Rwanda: new findings and protocols to improve mental health and social cohesion

Studies show a high prevalence of mental health disorders in Rwanda. This imprint of the 1994 genocide against the Tutsi has made reconciliation and societal healing difficult. During a hybrid conference in the capital Kigali, on 2 September 2021, Interpeace and partners presented findings from baseline research carried out on mental health and societal healing in Bugesera District.

The conference was organised by Interpeace, in partnership with the National Unity and Reconciliation Commission (NURC) and Prison Fellowship Rwanda (PFR). It was supported by the European Union (EU) through its embassy in Rwanda.

During the event, participants also discussed the development of several protocols, informed by this baseline survey, to assess ongoing efforts and intervene on issues related to mental health, social cohesion, and sustainable livelihoods in Rwanda.

Since the genocide against the Tutsi, Rwanda has gone through 27 years of sustained development and growth. However, the country continues to grapple with significant mental health challenges. A considerable  proportion of the Rwandan population lives with trauma linked to the genocide against the Tutsi.

My mother is always lonely. When I ask her a question about what happened during the genocide, she immediately goes to the room and cries, and I feel sad because there is nothing I can do to help her feel better,” said one participant of the baseline study.

This is exacerbated by psychological and socioeconomic distress which have contributed to disrupt social cohesion. These prevailing mental health conditions have made it difficult to rebuild trust and reconcile people in Rwanda.

Bugesera has suffered a lot from the genocide against the Tutsi. Traumatised people have difficulties to forgive and trust each other, and to embrace development and sustainable livelihoods,” said Richard Mutabazi, Mayor of Bugesera District.

However, the government of Rwanda and local civil society organisations have already made significant investment and progress towards trauma healing, social cohesion and improving livelihoods. To support these ongoing efforts, the National Unity and Reconciliation Commission, Prison Fellowship Rwanda and Interpeace started implementing the pilot phase of a societal healing programme in Bugesera District, which was the hardest hit by the genocide against the Tutsi. This baseline study on mental health and societal healing was part of this programme, launched in October 2020.

We wanted to assess the current state of communities in Bugesera District, in relation to mental health, social cohesion and collaborative livelihoods, and then use the data as a basis to develop intervention protocols for the district and beyond,” explained Frank Kayitare, Interpeace Rwanda and Great Lakes Representative. He added: “We have gained invaluable input from government and non-governmental organisations. These inputs have made our programme more responsive; allowing for a potentially more resilient outcome.

The presentation of this study’s results at the conference, on 2 September, marked the completion of the first stage of this pilot programme, known as ‘’Reinforcing community capacity for social cohesion and reconciliation through societal trauma healing in Bugesera District’’.

We are very happy to see this project come to fruition after multiple discussions that started on this very important topic between Interpeace, the government, the EU and other partners over a year ago,” said H.E Nicola Bellomo, EU Ambassador in Rwanda.

The mental health challenge in Rwanda is multidimensional. Lack of remorse and forgiveness, impunity, and poverty were all cited in the research as factors that underlie mistrust between social groups. Another important aspect revealed by the study was the challenge to successful reintegration of convicted genocide perpetrators who have completed their prison term. Specifically, it was found that reintegration is very often an extremely challenging experience, for the former perpetrators but also for the communities receiving them. Issues of social stigma, rejection by the family, and inability to sustain livelihoods were most frequently reported among released ex-prisoners. These social challenges faced by ex-prisoners compound problems caused by a long period of incarceration, which include loss of social and professional identity, erosion of family relationships and emotional expression, and loss of hope in the future.

Challenges at community level are not only one-dimensional and require collaborative effort. What is happening in Rwanda is a ground-breaking and shining example. We should think of scalability of these initiatives for a better outcome,”, said Dr Theo Hollander, Senior Regional Representative for Eastern and Central Africa at Interpeace.

In terms of livelihoods, the baseline survey revealed evidence of economic hardship. People struggle to survive as well as they can in adverse circumstances. A key challenge that emerged from the study is low agricultural production contributing to food insecurity. Reliance on rain-fed farming, insufficient access to irrigable land, limited use of fertilizers, and limited ownership of livestock, all contribute to this challenge. Residents inevitably rely on markets to supplement their food supplies, which in turn pushes young people into menial labour roles in order to generate the required cashflow, reducing their availability to participate in education and training. Vocational skills were found to be lacking in the district, with the vast majority of respondents reporting that their only vocational skill is farming with basic tools.

