1. Organisation and structure
   The ACTS programme takes place under the joint auspices of the Catholic University of Zimbabwe (CUZ) and Grace to Heal, an NGO based in Bulawayo. It is taught at the premises of the Theological College of Zimbabwe, Bulawayo, by a highly skilled and experienced team. This extremely practical programme is offered part-time over 2 years. Stage one involves three coursework modules, each of which requires up to 10 days residence in Bulawayo and online, plus guided study at home. Students will be required to produce a 20 000 page action research dissertation in the final semester. The final qualification is a Master of Applied Conflict Transformation Studies (ACTSMA).
   The programme is closely associated with the highly successful ACTS programme for Asia, based at the Centre for Peace and Conflict Studies in Siem Reap, Cambodia.

Who is it for?
The course is for men and women who want to develop the skills and wider competence they need to build greater peace and justice in their own situations. Some participants will come from civil society, including local and international NGOs and faith-based organisations. Others may be engaged in the public sector or in the political field. Some will already be working in the general fields of peace, human rights, and development. Others will be looking for ways to become engaged in these or related fields.

Applications
The minimum academic requirement is usually four years of university study, together with some years of relevant life and/or work experience. Good email and internet access is a necessity.

Expectations of students
Attendance at each 10-day residential seminar is compulsory and students are expected to commit 12-15 hours per week to study when they are at home. In the first year of study, there are 3 compulsory residential seminars. In the second year, there will be 2 compulsory residential seminars.

Methodology
ACTS is taught using the full range of approaches common to adult education internationally. Sessions are experience-based, practical and highly participative. Self-awareness, interpersonal communication and conflict handling skills are fostered throughout.

Learning and Study Materials
Each module will have a pack of essential readings for each student. In addition, there will be dedicated booklets for each of the first three modules. Further resources are available through the internet.

2. Aims and Objectives of ACTS

ACTS is based on modern principles of adult learning. The key to adult learning lies in the recognition that adults hold the core responsibility for their own learning. Thus, the approaches to providing the spaces and facilitation for growth and learning must be interactive and imaginative. The methodology combines the best that the “academic” perspective has to offer as well as that of the “practitioner”; it is experience-based, problem-centred, challenging and practical. So, while lectures and PowerPoint presentations have their place, they are relatively few in the context of the whole range of approaches, tailored closely to the needs and experience of the students, acknowledging that people have different learning styles. Action research is a key part of that.

We are aiming, above all, to help our students become more effective peacebuilders by starting with where they are and who they are in their learning journey. So, whatever we do we need to address the person holistically: to engage the head (intellect), heart (values) and hands (practical action).

What are the objectives of ACTS?

The course will enable participants to:

• Handle conflict at all levels, including the interpersonal, with increased sensitivity and resourcefulness and take the opportunities these present for positive change.
• Assess the impact of specific actions on conflict and the extent to which this action is contributing to desired change.
• Work strategically in order to improve their effectiveness and the sustainability of initiatives.
• Draw critically on aspects of existing knowledge and theory in the field of conflict transformation to illuminate their situation and be able to contribute to its development.
• Make active use of deep knowledge of one specific issue or approach, which they will have engaged with in detail.
• Share their knowledge and skills appropriately with colleagues, partners and, more widely, with others interested in this field.
• Communicate effectively with a range of audiences at different levels.
• Generate and test creative hypotheses and theories for action relating to issues confronting them in their work for peace and justice.
• Contribute to the growth of the overall field of conflict transformation by writing, publishing and the use of other non-formal means of communication.

3. COURSE SYNOPSES
   Module One: Introduction to Conflict Transformation: Values, Practice and Theories
   This module builds the foundations for the Applied Conflict Transformation Studies module, focusing on understanding the ACTS methodology, peace and conflict theories and conflict transformation theories. Because the overall methodology of the ACTS programme is participative and experience-based, students draw on their own experience of living and working in situations of conflict and violence as a basis for their learning. This helps students develop the necessary skills to reflect on their experiences, analyse them and develop creative responses and interventions to enable transformation of the systems, structures and behaviours that give rise to injustice.
   MACT 100 Introduction to ACTS methodology
   The course seeks to highlight to the students the ACTS methodology which aims at bringing together the academic and practitioner components to the peace building discipline. ACTS is taught using the full range of approaches common to adult education internationally. Sessions are experience-based, practical and highly participative. Self-awareness, interpersonal communication and conflict handling skills are fostered throughout. The students who are mainly be drawn from practitioners will be made aware that their experiences in the field will be very valuable during their course of study

