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2012
Ethio-Eritrea Dialogue Group
Tel- +491632143837
Fax- +4922885073999
http://dialogue.ucoz.com/
Bonn, Germany
4/20/2012
Project Proposal for an Interactive Problem-
Solving Dialogue Seminar in Bonn, Germany
(20th to 23rd of September)
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1. Contents
1.1.1.1. Brief overview of the issue and the source of the problem Brief overview of the issue and the source of the problem Brief overview of the issue and the source of the problem Brief overview of the issue and the source of the problem ................................................ 2222
1.1 The History of the relation between Ethiopia and Eritrea .................................... 2
1.2 The Ethio-Eritrea war (1998-2000) ...................................................................... 3
2.2.2.2. Dialogue EthioDialogue EthioDialogue EthioDialogue Ethio----Eritrea ProjectEritrea ProjectEritrea ProjectEritrea Project ............................................................................................................................................................................................................................ 5555
2.1 The Idea behind the Dialogue seminar project ..................................................... 5
3. 3. 3. 3. Inception phase of the project:Inception phase of the project:Inception phase of the project:Inception phase of the project: ........................................................................................................................................................................................................................ 6666
3.1 The first Dialogue seminar at Roros, Norway (31st of January –11th of
February, 2005) ............................................................................................................... 6
3.1.1 Outcomes of the Roros dialogue seminar .............................................................. 7
3.2 The Langano interactive dialogue seminar ............................................................... 8
3.2.1 Objective of the Project ......................................................................................... 8
3.2.3 Outcome of the Langano Interactive seminar ...................................................... 10
4.4.4.4. The up The up The up The up----coming Interactive Seminar in Bonn, Germany (20coming Interactive Seminar in Bonn, Germany (20coming Interactive Seminar in Bonn, Germany (20coming Interactive Seminar in Bonn, Germany (20 th th th th----23232323rdrdrdrd
of September)of September)of September)of September) ........................................................................................................................................................................................................................................................................................................................................................................ 11111111
4.1 Location of the Interactive dialogue seminar ......................................................... 12
4.2 Participants and Moderators ................................................................................... 12
4.3 Schedule and seminar program ............................................................................... 13
4.4 Budget Detail .......................................................................................................... 14
5.5.5.5. Evaluation of the Dialogue seminar projectEvaluation of the Dialogue seminar projectEvaluation of the Dialogue seminar projectEvaluation of the Dialogue seminar project ........................................................................................................................................ 15151515
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1. Brief overview of the issue and the source of the problem
Not long ago, Ethiopia and Eritrea were engaged in war for two years (1998-
2000) that devastated peoples’ lives and deteriorated the economies of these countries.
Despite the signing of the peace agreement that brought the situation to a stalemate, there
are still possibilities that the conflicts may resume in the future as the conflict is not
permanently resolved. Among others, the war affected the interpersonal relationship
between peoples, which is very important for peace to prevail between the two nations in
the future. In addition, it also eroded the remaining trust that had been in existence
between the two nations. Besides the official efforts, there is a need to restore the people
to people relations between the two nations if sustainable solutions must be found and
peace is going to be ascertained. The two years war claimed tens of thousands of lives
and devastated the economies of the two nations exposing the peoples of Ethiopia and
Eritrea to ruthless drought and famine. Both countries cannot afford to engage in another
war, a war that claimed their loved ones and propelled them deeper into poverty.
1.1 The History of the relation between Ethiopia and Eritrea
Ethiopia and Eritrea are located in the Horn of Africa, a region that is widely
known for its instability and food insecurity. It is also categorized under the poorest
regions of the world. Most of the predicaments are related to the long and tragic wars that
were fought with in and/or among the states. This in turn has created a vast amount of
migration of specially youth people to Europe and the rest of the world.