Our goal in Rwanda is to develop comprehensive interventions, blend Rwandan home-grown solutions with international best practices and utilize multiple types of evidence to improve mental health,” said Ntwali Jean Paul, Deputy Executive Director of Prison Fellowship Rwanda.

The study additionally assessed gender and youth perspectives and dynamics in terms of mental health, family relations, prisoner reintegration, and livelihoods. The study found that women in Bugesera district were deeply affected by the genocide, through various direct and indirect pathways. Regarding mental health, the study found that more women than men reported problems with anxiety and depression. With respect to the inter-generational transmission of genocide legacies, the study identified two major challenges for young people; the first is growing up in a family in which the parents suffer from extensive psychosocial issues due to their traumatic experiences, to the extent that it undermines their capacity as parents. The second is the difficulty for parents to discuss events and experiences that often cause their children to feel confused, angry, or insecure.

Mental health is crucial to advance social cohesion in Rwanda. Teams from Interpeace Rwanda, the National Unity and Reconciliation Commission, the Ministry of Health and Prison Fellowship Rwanda have been supporting Rwandans and the government to address these mental health challenges and trauma and we are committed to do more with our partners,” said Scott Weber, President of Interpeace.

The results of the baseline survey have informed the development of several new protocols for assessment and intervention, which will guide further efforts related to mental health, social cohesion, and sustainable livelihoods in Rwanda. The set of protocols included a holistic mental health and psychosocial care intervention combining Rwandan home-grown solutions with international best practices. Specifically, the screening protocols aimed to assess the community population and assign participants in interventions, based on their individualized needs. Among other developed protocols, there is a resilience-oriented therapy protocol and socioemotional skills curriculum for mental health care; multi-family healing space and adaptations on the sociotherapy protocols for social cohesion; prisoners’ risk and resilience assessment and prisoners’ rehabilitation protocols and reintegration roadmap; as well as collaborative livelihoods protocol to guide the community-based enterprises development.

Please follow this link and listen to the conference recording:

Our societal healing programme in Rwanda enhances capacities of communities through an innovative and holistic approach to expand investment in mental health, address trauma and advance social cohesion. The programme is funded by the EU through its instrument contributing to stability and peace (IcSP).

NGO Consortium members vote Interpeace to chair Somalia peacebuilding group

Members of national and international civil society organizations operating in Somalia have voted Interpeace as the chair of a multi-agency peacebuilding working group. The Somalia NGO Consortium made the announcement on 27 January 2020.

Somalia NGO Consortium (SNC) is a voluntary coordination mechanism of national and international Non-Governmental Organizations (NGOs) working in Somalia and operates in Somaliland. The Consortium was established in 1999.

Interpeace will lead the Peacebuilding Working Group for a period of one year, together with Saferworld as co-chair. The peacebuilding group is one of 6 thematic working groups established by the Consortium to effectively coordinate and conduct development and humanitarian support in Somalia.

NGO Consortium members in session. Photo credit: NGO Consortium.

Our team in Somalia and Somaliland has welcomed the news with delight and expressed their commitment to work closely with many other organizations to improve social cohesion, community safety interventions and effectively build sustainable peace in Somalia.

“We are indeed excited and pleased to be coordinating and working in a cohesive way with our peer organisations,” said Ahmed Abdullahi, Interpeace’s Somalia Country Coordinator.

“This platform gives us the opportunity to shape and advance innovative approaches to address the root causes of violence and work on restoring trust between communities,” said Mr Abdullahi.

We can only build a more peaceful future through collaboration. Working together as a group within the consortium strengthens our work as a peacebuilding community to effectively contribute to Somalia’s vision for change.

The Somalia Peacebuilding Working Group is an opportunity to consolidate partnerships, build a stronger peacebuilding community in Somalia and demonstrate to the world that we are more efficient when we work together.

NGO Consortium members in session. Photo credit: NGO Consortium.

Tackling root causes of conflict in Timor-Leste: CEPAD launches Strategic Review to address food security issues

Timor-Leste, one of the youngest democracies in the world, has faced numerous challenges in its journey to build sustainable peace. Recognized as an independent country fifteen years ago, in May 2002, it has faced serious political crises, violence, unemployment, and land disputes. Despite these problems, the Timorese have reached important achievements in the past five years: growth in their economy, a decrease in child mortality rates and peaceful elections.  However, the Timorese are still faced with the consequences of decades of social turmoil and one of the biggest challenges that remain are food security issues. On May 30, 2017, the Centre of Studies for Peace and Development (CEPAD) in partnership with Johns Hopkins University, successfully launched a report called, “Timor-Leste Strategic Review: Progress and Success in Achieving the Sustainable Development Goal 2”, which addresses the need to improve nutritional outcomes in the country.