MACT 101 Understanding Peace and Conflict Studies
This is an introductory course to peace studies. It will introduce students to the origins and development of peace and conflict studies, and, key peacebuilding concepts such, as conflict, violence peace and culture of peace. The course introduces a range of peacebuilding theories that will help students to understand the nature of conflict and its causes. It is a survey of different theories intended to increase awareness of different theories that can be used to understand the nature of conflict and its causes. Theories covered include conflict formations, conflict life cycles, nonviolence conflict transformation, Basic human needs theory of deep-rooted conflict, realist/realpolitik approaches to conflict, Psychological approaches to conflict, gender and conflict, etc. It will also equip students with skills to analyse conflict with a peacebuilding lens and in exploring the complexity of the conflict. It will pay attention to key elements of conflict analysis which are, the profile, causes, actors and dynamics of the conflict. Tools that are used in conflict analysis such as the conflict tree, conflict wheel, conflict mapping, ABC triangle, iceberg and onion will be highlighted. The integrated levels of conflict analysis will be

MACT 102 Conflict Transformation Theories
This course seeks to unpack prominent conflict transformation theories with the main focus being Johan Galtung and John Paul Lederach’s theories on conflict transformation. The distinctions and overlaps in the definitions of conflict resolution, conflict management, conflict transformation will be examined. By examining conflict from a variety of perspectives, students have the chance to develop their own paradigms for change and create realistic, sustainable and contextual interventions. The course introduces students to Conflict Transformation’s ‘big picture approach to addressing conflict. Lederach’s (2003) three points of inquiry (Presenting situation, Horizon of the future and Development of change processes), will be explored to enhance students’ capacity to effectively deal with conflicts in their daily situations. Systems thinking is also introduced as a crucial perspective in helping to understand and manage change. In this respect analysing the situation and identifying the key actors for change is essential, whilst considering the broader situation impact on the regional and local situations. The course will focus on case studies from Africa and Zimbabwe in order to contextualize the theories with African realities.

MACT103 Introduction to concepts of action research
Action Research is concerned about both the researched and their ‘problem’ and as such, is best suited for Applied Conflict Transformation. This course, therefore, aims to introduce students to the basic concepts of Action Research what it means and how it differs from other forms of research. The advantages and disadvantages of using action research will be discussed. The course will make students understand the fundamental characteristics of this approach to building knowledge. Module four will address this topic in detail.

Module Two: Addressing Conflict and Violence
Change is inevitable in the societies in which we live; thus, we need to work with the various actors who will bring about the change. The primary aim of Module Two is to enable participants to think how they can change themselves, their communities and their societies towards positive and sustainable peace with justice. It emphasises addressing conflict and violence as critical yeast for peace and development. In this sense, the module is about bringing latent conflicts and issues to the surface, but in such a way that they do not turn to violence. It asks how individuals and communities can be mobilised to bring about change before a crisis situation emerges. One crucial element of this module is the emphasis on non-violence. The module introduces participants to some of the skills of movement-building and influencing change, including lobbying and advocacy, and working with the media.

MACT 200 History of political processes in the region/Africa
This course will take the students through the history of the AU and other regional bodies such as SADCC, COMESA, ECOWAS and NEPAD demonstrating how these act/acted as conflict resolution bodies. Emphasis will be on how these regional institutions assist in preventing, reducing and resolving conflict. Case studies of political processes in countries such as Zimbabwe, Liberia, Mozambique and South Africa, among others will be discussed.

MACT 201 Theories and practice of nonviolence
The module examines non-violence both in terms of mass movements for societal change and in terms of strategic actions which may be carried through by key actors. It highlights the sustainability of nonviolence and emphasises the importance of relationships and trust-building, empathy and human dignity. This is contrasted to cycles of violence which may have immediate results but limited long term impact or lasting change. Leading proponents of nonviolence such as Gandhi and Martin Luther King will be the focus of discussions. The course examines non-violence both in terms of mass movements for societal change and in terms of strategic actions which may be carried through by key actors. The sustainability of peace achieved through nonviolence as opposed to that achieved through violence will be interrogated. The distinction between the words nonviolence and non-violence will be highlighted

MACT 202 Multi-track diplomacy
This course aims at broadening the knowledge of students regarding diplomacy. Track 1, Track 2 and 3 diplomacy will be discussed together with their advantages and disadvantages. Concepts such as shuttle diplomacy, prevention diplomacy, and quiet diplomacy will be interrogated. Peace processes, accords, negotiations and civil-military relations will also be examined.
MACT 203 Social movements and local capacities for peace
The course introduces participants to some of the skills of movement-building and influencing change, including lobbying and advocacy. By examining systemic change from a variety of perspectives, participants have the chance to develop their own paradigms for change and create realistic, sustainable and contextual interventions. They are encouraged to explore the interconnections between the public, private and institutional spheres. This course will also look at infrastructures of peace in Sub- Saharan Africa. Local infrastructures of peace are aimed at capacitating local people to create a culture of peace in their communities. Intervention can be sustainable when the affected people take ownership of the created peace and ensure that it is preserved. This course will look at examples of infrastructures of peace such as local peace committees, peace clubs, sports for peace, and interrogate their effectiveness.

