VOCATIONAL SKILLS AS A DISARMAMENT AND PEACE BUILDING TOOL IN “AFRICA”

VOCATIONAL SKILLS AS A DISARMAMENT AND PEACE BUILDING TOOL IN“AFRICA”

A 3RD TERM PAPER for the award of the Masters of AdvancedStudies in Peace and Conflict Transformation, 2012, at

the World Peace Academy/University of Basel Switzerland,Basel, Switzerland.

READER: María Celina Del Felice

Centre for International Development Issues Nijmegen (CIDIN),Radboud University, and The Network University, the

Netherlands

Date: January 31. 2013

BY

FRANCIS SULEIMAN ( Domino frank)

“Vocational Skills as a disarmament and peace Building tool in Africa”a 3rd Term paper by Francis Suleiman (MAS Student – 2012/2013),

WPA/UniBasel, Switzerland

2013

“Give a person a fish and you feed him/her for a day. Teach him/her how to fish and you feed him/her for a lifetime.” (Lao Tzu)

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Table of Contents

Introduction......................................................43

Definitions.......................................................43Figure 1: Basic Composition of a Society..........................54

Figure 2: Interplay of Negative Factors Leading to Violence.......65Figure 3: Interplay of Positive Factors Leading to Peace..........76

Armament: a reality in most African countries.....................76Does Vocational Skills really respond to the situation?...........87

Fig 4.............................................................98Political Structures and nation building ideologies which promotes mutual understanding – common concern............................109Benefits of Vocational Skill Training for the Society:..........1110

Fig 5...........................................................1110Recommendation..................................................1211

Conclusion......................................................1312References /Bibliography........................................1513

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IntroductionThe aftermath of war, natural disaster and other forms ofmishaps always have enormous negative effects on the lives ofvictims. Of the many questions posed, a major one is what arethe things to be done in order to alleviate or if possibleeradicate the cause(s) of the present predicament? This amongother questions is primary to solving most devastatingproblems. This paper attempts to explore a possible responseto the devastating occurrence of war and proffer vocationalskills as a disarmament and peace building tool in Africa.Even though the emphasis will be on Africa, where necessary,examples will be drawn from non-African countries.

This essay will be divided into two major parts: the firstpart will highlight significant definitions relevant for aneffective analysis of the topic in question. It will alsoexplore in substantial depth the cause and effects of war insome African countries. The second section will show howattempts to assuage post war tension have either beeneffective or ineffective. A conclusion will then be reached onhow vocational training skills can lead to lasting disarmamentand effective peace building tool in Africa.

DefinitionsA number of definitions are considered to be of greatsignificance in any attempt to effectively respond to thetheme of this essay. I prefer to use the UNDP definition ofCapacity Building for vocational training

“The process by which individuals, groups, organizations,institutions and societies increase their abilities to performfunctions, solve problems and achieve objectives.

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To be considered is that vocational skill should be skillsaimed at equipping an individual with specific skills in orderto enhance ones capability. “Vocational training refers to acertain type of training whose main objective is preparingpeople for work”. In most cases vocational skills is gearedtowards providing an individual with some technical know-howso that the person can use it for self maintenance. I considerit important to also present a possible definition ofdisarmament. Disarmament, according to the Oxford dictionary,is "the fact of a country reducing the size of its armedforces or the number of weapons, especially nuclearweapons ...."

Giving the aforementioned definitions, it is important toqualify the context within which I want us to understand theterm disarmament. This is due to the fact the definition, aspresented above, present’s disarmament in a more complexspectrum. Narrowing it to Africa, I like to suggest thatdisarmament is understood within an intra state level suchthat it is reduction or the total enforcement of serenity,peace and harmony through none use of weapons between rivalgroups.

The notion of disarmament as a peace building tool, as thetheme of this essay suggest, is based on a presupposition thatthere is war in most African countries. To effectively talkabout disarmament, it is expedient to highlight reasons forthe armament in the first place. It is on this back drop thatan effective analysis of disarmament can be achieved, butbefore then let us look at the composition of the humansociety in relation to economics and power.

