Working With Conflict Training Workshop Report

Future Generations Afghanistan Empowering Communities to Shape Their Futures

Working With Conflict Training Workshop Report Matiullah Kazmi (Project Manager) Ajmal Shirzai (Project Director) January 2014


Contents 1. PREAMBLE..........................................................................................................................................................2 2. First Day of the Workshop: (Workshop Opening and Introduction to Conflict) ......................................5 2.1. First Session: Opening the Workshop .............................................................................................. 5 2.2. Second Session: Setting the Scene .................................................................................................. 5 2.3. Third Session: Introduction to Conflict ........................................................................................... 12 3. Second Day of the Workshop: (Types and Stages of Conflict) ..............................................................14 4. Third Day of the Workshop: (Conflict Analysis Tools) .............................................................................20 5. Fourth Day of The Workshop: (Conflict Analysis) ....................................................................................28 6. Fifth Day of the Workshop: (Stereotyping) ................................................................................................31 1. WORKSHOP EVALUATION BY PARTICIPANTS .............................................................................. 40 1.1. Feedback Provided by Participants:...........................................................................................................40 1.1.1. Feedback 1: Prior Information about project goals and objectives ........................................... 41 1.1.2. Feedback 2: Prior preparation for the training .......................................................................... 41 1.1.3. Feedback 3: Trainers skills ....................................................................................................... 41 1.1.4. Feedback 4: Selection criteria for the training participants ....................................................... 41 1.1.5. Feedback 5: Trainers command over the topic ......................................................................... 41 1.1.6. Feedback 6: Attendees active participation by provision of topic relevant stories and examples from their daily practices ........................................................................................................... 41 1.1.7. Feedback 7: Group work approach successfulness ................................................................. 42 1.1.8. Feedback 08: Training topics and materials were matching field level facts ............................ 42 1.1.9. Feedback 09: Learning into practice/Training knowledge will enable participants to work with conflict solution in their district .................................................................................................. 42 1.1.10. Feedback 10: Training venue and food .................................................................................... 42 1.1.11. What participants liked about the workshop: ............................................................................ 42 1.1.12. What participants did not like about the workshop.................................................................... 43 2. LESSONS LEARNED: .......................................................................................................................... 43 3. CONCLUSIONS: .................................................................................................................................. 43 4. RECOMMENDATIONS: ....................................................................................................................... 43 5. PARTICIPANTS FEEDBACK ............................................................................................................... 44 6. QUOTES: .............................................................................................................................................. 44 7. PARTICIPANTS NOMINATED TO BECOME THE MEMBER DISTRICT DISPUTE RESOLUTION COMMITTEE ............................................................................................................................. 44 8. PARTICIPANTS NOMINATED TO BECOME THE MEMBER OF DISTRICT DISPUTE RESOLUTION COMMITTEE ............................................................................................................................. 45


1. PREAMBLE In June 2014, FGA signed a contract with USIP to implement a peace building in the insecure Badpakh District of Laghman Province in Eastern Afghanistan. The goal of this project is to build community resilience through social cohesion and cultural competency among the people of Badpakh District for sustainable peace. They key objective is to build peace from and at the grass root by facilitating a process to promote reconciliation among the people and communities. The project is intended to build strong relationship among and between village councils, community leaders in order to bring the two tribal groups of communities (Mia Khel and Mir Ali Khel) together for dialogue and networking to foster peace-building and development activities in the district. The project is also intended to provide key figures of the community (youth, chief, influential leaders) with reconciliatory peace building and conflict management knowledge and skills through holding a series of peace building and mediation capacity building workshop. The first series of training workshops - Working With Conflict (WWC) had been facilitated in four classed to 100 community people (youth and elders from both tribal groups) during October and November 2014. Each class was participated by 25 people (total 100 people) and the training workshop successfully completed with satisfaction of participants and FGA project staff. The purpose of this report to provide information about this training, where 100 youth and elders from both tribal groups (Mir Ali Khel and Mia Khel) of Badpakh communities were attended. The workshop took place in the premised of FGA office in Metherlam City, where the training hall was suitable for 30 participants. FGA-Laghman office provided all necessary facilities during the training program that last in 5 weeks which included arrangements for lunch, transportation, generator, overhead projectors etc. Expect overhead projectors and training hall, all relative expenses regarding food, refreshments, stationery and photocopying came from USIP funded project. The pre-training activities were as follows:        

Designed and planned the training program Selected Trainers to facilitate the training On the job training to the Master Trainers provided Selected 100 beneficiaries from community for training Prepared WWC training agenda and training materials in local languages Tested training agenda and trainers capacity Training venue and technical arrangements Logistical arrangements of the training workshop

1.2. Snapshot of the Workshop 1.2.1. Aims of the Course o o o o

To broaden participants knowledge on concepts of war, conflict and peace and to explore ways to reduce the negative impacts of aid. To examine participants assumptions and approaches to works with their own community in Badpakh war affected communities, To support participants to improve their ability to communicate their concerns and challenges. To work out ways to increase the positive impact of development projects in Badpakh conflict affected district. Other objectives of the training workshop included the following:


o o o

To Identify the potential community people (youths and elders) for District Dispute Resolution Committee To positively change the ideas and perception of both tribal groups To start practically working with the conflict mitigation process in the implementation of development projects.

1.3. The workshop Structure: The workshop on WWC is consisting of three main components: (a) – concepts, (b) – tools and (c) – skills. 1.3.1. Concepts were including lecturing, plenary sessions, group works, and individuals points of views regarding issues such as war, conflict, violence, poverty and identity 1.3.2. Tools were focusing on how to analyze a conflict highlighting diverse aspects and elements of a conflict that would resort to a violence action/reaction, and included the conflict square (pointing our compatible/incompatible goals and behaviors), conflict mapping (clearly shows that who are involved directly or indirectly in a conflict), fire analogue that depicts different stages of conflict, conflict analysis that explore the profile, actors and drivers of conflict, and stereotyping depicts the negative and positive views of every tribal groups against others. 1.3.3. Skills development is one of the most important topics for WWC training programs, which includes communication skills, negotiation skills and mediation skills. This training program will be facilitated in the second round of training workshop in year 2015. Please refer to Annex -1 for the detailed timetable of the workshop Highly qualified and well experienced FGA’s Trainers were trained on WWC during training of trainers’ sessions consisting the teaching methodology on every topics such introduction to conflict, conflict analysis, stereotype analysis and do no harm. They were assigned to carry out the training program on proper and professional manner. Mr. Zabihullah Helal, Taj Mohammad Irfan, Obaidullah Shirzai and Bismillah Waizi were FGA master trainers facilitated various sessions of the workshop. The community facilitators also attended the above-mentioned training. The FGA assigned field level community facilitators also played key role to guide and lead the training participants and encourage the trainees to participate actively in various group work and brainstorming session and to promote information collection process by provision of practical examples and stories from the field fitting to the topic of discussion. Each course was evaluated by project manager (Matiullah Kazmi) at the end of training class. 1.4. Target Groups: A series of four separate training workshops were intended for key stakeholders (youths and elders) from Badpakh District. The participants were selected from two tribes (Mia-Khel & MirAli-Khel) based on their role in the region and influence over the local population. From each tribe 25 youth and 25 elders attended 5 days WWC workshop which means that total 100 participants covered by conducting four consecutive separate sessions. Please refer to Annex -2 that shows the list of participants (youth and elders).

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Table-1: Training Date and Target Participants. Date Target Groups # Of Participants Duration Oct 25-29, 2014 Youth (Mia Khel) 25 5 days Nov 08-12, 2014 Youth (Mir-Ali-Khel) 25 5 days Nov 22-26, 2014 Elders (Mir-Ali-Khel) 25 5 days Nov 29-Dec.03, 2014 Elder (Mia-khel) 25 5 days Total Participants 100 The purposes of separate classes for the two tribal groups were to create an open and free environment for community people to express their views without fear or concerns of other tribes. 1.5. WWC Learning Methodology In the WWC training, one aspect of the training methodology was to start the learning process with ‘action’. The action under consideration was the participants’ past experience or it was a group activity. The participants observe what happens and then reflect on it. There was some assistance with skills of observation, and attempts to help participants to more systematic in observing. In order to reflect, the participants trained to use of analytical tools such as mapping. Sufficient time was given for personal reflection during the training period, including the use of analytical tools such as mapping or vision building etc. Here a small group of participants has an opportunity to share their reflections, and begin to discuss results. These results then presented to the plenary discussion, where the whole participants put their minds to work on the issue, and suggest ways to understand it or work on it. It is expected the individual participant, alone or with the group he works with at the community, will later build the specific strategy for dealing with reality of their situation, and will seek ways to try this out. Using this learning methodology, the participants of the workshop agreed to work together in a practical manner in order to achieve realistic outcomes. The objective was not to fill notebooks but to use one’s own experience and perception to work for action and peace.

Photo 01: A community member discussing about the workshop

Photo 02: The FGA Master trainer explaining learning methodology

Training Workshop for Badpakh Community Elders and Youth in Laghman Province The main topics of the training workshop are presented as sections corresponding to modules as follows: Day-1: Day-2: Day -3: Day- 4: Day- 5:

Opening Workshop (Registration, Ground rules, Vision building) Introduction to Conflict (Definition, Positive and Negative Aspects of conflict etc) Conflict Stages & Types (Fire Analogue, Five State) Conflict Types (Square, Aim and Causes of Conflict, Need, interests & position) Conflict Analysis (Mapping, Do No Harm) Conflict Analysis (Profile, Actors, Triggering and Drivers of conflict) Introduction to Stereotyping of Community


2. First Day of the Workshop: (Workshop Opening and Introduction to Conflict) 2.1. First Session: Opening the Workshop Prior to inauguration the training attendance sheet is circulated among the participants to register themselves and confirm their attendance and provided their contact detail and addresses. Each workshop opened with by recitation of some verses from the holy Quran following by an opening speech by representative of MRRD Director and Provincial Management Unit. Some of the Badpakh advisory council committee members also participated at the opening ceremony of the workshop. Following the inauguration speech by PMU and PRRD officials an influential community member participated at the training. The community member were focusing on the current economic, social and political situation of the area and their hopes from the workshop and the project to help their communities by capacity building trainings and mediation process to intervene as a Photo 03: Workshop Inauguration ceremony and speech facilitator to solve their present conflict and support the local population in provision of a peaceful environment for the local governmental and other developmental organization to work for the development of their district. They focused on the importance of reconciliation and brotherhood from the Islamic perspective as well and presented their good wishes to the FGA team for providing such a valuable opportunity for them. Following to the community elder the FGA representative briefed the participants from the objectives and aim of the USIP funded project and that of the workshop and thanked all of the participants for their active participation. He therefore called on participants to participate fully and actively in the workshop so as to derive the maximum benefit from it and realize the workshop objectives and its importance in the solution of the existing conflict. The participants were allowed to introduce themselves and state their expectations from the training workshop. 2.2. Second Session: Setting the Scene 2.2.1. Hopes & Fear The session opened with introductions from the facilitators and participants and every participant were encouraged to relate their hopes and fears from the workshop. During the session the participants were asked to point out all their hopes and fears from the workshop by drawing a table on a flip chart. Each group of participants summarized their hopes and fears from the workshop and disclosed their expectations from the workshop. The participants explained all the sensitive points to be careful about various discussion sessions of the training. Participants were encouraged to monitor the workshop process and draw the attention of the facilitator if some expectations were not being addressed or if they found Photo 04: An elder explains hope and fairs from the workshop anything inappropriate for the discussion. The hopes and fears of participants of Mia Khel and Mir Ali Khel youth and elders shows in the bellows tables 5


Mia Khel hopes that the workshop will help unity and social integration and to bring new changes in their community lives and finally result in establishment of peaceful environment in Badpakh district. Their fears are the possibility of causing or accelerating the conflict if only one tribal group pointing out negative factors of other group, in their absence. It may harm the trust of one tribal group people to another and vice versa. The most critical fear the Mia Khel tribe has from this workshop their concern that the workshop will not raising the existing conflict once again, therefore, the Mia Khel will not be interested to share sensitive information that can cause trouble. The Mir Ali Khel elders and youths are more conservative as they do not expect outsiders in the training hall. They expect the workshop will help them to create a peaceful environment for every one and to find a new way for development activities in Badpakh. They also expecting joint training with Mia Khel tribe and their fear is that the separate workshop classes for the two tribal groups will not create problems among them. Table -2: Hope & Fear of Mia Khel Youth and Elders from the WWC workshop -

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Hopes Hope to get new information and skills from the workshop. It will help in our unity and social integration. It will assist us by finding solution ways to the existing conflicts and violence. It will help us to bring new changes in myself, my family and finally to the whole community and society. A series of regular training program will help us to find new approaches for the sustainable and long term solutions for the social problem. Participants will openly share their information and ideas Hope to learn new and useful approaches of working with conflict and conflict analysis Will result in establishment of a fruitful environment in Badpakh district Find new openings for the developmental projects Will increase learning enthusiasm among participants