Eritrea used to be an Italian colony for sixty years prior to its becoming united
with Ethiopia in a federation. At the battle of Adowa in 1896, Ethiopians defeated Fascist
Italy’s and stopped Italy’s expansion deep in to Ethiopian territories. It also persuaded the
then European Powers to accept Ethiopia as an independent and recognized entity in the
region. This condition provoked the necessity of defining border between colonies and
the Ethiopian empire. Italy signed successive treaties in 1900, 1902 and 1908 with
Ethiopia to clearly mark the border between Eritrea and Ethiopia. However, the term of
those treaties did not define any precise line as the definitive boundary line. Also
Eritrea’s annexation by Ethiopia in 1948 had muddied the demarcation of the border
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since the colonial boundaries between the two were replaced by administrative
boundaries within Ethiopia.1
The forced annexation of Eritrea by the Ethiopian emperor HaileSellasie has itsown consequences. Eritrea waged a thirty years of attrition against Ethiopian dominance
– first against the Ethiopian emperor in 1962, and later against the brutal military dictator,
which overthrew the feudalistic regime of the emperor in 1974. During the reign of the
military dictator colonel Mengistu Hailemariam (1974-1991), the Ethiopian military
forces were constantly sent for expedition in the Eritrean Mountains to engage the rebels
that were mainly organized under the party called Eritrea people liberation front (EPLF).2
Lots of people died during the 30 years of war. Many were displaced and millions
of dollars were spent to support the war. The soviet aided Mengistu’s militaristic regime
was finally toppled by the forces of the Ethiopian People’s Revolutionary Democratic
Front (EPRDF), which were fighting against the military dictator for 17 years. At first,
EPLF and EPRDF were partners for the common interest of overthrowing Mengistu’s
regime. In 1991 EPRDF controlled the capital Addis Ababa and EPLF forces brought the
capital of Eritrea (Asmara) under their control.
In a referendum held in April 1993, two years after the demise of the Dergue
regime, Eritrea seceded from Ethiopia and got its independence. Although the borders
were not defined clearly, for a while the two nations seemed to get along fairly well.
1.2 The Ethio-Eritrea war (1998-2000)
The new governments of Ethiopia and Eritrea tried to focus on development
endeavors within the first six years of their rule. However, the relation started to
deteriorate by the end of the 1990’s and the two countries found themselves in a
battleground because of conflicting claims on a town bordering the two countries. As the
border between Ethiopia and Eritrea were earlier not delineated, the resultant controversy
over the delineation of the 620 mile common border exacerbated tensions as both states
often made conflicting claims regarding where borders should run.3
1http://www.electionworld.org/history/eritrea.htm
2http://www.globalissues.org/Geopolitics/Africa/EthiopiaEritrea.asp
3
John prendergast, “U.S leadership in Resolving African Conflict: the case of Ethiopia and Eritrea” U.Sinstitute of peace, 2001.
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The two years border war claimed a staggering toll in human life and suffering. It
precipitated violation of human rights and humanitarian law on both sides. Although both
sides didn’t report their own loses and exaggerated the loses of their adversary, manyestimate a staggering 100,000
4people might have died in the two years border conflict.
The conduct of the war devastated economies of the two countries contributing greatly to
the great 2003 draught that followed. This unfortunate circumstance has displaced
millions and led to deportation of tens of thousands from their place of residence.