Figure 1: Basic Composition of a Society

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For us to know if Vocational skills really respond to thesituation we need to look at the composition of the humanconsciousness through an integrated, holistic approach todevelopment as presented by The Sarvodaya Shramadana Movementlargely influenced by the Gandhian ideals of truth, non-violence, and service,

1) Consciousness, which is the way individuals think aboutthemselves, their inner being, spiritual lives, and theirinteractions with others; Economics, which is how peoplemaintain their physical existence and obtain their basicneeds; and power, which is how human beings governother’s behaviour for the good of all.

This will be further interplayed in the diagram below

Figure 2: Interplay of Negative Factors Leading to Violence1

1Based on “The Sarvodaya Peace Action Plan” by Dr. Vinya Ariyarate, (Sarvodaya Vishkva Lekha Printers, 2001) p9.

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Consciousness

PowerEconomics



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Figure 3: Interplay of Positive Factors Leading to Peace2

2Based on “The Sarvodaya Peace Action Plan” by Dr. Vinya Ariyarate, (Sarvodaya Vishkva Lekha Printers, 2001) p9.

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Consciousness- Spiritual

decadence, moral decay & ignorance

- Supporting racism, bigotry & ethnic hatred

- Consciousness of pain, deprivation leading to anger &

violencePower

- Power in the hands of

elites;ordinary people are

powerless to change their lives

- Violence used to gain or keep power

Economics-Poverty &

desperate economic conditions create an atmosphere of

depression & despair

- Gap between rich & poor leads to greed & envy -

Promotion of a non suitable

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Armament: a reality in most African countriesLike in most non-African countries, armament is reality inplaces like Congo, Nigeria, Mali, Libya, Somalia, Chad, Egypt,Algeria, Uganda, Rwanda, Sudan etc. This belies the fact thatmost African countries are in actual states of distress. Thisstate of distress has to do with political, social andeconomic injustices which are embedded in the most Africanpolitics. Beginning with Nigeria; Nigeria is a country whichis a victim of colonialism and subsequent detrimentalamalgamation of states. Nigeria has not been able to manageherself in terms of leadership, economic, political and socialsustenance since independence. This has contributed a greatdeal in hampering progress in Nigeria and promoting division.

After 1967 Civil war in Nigeria which some people now refer toas ‘ethnic cleansing’ aimed at the Eastern, Nigeria hasexperienced an ethnic bifurcation and religious quest forhegemony. This is evident in the political situation in

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Consciousness-Spiritual awakening, moral development,

inner peace- Supporting

inclusivity, a multi-cultural outlook

- A sense of well-being & forgiveness leading to feelings

of peace & brotherhood/sisterhoo

d

Power- People feel that they have control over their lives &

destiny- Democratic power is at the lowest level

possible- Violence is not a tool to gain or keep power;nor is it a

tool of manipulation

Economics- Economic system does not create or encourage poverty

- Reduced gap between rich & poor



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Nigeria which is characterised by an assiduous inter-lacing ofethnicity and religion. Even though the present monstrous actof terrorism has often been associated to Islamic extremism,one realises that ethnicity also belies the actions of BokoHaram3. This act of terrorism is managed and executed byNorthern (Islamic extremists and political leaders). Eventhough the actual reason of these extremist attacks have beenfaçade with the claim that it is “against western ideologies”,it is arguable that the major reason for this act ofterrorism, which is a form of armament, is to eliminate aparticular, ethno-religious group.

Another case study which can be considered relevant is the on-going horrid cruelties going on between Congolese rebels andall those they considered to be enemies and exploiters of‘their’ natural resources. Like Nigeria religious rebels, whoare using violence to ensure that their voices are heard, onecan argue that the Congolese are also toeing a similar line.They are fighting injustice, corruption, manipulation andpolitical non collective policies. One of the seldomsuggestions for the promotion of peace and unity has beendialogue. The question which one cannot help but ask iswhether there can be a neutral party in any resolutionattempts. The human mind is one which cannot help but hold aposition, and a denial of this is, in fact, injustice to theact of resolution.

Armament, as witnessed in most African countries, is notmerely as a result of a coincidental conflation of trigger-freak individuals suddenly hypnotized with a spirit ofdestruction and terror. Conversely, violent conflict oftenemerges because of a group of people responding to a situationbecause they feel they have been unjustly treated. The 19943 A sect which means, “Against Western Education”.