Photo 05: Hopes and fears listed by the participants

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Fears Possibly, it will cause to accelerate the conflict if there is only one group pointing out negative factors of other group, in their absence. It may harm the trust of one group people to another and vice versa. Limited expectation from the workshop to practically help in the solution of the problem existing at field level. Fear of raising the existing conflict once again because of this workshop. They are not sure that workshop will enable them to solve the existing conflicts in the area. Participants will not be interested to share sensitive information that can cause trouble Training will enable us to practically work with the conflict solution process Allowances will fulfill the requirements of the participants Attendance of all participants The youngers will listen more sensitive information which are unknown to them till the moment

Photo 06: Hopes and fear listed by the participants


Table -3: Hope & Fear of Mir Ali Khel Youth and Elders from the WWC workshop -

Hopes Easiest vocabulary to be used by the trainers Discipline to be followed by everyone No outsiders in the hall To learn new topics To translate knowledge into practice Respect toward the ideas of other participants Tight time table is implemented Participation with full concentration Topics to be explained with the help of local examples More time to group work and participatory approach Participants will openly share their information and ideas Hope to learn more new academic topics Hope the workshop will help us to gravel a new way for development in Badpakh district Will help in our capacity building process Will support us by creation of a peaceful environment for everyone Will increase communication and information sharing skills of the participants. This workshop is like planting a garden and hope to get the fruits (elders group)

Photo 07: Hopes and Fears listed in a flip chart

Fears - Would we be able to implement the mentioned topics in our real life? - Would it be an interested topic for the participants? - Will the trainees be successful in knowledge and skills delivery to the participants? - Will the trainers used theoretical or practical approach? - Insufficient allowances and facilities will make problems for us. - Will we manage time according to the agenda of the workshop? - The separate trainings sessions of MiaKhel and Mir-Ali-Khel tribes not to create problems. - Resources to be used with more accountability. - Everyone will regularly attend the training - Will the project team efforts help us to successfully achieve the objectives of the project? - The project resources not to be used at an ineffective way. - We have fear that the Mia Khel once again do not looted the fruits of the garden (elders)

Photo 08: Hopes and fears listed in a flip chart

2.2.2. Ground Rules: Ground rules are a set of regulations, which are important for participants in a group to work together to achieve their tasks. A brain storming session between the groups set the following ground rules: Table – 4: Ground Rules Established by the Participants of Both Tribal Groups -

Mia Khel Youth and Elders Training will start at 08:30 AM and will end at 03:30 PM Switch off the mobiles Be friendly Support each other in learning process No laughing others ideas and thoughts Participation with full concentration

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Mir Ali Khel Youth and Elders Switch off mobiles Regular attendance of the participants Appreciate each other ideas and opinions Do not waste time Openly express ideas, opinions and experiences No hesitation in asking the trainers 7


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Respect each other No sleeping during the training Listen each other carefully Everyone active participation in the training Active participation in group work Discussion not to cross the training topics and schedule Trainers to support trainees while doing group works Proper attendance of each trainee is needed Hall should be warm but putting one heater Learned new knowledge on conflict resolution and share this knowledge to our community.

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Listen carefully each other No in out without trainers permission Respect towards others ideas and opinion No outsiders More time to practical work Follow the time table strictly No sense of fear and hesitation while expressing field level experiences and information Friendly and kind to each other The should be heater to keep the hall warm No traitor generate among us (elder group) The workshop does not lose out reputation and credibility to our community.

The Mir Ali Khel participants once again expect no outsiders in the training room so that they could openly express ideas, opinions and experience. They expect their participants that no sense of fears and hesitation while expressing their field level experiences or share information. Since Mir Ali Khel is influenced by AOG, they have a fear that this workshop does not lose their credibility and reputation in the district. 2.2.3. Vision Building: Life and conflict are interconnected and conflict is part of life. Although conflict is all around us, when it is not visible, we tend to be ‘unaware’ (consciously or unconsciously) of its existence. In order to live with conflict, we need to be aware of it and visualize it, so that we can transform it creatively and not allow it become visible and violent. An activity was experienced to increase the participants’ consciousness of the link between conflict and growth. This involved each participant’s perception of peace within their community and the obstacles to the achievement of this vision. They were then asked to visualize what peace meant in real terms by imagining and drawing what their community is at present and what it might be like in 3-5 years and what are the obstacles, frustrations or conflict likely to challenge the community. The session started with plenary discussion. At the beginning the facilitator shows three pictures of a tree, (a) a tree without leaves and fruits, (b) why the tree is not fruitful, and (c) a green tree with leaves and fruits. The facilitator started brainstorming and asked the participants why the tree in first photo is near to die? (Which is the Badpakh present situation), What are the obstacles? Lack of irrigation, fertilizers and less labors work (in Badpakh situation could be war, lack of leaders or development work) and How the people rejuvenated the tree? Provide the tree necessities such irrigation, fertilizer, pruning etc. (in Badpakh this could joint work for developmental activities etc.). The facilitator divided the participants into five groups and asked them to indicate Badpakh present situation, and draw a image that reflects their vision of peace in their community and the obstacles to the achievements of these visions. At the end of the group works each group presented their vision building presentation to the participants and mentioned all the obstacles existing to achieve that situation. Following tables shows the findings of Mir Ali Khel and Mia Khel groups, which indicates both tribal groups highlighted issues such as:  Peaceful environment  Social Justice and access to basic needs and facilities  Job opportunities and reliable income  An environment of mutual trust and readiness for participation in all affairs of their lives.


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To be able to handle their routine problems with the possible interventions of others – aid agencies and local authorities.

Photo 09-12: The FGA Master trainer explains the vision building and each group drew their vision in a flip chart

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Table - 5: Mia Khel Vision and the Existing Obstacles Present Situation

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No sufficient medical and health facilities are available and most of the people shifting their patients to the provincial capital or sometime Nangarhar or Kabul provinces. The hospital doesn’t possess sufficient medicines for the patients. There are schools available but no proper education management system available to provide better education services and most of the teachers assigned are inexperienced. There are no gravel roads in the district. Some governmental offices existing practically and they are not functioning properly. Very limited agriculture extension services are available. Governance and law enforcement agencies hold is very weak in the district. A huge number of the local population referring to traditional shuras and sometime Taliban’s for their problem solution and mediation process. Very limited jobs available and most of the youngers in the district are unemployed. No usage of mining resources and lack of enterprises and industries in the district. No electricity available in the district. Female education is about nil. Parks and other recreational facilities are absent.

Photo 13: Vision building chart by the participants

Vision After 3 – 5 Years

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No further conflict existing in the area. To have modern facilities equipped hospitals in the area. Presence of good education facilities and schools for our children. Presence of graveled road in our area. Availability of good market facilities for the people of the area. Proper irrigation system and facilities are available in the area. Advance Agriculture system and facilities. Electricity is available. United communities in Badpakh district. Existing of the governmental institutes and other developmental organizations in the area. More infrastructure and economic development projects implemented in the area. Sufficient resources of drinking water are available. More Check dams and culverts constructed and functioning. Sufficient employment opportunities are available for the local population Public and private sector are playing more active role in developmental activities. Sports ground available Parks and other recreational facilities are available

Obstacles

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Illiteracy (lack of good educated people in the area) Unemployment Lack of good governance Disunity among community members Poverty Lack of peace and stability in the area Proper marketing system Personal and tribal conflicts Lack of government intention and proper planning for the developmental activities. Limited attention for common social developmental activities Selfishness of tribal elders Durable drought Lack of trust among each other Wrong customs and traditions Lack of integrity and concentration among tribal elders

Photo 14: Vision Building Chart by the participants

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Table - 6: Mir-Ali-Khel Vision and the Existing Obstacles -

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Present Situation Quality and quantity of the education system are not enough to fulfill the local requirements. Hospital building exists but cannot accommodate sufficient patient and there are no experienced doctors available. The number of unemployed people are more than those of employed Security condition is not good and mostly the insurgents group resolving the local conflicts. Presence of immature political parties Transportation and communication facilities are very poor and insufficient. Very limited agriculture facilities are available to support agriculture system in the region and help farmers to increase their production. Marketing system is very weak and most of the local population traveling to the capital to purchase or sell commodities or their daily needs. Healthy drinking water facilities are available to a limited number of people and families Private sector presence is not satisfactory A very limited number of the developmental projects implemented by the government and international or national organizations. A few of governmental organization are existing but their performance is very weak to provide basic services for the citizens. Getting aid and assistance mostly needs high level approach to deliver the projects.

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Vision After 3 – 5 Years Peaceful environment in the district Rule of law and regulations Government institution are established and operating smoothly Good education facilities are available Hospital and clinic equipped of better medical facilities and presence of professional doctors Sufficient employment opportunities are available Every family have electricity facility Social integration and cohesion are visible Police and army control over the district Graveled road and transportation facilities are available Marketing facilities Improved agriculture facilities and advance technology available Improved farming system in place Better irrigation system of small and medium check dams, tube wells, irrigation canals constructed No criminal activities further seen in the district Religious education institutes are available Mobile Network operated Governmental institutes are working effectively People access to clean and healthy drinking water Industry or mining sector are operating

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Obstacles Lack of peace and security in the district Lack of unity and integration Lack of honest and educated leaders and elders Lack of political mature bodies and entities Lack of education Absence of sufficient economic resources Lack of good governance and law enforcement agencies Insufficient support of Aid organizations Poverty Lack of good leadership Inappropriate customs and practices

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2.3. Third Session: Introduction to Conflict Past experience of conflicts in other countries illustrates that it is imperative that we recognize and deal with frustrations, before conflict escalates and comes visible. Work can be planned systematically, so that it advocates prevention, not cure; dealing with root-causes, not symptoms. Following to lunch and prayer break the trainers started introduction to conflict topic, by playing a game. They involved all the participants in a practical rope (raja) game to collect the ideas and perception of the participants relevant to the topic of conflict. A thin thread used for the game among the participants and most of them was picking a side of the thread to show how there are more ways of communication Photo 17: Introduction to conflict rope game and relation among various communities and showed them what we meant for the conflict. The purpose of this game was to show the relationship and connections between and among individuals and communities and the conflict is breaking of this relationship which creates harms to all communities’ members who are directly or indirectly involve in conflict or war. After the game, the participants referred to class and the trainers asked participants “what they understood by the word of conflict in a brainstorming session. The overall perception was that conflict was negative, but it was duly noted that it could play a positive role in creating change, if it is confronted head-on. The challenge for parties, therefore, is to engage in conflict constructively to bring about a Photo 18: Introduction to conflict rope game positive change. Many participant perceptions of conflict coincided with the terms (disagreement, scuffle, skirmish or war). Analyzing why people disagree is one of the first steps to resolving a conflict. Disagreement or scuffle due to different wants (incompatibility of goals) is likely to cause parties to behave in a hostile manner towards each other. The FGA master trainers gradually involved with each group to let them explain the definition of conflict and got their ideas about the topic. Finally the trainers explained them conflict perspective in relation to the Islamic school of thoughts and let them helped to imagine how much we left behind in the developmental process and following Islamic principle for a peaceful environment. 2.3.1. Positive and negative aspects of conflict During the session participants were divided into five different groups to identify the positive and negative aspects of the conflict. Though many of us tend to view conflict as a negative occurrence, it has both positive and negative aspects, which arise both during and as a result of interactions between conflicting individuals or groups. The participants used flip charts and listed all the negative and positive aspects of the conflict in perspective of their own practices from the conflict. Please refer to the following table: Table – 7: Participants views on positive and negative aspects of conflict Positive aspect of Conflict Resulted with brotherhoods Benefit to all Resolve the diversity of opinions Reach to rights and justice Innovation Open door to communication Ask for rights Efforts Consultation Finding solution to the problem Defense from own rights

Negative Aspect Dispute / dishonor/scuffle/extortion Selfishness Fights/violence Mistrust To do not content oneself Transgression Lack of unity Oppression or cruelty Blind on other rights Destroy economy Force governing Contrast or Diversity in many forms Destruction Intervention

Both Positive and Negative Aspects Conflict generates 90% harm and 10% benefits. Resolve the diversity/raise diversity Right protection but sometimes a party may not reach to its rights that he/she deserve to reach. Verbal dispute sometime reduce/eliminate hatred and jealousy


2.3.2. Difference between conflict and violence In this session participants were asked to brainstorm and differentiate between conflict and violence. They were asked to differently define the conflict and violence and also disclose the types of violence and conflict at family, community and district level. The following table indicates the types of violence exist in the various levels in Badpakh Community. Table – 8: Participants pointed out types of violence exists in the different levels in Badpakh Locations

Family Level

Physical violence -

Inappropriate anger on children and females Abusing family members Beating female members because of small issues Killing female members because of inappropriate relation with strangers Child labor Husband different behaving towards his two female spouses.