Despite its surprise, the international community reacted quickly to the war. A US
team led by the then assistant secretary of state Susan Rice and a Rwandan team led by
the then vice president Paul Kagame was invited by both parties to assist in preventing
further escalation. This effort failed to resolve the conflict, as both parties to the war did
not accept it. Consequently, a US team led by national security advisor Anthony Lake as
a special envoy collaborated with the then Organization of African Unity to continue with
the effort of US-Rwandan peace proposal. Algeria played a significant role in bringing
the two countries in to a round table discussion to refrain themselves from the devastating
war they were engaged in. On the 18th
of June 2000, the two parties finally signed the
Algiers agreement on cessation of hostilities. The parties reaffirmed their acceptance of
the OAU’s framework agreement and modalities for both parties to return to their
original position they controlled before the breaking out of the war. A 25 km wide buffer
zone was established for the deployment of a UN peacekeeping force to operate and
prevent further escalation of war. According to the Algiers agreement the two countries
took their border claims to the international border commission. The boundary
commission delivered its ruling on the delimitation of the border on the 13th
of April,
2002. Both governments declared their acceptance, with each claiming that it was in their
favor. However, the source of confusion was the decision itself, which did not identify
coordinates for the village of Badme.5
The commission clarified on March 28, 2003, that
the area known as Badme was inside Eritrea. The Algiers agreement spelled out that the
decision of the commission would be final and binding. Even if it was hard for the
Ethiopian side to accept the decision of the commission, it was bought in front of the
parliament and Ethiopia accepted the decision in principle. This was taken as a great step
4
According to BBC News5 Africa Confidential, Vo.44, No. 15, 25 July 2003, p.1
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towards the peaceful resolution of the dispute between the two nations, although, the
decision is not still implemented and the conflict is not completely resolved. It is still
believed that the perplexing war between Ethiopia and Eritrea is now in a stalemate. Thetension is still present and the escalation of yet another border conflict between the two
countries is imminent.
2. Dialogue Ethio-Eritrea Project
In light of this devastating conflict, the dialogue group of Ethiopia and Eritrea
aims to facilitate communication and interaction between the youth of Ethiopia and
Eritrea and create a space for initiating dialogue. This effort is in line with concept of
Multi-track diplomacy that promotes system based approach to peace-building through
communication between community members of conflicting parties. It facilitates the
transformation of deep-rooted social conflict through education, conflict resolution
training and communication. Our project objective is to create a stage for the youth to
dialogue, educate and train themselves in the different skills of conflict resolution and
communication. This process is expected to make a generational difference and help
participants to view the different dimensions of the conflict.
2.1 The Idea behind the Dialogue seminar project
As future leaders of their communities, students stand as important parts of the
society. Bringing students from both Ethiopia and Eritrea together and organizing a stage
where they can exchange thoughts and share their feelings about the conflict will pave the
way for a better understanding of the war and among themselves. It also helps ease the
trauma of war and the feeling of hatred that could be carried on through generations. In
his book, the bridge over the Drina, the Yugoslav Nobel prize-winning novelist Andrić
(1945/1994) described that violence and hate take a generational cycle and unless this
vicious circle is broken new rounds of violence is just a matter of time.6
Students can
play significant role in breaking this vicious circle of violence. All we need is to have the
6Andrić , I.(1994). The bridge over the Drina. London: Harvill/Harper Collins.
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appropriate tools to deal with conflicts and ways to transform them into something
constructive.
Currently, the dialogue group is engaged in organizing consecutive and sustainedinteractive dialogue seminars to bring the youth together to discuss conflict and how to
resolve them constructively. It is also networking students via social network mediums.
This communications involve wide range of individuals and cover different geographical
locations. Consequently, the dialogue group has managed to establish internet virtual
international forums in different platforms such as the organization’s own website,
Facebook and yahoo groups. Additionally the dialogue group website has other features
such as
Pages, to create links with donors, partner organizations and interested non-
student individuals
Forums, news, archives and different publications
And possible People search, to bring together broken families residing at different
sides of the conflict.
3. Inception phase of the project:
3.1 The first Dialogue seminar at Roros, Norway (31st of January –11th of
February, 2005)
The first Dialogue Groups Seminar took place in a remote mountainous area
called Roros in Norway. The seminar was held from the 31st of January to the 11th of
February 2005 in a small cabin up in the mountains of Roros. Roros is a historical oldmining town in Norway registered among UNESCO’s great world heritages.
The Dialogue Groups Seminar 2005 was part of the International Student Festival
in Trondheim (ISFiT). ISFiT is one of the biggest international student festivals around
the globe. Every two years, ISFiT organizes a festival where approximately 450 students
from almost 100 countries meet together to discuss about important issues.
