufeldt, and Hal Culbertson, and published by the Kroc Institute for International Peace Studies and the Catholic Relief Services . This toolkit focuses on the importance of reflection and learning before, during, and after the implementation of peacebuilding programs. This toolkit is available both in English and French . French translation was done with the help of Mennonite Central Committee. Click here for the French version.

ALUMNI NETWORK One way that determines GLPI impact is through the stories, testimonies, and initiatives shared by the alumni members who have participated in the GLPI trainings and are applying their learnings in their respective homes, organizations, and communities. It is important for GLPI to continue to encourage alumni connections and engagements. Note: If you are an alumni, we would like to hear from you. Please let us know how you are doing by clicking the box below. Reconnect with us Mapenzi Munyagala Paulin Communication and Advocacy Officer, Africa Reconciled Goma, DRC GLPI October 2017 Alumni Paulin is currently in-charge of the communication and advocacy work of an organization in DRC called Africa Reconciled, which works with youth and women to develop their leadership potentials. Being in-charge of communication and advocacy, he manages a radio program which discusses issues related to peaceful co-existence, active non-violence and conflict resolution in the Great Lakes Region. This radio program, which he calls a “peace program”, is broadcasted among four (4) radio stations in the North and South Kivu province in the eastern DRC. Apart from managing this radio program, he also works as a correspondent for the Congo Forum website, which is an online platform raising awareness on issues affecting the peace and security in DRC. He said that through his GLPI trainings in October 2017, he found himself a new identity as a “peace journalist”, given also his involvements in different forms of mass media. He became more committed in prioritizing peace promotion in his work. He also became more encouraged to give platforms for young people to talk about their involvement in peacebuilding, including establishment of peace clubs. He believes that the GLPI trainings he attended in 2017 gave him great awareness about conflict analysis, peacebuilding, trauma healing, and sustainable development. The GLPI trainings also gave him several innovative ideas such as producing photo stories and writing several articles that encourage peace. “I just would like to continue sharing with others my experiences, especially for us who address post-conflict issues despite the challenges involved in our work”, he shared. “We must know that peace must be an everyday commitment by accepting other people regardless of backgrounds, because we are all the same children of God. This is my daily commitment as a peace journalist, and I owe much of my inspiration to GLPI”, he added. Ntahuba Parfaite National Coordinator, Friends Women’s Association Bujumbura, Burundi 2016 Special Module Alumni (Reflective Peace Practice) Parfaite is greatly involved in addressing gender-based violence (GBV) in Burundi. As such, she runs trauma healing workshops for GBV survivors through the Rape Survivors Support (RSS) program and organize them into self-help groups in order to collectively plan on economic opportunities to sustain their family needs. She shared how most Burundian women suffer in private homes because they are forced to become 100% economically dependent on their husbands without giving them the right to decide for their family’s welfare. By August 2018, the program was able to organize 20 self-help groups (comprising of 20 women per group), which is quite an accomplishment from starting with only 5 groups at the beginning of the year. Part of her work is coordinating a program called Action on Gender-Based Violence (AGBV) which is focused on involving religious leaders and locally elected leaders to take up on the role to prevent GBV in their respective communities. Parfaite shared that GLPI had taught her to analyze a conflict well before intervening: “About the RSS program, we had been running trauma healing workshops. Then, we had to give small loans to women. They were not able to pay back. The result was that they could not come back to our center. They were again traumatized. Then, we started to organize trauma healing workshops only. After GLPI training, I have understood that we need to find another approach to empower women economically as this is the root cause of their suffering. Now, I am proud to have a total number of 400 women who are organized into self-help groups. This approach helps to increase their family income, but also it a good way to build relationships as they are meeting every week. They support each other if for instance one of them is hospitalized.” Another learning she gained from GLPI is that efforts remain meaningless as long as the religious leaders and local administration are not involved in their initiatives. This is why since 2016, after the GLPI training, they have started to include them in their programs. “As a Pastor, some of my fellow religious leaders think that I have lost my pastoral call. For them, they interpret the Bible saying that women should submit to their husbands. For them, they interpret the Bible in a wrong way”, she said, believing that everyone has important role in respecting the rights of women in the family and in the society as a whole. Muhawenimana Francine Peace Libraries Coordinator, Transformational Leadership Centre Kigali, Rwanda 2018 Special Module Alumni (Youth Peace Clubs) Francine is working with the Transformational Leadership Centre (TLC) in Rwanda which works on peacebuilding and manages five (5) children’s peace libraries in the country. She coordinates these five peace libraries, and guides children who come to their libraries to read and borrow books. She works with several children from neighbouring schools by training them through “peace mediation” program, which is a program they promote to help young people acquire the skills to solve conflict issues among their peers. The peace mediation program allows them to also form peace clubs in schools where they are working with, and encourage students to be part of these peace clubs. “Through the GLPI training on youth peace clubs, I have learned a lot about understanding the difference between conflict and violence, the implementation of peace clubs, the different ways in which we can respond to children’s behaviours, and the importance of non-violent communication as a conflict resolution tool”, Francine shared about her learnings from GLPI. “I have started to mobilize teachers to stop violence by allowing corporal punishment among students. I have also used the discussions from GLPI to be able to produce stronger proposals that would give us more capacity to organize youth peace clubs in Rwanda,” she added. Finally, she had this to say to encourage others: “I want to stay that peace is not an action of one people. It asks many people to work together. If we want sustainable peace, we need to teach the youth, and help them to live peacefully in their day to day life.” TESTIMONIES