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genocide, which saw the death of both Tutsi and Hutus, is atypical example of grave human’s inhumanity against humans. Insome cases the implementation of measures like, vocationalskills might be an incomplete response to the situationtherefore,

• Vocational skills should be development of individual andorganizational capacities to transform conflict fromviolence into a positive, constructive force.

• Vocational skills should be development of institutionsthat allow society to handle conflict peacefully.

• Vocational skills should focus on increasing theunderstanding of conflict and developing skills fortransforming it peacefully and constructively. Skillscombined with understanding are the two main elements ofvocational Training.

Does Vocational Skills really respond to thesituation? For Vocational skills to respond to the situation, it shouldcompose of the following elements and should meet people attheir various levels as shown below

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Fig 4

It can sometimes be understood as a placating mechanising forpacifying the combatant’s Effective peace building through theintroduction of vocational skills should not simply requirekeeping warring people from lifting arms and shooting at eachother; it should not be simply a strategy used to prevent war.It should also address the situation of corruption, politicalmisappropriation of public funds, political murders, and abuseof all kinds. It is only by addressing the situation andproffering lasting solution that the situation in most Africancountries can effectively attain disarmament. In fact, thereare greater forms of armament which is as worse as shooting ateach other. Possible examples are stereotyping,stigmatization, abuses and many others. It is arguable thatsustainable peace may actually require fundamental culturalchanges, the promotion of a common identity and commonconcerns remain important as starting points for effectivedisarmament. Vocational training skills should embody theseven universal human security concepts. The seven maincategories-been:1 economic, 2 food, 3 health, 4 environmental,5 personal, 6 community, and 7 political securities.

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They are connected through sharing the “protection andempowerment” approach.

Freedom from want and freedom from fear. Complements state security Enhances human rights

Strengthens human development Seeks to protect people against a broad range of threats

to individuals and communities Empower people to act on their own behalf. It’s concern is the individual and the community rather

than the state

Menaces to people’s security include threats and conditionsthat have not always been classified as threats to statesecurity. The range of actors is expanded beyond the statealone. Achieving human security and peace includes not justprotecting people but also empowering people to fend forthemselves. Vocational skills, as a way of bringing outdisarmament, needs to be strategically planned so as not toworsen the situation. Even though some of the reason forarmament is because a group of people have initiated reasonsconflicts for the pursuit of incompatible goals, it is howeverimportant to argue that some of the reasons for the eruptionof conflicts are because of goals which are compatible buthave been ignored.

Therefore, there should be a holistic approach, In fact,before introducing vocational skills, it is actually importantto consider three essential elements which can serve asappropriate starting point for introducing a remedy for thesituation. The first is the interpersonal relationship andconception of the warring groups. It is important tounderstand the perception and misperception of both parts inorder to know what to correct and what to introduce. Someattitudes often erupt from fear, anger, hatred and grudges

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against others. The second aspect is to effectively analysethe reason for the behaviour of the warring groups and toconsider whether vocational skills is what is necessary forensuring a lasting solution to the upheaval. It is only bythis that reintegration into the society can be actualised andeventually a conducive environment for the introduction ofvocational skills. Lastly, it is important to look at thepolitical structure of the society so as to know whether it isa political, social and economic craving for recognition. Thelast one will be analysed in greater depth.

Political Structures and nation building ideologieswhich promotes mutual understanding – common concernOne realises that political leaders in the past and presenttime have shown good ways of bringing about effectivedisarmament and promoted peace building initiatives. A goodexample of such leader is Nelson Mandela who brought aboutdisarmament during the apartheid. Nevertheless, we also haveleaders who are bent of promotion very forms of armamentprovided it does not affect their political position. One ofthe major moves for disarmament is the promotion of a commongoal or concern.

Common concern is very important in peace building in thesociety. It should be initiated solely by the government ororganisations, the populace of that given area should alsohave a say on how they think peace building can be effectivelyachieved. In some cases vocational skills might not be thesolution. This does not deny the fact that it could be asolution, but as already underscored above, there is oftenmore to be done before the introduction of that which requirescultural or warring groups inter-relations.