Research has shown that there is a clear link between conflict and food security issues. Tackling the root causes of conflict in fragile countries therefore involves addressing these challenges. The United Nations Food and Agricultural Organization (FAO) has made food security a priority and Sustainable Development Goal 2 seeks to “end hunger, achieve food security and improved nutrition, and promote sustainable agriculture.”

A Couple in Oecusse, Timor-Leste. Photo credit: WFP Camila Urbina-Escobar

Timor-Leste is one of the countries with the highest rates of chronic undernutrition in the world.  Children and women are the most at risk of malnutrition. In 2013, 38% of children were underweight, and more than half of the nation’s children under five years old are stunted in bodies and brains. In the same year, 24.8% of women between 15-49 years old were underweight and 40% were anemic. Between 2013 and 2015, 26.9% of the country’s population experienced hunger. Moreover, Timor-Leste’s agriculture system does not produce enough food to feed the population. Factors that are contributing to this problem are unsustainable methods, poor soil fertility, land ownership issues, and farmer’s low motivation due to low profits. Additionally, the Timorese are experiencing the effects of climate change including higher temperatures and longer dry seasons.

Through the support of former President Ramos-Horta and the Bishop of Dili, a Strategic Review was undertaken by our local partner in Timor-Leste, the Centre of Studies for Peace and Development (CEPAD) and Johns Hopkins University, to determine what needs to be done to achieve Sustainable Development Goal 2 (SDG2). The Strategic Review portrays the nutrition challenges in Timor-Leste and is a mechanism that can help the government set priorities in the actions and policies implemented in the country to achieve SDG2. Moreover, it can help stakeholders develop programs to end hunger and achieve food security.

Timor-Leste. Photo credit: Steve Tickner

The Strategic Review was developed through a participatory research process, which initiated with a compilation of the most recent information and data about Timor-Leste’s nutrition, agriculture and food systems. Afterwards, the research team conducted a nation-wide consultation process with members of the government, international organizations, nongovernmental organizations, civil society organizations, as well as led community consultations. The data gathered was then analyzed to write recommendations on how Timor-Leste can progress towards achieving goal SDG2. Recommendations include ensuring national social protection programmes, improving operations and nutrition of the nationally owned School Meals Programme, improving agricultural productivity by promoting agroforestry, improving spices and coffee production, investing in women farmers, etc.

Since 2007, Interpeace has been working with CEPAD, supporting peacebuilding processes in Timor-Leste, establishing initiatives to help break cycles of violence and help create a climate where the Timorese can identify and address priority issues in non-violent ways. We celebrate CEPAD’s work and are proud of the successful launch of the Strategic Review to achieve SDG2 in Timor-Leste.

Timor-Leste. Photo credit: Steve Tickner

To read the full report visit the following link:

Timor-Leste Strategic Review: Progress and Success in Achieving the Sustainable Development Goal 2

All Hands on Deck for Peace Education in the Great Lakes Region

In this interview, Interpeace’s Great Lakes Programme Coordinator, Isabelle Peter, discusses the organization’s peace education initiative in the three countries of Rwanda, Burundi and the eastern Democratic Republic of Congo (DRC). The peace education initiative is part of Interpeace’s Cross-Border Peacebuilding programme, implemented in collaboration with six regional organisations in the region. 

What is Peace Education, and how does it fit into Interpeace’s efforts to build lasting peace in the Great Lakes region?

Peace education is both about content and approach. It focuses on learning about and strengthening the skills, attitudes, principles and values that individuals and communities can rely on to transform negative situations of potential conflict into more positive situations. In terms of what constitutes peace education in the context of the Great Lakes region, it is a concept that looks at the fundamental causes and structures that underlie the continuous conflicts that the region has experienced.