Cultural violence -

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Assassination of neighbors due to land or honor issues. Insurgents’ torture because of working with government or other developmental agencies.

Village Level

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District Level

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Conflict with other villages on land ownership and honor issues Making unions to defeat the enemies Insurgents disobedience sometime causes serious armed conflicts and violence Common people torture by governmental or other law enforcement agencies Bombardment of innocent people Community enforcement through insurgents group to support them financially or socially. Insurgent groups ban on working with government or other developmental organizations Forced recruitment of local people through insurgents groups Enforcement of local population for zakat/tax collection by the insurgents Torture by law enforcement and intelligence agencies in doubt of ties with the insurgents groups

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Unnecessary control over female members of the family Avoiding female access to education Lack of women ownership over family financial resources Elder brothers immature behaviors towards younger brothers Lack of respect toward parents and other elders Arranged marriages decisions enforcement on family members Lack of female participation in decision making process Lack of females participation in advisory process Conflict among village people on the selection process of tribal elders Intermarriages and honor issues among two or more families in the village Avoiding social relation with the kin and tribe due to small issues. Villagers’ inappropriate behaviors toward culturally deviated Youngers and elder. Common negative attitude towards female education Avoiding social relation with other families because of small scale issues Presence of huge amount of dowry system Supporting insurgent groups against each other Bestowing female members to the enemy to resolve a conflict among two families or tribes Kin unhealthy competition in daily life

Structural violence -

Assignment of male members for education but females for home work Inappropriate distribution of family resources on the base of gender. One person control on the family resources and decision making process

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Religious views difference sometime causes construction of separate mosques which causing distribution of the tribe or village people. Sometime developmental projects causing violence among village people. Because everyone is trying to pull the project towards their ownership. Lack of governmental authorities attention towards local communities problems Abusing one tribe by the people of other tribes Local tribes complain over passing electricity lines through Badpakh to Nangarhar Province and no provision of electricity to Badpakh. Inappropriate distribution of natural and economic resources among various tribes and communities Unbalanced control of one tribe or community on governmental institutions and services Bribery and theft is common Violence against vulnerable groups and individuals Disrespect towards one community elders by other community members Need of strong governmental approach to get public services or facilities Getting jobs or employment because of approach or bribery Using kinship ties in governmental institutions Warlords illegal control over the tribal people Lack of justice in judiciary decisions while solving local problems

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3. Second Day of the Workshop: (Types and Stages of Conflict) 3.1. Session-4: Fire Analog Conflict is part of our life without which there would be no growth or challenge. Living with it enables us to learn about it and make imaginative choices and changes. Ignoring and avoiding conflict gives rise to destruction and violence. Each dispute at any level is unique, in this sense; we must learn from each other, test theories and look for new ones. Using fire analog is another theory that enables us to identify stages in conflict. Because of the volatile nature of fire, similar parallels can be drawn with the course of disputes. Fire, if uncontrolled can rise to magnified proportions are can conflict if allowed to fester. Conflicts, tensions and violence go up and down in waves (see fire analog photo). Differentiating between the stages and building awareness, can not only help gauge disputes but can indicates at which point one can intervene to change the situation before it gets out of hand. For example, mediating when parties have disagreement, (the Spark stage, is probably more useful than when they physically hurt (The Blaze). The various stages of Fire Analog closely resembled with the conflict stages, which were explained by the trainers as follows. a. The Fuel Stage: (Our communication) Whenever people or in contact with each other, there is potential for conflict or for challenge and growth. Like fuel, some of it is highly combustible and some of it is damp. There is creative potential in conflict, just as there is in fire for warmth and energy as well as destruction. Awareness and communication at this stage creates challenge and growth. b. The Spark Stage: (Immediate responses and coping strategies) Friction causes sparks to fly and some land on dry wood, which set it alight. Similarly, tension and disagreement exist between people, some of which, like a spark, ignite a conflict or create new opportunities. There is more scope to intervene constructively at this stage before the fire escalates. Listening and awareness is the first step. c. Smoldering Stage: (Powerlessness and assertiveness) Left unattended, the live fuel begins to smell and smoke. There is indication of rumors and gossip, which trouble in the air. The unexpressed tensions and disagreements ignite conflict, which can be aggravated by troublemakers. It is still possible to put out the fire if we recognize that it is there. Photo 19: FGA MT explaining Fire Analog Being assertive in confronting issues when feeling oppressed is more productive than smoldering issues within ourselves. Fanning the fire stage: anger, enemies and awareness The wind blows and excites the flames to leap and grow. The agitators provoke the situation so that there is little possibility for the fire to fade. Mutual feelings of anger, hate and distrust are expressed and maintained. The situation is becoming critical. A mediator could intervene at this stage and offer a forum for expression of these difficult emotions to avert the conflict.


d. Stoking the fire stage: (Inequalities and empowerment) The fire takes hold and the fames burn with energy. Their demands are met and fed by the enemy. The fuel burns quickly and attempts to put out the fire meet with little success. The situation is intensified by outside pressures, which inject prejudice and oppression. There is still time for a mediator to enter the conflict and work on strategies for resolving it. The work to put out the fire will be tough especially to bring long-lasting change. Photo 20: The FGA MT explaining Fire Analog session

e. The blaze stage: (Crises management, recovery and reparation) The fire rages, it is a huge blaze, which will not die down easily and consumes all it touches. All feels hurt and pain. People run away, try to put the fire out or run into it. Options are limited. Mediators can lead the way to the escape route for those who want to take it, however, there will be repercussion, and strategies for recovery may be explored, including examining the context, behaviors, fears and needs of the parties involved. 3.2. Five Stage of Conflict The facilitator explained the five stages of conflict as discomfort, incidents, Misunderstanding, tension and crisis. 1. Discomfort: A party may feel like something “isn’t right” even if they cannot identify it and no one has said anything yet. A party probably not sure what the problem is yet or they may feel uncomfortable and not sure what to do about situation. 2. Incident: Something happens; it may be between two tribes. The incident may be a short exchange, where the effects are not major or lasting and or might make one party feel upset or annoyed. A party may have an outcome،, which you did not want. 3.

Misunderstanding: The parties may have difficulty in understanding the facts or misunderstand the motives of other party, or the parties may thing about the “problem” or “issue” a lot.

4. Tension: The relationship a party has with other party may feel more difficult due to negative opinions and attitudes. The picture or perception the parties now have may be quite different for what it was before. They are constantly worrying about the relationship among themselves. 5. Crisis: The reactions of parties to situation may not be normal, and they may use strongly / extreme motions and languages and the relationship is not in a state that is unable to be repaired. The trainer also explained that a conflict does not have to go through all stages to occur for example it might start with misunderstanding and escalate from there. He also explained that not all stages are visible, one party may not share their feeling or concerns with other party and that is why FGA include the topic of stereotyping in this training for which the viewpoints of one party will be shared with another party.

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3.3. Fifth Session: Types of Conflict 3.3.1. Squares The trainers used Square (refer to the photo) as tool for conflict analysis and explained the elements (goal and behaviors) of the two parties and asked the participants to give examples of conflicts in their communities. Using conflict squares is one method of analyzing the path of a conflict, so that constructive intervening can take place at each stage. Initially when goals are compatible, cooperation exists. For example, workers who are desperate for employment, initially cope with dangerous working conditions. When goals begin to get incompatible, for example, when workers realize their working conditions could be different; this forms a basis of disagreement and underlying tension. On the surface, the situation seems calm; however, people are beginning to feel exploited. (Existence of goal incompatibility) Photo 21: Square practice by the participants

Since the management behaves in a complacent, justified way, people become more agitated, choices are raised and perhaps a strike organized (recognition of goal incompatibility). The conflict is still latent (hidden) at this stage. If genuine negotiations do not take place at this stage, there is a danger full-scale open conflict, where the behaviors’ of conflict is used to achieve goals. Escalation of conflict can eventually lead to the eventual defeat of one side, to a fixed position that leads to mutual destructiveness, (violence), or a “breakthrough” by negotiation or mediation. Awareness of the various can benefit people not only track a dispute, but also help in estimating when to intervene in a constructive way. Conflict in its most visible form is violent. When violence takes place, only the surface area (fighting) is visible, covering the underlying cause. Attacking violence directly contributes to a “negative peace”, however, working at the culture structure provides, “positive peace”. Culture structure in this case means dealing with core problems that evolved before outbreak of violence between the parties, uncovering the hidden through communication with people. 3.3.2. Needs, Interests and Positions During this session the trainer elaborate the three types of conflict that is arising due to NEEDS, INTERESTS AND POSITIONS of two or various parties: In analyzing the causes of conflict it is important to distinguish between positions and interests of the disputants. The distinction is crucial. Interests are the intangible motivations that lead you take that position, such as needs, desires, concerns, fears and aspirations. In stable situations, our plans and actions stem from our basic needs. When there is no fear but trust in the relationships, needs are readily disclosed and discussed openly. Also, other people through empathy and communication can reveal needs even before they are disclosed. However in more dangerous circumstances, basic needs are hidden and actions and defenses are based on abstract interests, which have nothing to do with real needs. This can have a knock on effect on negotiation where due to mistrust; people stand firm in their positions. To discover interest and needs of the other party, people may have to improve communication and trust to a point where both parties understand and try and meet each other’s needs. After the presentation the participants divided into five separate groups and highlighted their needs, interests and positions on a flip chart and each group presented their conclusions to the participants respectively.


Both tribal both needs and interests for socio-economic development are almost similar except the Mir Ali Khel tribe, which is influenced by anti-government groups are more interested for promotion of religious schools. This clearly shows the marginalization of Badpakh community for development activities in the last 13 years. Both tribal groups interested for governmental offices to be operational in the district. The Mia Khel tribe also indicates the distribution of grazing areas and land at acceptable way between the two tribes while Mir Ali Khel only highlighted that sufficient grazing land and forest is available. This indicates that Mir Ali Khel have more access to these resources than Mia Khel tribe.

Photo 22: Participants listing Needs, Interests and Positions

In term of position, the Mia Khel tribe willingness to have more social and political power in the district while the Mir Ali Khel tribe highlighted to have District Development Shura and keep traditional system in the district. 3.3.3. Aims and Causes of conflict: The trainer connected this topic with the previous session and explained the following five aims / causes conflict: 1. 2. 3. 4. 5.

Wrong or untrue Information dissemination and or lack of information Inaccessibility to basic and wellbeing needs Weak social relationship due to poor communication, dishonors, and mistrust Untrue or dishonest social structure generates durable conflict. Social, political moral and economic Interests

The trainers requested the participants to highlight the aim and causes of conflict in Badpakh district. The participants in five groups listed the three causes / aim of conflict that is shown in Table 12. In conclusion the Mir Ali Khel tribe more highlighted Islamic values than Mir Khel tribe.

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Table – 11: Participants presented the Needs, Interests and Positions of Badpakh Communities. Needs ECONOMIC OPPORTUNITIES - Irrigation System rehabilitation - Construction of check dams and irrigation canals - Roads rehabilitation - Electricity in the district - Sufficient agriculture extension services needed - Transportation facilities for the public and private sector - Proper marketing system establishment - Employment opportunities - Small and medium scale enterprises establishment in the district SOCIAL INFRASTRUCTURE - Pipe Scheme projects - Schools and hospitals rehabilitation and equipping with advance technology and doctors. POLITICAL - Peace in the district - Establishments of the governmental institutions in the district - Distribution of grazing areas and arid lands at an acceptable way between both the parties. - Deforestation control needed.