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Ownership of their initiative should come from theCommunity affected

The process should involve all stakeholders. The organizations as a whole should focus on the needs

and priorities Vocational training processes should lead to capacity

development. Monitoring and evaluation should be encouraged regularly There should be some autonomy and adequate political

support Training environment should be conducive to learning and

change. A sustainable mechanism/plan should be created

Vocational skills can also be a political strategy to controla particular group of people. It is important that theincentive is not built on false hope or the promotion ofindividual for control, manipulation and systematicoppression; we could draw some examples from the Europeancooperation in vocational education and training. AfricanCountries could benefit from such research as presented below.

Benefits of Vocational Skill Training for theSociety:Stronger social cohesion Cede fop’s study, that benefits ofvocational education and training reviewed research onvocational education training benefits in European countries.It concluded that research provides evidence of the positiveeffects of vocational training skills in integratingdisadvantaged groups whose low levels of education and poorlabour market prospects mean that they are either at risk of,or are already, excluded from the labour market. VocationalTraining skills is easier to access than other types of skill

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learning and provides an opportunity for people with lowqualification levels to acquire new skills. VocationalTraining is also more appealing to these groups than generaleducation. This may be because Vocational training skill iscloser to the labour market and usually includes work basedpractical learning rather than classroom based theoreticalstudying.

Fig 5EconomicBenefit

SocialBenefit

Economicgrowth

Labour-marketoutcomes

Society CrimeReductionSocialCohesion

Enterpriseperformance

Employeeproductivity

Employmentopportunities

Enterprisesand Groups

HealthSolidaritybetween generationsInclusiondisadvantage

Earnings Professi

onalstatus/

careerdevelopm

Individuals Lifesatisfaction IndividualsIndividualmotivation

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ent

Despite its many benefits, vocational education and traininglacks esteem. Evidence indicates that training not only helpsspecific target groups, but that its wider benefits are equalto those of general education. Some of the pros of avocational school education are learning direct skills thatcan be applied to a career and being able to apply for a jobin the field as early as six months in some cases. The cons ofchoosing vocational skills, is that the credits usually aren'tas prestigious as those from a traditional college and theymay not count as prerequisites if the participants wishes toattend a traditional college later. Since vocational schoolstypically only have minimum academic work and focus on hands-on training, a disadvantage is that their courses aren'tconsidered academically on par with traditional colleges. Asan advantage, or pro, though, most vocational school educationprograms require high school completion, or its equivalency,plus basic skills rather than top grades. One of thedisadvantages, or cons, of vocational training is that thecourse credits earned may be transferable at other vocationalinstitutions but not traditional colleges. Research tells usthat education brings many benefits. It is important toeconomic growth and more cohesive and equal societies. On apersonal level education can contribute to job satisfactionand longer, healthier and more fulfilling lives. However, theextent to which these benefits can be realised depends heavilyon the institutional context in which the vocational trainingis embedded.

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RecommendationWithin the context of these nuanced meanings, vocationalactivities combined with community reconciliation in conflictand post-conflict “Africa” serve to lend to the process ofhealing the wounds of conflict and war on both personal(individual and family unit) and community (both inter- andintra-community) levels. Of late they tend to occur in areasmarred by inter-ethnic or inter-religious violence. Vocationalactivities combined with reconciliation programs defusesgrievances that can serve as mobilizers. Through suchactivities, communication lines between communities areestablished; forgiveness and unregulated, non-elite dialoguesoccur, and serve to disenfranchise those elites who seek tocontrol and manipulate such discourses for their own benefit.The very space where vocational activities and dialogueshould begin is with the individuals at the community level inAfrica, if it’s ideally decentralized, and lies beyond thecontrol of any elite. Such spaces for conversation defuserumours and make manipulation and mobilization of communitiesaround markers of identity and in opposition to an ‘other’ allthe more difficult.