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As part of the ISFiT program, the Dialogue Groups Seminar invites students from
different conflicting countries to engage them with dialogue hence they can create
understanding among themselves and work together in bringing sustainable peace and
stability in their areas.
In 2005, the Dialogue Groups Seminar invited students from six different
countries. These students were grouped in to three. And the Ethio-Eritrea group was one
of it. The dialogue organized by ISFiT brought us, students, to talk about these conflicts
and work on future possibilities for sustainable peace between nations. We came to the
understanding that for the two countries themselves, a prompt and permanent settlement
of peace will bring huge benefits. Both Ethiopia and Eritrea will be able, instead, to
combat famine and poverty, which are currently plaguing the two nations. Peace and
security brings with it economic growth and development, better harvests and more
rational utilization of resources.
3.1.1 Outcomes of the Roros dialogue seminar
One of the issues we raised during the discussion was how we students can
contribute our share to the peace-building endeavor that’s going on between the two
countries. We believe that there is a lot that can be done by students of Ethiopia and
Eritrea. One of the things that students can do is to establish a network. Through this
network it is possible to arrange a platform where students of both countries can meet to
discuss on hot issues that really concern them. And by creating or seizing already existing
opportunities, students can have a dialogue where they can build understanding and good
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faith among themselves. We are in the 21st Century and it is indubitable that the future
leaders of our world will come from schools and higher institutions. And if we can create
a good relationship among students of our today’s world then we can be sure thattomorrow’s leaders of the planet earth will have a better understanding of each other.
Students may have different opinions on different issues. And it’s not wrong to have
differences of opinions but what is dangerous is to use those differences as causes for
violent conflicts that will lead to confrontation. We can work on our similarities and
shared ideas while retaining our differences. Our aim is to see a developed Ethiopia and
Eritrea. But witnessing development presupposes peace. And peace in turn necessitates
understanding others point of view and acknowledging that it can be different from once
own. That’s why we said that we have to first establish a network of understanding
between the students of the two countries.
The other point we raised during the Dialogue Groups Seminar is to work down at
a grassroots level and convince our societies that the two nations can have peace if they
(the societies) can avoid hostilities that they show to one another. Although the
immediate cause of the conflict is the border dispute, we do not believe that solving the
border conflict alone will ensure a long lasting and sustainable peace between the two
countries, unless the entrenched feeling of hatred is dismantled. Otherwise, only causes
will differ but there will definitely be another conflict at some time “T”. So enrolling the
society at large in the peace building and maintaining process is imperative. And in this
endeavor too, there is a lot that students and the youth can do once they mobilize
themselves.
3.2 The Langano interactive dialogue seminar (May 16th
to May 19th
2006)
3.2.1 Objective of the Project
The Langano interactive dialogue seminar took place in Langano, Ethiopia from
March 16th
till March 19th
2006. It aimed at providing a stage for students and youth to
find out creative ways of problem solving. The seminar was held in the form of
interactive workshop that involves social activities and role-playing. The seminar is not
similar to the traditional lecture type meetings rather it’s in the form collaborative,
discussion type and problem solving approach. The seminar was held in an isolated and
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relaxed environment, which serves as means to bring about a more open and relaxed state
of mind where new ideas and behavior can find place.
The dialogue seminar initiated ideals that revolved around: -
Fostering friendships, between the students of Ethiopia and Eritrea through
seminars, forums, exchange programs.
Finding ways to restore the trust they had between each other before the breaking
out of war.
Facilitate a stage where students from the two nations could come together and
look for possible solutions for the current predicament.
3.2.2 Organization and planning
The Langano dialogue seminar was organized by four students from Ethiopia and
Norway. This also symbolizes the Euro-African partnership in an attempt to bring about
sustainable peace and stability that benefits both the communities in Europe and Africa.