Mia-Khel Tribe Interests ECONOMIC OPPORTUNITIES - Rehabilitation of the irrigation system. - Sufficient employment opportunities are available to everyone in the local area - To get more suitable markets for the local products and agriculture inputs and outputs. - Deforestation control and increment in the forestry area. SOCIAL DEVELOPMENT - Advanced education and health facilities establishment in the district. POLITICAL - A peaceful environment where developmental projects and local life are well suited. - Distribution of natural resources at an acceptable way to the communities. - Government is smoothly functioning

Positions DEVELOPMENT - Better governance services available - Availability of all basic life facilities. POLITICAL - Willing to have more social, economic and political power. - Peace environment established in the district

Needs DEVELOPMENT - Sufficient forestry resources - Sufficient grazing lands and pasture resources - Roads & Transportation facilities - Precious stones mining sector - Dry Land Farming - Fuel and energy resources - Irrigation system and Karizes - Check dams and water reservoirs - Market and Bazaar - Mining sector development - Livestock and agriculture support SOCIAL INFRASTRUCTURE - Hospital - Tube wells and boring - Communication/phone - Education system POLITICAL - District Development Shura

Mir-Ali-Khel Tribe Interests ECONOMIC OPPORTUNITIES - The main roads to be paved & electricity to whole district provided. - Irrigation system and Karizes rehabilitation and reconstruction - Employment opportunities with the help of small, medium and large scales enterprises and industries installments in the district - Strong governance system and law enforcement agencies control over the district - Helping local to advance their traditional marketing system into advanced marketing system - Supporting local farming system and farmers by provision of advance agriculture knowledge, skills, equipment’s and technology SOCIAL DEVELOPMENT - Advance communication and media in the district available - New Schools and hospitals construction and modernizing the current hospitals and schools by provision of professional doctors and teachers and technology - Drinking healthy water resources construction and rehabilitation - Sanitation - Provision of recreational facilities - Religious education institutions establishment - Mobile vaccines teams Sport and recreational facilities POLITICAL - Practical operation of Governmental departments in the district

Positions DEVELOPMENT - Islamic and modern education - Religious scholars - Teacher CULTURAL/POLITICAL - Respect towards each other - Social Institutions - Local tribal Maliks - Current civil society organizations - Brotherhood and integration - Local tribal shuras - Social relation - District Development Shura - Combined Social work (locally call Ashar) - Honesty

Table – 12: Group finding on social relations, social structure and values in Badpakh District

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-

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Social Relation Participation in various social ceremonies of each other, (funeral or marriage). Help each other during crop yielding season by structuring Ashar groups to effectively manage huge amount of work Supporting disaster damaged families Supporting poor people in daily life by provision of cash or luggage loans Supporting each other in conflict management and mediation process Supporting and backing innocent groups against cruel parties Respect to each other elders and female members Special relation with the neighbor communities Care taking of neighbor and kin families Patient care taking of each other families during illness and troubles Combine religious ceremonies, prayers, Eid parties and other occasions Appropriate behavior and attitude towards each other

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-

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Mia-Khel Tribe Social Structure Inappropriate customary relations and ties Assigning eligible and mature people against suitable positions Presence of local Shura Inappropriate distribution of electricity in the region Payment of bribes or strong approach to find civil society servants jobs and positions Low quality of governmental and aid agencies services and infrastructure Complains of local people from local police and law enforcement agencies Low quality of governmental services provision No honest leaders and governmental authorities or parliament/senate members Low level of education and health facilities and services Unprofessional people assignment against highly qualified vacancies and jobs

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Values Mosques & religious institutions Religious values Religious leaders Customs and traditional values Shared graveyards Religious sects Religious places and residues Social relation Supporting vulnerable and ignored groups and individuals Jobs Honor and respect to the women Historical monuments and remains Security/police Forestry & horticulture Irrigated lands & pastures Mining resources and industries Trade and business

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Social Relation Supporting and handling each other at the time of need and trouble Participation in each other funeral and marriage or other social ceremonies Kinship ties among various families Endogamy or exogamy marriages Assisting each other during the agriculture yielding season by provision of human resources and technical equipment’s Combine assistance during financial support for operating various social institutions like mosques, madrasas and etc. Combined religious practices, prayer, speeches Joint community Shuras and traditional Maliks and elders Joint Social institutions Governmental institutions Combined recreational facilities and games Shared advisory bodies


Mir-Ali Khel-Tribe Social Structure - Employment opportunities and joint workspace - Joint education and health facilities - Combined markets, bazaars, and governmental organizations - Shared natural resources and its usage - Combined decisions against external enemies and opposition groups - Joint decision to support needy people during trouble - Joint decision and intention for the developmental projects and activities in the area - Getting together to solve various social and political problems - Representing community by selection of traditional committees

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Values Sharia & Islamic law Afghan culture Eid days Mosques & Islamic institutions Religious elders Local elders & Maliks Patriotism and love towards country Parents and elders Honor and respect of each other family members Socialization of the younger Agriculture lands and grazing areas Shared graveyards Handling each other during troubles and time of need


4. Third Day of the Workshop: (Conflict Analysis Tools) In any given conflict situation, different parties have different experiences and different perceptions and values. For these reasons, they are likely to attribute the conflict to different causes. One side for example that the root problem is injustice, while another side says it is insecurity. Each party is focused on the issues that concern it most, and particularly the areas where it is suffering most. All this causes and issues are real and important, and all will have to be addressed before the conflict can be resolved and the situation improved. Meanwhile, a great deal of energy may go into attacking those who see different causes or concentrate on different issues. One challenge is to try to help everyone involved to see that all the different issues are part of the problem, though certainly some will be more urgent or more important than other. In order to build the capacity of Badpakh communities, FGA added four conflict analysis tools in the WWC training workshops where the participants learned the various factors, issues, and elements that involve in conflict generation. 4.1. Session -6: Mapping Conflict: Mapping is one approach to analysis a conflict situation. It forces one to represent the conflict graphically, placing the parties in relation to the problem (issue), and conveying graphically the relations between them. Mapping is dynamic; it reflects a changing situation and points toward action. Similar to a geographic map that simplifies terrain so that it can be summarized on one page, the FGA trainers used conflict mapping to map and simplify conflict in Badpakh district and serves to visualize a) the actors and their “power”, or their influence on the conflict, b) their relationship with each other, and c) the conflict theme or issues. A conflict map represents a specific viewpoint (of the person or group mapping), of a specific conflict situation (it should not be too complex!), at a specific moment in time, similar to a photograph. The instructions given for drawing of map are as follows: Photo 23: Participants drew conflict mapping of two tribes

          

Set the conflict system boundaries. Took a large sheet of paper and draw the actors as circles on the paper, the size of the circle representing an actors’ “power”. List third parties as semi-circles. Drew straight lines between the circles representing the relationship between the actors. A double connecting line indicates an alliance. A dotted line indicates an informal or intermittent link. Arrows indicates the predominant direction of influence or activity. Refracted line between circle indicates discord or conflict. Broken connection is indicated with a double line like a wall across. In square boxes, or at the top of the map, list the main themes. For more details on each actor, use the Needs-Fears mapping tools. A shadow shows external party which have influence but are not directly involved. Don’t forget to place yourself on the map.


The trainer referred the following questions to participants’ groups to draw the conflict map of Badpakh communities. 1. Who are the major parties? 2. Who are the minor parties? 3. How do they relate to each other? 4. Show these parties as circles of different sizes according to their relative power, size or influence. 5. What other issues or factors are involved in this conflict? 6. Show these as boxes in relation to the parties? 7. Who (external body) influence the conflicting parties: During this session for Mia-Khel elders group, the participants were asked to tell a story where there are two are more people were involved in a conflict and how was the power balance and relation with each other and with the supporting bodies. Haji Malik Mohammad Salem was a participant from Mia-Khel elders group, who told the following story of conflict and conflict mapping. “According to Salem, Haji Mohammad Tahir from Mia-Khel tribe, Sanzali Shahidan, Garoch village grabbed the forestry land of his cousin in year 2013. His cousin (Mohammad Jangul) strictly condemned his uncle intrusion and started opposing his uncle. The situation was getting worse day by day but finally a group of about 10 elders from Mia-Khel tribe intervened and started mediation process. The community elders were authorized from both of the parties for any suitable decision to solve the conflict. After a long discussion Haji Mohammad Tahir was fined twenty thousand AFS for his illegal hold on his cousin forestry land and declared the ownership of Mohammad Jangul over the mentioned forestry land and the issue resolved for the time being. Tahir was not satisfied of the situation and because of the malice towards his cousin his obvious hatred shaped open competition and this race entered into a critical stage of armed conflict. Because of this armed conflict an individual from Jangul group and two of Tahir people killed. It is worth mentioned to say that both the individuals were backed by their kin groups and supporters. After sometime, another mediation efforts made by the local elders in supervision of Ahmadzai tribe elders (Famous for conflict solution skills and techniques among all Afghans) and both the parties handed over full authority of decision making to the elders. The elders finally decided, that as one more person from Tahir group have been killed therefore, Jangul family will pay six hundred thousand (600,000) AFS to the Tahir group as extra assassination const. With the help of these precious mediation efforts the issue resolved and the conflict no longer exists among the parties.

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The group drew the following conflict map and presented in the class. Conflict mapping of Haji Mohammad Tahir and Mohammad Jangul from Mia Khel tribe of Garoch village

‫د حاجي سيد‬ ‫محمد طاهر ټول‬ ‫نږدي د تره زامن‬

‫طا‬

‫حاجي سيد محمد‬ ‫هر‬ ‫ميا خيل دسنځلي سوري‬ ‫کلي اوسيدونکي‬

‫ددواړو خواوو نه دري کسان د‬ ‫جګړي په پايله کي مړه شوي‬ ‫ووچي يودمحمد جان ګل له کابيني‬ ‫نه او دوه دسيد محمد طاهر دکابيني‬ ‫وو‬

‫ کسيزه شورا او د‬٠٤ ‫د باد پښ‬ ‫احمدزيو شورا چي د مينځګړو‬ ‫په تو ګه وو چي نسبي روغه يي‬ ‫کړي‬

‫د غره او ځنګل په سر چي سيد طا‬ ‫هر د محمد جانګل په حصه تعرض‬ ‫کړي وو اوده يي مخا لفت وکړ‬

‫دغره او ځنګل د وستي يا‬ ‫نا غي په سرچي سيد طاهر‬ ‫د محمد جان ګل په حصه يا‬ ‫برخه يي تعرض کړي وو‬

‫محمد جان ګل ميا‬ ‫خيل دسنځلي‬ ‫شهيدانو دکلي‬ ‫اوسيدونکي‬

‫د محمد جان ګل‬ ‫ټول سکني دتره‬ ‫زامن‬

Another participant from Mia Khel group (Malik Gul Mohammad) was keenly interested to explain conflict mapping by telling such a story which can help participants to better get the conflict mapping idea and sketch. “During the year 1999 Mr. Hawas Khan from Mir-Ali-Khel tribe sold a piece of cultivable land on Haleem from Mia-Khel tribe, and after some time Haleem was claiming the ownership of some of the adjacent arid land as well, which caused a conflict among the two families. The issue referred to Taliban for its solution but unfortunately Taliban regime did not decided clearly in their first decision and requested to wait for their next decision on the issue. It took two years to get next decision from Taliban and Mr. Hawas Khan was no longer interested to further wait for Taliban decision. He started building a house at the disputed land. After sometime when the house completed Mr. Haleem demolished the new house of Hawas Khan with the help of explosive devices. Even the house demolition did not satisfied Mr. Haleem and after sometime he fired on Hawas khan family members, due to which two individual from Hawas Khan Family were killed. In this critical time Mia-Khel tribe supported Mr. Haleem and about 40-50 personnel started firing over Mir-Ali-Khel houses and kept them under surveillance for 44 days. Finally, half of the Mir-AliKhel tribe supported Hawas Khan and attacked over the Mia-Khel tribe people. During this conflict an individual from Mia-Khel tribe killed but because of the Sorobi District Tribal Shura (Badpakh Neighbor District) intervention and mediation the ceasefire established between the two tribes. The Sorubi Shura was authorized from both sides and after several days of conversation the ownership of the land buyer (Mr. Haleem) considered illegal and declared land ownership rights for Mr. Hawas Khan. It was also declared that as one more person from Mir-Ali-Khel tribe has been killed, therefore, Mia-Khel tribe has to pay some cash

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amount as assassination cost to the Mir-Ali-Khel tribe. For the time being the issue resolved but after sometime Haleem from Mia-Khel tribe got employment of Afghanistan Intelligence Agency, due to which he got more extra power and influence in the government. By getting this extra power he started torturing people from the Mir-Ali-Khel tribe, due to which Mir-Ali-Khel elders complained to the Provincial Governor and finally Haleem was detained by the law enforcement agencies and till the time he is in prison, but Hawas Khan from Mir-Ali-Khel shifted his house to Jalalabad city (Nangarhar Province) and living there in Nangarhar or sometime in Kabul in Kabul Province”. Conflict mapping of Haji Mohammad Tahir and Mohammad Jangul from Mia Khel tribe in Garoch village of Badpakh District

