comTHE CONSTRUCTION OF NEGOTIATING SPACE IN MODERN AFGHAN CONFLICT

2021 ◽  
Vol 2 (2) ◽  
pp. 45-56
Author(s):  
Zebiniso Zaripova ◽  
Keyword(s):  
Conflict Transformation ◽  
The Government

The article is devoted to analysis of all content in the process of construction the agenda of negotiation in current afghan conflict. Through the prism of conflict transformation theories, we offer the variants of changing context, structure of participants and the variants of proposals for discussion. The ending of this conflict will become real if all parties want to do it.Keywords: Negotiation space, the transformation theories, USA, Taliban, the Government of IRA, position of parties, agenda for negotiation

scholarly journals Conflict transformation and collaboration in developing social forestry in Flores, Indonesia

2022 ◽  
pp. 40-66
Author(s):  
Prudensius Maring
Keyword(s):  
Land Use Planning ◽  
Local Community ◽  
Conflict Transformation ◽  
Social Forestry ◽  
Forest Land ◽  
Forest Sustainability ◽  
Forest Tenure ◽  
The Government ◽  
Forestry Programs

Social movements to realize forest tenure reforms have been ongoing since the 1970s, particularly through policies under the broad umbrella of social forestry. In Indonesia, social forestry programs  are initiated by the government, communities, NGOs, academics, companies, and donors, and are based on specific socio-economic and ecological interests. Weak synergies, however between programmatic implementation and stakeholder interests, triggers various forest tenure conflicts. The research examines the complexity of these conflicts, namely focusing around the approaches to conflict transformation that can lead to collaboration in realizing forest sustainability that also support interests of people living in and around forests. I employed  a qualitative approach by   collecting data through  in-depth interviews and participatory observations in Flores in 2017 and 2020. The results show that forest tenure conflicts have occurred since the 1970s due to state forest territorialization. Conflicts culminated in the determination of state forest area boundaries through the 1984 state program entitled the “consensus-based forest land use planning” initiative. Until 2008, efforts to resolve conflicts by offering the community access rights through  community forestry programs   initiated by the government were rejected by NGOs and the local community.  NGOs facilitated communities to  demand the return of state forest land as  customary forest. This conflict presented the opportunity to facilitate multi-stakeholder forestry programs through a conflict transformation approach by building long-term stakeholder collaboration. Since 2010, the collaboration between stakeholders  took place through the community forest  program. This study shows  the need for more direct attention to studying conflict resolution under an integrated and long-term approach to conflict transformation and collaboration. Pragmatically,  this study shows the importance of integrated social forestry policies that synergize various schemes initiated by stakeholders to realize forest sustainability and support local community interests.

scholarly journals Teacher Empowerment Strategies for Conflict Transformation and Peace Building in Kenya

2020 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Teacher Training ◽  
Life Skills ◽  
Peace Education ◽  
Conflict Transformation ◽  
Peace Building ◽  
Transformation Theory ◽  
Cross Sectional ◽  
Curriculum Review ◽  
Competency Based ◽  
The Government

The effects of violent conflict on education are enormous, and provision of quality education cannot be realised if teachers are not adequately trained to teach in conflict-prone areas. This reality prompted the study to investigate strategies to empower teachers in conflict transformation and peacebuilding. Guided by the Conflict Transformation Theory which proposes to identify the root causes of a conflict, and the use of creativity to transform the causes based on relationships and sub-systems that surround the conflict over time, a cross-sectional mixed methods study was conducted in Mt. Elgon region, Kenya. The study found that: for teachers to participate in conflict transformation there was a need for training in peace education and implementation of Life Skills Curriculum through various methods including distance education. Since then the government has developed education sector policy on peace education which provides for policy and curriculum initiatives, collaboration and partnerships to address challenges in peacebuilding and violent extremism. Initiatives to train teachers and education officers in peace education and implementation of the Life Skills Curriculum have been instituted. However, despite the efforts, peace education is not effectively taught in many schools due to inadequate teacher training. Equally, life skills education, one of the main subjects to promote peace education, is not effectively implemented. To mitigate this, the government has made several efforts to identify best practices to promote peace education and implement life skills, among them, teacher training on how to enhance peace education through mainstreaming and implementation of Life Skills Curriculum. There is need for further investigation on the current gaps in peace education in the wake of the curriculum review to Competency Based Curriculum in Kenya.

The Education of Research Psychologists in Sweden

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Science Department ◽  
Research Education ◽  
The Core ◽  
Social Science Department ◽  
Learning Alliance ◽  
Laissez Faire ◽  
The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

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