As the seminar was a continuation to the Roros dialogue seminar and aims to address
similar issue we used comparable arrangements and group of facilitators. The two
Norwegian facilitators were also leaders of the Ethio-Eritrean sub group at the Roros
dialogue seminar. The Norwegian facilitators used their networks to acquire sufficient
funds and raise money for the dialogue seminar. They also arranged practical support for
the Langano seminar from their place of residence, Norway.
The other two facilitators from Ethiopia were also participants at the Roros
seminar in the Ethio-Eritrean sub group. Practical arrangements and coordination for the
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Langano seminar was a responsibility for the two Ethiopian facilitators. Practical issues
such as planning and arranging suitable location, selecting and inviting participants and
arranging transportation and accommodation was done by the two Ethiopian participants.Coordinating the Langano interactive dialogue seminar required intensive
communication, careful planning and execution on the part of the facilitators. E-mails
needed to be exchanged back and forth for details that ought to be carefully considered
both in Norway and Ethiopia.
On March 11th 2006, two of the facilitators from Norway arrived in Addis.
Starting from the next day further detailed planning and practice went on according to the
program schedule and exercises. The days starting from March 11th
to 15th
were partly a
training session for Ethiopian facilitators to build their capacity in facilitating the
dialogue seminar. Those days also witnessed final preparations and integrating missing
components that made the Langano seminar more colorful and enjoyable.
3.2.3 Outcome of the Langano Interactive seminar
The main outcome of the Langano Interactive Dialogue was a creation of network
of students in Ethiopia that have genuine interest in building peace and erecting a bridge
between the youth of Ethiopia and Eritrea. The Interactive seminar was successful in
achieving its goal of deliberating on verities of skills and methods in which conflict will
be resolved and transformed in non-violent ways.
In the first three days we worked on creative and fun ways of get acquainted to
each other and building a trust and understanding among ourselves. This was done
through different forms of animations and role playing. We then moved on developing
our skills of active listening and communication. Furthermore, awareness was created on
how stereotyping, prejudice and misconceptions can be a barrier to effective
communication and dialogue. On the third day, we moved on to identifying signs of
peace and basic needs of individuals. We had a very constructive and interesting
discussion on this very basic question and found out that the basics were not as simple as
we mostly regard them to be.
On the last day of the interactive problem solving dialogue seminar we actually
began to discuss about the real conflict and found out that the way we noticed a
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difference in how we dealt with the conflict. We have also agreed that students and the
youth have things to contribute for the successful resolution of conflicts in our region and
they should be part of the effort to bring peace in war prone Horn of Africa. We the youthare the major bearers of the disadvantages associated with violent conflicts and we should
be one of the major stakeholders in its sustainable resolution. The dialogue seminar was
finalized by setting out practical action plans for the coming years to increase the
interaction of the youth of Ethiopia and Eritrea. As physical barriers exist between us to
meet face to face and discuss, we agreed to have our interactions and communications
virtually via internet and social network sites. This will help us overcome barriers relate
to time and space that actually needed to be overcome. We have also confirmed that we
will exploit future possibilities to organize yet another interactive dialoged seminar on a
third state to set up neutral grounds for both Ethiopian and Eritrean students to come face
to face and work on the current predicament that existed between the two great nations.
4. The up-coming Interactive Seminar in Bonn, Germany (20th
-23rd
of September)
The Bonn Interactive dialogue seminar is the result of the promise that was made inthe Langano interactive dialogue seminar. It will attempt to bring participants from
Ethiopia and Eritrea to work for peace. The Seminar will take place between 20th
and 23rd
of September 2012 in the city of Bonn, Germany. Students and youth from Ethiopia and
Eritrea will be invited to live together for few days and to interact and get to know the
other side’s point of view and at the same time we will look at the conflict, its dimensions
and if there are ways to resolve it constructively. This process will also constitute a
research in dealing with conflicts in a multi-track fashion. The hope is that these
youngsters will be inspired enough to deal with the conflict resolution and view the
predicament that exists between these nations in a different way. They might develop to
view the other persons ideas are not so different from theirs and the main obstacle
(enemy) is the misunderstanding or lack of dialogue.