‫د ميا خيلو‬ ‫ټول قوم‬

‫عليم‬ )‫(ميا خيل‬

‫د ځمکي د‬ ‫ملکيت په سر‬ ‫منا زعه چي هر‬ ‫يو د يي دعوا‬ ‫ګير وو‬

‫اندرو‬ ‫اندرو‬ ‫خيلخيل‬ ‫ميا ميا‬ ‫ړ ړ‬

‫د ځمکي د ملکيت‬ ‫په سر منا زعه چي‬ ‫هر يو د يي دعوا‬ ‫ګير وو‬

‫عايشه‬ ‫خيل‬ ‫ميرعلي‬ ‫خيل‬

‫هوس خان‬ ‫(مير علي‬ )‫خيل‬

‫خيل د سروبي‬ ‫قومي شورا‬ ‫دمينځګړي‬ ‫په حيث‬

‫د مير علي‬ ‫خيلو نيم قوم‬

The trainers explained that the Conflict Mapping is dynamic – it reflects a changing situation and points towards action. The trainer asked the group to draw three conflict maps to show the conflict dynamics in the following three stages: Case study from Andror Village Stage 01: “A long while ago the forefathers of the Hawas Khan from Mir-Ali-Khel tribe sold a piece of agricultural land on Mr. Haleem from Mia-Khel tribe. In 1,999 Mr. Haleem was claiming the ownership of some of the adjacent arid land as well, which caused a conflict among the two families. Hawas khan opposed his ownership over the adjacent arid land. The issue referred to Taliban for its solution but unfortunately Taliban regime did not decided clearly in their first 23


decision and requested to wait for their next decision on the issue. It was a time consuming process to get final decision from Taliban and Mr. Hawas Khan was no longer interested to further wait for Taliban decision. In 2,002 he started building a house at the disputed land and after sometime when the house completed Mr. Haleem demolished the new house of Hawas Khan with the help of explosive devices. This issue was critical and was entering into a critical phase of physical conflict. Stage 02: After the new house demolished by Haleem, Hawas Khan blocked the irrigation water passage into the agricultural lands of Haleem. Therefore, it further intense the conflict and the anger of Haleem khan further increased. The situation entered into a more critical stage, when Mr. Haleem kills the two sons of Hawas Khan Ages 18 and 22 years. After the assassination the conflict entered into an exposed physical conflict stage. In this critical time Mia-Khel tribe supported and backed Mr. Haleem and about 40-50 personnel started firing over Mri-Ali-Khel houses and kept them under surveillance for 44 days and blocked the district main road for MirAli-Khel tribe and their access to the provincial capital eliminated. Finally, half of the Mir-AliKhel tribe supported Hawas Khan and attacked over the Mia-Khel tribe people. During this conflict an individual from Mia-Khel tribe killed but because of the Sarobi tribal shura intervention a condition of ceasefire established between the two parties. Stage 03: Sarobi tribal Shura (Badpakh Neighbor District Shura) intervention and mediation the ceasefire established between the two tribes. The Sarobi Shura was authorized from both the sides and after several days of conversation the ownership of the land buyer (Mr. Haleem) considered illegal and declared land ownership rights for Mr. Hawas Khan. It was also declared that as one more person from Hawas Khan family has been killed, therefore, Haleem will pay 130,000 AFA cash amount as assassination cost to Hawas. It was a temporary solution for the time being but the root causes of the conflict were not responded and after sometime Haleem from Mia-Khel tribe got employment at Afghanistan Intelligence Agency, due to which he got more extra power and influence in the government. By getting this extra power he started torturing people from the Mir-Ali-Khel tribe, due to which Mir-Ali-Khel elders complained to the Provincial Governor and finally Haleem was detained by the law enforcement agencies and till the time he is in prison, but Hawas Khan from Mir-Ali-Khel shifted his house to Jalalabad city (Nangarhar Province) and living there in Nangarhar or sometime in Kabul in Kabul Province” 4.2. Do No Harm (DNH) When humanitarian and development aid is provided in a conflict setting, this has always has an impact on conflict. In most cases, although aid may be effective and successful, experience and patterns show today that it can in fact worsen the conflict if certain conditions are not met. The negative impacts can be related in two categories: 1. Direct Support: Direct support of conflict happens when aid is diverted or taxed by the warring factions for their own gains or war efforts. These funds then feed directly or support the on-going conflict. For example, paying tax or security cost by road construction companies or other agencies to Taliban in Afghanistan. 2. Indirect Support: This can be classified under four categories: a. When development/humanitarian are introduced into conflict areas, various factions compete for these resources and it represents power. In these cases development program can reinforce suspicion, enmity and competition for wealth.

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For example, after 13 years FGA started NSP in Badpakh district in January 2013, but was not able to mobilize communities or start development projects till July 2014 due to competition, suspension and fear of the leaders of two tribal groups. b. When aid provides for the survival of civilians, internal resources are freely available to meet warring needs. This example can be seen in free distribution of foods and other commodities for disaster effected people in conflict affected areas Northern provinces of Afghanistan. c. Warring factions when controlling the path of aid to particular areas, also manipulate the civilians who are forced to more to these locations. This indirectly weakens the opposing groups and strengthens their supporters. It also allows controllers to gain political legitimacy and supremacy as they are seen to be “providers” for the people. Presently, the NGOs approached the government opposition groups to get permission to implement development programs in the insecure districts in Afghanistan. d. External assistance influences the economy such that when normal economic conditions resume, it makes it more difficult for people to readjust. For example, the employment wages and house rents in Afghanistan dramatically increased in the last 13 years but in 2014, no such wages and rents is available and made difficulties for Afghan communities to readjust their normal life. Good intentions are not enough; we need to be very careful when working for peace and development. We need to be skilled in conflict sensitive approaches like Do No Harm (DNH). Therefore, FGA’s trainers fully explained DNH topic to the participants. He started questioning the participants to tell the connectors and dividers factors of Badpakh Communities. The participants’ views listed in table - 13: Table - 13: Connectors and Dividers Sources in Badpakh Communities: Connectors Dividers -

Formation of local councils Schools and Clinics Fridays and Eid prayers Sorubi District Shura Community Development Councils Islamic religion and act based on holly book (Quran) Attending in family or communities ceremonies. Attend in funeral customs Cooperation with each other’s Mutual agreement Community let development projects Organizing voluntary work such as Ashar Deeds and charities by community people High morality and good relationships. Friendship, love and sympathy Honest and qualified leader Giving greeting as per Islamic rules Truthfulness and transparency Giving gifts to each other’s

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Select or electing many leaders Political parties Construction of many masques in Andror villages Providing privilege or concession by government or NGO only to one group or tribe. Lack of unity Transgression and usurpation Selfishness Broken relationships Poverty Boise To disregard the rights of others To extort other lands Accusation on others Marriage girls to opposite faction in order to resolve the conflict.

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25


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Tolerance and to make concessions or to waive one’s claim Forgiveness and amnesty Support others during their difficult time Consultation Follows the advices of honest leaders.

The participants together with facilitators after heated discussion and debates highlighted the following tensions/dividers and connectors with their sources, still facing Badpakh societies: Table -14: Tensions/dividers and connectors with their sources in Badpakh district. Tension/dividers Sources of tensions Connectors Destruction of economic and agriculture infrastructures Joblessness Shortage of safe drinking water Tribal and ethnical conflict Illiteracy and insufficient interest towards education Nervousness Poverty Immigration and displacements Injustice and unjust attitude and partiality Disability and impairment Growing number of orphans and widows Collapse and decline of social fabric and family life Creation of prejudice and discrimination Lack of self-reliance Decline of attitude of responsibility towards the society

War, shortage of water due to destruction of irrigation canals Lack of job opportunities and development programs Lack of water points due to areas topographical situation (mountain) Ambitiousness and greed for honor Low quality of education system

-

Stress and outside pressure Joblessness and no sources of income War and violence, lack of respect towards civilians Power struggle War and land mines War War and socio-economic problem and political influences Superiority and ambitiousness Dependency on outside-in actors Individualism and groups biased attitude

-

-

Religion and Sharia (Islam and Hanafi School) Traditions values Intermarriages Common history and heritages Common agriculture and animal husbandry occupation Common feelings about having peace and putting an end to the conflict in the district. Development work in the villages Villages Shura Common graveyard Working for securing social justice Common congregational mosque for Friday’s Prayers Common economic problems that all suffering from the same economic situation. Common transportation road

The trainers shared the following case study of DNH with participants and request them to answers the questions: A DNH Case Study from Koz Behar Village, Khogyani District, in Nangarhar province “There are two tribes (Babakar-Khel and Kabulyan) living together in Koz Behar Village belongs to Babakar-Khel locality in Khogyani District of Nangarhar Province. Both tribes closely linked through social relation and ties. The previous Jihadi Commander/Warlord Malim Dad Mohammad is the tribal leader of Babakar-Khel tribe closely linked with the regional influential commander Haji Mohammad Zaman group, while other tribe (Kabulyan) is leading by a famous landlord (Haji Shireen) who is originally from Kabul province (Kochi, Mohmmedzahi tribe), settled there a long while ago. Both of these tribal leaders have close family relation with each other; for example; Haji Shireen is the brother-in-law of Malim Dad Mohammad and the son of Malim Dad Mohammad is the son-in-law of Haji Shireen. The rest of villagers are very poor people and mostly serving for these two leaders or farming in their lands. The poor people of Babakar-Khel tribe supporting Malim Dad Mohammad while Mohammadzahi tribe poor people supporting Haji Shireen.

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Nevertheless, of close family relation both the leaders sometimes confronting each other while there was an activity of share interest happening in the village. Therefore, everyone is trying to grip more benefit of any developmental or aid opportunity. The political and financial power of Malim Dad Mohammad was exceeding as compared to Shireen. Because of more power and fear some of the people were supporting Malim Dad Mohammad but as Shireen was a landlord and rich person, and supporting local poor, therefore, most of the people were obviously supporting Haji Shireen. During 2007, the Future Generation Afghanistan (FGA) started National Solidarity Program (NSP) in the district and was trying to establish Community Development Council (CDC) (in the village. Therefore as per NSP rules the community was to elect the CDC members and afterwards the Shura members elect head of that Shura. Both the leaders were trying to become head of the CDC but according to NSP principles the election of the Shura members was indispensible to elect their head. At first Malim Dad Mohammad was not accepting the election process because of his fear that Haji Shireen has served a lot for the village people and most of the people will vote for him, but after he knew that Shura members election is must he agreed to let the election to conduct. However, he disclosed that there must be two separate voter boxes that he could see who are voting him and who not. The separate boxes suggestion was his fear wining tool to use during the election. The FGA team declared that for secret voting procedure and for the safety of CDC members, it is must to use only one voting box for voting both the candidate and therefore they rejected the proposal of two separate boxes for the two candidates. The Shura members were also not happy with the opinion of two separate boxes for two candidates to select their head. They were of the opinion that by using two separate boxes the Malim Dad Mohammad will see whom has not voted for him, which will be critical for all of us because most of the Shura members were working for him and because of losing job fear no one can vote to the opposite side because of Malim Dad Mohammad fear and influence. After a long series of negotiation and conversation it was summarized that agreement among both the parties to work together is very difficult and therefore it is decided not to establish any Shura / CDC for the village because of the fear of further problems and conflict among village people. Several times the villager refereed to FGA and NSP offices in Nangarhar province to establish two separate Shura’s for that village, but as the two separate Shuras were causing to distribute the community into two sects, therefore, the FGA Staff explained that two separate Shuras can makes the situation more complex and worse and the only Shura can establish in case both the group in BabakarKhel village accept each other and vote according to NSP principles and regulations. The agreement of both the leaders to select head of Shura as per NSP rules is the only and final criteria for the Shura or CDC establishment, which did not happened for the time being.

After the story of Do No Harm example shared with the participants they were asked if an organization planning to build a school in the village but each community wants that school is to be built in their area and they are not agree to select a joint site for the school at any case, then what you would like to happen. Which of the following response you will prefer:

1. School to be built for the first party? 2. School to be built for the second party? 3. Two Separate schools to be constructed for each party? 4. No School to be built for any party?

In response to the above questions about 24 out of 100 (24%) participants were of the opinion that separate schools to be built for each community while 74 out of 100 claimed to never build any school for both of the communities. Just 2 participants were of the opinion to build it for one or the other party.

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5. Fourth Day of the Workshop: (Conflict Analysis) 5.1. Session-7: Conflict Analysis Conflict analysis is the systematic study of conflict in general. It provides a structured inquiry into the causes and potential trajectory of a conflict so that processes of resolution can be better understood. This training session was mostly focused on research part and the trainer started its session from definition of conflict analysis and why it is important as follows: Conflict analysis is the systematic study of the profile, causes, actors, and dynamics of conflict. It helps development, humanitarian and Peace-building actors / agencies to gain a better understanding of the context in which they work and their role (as peace-building facilitator) in that context. Key elements of conflict Analysis is show in the following table: Elements of Conflict PROFILE

Key Questions Asked from Participants • What is the political, economic, and sociocultural context? For example, physical

A conflict profile provides a brief characterization of the context within, which the intervention will be situated.

geography, population make-up, recent history, political and economic structure, social composition, environment, geo-strategic position. •

What are emergent political, economic, ecological, and social issues? For example, elections, reform processes, new infrastructure, disruption of social networks, mistrust, return of refugees and internally displaced persons (IDPs), military and civilian deaths, presence of armed forces, mined areas etc.

