1for2: 1 School for 2 Opposing Political Groups' Children

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How can one school help solve a conflict?

Extended summary

Schools between "self-described" states

Why Cyprus first?

Videos of conflicts below

Israel - Pales. Authority

N. Korea - S. Korea

Syria - Israel - Jordan

Pakistan - India

Schools for intra-state conflicts

Videos of these conflicts

N. Ireland (Belfast)

Iraq (Baghdad)

Lebanon (Beirut)

Afghanistan (Kabul)

Nepal (Kathmandu)

For the best resolution results

Why integrating the school is not enough

Video clips of CL

Cypriot School location

Sample drawing

Admissions formula for influential two-year-olds

Visuals: Cog. diss. at TCS

Analogy: A watershed and a dying fruit tree

Evaluating TCS

Fast rail as a school bus

Estimated cost

Videos: Non-maglev

Palestinian rail

Maglev /Non-maglev?

Videos: Maglev rail

Common questions

Evaluating this schooling model

1. Links to documents for evaluating conflict resolution efforts
2. Cost-benefit analysis
3. Cost-effectiveness analysis
4. Systems analysis

Links to documents for evaluating CR efforts 

1. USAID, 2004: Conducting a Conflict Assessment: A Framework for Strategy and Program Development 

2. UNDP, 2002: Handbook on Monitoring and Evaluating for Results

3. OECD, 2007: Encouraging Effecitve Evaluation of Conflict Prevention and Peacebuilding Activities: Towards DAC Guidance

4.
Search for Common Ground, 2006: 
Designing for Results: Integrating, Monitoring, and Evaluation in Conflict Transformation Programs


Cost-benefit analysis


The cost of the school might be high, but its relative benefits might be a lot greater than any other conflict-resolution option for Cyprus, and perhaps great enough to overcome the intransigence of the stalemate. 

 

What is cost-benefit analysis?

1.      Economic assessment of a program’s impact taking costs into account

2.      Evaluation of alternatives according to their costs and benefits, when each is measured in monetary terms

3.      One way to determine the value of a program or intervention – and convince others that it has public value

4.      Usually builds on rigorous program evaluation

5.      Typically measures a wide range of outcomes

6.      Usually accounts for public benefits to society but may also consider benefits to individuals  and families

7.      Is both an art and a science – especially when assigning monetary values to benefits

8.      Allows for comparisons across programs, policies, and other types of interventions


Terminology used

 

1.      Financial costs vs. economic or opportunity costs

2.      Personal vs. public benefits

3.      Present value and discounting

4.      Net economic return = Benefits – Costs

5.      Benefit-cost ratio = Benefits / Costs

Conservative estimates as the basis

1.      Over-estimation of program costs

2.      Volunteer time and other “opportunity costs”

3.      Economy of scale – costs of running a program often go down over time

4.      Under-accounting of benefits

5.      Many benefits not easily assigned monetary value

6.      Anything not included in program evaluation design will not be included in benefits

7.      Diffusion of effects to other family members, classmates

Concerns

 

1.      A cost-benefit analysis is only as good as the  program evaluation it is based on

2.      Even if the cost-benefit ratio is low, a program may still be valuable

3.      Cost-benefit analysis doesn’t account for outcomes that can’t be monetized

4.      A focus on economic benefits can lead us to lose sight of other good reasons for providing services

5.      Cost-benefit analysis is only one of many factors when making program decisions

Click here to learn more about cost-benefit analysis.


Cost-effectiveness analysis


1.      Used to compare the costs and outcomes of alternative programs or policies seeking to achieve the same goals

2.      Key outcomes are identified, and different strategies that affect those outcomes are compared

3.      Monetary values are only assigned to costs, not to outcomes

4.      Other benefits beyond the target outcome are not taken into account


Systems analysis


The following was written by Douglas Raybeck in his book, Looking Down the Road: A Systems Approach to Future Studies (page unknown):

"Good scenarios make clear their premises, the extent of their concerns, the elements they include, and the processes through which these elements interrelate.  Systems analysis encourages us to attend to variables that we would otherwise ignore.

1. Prepare a series of rationalizations and justifications you can employ
     to explain why your predictions, the results of the following
     procedures, will fail.

2. Identify the parameters of the system.

3. Decide on and describe as precisely as possible the issue(s) you wish
    to investigate, identifying the phenomena and processes in which you
    are most interested.

4. Identify the major influences on the phenomena and/or processes in
    which you are interested.

5. Examine the varying levels of analysis and classes of variables that are
    relevant to your concerns.

6. Among relevant processes, distinguish the positive feedback loops
    associated with your concerns that will accelerate or reinforce
    processes, and the negative loops responsible for keeping the
    positive processes within certain limits.

7. Identify positive loops that do not seem well regulated.

8. Try to determine which processes and phenomena are most directly
    impacted by the positive loops under examination.

9. On the basis of the related processes and structures that you have 
     identified, assess the kind and degree of change you anticipate.
 

10. Make a judicious selection from your list of rationalizations and
      justifications to explain why your prediction is inaccurate. 
      (Remember you knew you were going to be wrong from the start.)"


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