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4.4 Budget Detail
Remarks: -
All expenses are estimates calculated in Euro.
Most of the participants in the interactive seminar will be Students. Therefore,
costs for basic requirements during the seminar are covered from the funds we
acquire from different sources.
The project fund will cover expenses for facilitators and guests to the seminar.
There will not be salaries paid to facilitators or guests. Their involvement is
out of volunteer contribution for the success of the initiative.
Administering expenses and financial auditing will be done by a group of
people consisting of event organizers and representatives from the funding
organization.
ESTIMATED BUDGET - ADMINISTRATIVE ARRANGEMENT
Payments Unit# of
units
Average
unit rate
(€)
# of
participa
nts
Estimate
d
budget
(€)
1. Per diems
1
1.1 Hotel expenses (nights x unit rate x
participants) Per night 920
1.2 Lunches (lunches x unit rate x participants) Per lunch 5 5 75 300
1.3 Dinners (dinners x unit rate x participants)
Per
dinner 5 5 75 225
1.4 Coffee breaks (breaks x unit rate x
participants) Per break 2 2 30 240
Subtotal Per diems 1685
2. Travel
2.1 National participants (return trip x unit rate
x participants) Per trip 80 150 2250 5500
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2.2 Local transport (coach hire) Per day 500
2.3 Local transport (taxi) (trips x unit rate x
participants) Per trip
Subtotal Travel 60003. Rent of hall, interpretation and
translation
3.1 Rent of hall (days x unit rate) Per day
3.2 Rent of interpretation equipment (days x
unit rate) Per day
3.3 Interpretation services (days x unit rate x
interpreters) Per day
3.4 Translation (pages x unit rate) Per page
Subtotal Rent of hall, interpretation and
translation
4. Publications and printed material4.1 Publications (editing) (item x unit rate) Per item
4.2 Publications (printing) (item x unit rate xcopies) Per item 100
Subtotal Publications and printed material 100
5. Other (specify)
5.1 specify Specify
5.2 specify Specify
Subtotal Other
6. Administrative fees
6.1 Stationery supplies Per event 170
6.2 Other services (tel/fax, mail, copies) Per event 120Subtotal Administrative fees 290
Total project costs (1-6) 8,075 €
* Of the above stated estimate of the project expenditure the North-South Centre
(Council of Europe) funding will cover part of the travel expenses of participants in
amount of 1,000 Euro.
5. Evaluation of the Dialogue seminar project
Monitoring and evaluation activities are integral part of the overall project. It is
important because it gives us clues as to the quality and sustainability of the activities
performed. Constant monitoring helps us identify variances if indeed they exist and it
makes it easer to come up with possible recommendations. We believe this way it gives
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us opportunity to take timely measures and to draw lessons that will give us support in
developing and implementing upcoming events.
Monitoring and evaluation are mirror images and reflection of our actual
implementation. Its proper application confirms us economic use of our resources that
are allotted for the specific activity. It is beneficial to conduct monitoring and evaluation
processes in a scheduled manner and we need to put in action its findings.
The dialogue seminar will have two types of monitoring and evaluation schedules.
The first type of evaluation is conducted at the end of every seminar day. Facilitators and
participants will have time at the end of every seminar day to evaluate all the activities
performed throughout the day.
The second type of evaluation is scheduled at the final day of the dialogue
seminar. Participants and facilitators will discuss about the overall activities of the
dialogue seminar. We expect to get feedbacks from the participants at this last day and
facilitators will deliver their reports on how the dialogue seminar went on and how
effective it was. Participants also need to come up with action proposals for their future
activities. These activities are expected to revolve around organizing members of their
communities who share visions similar to ours.
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