TOURNEE REGIONALE Publié le 30 Aout 2023: TOURNEE REGIONALE Depuis le mois de Juin 2023, l’ Equipe de la Direction du Great Lakes peacebuiding Initiative-GLPI est entrain d’ effect uer une tournée dans la Région des Grands Lacs dans le but d’ organiser des rencontres avec les membres des chapitres de la Région afin de les redynamiser, restructurer, mettre en place des approches cohérentes et coordonnées des Initiatives de ses Lauréats de l’ Institut de Consolidation de la paix GLPI. Rapellons qu’ un Chapitre est une structure locale constituée par un ensemble des Lauréats, ressortissants d’une même ville ou localité, qui ont suivi les formations organisées par GLPI sur la consolidation de la paix et le développement communautaire lors des Instituts de Consolidation de la paix du mois d’octobre et des Modules spéciaux de depuis 2004. Le but ultime de cette tournée est de permettre la durabilité et l’Impact des efforts de ces acteurs locaux et du GLPI au niveau de la Région des Grands à travers une Infrastructure Régionale solide et dynamique appelée Réseau de Concertation des Artisans de Paix dans la Région des Grands Lacs (RCAP-RGL) qui est une plateforme Régionale constituée par l’ensemble des chapitres. Pour le moment cette plateforme réunie les chapitres des villes Gitega et Bujumbura au Burundi, Kigali au Rwanda et Uvira, Bukavu et Goma en RDC. C’est à travers cette plateforme que GLPI continu à suivre l’impact des formations octroyées et à accompagner les initiatives des chapitres et du réseau. RCAP- RGL est aussi une infrastructure régionale de consolidation de la paix qui part de la base et qui relie le local aux autres niveaux et secteurs de la société. RCAP-RGL établie un lien efficace, à la fois horizontal au niveau local et vertical aux niveaux national et international. Partout, où l’ équipe a déjà visité, nous y avons rencontré des artisans de paix dynamique et qui ont élaboré des documents de leur engagement stratégique qui lie la réponse à la crise et un engagement envers la durabilité. Nous avons aussi constate que les membres des chapitres se soutiennent et se renforcent mutuellement.

Modern Ballet Price $600 Duration 12 Weeks Enroll < Back About the Course This is placeholder text. To change this content, double-click on the element and click Change Content. Want to view and manage all your collections? Click on the Content Manager button in the Add panel on the left. Here, you can make changes to your content, add new fields, create dynamic pages and more. Your collection is already set up for you with fields and content. Add your own content or import it from a CSV file. Add fields for any type of content you want to display, such as rich text, images, and videos. Be sure to click Sync after making changes in a collection, so visitors can see your newest content on your live site. Your Instructor Ashley Amerson This is placeholder text. To change this content, double-click on the element and click Change Content. To manage all your collections, click on the Content Manager button in the Add panel on the left. Previous Next

Charles Berahino is a Burundian professional specializing in peacebuilding, humanitarian management, and community development. He currently serves as Executive Secretary for Peace and Diakonia at the All Africa Conference of Churches (AACC) in Nairobi, with over twenty years of experience working with international and local organizations such as World Vision International, Search for Common Ground, Right To Play, and THARS. Holding a MAS in Peace and Conflict Transformation from the University of Basel and a Graduate Certificate from the European University Center for Peace Studies in Austria, he brings his expertise to reconciliation, crisis management, and the promotion of sustainable peace across Africa.

Learn more about the vision, mission, objectives and core values of GLPI. Also, meet the founding partners and team. ABOUT GLPI MISSION Build the capacity of practitioners and organizations in the region to promote sustainable peace into their communities VISION An African Great Lakes region where culture of peace and development prevails Serving since 2004. CORE VALUES KEY OBJECTIVES Training Development To offer high quality trainings on peacebuilding and development with rightful balance between theory and practice Learning Exchanges To provide platforms for sharing of experiences and best practices in organizational and community work Regional Connections To support a network of regional peacebuilders and development workers Culture of Learning Promoting safety and openness in a multi-cultural learning environment Non-violence Promoting culture of peace using non-violent methods and observing non-discrimination Mutual Respect and Solidarity Encouraging mutual understanding and dialogue MEET THE TEAM Dieudonné Kibinakanwa Director Jean Pierre Niyonzima Legal Representative Lyse Marinat Nikoyagize Secretary-Accountant Pastor Aaron Mupenda Board Vice-President Laurent Mikalano Board Treasurer Dr. Jimmy Juma Mulanda Board Honorary Member Oscar Nduwarugira Burundi Adviser Antoine Samvura Rwanda Adviser Georges Bani DRC Adviser FOUNDING PARTNERS Ministry for Peace and Reconciliation under the Cross Burundi Friends Peace House Rwanda Conseil pour la Paix et Reconciliation DRC Mennonite Central Committee US/Canada MCC COPARE FPH MIPAREC

What's news Ongoing electoral observation in Burundi June 05, 2025 What's news Regional Tour August 30, 2023 What's news Mietek Pemper Prize of the University of Augsburg MAy 23, 2022