Vocational and reconciliation activities serve a great rolewithin a larger set of necessary activities that arecomplementary to one another. They are, for lack of a betterexpression, a good start; and they are a farce when they arestand-alone, without meaningful interventions, and concurrentchanges, at the individual and community level. The mainsupport to disarmament activities are further activities andpolicies that deliver tangible benefits that communitiesunderstand, and can articulate the meaning of, on their own,without recourse to our development- and peace building-speak.This involves a change in circumstance; the betterment of

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one’s lot in the post-conflict era. Return to thecircumstances that existed prior to the conflict is nothingbut a return to the same context of inequalities, injusticesand economic insecurities that lent their weight to theconflict in the first place. In this case, most activitiesmust occur alongside government reforms, improvement of accessto basic services, and multi-tiered livelihoods support(production, market linkages, and marketing): better still,livelihoods support that connects once-contentious sides. Theidea is bonding together once-contentious communities inexchange, profit and livelihood security in such a way thatthey rely upon one another and cannot be disentangled from oneanother. Peace-making demands such specific skills, for it towork and be durable. African government should provide freevocational training, human rights education and literacytraining for local communities and those living on themargins. Strengthen the communities by providing opportunitiesfor improved quality of life. Holds special training workshopson computers, weaving, cooking, HIV/AIDS, human rights issuesetc. Target youths, women and persons living on the marginsand provides guidance on citizenship to avoid conflict thatcould eventually lead to arms or violence.

ConclusionIn this paper an attempt has been made to address ways atwhich disarmament can be realised. By addressing somepertinent issues, this paper has argued that there are majorissues which have to be considered when a society is trying toeradicate or minimize armament. Of all the issues raised inthis paper, the role of the government is highlighted as amajor stating point. The purpose of vocational skills shouldbe introduced only after some of the reasons for armament have

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been considerably resolved. As already underscored, theintroduction of vocational skill must not be understood as asolution in itself. It should lead to eradication or reductionof inequalities in the society; it can be the beginning of theintroduction of other solutions. In order to minimize internaland political conflict emanating from ethnic loyalty oralliance, leaders of post-war African countries shouldformulate a new concept of the common good based on ethnicidentities, political consensus, and people’s consent. Todevelop such a concept does not mean that ethnic differencesmust be denied; rather ethnic identities should be toleratedon the basis that fosters the common good. This task involvesdeveloping a training skill that is more profound, unity thatunderlines ethnic differences.

Finally, I state as a witness to the Liberian saga, thatLiberian peace process transition from Conflict to peace todayis possible not only because of the long duration of theconflict but because of the role vocational traininginstitutions and women played through the coalition of all NonGovernmentalNon-Governmental Organizations that had theopportunity to participate there in.

It is from the above arguments that this paper finds itexpedient not to conclude categorically that vocational skillsis the only solution to the armament and peace building .Rather, I conclude emphatically that vocational skills couldbe either detrimental or advantageous to bringing about peacebuilding and the elimination of armament in Some Africancountries. The methods and initiative behind vocations skillsis, as I argued, very important for a considerable disarmamentand peace building.

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References /Bibliography

Journal of Sustainable Society Vol. 1, No. 4, 2012, 84- 87 UNDP, 1997

Resource Pack for Conflict Transformation, Section 1, p. 3 (International Alert, 1996)

European Centre for the Development of Vocational Training briefing Note. │ MAY 2011 │ ISSN 1831-2411

The Sarvodaya Peace Action Plan” by Dr. V. Ariyarate, (Sarvodaya Vishkva Lekha Printers, 2001) p9.

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Resolving Domestic Violence: A Step Towards Conflict Transformation in Africa by F. SULEIMAN (Domino frank) August 2012

(incomplete) http://www.wisegeek.com/what-are-the-pros-and-cons-of-a-vocational-school-education.htm Accessed on 18th December. 2012

* CGAP. Trickle Up Ultra Poor Program. 2011. http://graduation.cgap.org/pilots/trickle-up-ultra-poor-program/ Accessedon 28th January 2013

Cover Page Photo from http://www.copticmission.org/content/vocational-training Accessed 29th January 2013

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http://www.copticmission.org/content/vocational-training

http://graduation.cgap.org/pilots/trickle-up-ultra-poor-program/

http://www.wisegeek.com/what-are-the-pros-and-cons-of-a-vocational-school-education.htm

http://www.wisegeek.com/what-are-the-pros-and-cons-of-a-vocational-school-education.htm

VOCATIONAL SKILLS AS A DISARMAMENT AND PEACE BUILDING TOOL IN “AFRICA”

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