•

What specific conflict prone/affected areas can be situated within this context? For example, areas of influence of specific actors, frontlines around the location of natural resources, important infrastructure and lines of communication, pockets of socially marginalized or excluded populations.

•

Is there a history of conflict? For example, critical events, mediation efforts, external intervention.

•

What new factors contribute to prolonging conflict dynamics? For example radicalization of conflict parties, establishment of paramilitaries, development of war economy, increased human rights violations, weapons availability, development of a culture of fear.

•

What factors can contribute to peace? For example communication channels between

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opposing parties, demobilization process, reform programs, civil society commitment to peace, antidiscrimination policies.

CAUSES OF CONFLICT

•

example illegitimate government, lack of political participation, lack of equal economic and social opportunities, inequitable access to natural resources, poor governance.

Conflict causes are those factors that contribute to people’s grievances; and can be further described as: •

Structural causes – pervasive factors that have become built into the policies, structures and fabric of a society and may create the preconditions for violent conflict

•

•

•

•

anticipation that will set off or escalate violent conflict.

•

This includes individuals, groups & institutions contributing to conflict or being affected by it in a positive or negative manner, as well as those engaged in dealing with conflict. Actors differ as to their goals and interests, their positions, capacities to realize their interests, and relationships with other actors. •

Interests: the underlying motivations of the

What new factors contribute to prolonging conflict dynamics? For example - radicalization of conflict parties, establishment of paramilitaries, development of a war economy, increased human rights violations, weapons availability, development of a culture of fear.

•

ACTORS

What triggers can contribute to the outbreak / further escalation of conflict? For exampleelections, arrest / assassination of key leader or political figure, drought, sudden collapse of local currency, military coup, rapid change in unemployment, flood, increased price/scarcity of basic commodities, capital flight.

Triggers – single key acts, events, or their

Protracted conflicts also tend to generate new causes (eg weapons circulation, war economy, culture of violence), which help to prolong them further.

What issues can be considered as proximate causes of conflict? For example uncontrolled security sector, light weapons proliferation, human rights abuses, and destabilizing role of neighboring countries, role of Diasporas.

Proximate causes – factors contributing to a climate conducive to violent conflict or its further escalation, sometimes apparently symptomatic of a deeper problem

What are structural causes of conflict? For

•

What factors can contribute to peace? For example - communication channels between opposing parties, demobilization process, reform programs, civil society commitment to peace, antidiscrimination policies. Who are the main actors? For example national government, security sector (military, police), local (military) leaders and armed groups, private sector/business (local, national, transnational), donor agencies and foreign embassies, multilateral organizations, regional organizations (eg African Union), religious or political networks (local, national, global), independent mediators, civil society (local, national, international), peace groups, trade unions, political parties, neighboring states, traditional authorities, diaspora groups, refugees / IDPs, all children, women and men living in a given context. (Do not forget to include your own organization!) 29


actors (concerns, goals, hopes and fears). •

•

Goals: the strategies that actors use to pursue

religious values, political ideologies, need for land, interest in political participation, economic resources, constituencies, access to information, political ties, and regional ‘ global networks.

their interests. •

Positions: the solution presented by actors on key and emerging issues in a given context, irrespective of the interests and goals of others.

•

•

Capacities: the actors’ potential to affect the

Relationships: the interactions between actors at various levels, and their perception of these interactions.

What institutional capacities for peace can be identified? For example - civil society, informal approaches to conflict resolution, traditional authorities, political institutions (e.g. head of state, parliament), judiciary, regional (e.g. African Union, IGAD, ASEAN) and multilateral bodies (e.g. International Court of Justice).

context, positively or negatively. Potential can be defined in terms of resources, access, social networks and constituencies, other support and alliances, etc. •

What are their main interests, goals, positions, capacities, and relationships? For example -

•

DYNAMICS

•

Conflict dynamics can be described as the resulting interaction between the conflict profile, the actors, and causes.

•

What actors can be identified as spoilers? Why? For example - groups benefiting from war economy (combatants, arms/drug dealers, etc.), smugglers, “non-conflict sensitive” organizations. What are current conflict trends? For example escalation or de-escalation, changes in important framework conditions. What are windows of opportunity? For example are there positive developments? What factors support them? How can they be strengthened?

•

What scenarios can be developed from the analysis of the conflict profile, causes and actors? For example - best case, middle case and worst case scenarios. Note: This list is not completed and the examples may differ according to the context The trainers refer the above questions to four smaller groups in each training classes. The groups after full days hard work, presented their answers in the classes. These finding of each smaller groups have been compiled and will be reported in CONFLICT ANALYSIS REPORT.

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6. Fifth Day of the Workshop: (Stereotyping) There were three sessions in the fifth day of the training:  Stereotyping,  Training evaluation and feedback from participants  Nominating 30 participants for District Dispute Resolution Committee 6.1. Session –8: Stereotype – Concept, Meaning & Purpose Stereotypes are generalizations or assumptions that people make about the characteristics of all members of a group, based on an image (often wrong) about what people in that group are. It shape the way we think about a community or tribal group. Stereotyping is especially prevalent & problematic in conflicts and or war affected areas like Badpakh District in Laghman province. Groups tend to define themselves according to who they are and who they are not. And others especially the opponents are often viewed in very negative ways. Because the opponent is expected to be aggressive, self-serving and deceitful for example, while people in one’s own group are seen in generally positive ways. Similarly, if problems occur, blame is often placed on the opponents while one’s own contribution to the problem is ignored. Even similarities between parties can be viewed differently: one’s view competitiveness may be seen in a positive light as “tough, effective negotiating” while the opponent’s competitive actions are seen as deceptive. The aim of this session was to explain the concept and process of stereotype and stereotyping in society to make the participants to deal and breakdown negative stereotypes between Badpakh tribal groups. Only three topics of stereotypes were thought (a) what stereotypes are. (b) Why stereotypes matter. (c) What the positive and negative sides of stereotypes are. During the first round of Working With Conflict (WWC) trainings the FGA Master Trainers explained the term of stereotypes to the participants by using local examples from Badpakh District. After thorough discussion of the topic by participants they were asked to list all their views and opinions about their own tribe and the opposite tribe. During each session the participants listed their views about themselves and the stereotypes they made about opposite tribes. Since this was the research session, the analysis of this session will be reported in the research report.

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Table – 15: Outputs of Stereotype (Mia Khel Youth Positive and Negative Attributes) How Mia-Khel Youths view their own community                            

Positive Attributes Presence of good scholars, elders Presence of local traditional council Presence of Mujahedeen Sacrificed for the freedom of the country in shape of martyrs Presence of patience and tolerance Presence of good custom & values Good relation with their neighbors United and brotherhood Respect for the elders and compassion over youngers Supportive in social life (participating in each other funeral and marriage ceremonies) United Hard working people Supportive to the development process Collective decision makers Contented Manliness (sacrifice for the honor) Committed for the promises Good hosts for the guests Involvement with business Generous Believer and religious Good care takers of the mosques Socialized behavior and dealing A few rich people Presence of the educated people Hardworking people Supportive for the developmental activities and groups who are working here No thieves

              

Negative Attributes Careless in conversation (more useless talking Racism and prejudice Grabbers are more common Considering themselves powerful Anger and fury Illiteracy above than 70% Absence of forgiveness and exemption Companionship with rich and powerful people instead of educated and patriot people Solution of conflicts by providing female members to the hostile groups Presence of aggressive groups and individuals Presence of haughty people Presence of illegitimate competition Tale-bearing is popular Dowry custom is present Imperfect rivalries during customary practices

How Mia-Khel Youths View about Mir-Ali-Khel community Positive Attributes  Presence of good leaders and scholars  Good unity and brotherhood  Good behaviors  Presence of Mujahedeen and commanders  Sacrificed for the freedom of the country in shape of martyrs  More skilled workers  Presence of patience and tolerance  Presence of good custom and values  Willing to get education  Good relation with the neighbor communities  Respected people  Respect for the elders and compassion over youngers  Tribal elders serving for the communities  Supportive towards each other  Supportive in social life (participating in each other funeral and marriage ceremonies)  United  Patient people  Good traders and businessmen  Supportive toward developmental activities Community respect towards tribal elders

Negative Attributes  Intense laboring on women  Elders neglect younger right  Racism and prejudice  Grabbers are more common  Considering themselves powerful  Anger is common  Financial problems  Sectarian attitudes and behaviors  High illiteracy rate  Absence of forgiveness and exemption  Usury is common  No good willing for others  Illegal earning  Unnecessary anger towards each other  Presence of aggressive groups and individuals  Dowry custom is present  Internal conflicts existing  Imperfect rivalries during customary practices  Selfish to some extent  Illegal use of power and authority


Table – 16: Outputs of Stereotype (Mir Ali Khel Youth Positive and Negative Attributes)

                      

How Mir Ali Khel Youths view their own community Positive Attributes Negative Attributes Participating in each other social  Unnecessary competition and ceremonies race Good hosts  No control on feeling and quick anger Religious  Grabbing poor rights and assets Presence of Mujahideen  Dowry Good willingness toward each other  Scarcity of trust Hard working  Some people trying to rise conflict Good modest people  Illiteracy is common Intelligent No cruelty and grab Vanity is not so common Generous people United and strong brotherhood Presence of good scholars Solving internal problems by negotiation and local shuras Sufficient hajis 30% literate Willing to be educated Presence of rich people and families No music and dance at marriages Respect to the elders decisions Peaceful No accommodation for criminals

          

How Mir Ali Khel Youths View about Mia Khel community Positive Attributes Negative Attributes Good hosts  Inappropriate competition and race in social relation Kind people  Vanity is common Respect to the social relation  Supporting own tribe even Religious on wrong intentions and Presence of Mujahideen claims Hard working people  Trust is limited over each Willingness for education other No support of cruel people  Sectarian Defender of the rights  Dowry Respect towards each other  No control of feelings Sufficient literacy rate  Quick anger  illiteracy

Note: Mia Khel youth share their positive and negative views about the Mir Ali Khel community, but the Mir Ali Khel youth did not share their negative views about Mia Khel tribal group.

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Table – 17: Outputs of Stereotype (Mia Elders Positive and Negative Attributes) How Mia-Khel Elder view their own community                          

Positive Attributes Patient people Satisfactory Good host tribe Good leaders Good scholars Respect to every human being Differentiate right and wrong Good customs and culture Religious United Brotherhood 40% educate Hardworking Good masons Good behavior toward each other Followers of law and regulations Supportive toward each other Respect to each other No grabbers No willingness for conflict Participating in each other’s funeral and marriage or other ceremonies Respect to the honors of each other Patriotism is common Assisting vulnerable groups Avoiding cruelty of rich on poor

             

Negative Attributes Presence of uncontended people Willing to have more power and money Some are believers of sectarian division in society Some people are trying to trigger conflict because of personal benefits Unnecessary customs and wrong competition Unnecessary expenditures during funeral and marriage ceremonies Presence of opposition groups Dowry Limited listeners of the advice Illegal competition and race Some people are not willing to have education Preference to other tribes against own Usury is present Inappropriate proud

How Mia-Khel Elders View Mir-Ali-Khel community                  

Positive Attributes Religious Good scholars Good leaders Good patience Good customs and cultural values Sufficient Hajis Good hosts Well treated people Hard working Good unity and companionship Followers of law Participating in each other’s social ceremonies Good willing for other Willing to get education Presence of wise and skilled people Social relation Rich people Respect for local and tribal shura

Negative Attributes  Presence of trustless people  Unnecessary expenditures at marriage and funeral ceremonies  Creating of problems and conflict because of personal interest  Selfishness  Bad custom and cultural values  No commitment to the promises  Grabbers of poor’s rights and lands  Some people are jealous  Sectarian  Music and dance in marriage ceremonies  Generosity is limited  Backbiting is existing  Hostile behavior among some of the members  Negative planners to defeat others  Trustless


Table – 18: Outputs of Stereotype (Mir Ali Khel Elders Positive and Negative Attributes)

                   

How Mir Ali Khel Elder view their own community Positive Attributes Negative Attributes Religious  Presence of inappropriate customs and values Respect towards scholars and elders  Some people using inappropriate dresses and Respect to the guests behaviors Commitment to the promises  Usury is present Good willing towards each other  Jealousness Deciding combined by advising  Backbiting each other  Blaming habits No sectarian thoughts  Cruelty Good listeners of each other  Hypocrisy Kinds and well treated  Greedy for power Willing to get education  Not clear communicators to United and follower of discipline solve problems Presence of Jihadi leaders  Family discipline is weak Presence of community leaders  Some people are ignoring tribal and shura unions Active in social relation of each  Selfish other  Lack of respect towards elders More willing to read Quran  Internal conflict Socialized in conversation  Willingness for hostility Good communicators and committed to social integration  Greedy for the money and wealth Good values  No care of cleanliness Friendly  Good warriors

               

How Mir Ali Khel Elders View Mia-Khel community Positive Attributes Negative Attributes Good hosts  No loyalty Committed to the friendship  Hippocratic Participating in each other  Liars ceremonies and social functions  Killers Good behaviors and treat  Supporting powerful and cruel Usage of appropriate dressing parties No Backbiting  Careless in conversation and making promises Good house builders  No respect toward neighbors Skilled workers  Sectarian Good Masons  Inappropriate competitors and Good planners racers Good agriculturists  Presence of Thieves Socialized in behaving and  Limited eager for the education conversation  Less commitment to the Good care takers of the promises environments  Supporting own kin Companionship or friendship committed  No contentment or satisfaction Willingness to paly active role at  politics Brotherhood is common

Note:

The elders strongly requested FGA to do not share their negative views with youth groups because of their fear that it will not raise the conflict once again. According to them the youth are not aware of past history of tribal conflict between Mia Khel and Mir Ali Khel.