Interpeace’s work on peace education was in response to a call by the people of the region themselves, who identified peace education as an important foundation for lasting peace. This emerged as a recommendation in a participatory research carried out by Interpeace’s regional peacebuilding programme, which we implement together with six partner organizations in Rwanda, Burundi and the Democratic Republic of Congo (DRC). The mandate itself was given at a regional forum in Kinshasa in December 2015. In the face of repetitive conflicts that have occurred for the last 20 years or more, citizens from the region − among them youth, religious leaders, parliamentarians, ministers, regional organizations and women’s groups − came together in Kinshasa and clearly stated that peace education was absolutely necessary for the region to stand a chance at sustainable peace in the future. This shows how the people of the Great Lakes, in their own analysis, deeply understand the essence of peace education as a building block for lasting peace.

In the framework of Interpeace’s Great Lakes programme, the youth emerge as a key actor, historically instrumentalized by certain groups to fight for or to assert certain vested interests, and often also manipulated to commit acts of violence. What people in the region have said is that the youth can be that transformative force that can change the future of the region. We therefore mainly target to transform the youth since they are well positioned to shape a better future for the region. Although the focus is on the youth, peace education is more broadly about transforming people, shaping the attitudes and behaviour of individuals such that when faced with situations of potential conflict, they can transform these into situations that actually support peace and social cohesion.

Peace education, with a particular emphasis on the youth, is then a very important approach that can support this positive role that the youth can play.

Interpeace's Great Lakes Programme Coordinator Isabelle Peter. Photo Credit: Interpeace.

It has often been remarked that “Peace Education does not happen in a classroom.” What does this statement signify in the context of the Great Lakes Region?

That is a very important statement, but it is also a challenge that we have encountered in the programme. All the stakeholders we have interacted with in the region − among them policy makers, decision makers, teachers and education systems − are trying to find a way to make peace education more practical. This matter came up when we had a regional peace education summit in Nairobi in March 2016, with about 80 decision makers, policy makers and peace educational practitioners in attendance. What they said is that for peace education to really be effective, it must empower the individual to have the capacity to transform a situation, based on his or her knowledge, skills, behaviour and attitudes in line with the principles of dialogue, tolerance, mutual understanding and active listening.

Let us take the example of a young person in the Great Lakes region, confronted with a situation where he or she is for instance being approached by a politician or by the youth wing of a political party to fight for a certain cause or to carry out some actions that are not helpful for peace. If you place yourself in the shoes of this individual, the question is: how can you transform this situation? How can you react to it in a way that can turn it into something more positive? First of all, you must be able to resist the manipulation, and you also need to see how you can engage your family or your community for them to similarly resist this kind of manipulation. What this means is that peace education needs to be something practical that individuals and communities can use in their daily lives.

One important realization that has emerged from the programme is that the education system needs to integrate a form of peace education that explains what conflict transformation entails and also integrates the history of the region. But more importantly, this needs to be done in a way that really empowers those who undergo peace education to be able to recognize situations of potential conflict and to be able to transform them. I think that when this happens, we will see a new, empowered generation that can really turn around the future of the Great Lakes.

Interpeace has been working with the International Conference on the Great Lakes Region (ICGLR) and UNESCO on peace education for a while now. Have you also been able to reach out to the National Governments? How have they responded?

Yes, we have been able to reach out to the national governments and their response has been generally positive. This is in following with Interpeace’s approach, which seeks to bridge between the grassroots and the decision-making levels. Ever since the peace education emerged as a strong recommendation from the people themselves, we have made effort to upstream this recommendation and we are engaging national and regional decision makers, to provide a viable communication channel between the grassroots and the decision makers.

Incidentally, we have come to realize that all the national governments in the Great Lakes region already have peace education within their policies and programmes. This happened when we organized the peace education summit in Nairobi back in March 2016 in collaboration with the ICGLR and UNESCO. We had high level representatives from the education ministries of Rwanda, Burundi and the DRC, but also from Uganda and South Sudan. In fact, some of these States that we weren’t really targeting, came up and said they too wanted to be part of the peace education initiative. This very fact shows that there is a strong interest in promoting peace education among the various governments. So there is no doubt that the political will exists.

The key challenge that emerged in the Nairobi Summit is that the governments are sometimes short of the expertise required to implement peace education in a meaningful way, not just in the classrooms. For peace education to be indeed more transformative, for instance among the youth, the governments need to have certain tools at their disposal. They for instance need trained educators who know how exactly to implement peace education. Another key priority that was expressed at the Nairobi Summit was the need to harmonize peace education on the regional level. The public statement of the ICGLR Executive Secretary in a regional newspaper article illustrates the priority that peace education has received in the region. In the article, the Executive Secretary expressed his wish to make peace education a priority among ICGLR Member States, and mentioned during the Summit, since his term was coming to an end, that it is an initiative that he will endeavour to pass on to his successor as Executive Secretary.