7. Training Workshop Evaluation and Feedback by Participants At the end of the workshop the participants were asked to evaluate the training in terms of relevance and effectiveness of delivery as well as meeting their objectives and expectations. The finding of this evaluation is attached in Annex-3.


Annex-1: Training Timetable Day-1: Introduction to Conflict Topic of Training Preparation - Registration - Recitation of Holly Quran - Speech by officials, community - Representatives and FGA Tea Break Opening Workshop - Hope and fear from the training workshop. - Ground Rules

-

Vision building

Lunch and Prayer Introduction to conflict - Definition to conflict

-

-

Tea Break Positive & Negative aspect of Conflict Difference between Conflict and Violence

Day-2: Conflict Stages and Types Topic of Training Stages of Conflict -1: (Fire Analog) -

Stages of Conflict -2: (Five stages)

Methodology Let the officials and community representatives to talk and have their speech in this session.

Time

08:00 – 09:30

Provide community elders and local authorities to have informal discussion among them during the tea break. The session will be opened with introduction from the facilitators and participants and each will be encouraged to relate their hopes and fears from the training workshop. A brain storming session between the group to set ground rules

09:30 – 10:00

(Shared value and obstacles) Participants in groups of five will be requested to express images that reflect visions of peace in their community and the obstacles to the achievement of this vision.

11:00 – 12:15

10:00 – 10:30 10:30 – 11:00

Facilitators & Co-facilitators Trainer: Wahizi Co-trainer: Irfn Report Writer: Obaid

Trainer: Wahizi Co-trainer: Taj M Report Writer: Obaidulla Trainer: Wahizi Co-trainer: Irfan Report Writers: Obaidullah Trainer: Taj M Co-trainer: Wahizi Report Writers: Obaidullah

12:15 – 13:30 Starting with game (Raja) involve all participants Starting with game (rope) involve two persons Definitions based on Islamic school of thoughts

13:30 – 14:45

Trainer: Wahizi/Helal Co-trainer: Obaidullah Report Writers: Taj M

14:45 – 15:00 Brain storming (collect one words from participants and divide the words into three groups to identify the positive and negatives aspect of conflict with different colors). The facilitator explain the definition, and types of violence and also show the chart that shows types of violence at family, community and District level

15:00 – 16:15 16:15 – 17:00

Methodology Lecture and show the seven stages of conflict through fire analogue slides.

Time 8:00 – 9:15

The facilitator will use the fire analogue full chart and show how the conflict directions move from anxiety to crisis. The facilitator will discuss with participants all these stages and give them various examples in Badpakh

9:15 – 10:15

Trainer: Helal Co-trainer: Irfan Report Writers: Wahizi Trainer: Helal Co-trainer: Obaid Report Writers: Obaidullah

Trainer Trainer: Wahizi/Helal Co-trainer: Irfan RW: Obaidullah Trainer: Helal Co-trainer: Waizi RW: Irfan 36


Communities. Group work, one person will tell a story of conflict and the facilitator will show the five stage of conflict in the charts. -

-

-

Tea Break Types of Conflict – 1 (Square) Lunch and Prayer Types of Conflict -2 (Aims and Causes of Conflict) Presentation by groups leader Tea Break Types of Conflict -2 (Needs, Interests, Positions)

Day-3: Conflict Analysis Topic of Training - Conflict Analysis -1: Conflict Mapping -

-

-

-

Conflict Analysis-1: Conflict Mapping (continue-Group presentation) Tea Break Conflict Analysis-2: Do No Harm Lunch and Prayer Conflict Analysis-2: Do No Harm (Continue-Group Presentation) Tea Break Conflict Analysis-3: Actors, Causes, triggering and drivers of conflict.

10:15 –10:40 Before showing the full chart (square), the participants should know the difference between goals and behaviors. The facilitator should work on these issues.

10:40 – 12:15

Trainer: Wahizi Co-trainer: Obaid RW: Irfan

12:15 – 13:30 The facilitators divide the participants in 4-5 groups and each groups will be given a questions (what is the aim/goal & causes of conflict in your community?) and let the participants to discuss and answers. The facilitators will categorize the issues from group presentation of previous sessions and divides them in three groups to indicate the difference between needs, interests/values and positions. Later the facilitators will define these three elements. Methodology The facilitator will ask one participants to tell a story of conflict in Badpakh and then he will write the actors, relations, issues, supporters and other elements that is require to be shown in the conflict map. The facilitators will combine all maps and produce one map that show the conflict of Badpakh. Please note to add this map in the training report.

13:30 – 14:45 14:45 – 15:15 15:15 – 16:30

Time 08:30 – 09:30 09:30 – 10:15

Trainer: Helal Co-trainer: Obaidullah RW: Irfan Trainer: Helal Co-trainer: Waizi RW: Irfan

Trainer Trainer: Obaid/Helal Co-trainer: Irfan Report Writers: Waizi Trainer: Obaidullah Co-trainer: Irfan Report Writers: Waizi

10:15 – 10:40 Facilitator first asks a question from participants to tell the connectors and dividers in the Badpakh district. Then he will share the Khogyani case study to participants and ask continue his session.

10:40 – 12:15

Trainer: Irfan Co-trainer: Waizi RW: Obaidullah

12:15 – 13:30 All information of the groups work is very much important to show it in the report.

13:30 – 14:45

Trainer: Irfan Co-trainer: Waizi RW: Obaidullah

14:45 – 15:15 The facilitator will give more time to participants in groups to discuss and show all elements of conflict analysis of Badpakh Communities. The facilitator will prints the questions in cards for the four elements which is required for conflict analysis and distribute to each four group.

15:15 – 16:30

Trainer: Helal Co-trainer: Waizi RW: Irfan

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Day-4: Conflict Analysis Topic of Training ‫د ټريننګ موضوع‬ - Conflict Analysis-3: (Actors, Causes, triggering and drivers of conflict). Tea Break - Conflict Analysis-3: Actors, Causes, triggering and drivers of conflict. (Continue) Lunch and Prayer - Conflict Analysis-3: Actors, Causes, triggering and drivers of conflict. (Group presentation - Continue) Tea Break - Conflict Analysis-4: Stereotype Analysis: Perceptions (how we see things, needs and fears) Day-5: Stereotypes Analysis (Half Day) -

-

-

-

Topic of Training Conflict Analysis-4: How these tribal group members see/views other tribal group? Conflict Analysis-4: How these tribal group members see/views other tribal group? (Group presentation) Tea Break Conflict Analysis-4: What are the positive and negative attributes of this tribal group about another tribal groups Lunch and Prayer Conflict Analysis-4: What are the positive and negative attributes of this tribal group about other tribal groups? (Group presentation)

Methodology The facilitator will give more time to participants in groups to discuss and show all elements of conflict analysis of Badpakh Communities.

Time

08:00 – 10:15

Trainer Trainer: Helal Co-trainer: Wahizi RW: Irfan

10:15 – 10:40 10:40 – 12:15

Trainer: Obaidullah Co-trainer: Wahizi RW: Irfan

12:15 – 13:30 FGA needs all detail information of group to show the causes and drivers of conflict.

13:30 – 14:45

Trainer: Obaidullah Co-trainer: Wahizi RW: Irfan

14:45 – 15:15 15:15 – 16:45

Methodology Divide the participants in 4 groups and refer this question to them. Create an open ground for the participants to have in-depth discussion and express all positive and negatives opinions / thought about another tribal groups. Give sufficient time to every group to write and present their views in front of class. Other participants will talk and the facilitator should create a ground for participants to reach to an agreement about each viewpoint. Each facilitator should work with the groups to demark the positive and negatives attributes

Each group will have presentation in front of class.

Time 08:00 – 09:00

09:00 – 10:15

10:15 – 10:40 10:40 – 12:15

12:15 – 13:30 13:30-14:30

Trainer: Helal Co-trainer: Obaid RW: Obaid Trainer Trainer: Helal Co-trainer: Obaid RW: Obaidullah Trainer: Helal Co-trainer: Obaid RW: Obaidulla

Trainer: Helal Co-trainer: Obaid RW: Wahizi

Trainer: Helal Co-trainer: Obaid Report Writers: WAhizi

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Annex - 2 Target Group: Mia Khel Youths Training Date: 25-29 October 2014

Target Group: Mir Ali Khel Youths Training Date: 8-12 November 2014

# 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

# 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Name Jamil Said shereen Shafiullah Mohammad Sadiq Tela Mohammad Mohammad Agul Abdullah Ahmadullah Kala Jan Hafta Gul Akbar khan Mya Jan Said Naqibullah Abdul Basir Malik Gul zaman Abdul jabar Malik sai hazratullah Malik Speen Gul Abdullah Malik sultan Suleiman Gul Haleem Saida Jan Monir Ahmad Dawood shah

CDC/Village Koza Qala Garoch pa kale Garoch manz kale Koza Qala Akhond pate Bara qala awal kale Garoch kale Mayo shora Manz Garoch Akhond pate Bara qala awal kale Sanzale sore Pas Garoch Marawara konj Sanzale shaida Sanzale shaidan Sanzale sore Korme konj Akhond pate Andror Mya khel Bar qala Awal kale Doham kale Torbi konj Akhond pate

Name Hamisha Gul Kochai Jamil Khan Hasan Khan Haji Masjedi Amanullah Sheren Agha Ziaurrahman Naser Khan Amaullah Umar Gul Roze Gul Zewar Din Malang Jan Taza Gul Abdullah Saber Khan Naseer Saheb Gul Muhammad Sadiq Habib Khan Janat Gul Ziarat Gul Dasta Gul Rahmanullah

CDC/Village Rod Landi Kalai Rod Landi Kalai Mahmood Kalai Sore Shaulyan Shawe Kalai Lande Naw Abad Akhundzadgan Akhundzadgan Cheno Kalai Petawe Shagulyan Shenke Akhunzdgan Rod Pas Kalai Rod Pas Kalai Aysha Khail Aysha Khail Ali Khel Kandar Kalai Kandar Kalai Kandar Kalai Aysha Khail Sore Shagulyan Petawe Shagulyan Khosa Dand Lande Naw Abad Khosa Dand

Target Group: Mia Khel Elders Group

Target Group: Mir Ali Khel Elders

Training Date: 29 November to 3 December 2014 # Name CDC/Village 1 Mir Ahmad Bara Kala Awal Kalai 2 Mahboob Shah Bar Kala Dwaham 3 Habiburrahman Bar Kala Dwaham 4 Muhammad Agha Mano 5 Saber Khan Mano 6 Hamidullah Koza Kala 7 Muhammad Salem Garoch 8 Abdul Mateen Sanzai Shahidan 9 Hayatullah Garoch 10 Malak Gul Muhammad Garoch Pass 11 Malak Niamatullah Garoch Pass 12 Saheb Rahman Garoch Menz 13 Alam Gul Marwa Kas 14 Matiullah Bara Kala Awal Kalai 15 Malak Ghulam Hassan Andror 16 Malak Mohammd rasol Akhund Patai 17 Muhammad Rahman Garoch Menz 18 Ghulam Sadiq Khan Sanzai Sorai 19 Sharifullah Karakai Kas 20 Mir Zaman Karakai Kas 21 Lal Din Marwa Kas 22 Niaz Mohammad Marwa Kas 23 Awal Gul Sanzai Sorai 24 Ghulam Sakhi Sanzai Shahidan 25 Nazar Mohammad Koza Kala

Training Date: 22-26 November 2014 # Name CDC/Village 1 Mohammad Saleem Rod Landi Kalai 2 Khan Mohammad Mahmood Kalai 3 Anwar Khan Mahmood Kalai 4 Haji Anar Gul Shawe Kalai 5 Moeen Shawe Kalai 6 Ziarat Gul Sore Shaulyan 7 Zer Gul Lande Naw Abad 8 Haji Hemmat Khan Lande Naw Abad 9 Mohebullah Akhundzadgan 10 Barat Khan Cheno 11 Rozaddin Cheno 12 Raza Khan Petawe Shagulyan 13 Abdul Shah Shenke Akhunzdgan 14 Ghairat Khan Shenke Akhunzdgan 15 Jamaluddin Khosa Dand 16 Haji Moeen Khosa Dand 17 Malak Khan Agha Rod Pas Kalai 18 Hazrat Khan Andror 19 Torabaz Aysha Khail 20 Malak Nasrullah Ali Khel 21 Malik Rahim Gul Ali Khel 22 Abdullah Mohammadi Khosa Dand 23 Malak Haleem Gul Andror 24 Ghulam Nabi Petawe Shagulyan 25 Abdul Wadood Petawe Shagulyan


Annex-3: Training Evaluation Result 1. WORKSHOP EVALUATION BY PARTICIPANTS At the end of the workshop participants were asked to evaluate the training in terms of relevance and effectiveness of delivery as well as meeting their objectives and expectations. The key evaluation criteria were:      

Prior information and preparation from the project objectives and aims Objectives of the workshop Improvement in Conflict Analysis skills Quality of the training materials Trainers approach and presentation styles Training knowledge and skills practically enabled participants to work with conflict in the region  Overall training contents  Learning environment and facilities This 5 days session of Working With Conflict (WWC) training workshop conducted for 100 candidates as youths and elders of Mia-Khel and Mir-Ali-Khel Communities of Badpakh District in the Centre of Laghman Province. The grading ranges from 1=Full Disagree to 5=Full agree. A summary of the responses obtained from the participants is as follows: 1.1. Feedback Provided by Participants: Feedback was provided via a workshop evaluation form completed by participants (pre and posttest). There was no compulsion for attendees to complete these forms. However the feedback received was mostly showing the satisfaction of participants about the workshop contents and delivery methods, which can be shown by the below chart.

Training Evluation by Participants Full agree Less agree Neutral Less Disagree Full Disagree

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

32 56

60 76

20 32 12 4

80

72

80 96

96

16 4 0

32 16 8 0

16 4 0

12 0

0 4 0

8 4 0 8

0 4 0

52

12

8 8

84

20 16

48

12 0 4

16

16 16

8 4 0

8

16

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1.1.1. Feedback 1: Prior Information about project goals and objectives The participants were asked to let us know that prior to training had they sufficient information regarding this projects, objectives and outcomes. Out of the 100 participants 32 had sufficient information about the project goals and objectives prior to their participation at the WWC training workshop, while 20 of them were less agree. Among them 32 participants were neutral and 12 and 4 provided their response for the less disagree and full disagreed respectively? 1.1.2. Feedback 2: Prior preparation for the training Here the participants asked for any earlier preparation for the training sessions. There were total 60 responses received for their full preparation, 20 for less preparation and 16, 04 for neutral and no preparation respectively. From this calculation that total percentage for full preparation is 60%, while 20% less prepared and 20% of them had no idea for the response. 1.1.3. Feedback 3: Trainers skills Trainers’ skills were next topic where participants were asked to provide their feedback. There were 76 participants fully agreed with the persistent skills of the trainers and 20 of them were less agreed about the trainers’ skillfulness. 4 of them were neutral while 0 of the total were less or full disagree with the trainers skills of the delivery method.

0% 0%

Trainers Skills 4%

20% Fully Agr eed

Less Agreed Neutral

76%

Less Disa gree d

Full Disagree d

1.1.4. Feedback 4: Selection criteria for the training participants The number of the total fully agreed candidates for the best selection criteria used to choose the training participants were 80, while 16 and 4 were less agree and neutral respectively. 1.1.5. Feedback 5: Trainers command over the topic The trainers command over the topic was another topic where participants requested to respond. Total 72 responses received from fully agreed participants for the trainers command over the topic, while 16 of them were less agreed and 12 were neutral (no response provided).

1.1.6. Feedback 6: Attendees active participation by provision of topic relevant stories and examples from their daily practices The participants were asked that how much Participants shared stories and examples they were able to present their field level knowledge, stories and examples relevant to Fully agree the training topics. Out of the total 100 0% 4% 0% participants 96 were fully agreed that the Less agree candidates’ participation were quite Neutral interesting by provision of local stories and Less disagree examples relevant to the topics during Fully disagree various sessions. There were only 04 96% candidates whom had no responses for the topic. The figures 96% shows that a huge part of the total candidates were fully agreed that participants provided good examples and stories relevant to the topics discussed at various sessions.

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1.1.7. Feedback 7: Group work approach successfulness The group work and participatory training approach was another issue of discussion. The training attendees were asked to evaluate the training by considering the group work and participatory training approaches used during various sessions. Total 80 participants voted for fully agreed to the group work approach used, while 8 and 8 for less agree and neutral and 4 of them voted for full disagree with the group work and participatory approach used.

Group Work and Participatory Approach Used

100% 8%

80% 60%

Less

80%

40%

Fully

20%

0 8%

0% Agree

Neutral

0 4% Disagree

1.1.8. Feedback 08: Training topics and materials were matching field level facts Under this feedback the participants were requested to express their ideas about the training topics and materials fitting with the field level needs and requirements. Out of the 100 candidates 96 were fully agreed that the training materials were prepared keeping in mind the real needs of the area and dealing with conflict in the district.

100%

Training topics and materisl fitting with the field level facts 96%

50%

0 0

0%

topics and materials closely fitting with facts

0 0

0 0

0

0 4% Topics and materials were not fitting with facts

It means that total 96% of the participants were fully agreed that the training topics and materials were really matching field level facts but only 4% of them were not agreed with this idea.

1.1.9. Feedback 09: Learning into practice/Training knowledge will enable participants to work with conflict solution in their district The training participants evaluated the training Participants ability of knowledge in sense of its applicability in the area of focus. Application into practice They graded the training workshop and its applicability by participants with the following 60 responses. 40

Fully

Total 56 participants were fully agree with the 20 Less application process of the training topics in the 0 real life and at field level practices while 32 of Agree Neutral Disagree them were less agree to apply their learned knowledge of conflict analysis and mitigation process into practical field. The 08 and 04 participants were neutral and less disagreed with this idea respectively. 1.1.10. Feedback 10: Training venue and food Participant also evaluated the quality of the training venue, food and other facilities provided to them. Total 48 participants were fully agreed with the training venue and the quality of food provided to them while 16 of them were less agreed and 36 of them were not agreed from the facilities and food quality. 1.1.11. What participants liked about the workshop: A summary of what the participants liked about the workshop is as follows: 42

            


Participatory methodology used Friendly environment Introduction of a new topic of Working With Conflict (WWC) in the region Mutual participation of Mia-Khel and Mir-Ali-Khel communities Based on the real needs of the districts Possibility of opening a new window for the developmental projects in the district Facilitation, which was good and interesting The interaction among participants Practical games, stories and field based examples Active contribution from participants The knowledge and skills of the facilitators Linkage between the objectives of the workshop and the job contents Description with the local examples

1.1.12. What participants did not like about the workshop  Per-Diem was not reasonable, while keeping in mind the transportation and accommodation expenditures at field level  Lack of standard food and refreshments  Sharing of critical information about other tribes  Training did not conducted in their own district

2. LESSONS LEARNED: The Following lessons learned were derived from the training.  Frequent communication with the participants can help to collect more reliable and required information  Sufficient per-diem and facilities can attract more influential stakeholders to participate at the training which is the key for the success of this project.  The vulnerable groups and communities are more willing to participate at the capacity building sessions and other developmental initiatives.

3. CONCLUSIONS: Most of the participants were happy to participate at the capacity building training and working with conflict approach. According to them Badpakh was gradually neglected by the government and other developmental agencies and this was the first opportunity for their community that an aid organization directly working with them to raise their capacities and to work with the field level problems to find better solution for it. The working with conflict topic was quite interesting and new topic to them and they were really of the opinion to improve their dealing practices to work with fragile and war victimized communities.

4. RECOMMENDATIONS: The first round of Working With Conflict (WWC) training sessions skillfully and successfully delivered and most of the participants were more than happy to found such an opportunity to improve their peace building capacities and were more curious to use their acquired skills at the field. Most of them were considering the USIP project as an opening point for the developmental initiatives, which will help them to attract the attention of the donors and governmental agencies. Some of the major recommendations are following.  Both the communities are willing to work together but they are asking for new opportunities of joint operation in their region, which can cause more harmonization among various tribes in the district.  Beside current USIP project of working with conflict, other practical projects also needed to improve developmental initiatives in the region and to enable the training participants to 43


work with people of the conflicted tribes through implementation of new developmental projects in the area. Therefore along with the peace building efforts by USIP project some small scale developmental projects can further increase the willingness and enthusiasm of these communities to more closely link with government and other aid agencies.  There should be reasonable per-diem based on the field level expenditures and good quality of food and refreshments for the participants.

5. PARTICIPANTS FEEDBACK  Without any hesitation and fear the participants actively participated with the feelings of ownership  All the participants were keenly interested to involved himself closely while discussing every topic of the training  After each day of the training conducted, there were visible changes in the thoughts and behavior of the trainees;  As one of the participants deeply influences of the training and resolved a long term conflict with the neighbor family. He told” with the help of the this workshop I deeply impressed of the working with conflict theories and ideas and therefore I intended to solve my conflict with other family, which I managed successfully and therefore our future generations will be no longer enemies of each other.  This workshop helped and encourages each tribe people to openly discuss the issues, causes, needs and interest without fear and hesitation and provided a scholarly environment to disclose the facts and realities and solution ways for it.  This workshop will be an initiation for the big scale capacity building and rehabilitation programs.  Illiterate participants were quite curious about their future and therefore were sighing for their past without learning.

6. QUOTES:  God bless him whom has thought of such a vital project which is really designed according to the local needs and welfare.  This is not just training but this is a school for all of us that makes our base for the development and help us clench the developmental opportunities.

7. PARTICIPANTS NOMINATED TO BECOME THE MEMBER DISTRICT DISPUTE RESOLUTION COMMITTEE The following criteria were used in the selection process of District Dispute Resolution Committee members. But this not the final list and changes may occur with the field level facts and requirements.  The individual must be Badpakh resident  He must be above than 20 years old  Must possess the awareness of traditional conflict resolution and peace building efforts skills and methodologies.  To some extent he must be iterated  Popular among the communities and tribes  Have previous experiences of leading the communities and tribes  Keenly interested to work as DDPRC member  Never involved with criminal or insurgence activities  Able to attend all the training sessions

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8. PARTICIPANTS NOMINATED TO BECOME THE MEMBER OF DISTRICT DISPUTE RESOLUTION COMMITTEE List of Identified Potential WWC workshop participants to be selected as Peace Shura Members No.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Name of participant

Sayeed Sherin Malak Sultan Muhammada Gul Malak Gul zaman Tela Muhammad Gulajan Abdul Basir Amanullah Amanullah Abdullah Malang Jan Gualajan Malak Naser Sherin Agha Malak Haleem Gul Mawlawi Niamatullah Barat Khan Muhammad Saleem Muhammada Gul Malak Nasrullah Malak Ziarat Gul Haji Moeen Malak Muhammad Rasol Malak Muhammad Salem Malak Saleh Muhammad Malak Sher Agha Malak Niamatullah Muhammad Rahman Malak Gul Agha Malak Gul Muhammad

Tribe/Ethnic Group

Mia-Khil Mia-Khil Mia-Khil Mia-Khil Mia-Khil Mia-Khil Mia-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mir-Ali-Khil Mia-Khil Mia-Khil Mia-Khil Mia-Khil Mia-Khil Mia-Khil Mia-Khil Mia-Khil

Village/Community

Pas garoch Andror Mea khil Bara kala awal Sanzalai Shahedan Akhund Patee Garoch Manz kali Marwa Kas Lande kali Naw Abad Petawe Shagulian Andror Ali khil Andror Aysha khil Lande naw Abad Cheno Kali Akhunzadgan Andror Ausha khil Rod Pas kali Cheno Rod Lande Kali Shenke Akhunzadgan Andror Alik khil Sore Sha gulian Khosa Dand Akhund Patai Garoch Bara kala awal Pas Garoch Manz Garoch Mano Pas garoch

Training group

Youths Youths Youths Youths Youths Youths Youths Youths Youths Youths Youths Youths Youths Youths Elders Elders Elders Elders Elders Elders Elders Elders Elders Elders Elders Elders Elders Elders Elders Elders

Contact Number

0797118655 0788734016 0785208559 0785725793 0788113946 0788994205 0788094429 0780041254 0782588267 0783725370 0787683564 0789360165 0784243635 0781667050 0781149365 0786560604 0788783854 0782966878 0788186409 0781624977

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Some More Pictures from the WWC Workshop

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