So generally, we have reached out to national governments, and they have been very open and willing to work on peace education. What needs additional work is how to confront the challenges facing the implementation of the policies and making them reality.

Listening to you it seems that the National Governments have a very pedagogical, curriculum-based approach. Is there a way in which you think they can also reach, for instance, youth who are not in school?

That is a very important point. At the Nairobi Summit, the focus was largely on youth within the school systems. There were however discussions in the Summit on the question of how to reach non-schooling youths. A key actor that the Interpeace programme is working with is the religious denominations − the Christian faith, Islam − because they often have structures in place that allow them to reach wider demographics, including non-schooling youths. These non-schooling youths are a very important demographic because they are more prone to manipulation due to their precarious conditions. Peace education of course goes beyond just the schooling system. That is why our work with the churches, mosques and other similar actors is important in reaching these youths who exist on the periphery.

Photo credit: CENAP

How about the local communities? Are they directly involved in the peace education initiative?

We work very closely with the local communities in the programme, which helps us make a distinction between formal and informal peace education. Formal peace education is more of the school curriculum-oriented kind, while informal peace education is the kind that can take place outside of these formal systems. Our six partner organizations particularly work very much with the local communities in terms of promoting peace education, itself a recommendation that we got informally from the grassroots populations.

One dimension of our work with the communities includes supporting cross-border dialogue spaces, which we do in collaboration with our six partner teams. We currently have six dialogues spaces across Rwanda, Burundi and the DRC, each comprising 20 to 30 community members, among them leaders who represent different communities and socio-political constituencies. We work with these cross-border community dialogue groups to come up with and implement initiatives that foster peace education. They have taken on a number of initiatives, sometimes also involving educators, to discuss the kind of values, principles and mindsets that are important in order to build lasting peace in the region. Participants in the dialogue spaces have gone further and reached out to their own communities, their own families, their own work places and to young people as well.

There is this nice story of a lady from one of our dialogue spaces who has become a sort of “go to” dialogue facilitator in her workplace. Whenever there is a conflict or some kind of tension in the office, her colleagues come to her, and she uses her peacebuilder’s mindset to help them to resolve the conflict through dialogue.

A second dimension is our work with 15 Civil Society Organizations (CSOs) in the three countries to amplify the peace education initiative. Our partner teams engage these CSOs to collaboratively develop concrete initiatives, again aimed at increasing the outreach of our peacebuilding values and the peace education initiative. Some of the activities have included trainings with the CSOs, equipping them to in turn train their own members. We also work with Scouts associations from Rwanda, Burundi and the DRC, and employ tools such as participatory theatre and video sketches to raise awareness and to transform the people we interact with into agents of change in the region.

All this work is quite profound. But then, in what unique ways would you say Interpeace’s approach to peace education is different from that of other actors and stakeholders in the Great Lakes region?

One thing is that we acknowledge the complexity of the regional reality, and we also recognize that change is always a result of many different efforts coming together − starting with the communities’ innate capacities to prevent and transform conflicts. This is why we work with peace education actors in both the formal and informal sectors. In the formal sector, we for example collaborate with UNESCO. We also collaborate with other international organizations such as the Aegis Trust, which has carried out very impressive engagements on peace education in Rwanda. In the informal sector we work with the churches and other different associations.

I think what is important is to see how we can all collaborate, to discern the gaps in the work of others that we can complement, and vice versa. So in that sense, we continue to be in communication with these like-minded organizations, and we invite them to our engagements, for example the 2016 regional peace education summit in Nairobi. Similarly, this month (February 2017) we were invited by UNESCO to speak at the SDG4 Regional Forum for Eastern Africa, which was a high level forum organized by UNESCO in Dar es Salaam, Tanzania, on the implementation of the 2030 Education Agenda.

As Interpeace, our comparative or added advantage is that we have structures and networks in place to link the grassroots level to the national and regional levels. For our work in the Great Lakes region, we for instance have formal collaboration with the International Conference on the Great Lakes Region (ICGLR) and the Economic Community of the Great Lakes Countries (CEGPL). These collaborations help us to see how we can foster advocacy for peace education, how we can really have a dialogue that is more inclusive, brings all tracks on board, and allows for an exchange not only between policy makers, peace education practitioners and students within the formal schooling systems, but also the international organizations and other actors and stakeholders who are involved. In all these collaborations, what is most important to us is to catalyze collective action towards fostering and better facilitating the implementation of peace education.

A second important element that Interpeace and its six partners bring is the voice of the people, who clearly articulated the importance of peace education as a recommendation in a research study that involved several thousand grassroots participants. This voice of the people weighs in to boost our collaboration with other stakeholders and to leverage peace education efforts in the region.

I am sure there must be challenges in these efforts to lay a firm foundation for peace education in the region. What are some of them?

The existing challenges came out clearly at regional peace education summit in Nairobi. The main challenge raised by the participants was about the actualization of the peace education policy frameworks into practice. Several elements are needed for effective implementation – adequate expertise is needed, tools are needed, structures are needed, and of course there are funding needs.

These challenges may also be related to the current global political environment in terms of the donor landscape. Donors and the international community want to see rapidly visible peace dividends, understandably because they are accountable to their own parliaments back at home for the funding that they provide. However, the reality is that addressing the root causes of conflicts in the Great Lakes, requires long processes. Peace education is one important pillar in mitigating the root causes for the long term, but it is difficult to demonstrate quick peace dividends from peace education because its goal is to transform a generation.

This presents a dilemma, and may be one of the reasons why it can sometimes be difficult to have the kind of support for peace education that is needed from the international community. But on the flipside, this dilemma is also a call to action for actors working on the ground to really demonstrate why peace education is an urgent imperative.

Photo credit: APC

And finally, you mentioned the recent UNESCO forum in Dar es Salaam. What key messages did Interpeace seek to pass regarding peace education in the region?

Together with our partner organizations in the regional cross-border programme, we used the opportunity to be the spokesperson for the needs and the priorities that the local populations have expressed to us through our programmes.

We had three primary messages that we wanted to amplify for the ministries of education from eastern Africa, the UN actors and other segments of the international community that were present at the forum.

Our first message was to highlight the important need for peace education in the region. Because this was a forum on education in general, its focus was far broader than peace education. Our message was therefore that even if we have perfect education systems in place – with important aspects such as gender considerations, ICT (Information and Communications Technology) et. cetera – all of these can be undermined if there is continuous conflict in the region. The fundamental starting point is therefore to really be able to create a situation of lasting peace, which can then allow all the other systems and processes to emerge in a sustainable way. Our number one message was therefore the importance and need for peace education to be included in the formal education systems.

Secondly, we wanted to draw focus on the approach to peace education, not just the content. This means equipping students with the skills, principles and values that they can use in their own daily lives to transform potentially negative situations into positive ones, to actually make peacebuilders out of the students and even out of the teachers themselves – peacebuilders for peace in the region.

Our third message was to emphasize the importance of a regional approach to peace education. This is because in both Eastern Africa and the Great Lakes region, we have seen how political developments in one country can spill over into neighbouring countries, sometimes with detrimental consequences. If we accept this reality, it also means that peace education efforts cannot just focus on the national level. We must take into account the regional level. So our three primary messages are the importance of peace education, peace education as both an approach and as a mindset, and thirdly the importance of the regional perspective.

We also took the opportunity to further our efforts to influence the policies and priorities of the governments present at the forum regarding peace education.

Read also

A Discussion Paper on Peace Education in the Great Lakes Region (PDF)

Dynamics of youth violence

This film presents the voices of the people of Abidjan on obstacles to social cohesion and violent dynamics involving young people in the urban space. As part of a participatory research, the people of Abidjan identified barriers favoring the disintegration of social cohesion and developed several recommendations.

Documentaire - Renforcement de la confiance entre les populations civiles et les forces de défense et de sécurité : diagnostic et solutions pour une paix durable au Mali

Ce film présente les réflexions et solutions développées par plusieurs milliers de Maliens pour répondre à la crise de confiance entre les populations civiles et les forces de défense et de sécurité. Ce défi avait été précédemment identifié par les Maliens comme obstacle prioritaire à la paix (cf. Autoportrait du Mali sur les obstacles à la Paix).

Il s’agit de la seconde étape d’un processus de recherche-action participative visant la consolidation de la paix au Mali, à travers l’établissement d’une vision commune des obstacles et solutions à mettre en oeuvre.