Module Three: Building Sustainable Peace
The topics addressed here also apply in the earlier phases of conflict and violence, and the module brings together some of the concepts introduced in earlier parts of the course, taking them to a deeper level. Links are made with the preceding modules and, in particular, some of the aspects of systems change that were addressed in Module Two.
This module addresses issues that are particularly relevant to thinking through the design of peacebuilding programmes and methods for implementing them. Thematic approaches and paradigm shifts serve as a focus. These are related to the action research projects of participants. Specific attention is paid to the need for emotional healing and wellbeing and approaches are examined which enable communities to recover from violence.

MACT 300 Transitional Justice
Key values for post-settlement peacebuilding are an integral part of this module. Students revisit and re-examine the validity of conflict theories addressed in Module One. They examine peacebuilding theories and frameworks and seek to identify creative ways of preventing the recurrence of violence.
The module will look at post-conflict recovery and reconstruction in the aftermath of a violent conflict. Challenges and issues that have to be dealt with such as transitional justice, disarmament, demobilization and reintegration (DDR), security sector reform (SSR), rebuilding public institutions, forgiveness, reconciliation, restorative justice, corruption, internally displaced persons (IDPS) and refugees will be explored. The module will also cover issues around contested historical memories, collective trauma and shared emotions and how these play out in the healing process. The nexus between peacebuilding and trauma healing will also be explored. The module will also look at truth-telling and justice mechanisms such as truth and reconciliation commissions, tribunals, hybrids (a cross between truth and reconciliation commissions and tribunals). Community-based justice systems such as the Gacaca in Rwanda, Mato Oput, Northern Uganda and other local systems, and the challenges they face in dealing with results of modern organised violence and war, will be discussed.

MACT 301 Agents of Transformation
This course aims at enabling students to think about how they can change themselves, their communities and their societies towards positive and sustainable peace with justice. It emphasises addressing conflict and violence as critical yeast for peace and development. In this sense, it brings latent conflicts and issues to the surface, but in such a way that they do not turn to violence. It asks how individuals and communities can be mobilised to bring about change before a crisis situation emerges. The concept of ethics of intervention will be explained. Normative theories of ethics in peacebuilding will be discussed viz deontological (non-consequential) and teleological (consequential) theories. This will assist the students in making decisions and acting ethically during their research and work in the communities. Although the applied approach is infused in all the courses a special intensive simulation exercise will be undertaken.

MACT 302 Sustaining peace programmes
In this module, students will be introduced to the principles of building sustainable peace programmes. The module details strategies that are critical for peace together with support structures that are useful for sustainable peace to be achieved. Concepts such as governance, democracy, tolerance, multi-stakeholder participatory decision making and inclusion will be discussed. The course discusses monitoring and evaluation approaches in peace work. It explains the purpose of evaluation, outlining the objective assessment of the relevance, effectiveness, impact, efficiency and sustainability of interventions. A generic monitoring and evaluation framework will be used to enhance the understanding of what should be included in any approach such as do no harm, logical framework analysis, action evaluation, theories of change, peace and conflict impact assessment and conflict sensitivity analysis. Challenges associated with evaluating peace interventions such as developing indicators and measuring outcomes will be dealt with.

Module four: MACT 400 Research Methodology
This module introduces the fundamentals of peace research and how these relate to action research. The module helps students to identify and craft a problem statement for their research project and how to develop the overall aims and objectives, as well as addressing literature review and peace theoretical frameworks.
It will equip students with the skills to carry out their research. In Africa, there is a growing need to improve the quality and relevance of knowledge by Africans for Africa. The module will focus on Action research. The aim of the module will be for students to understand the fundamental characteristics of this approach to building knowledge as they will be using action research for their dissertation. This is important as it will bridge the gap between studying peace academically and building peace on the ground. The epistemological foundations of peace research will be discussed. Research designs (qualitative, quantitative and mixed) will be detailed, highlighting the differences, advantages of each and disadvantaged. Sampling, data collection, analysis and ethical considerations will be covered so that students are adequately equipped to carry out their research later in their studies.
Action research is grounded in the belief that research with human beings should be participative and democratic. Researchers working within this frame are charged with being sensitive to issues of power, open to the plurality of meanings and interpretations, and able to take into account the emotional, social, spiritual and political dimensions of those with whom they interact. ‘Purpose’ is also central to these methods: A primary purpose of action research is to produce practical knowledge that is useful to people in the everyday conduct of their lives. The very term action research implies that the nature of knowing purported by these methods is rooted in the experience of doing. Knowing is seen to be embedded within cycles of action and reflection.

MACT 500 Dissertation (20,000)
At the beginning of the third semester or second year of study, the candidate for the Master’s degree is required to identify an area of research interest and design a research proposal that will be approved by a panel. In all instances, candidates will employ action research as their method of research. Under the guidance of an approved supervisor. The candidate will then pursue the research and begin the process of writing in the last semester of the programme.

What is action research?

Conventional research normally assumes that if we understand something (e.g. the causes which underlie some conflict), this understanding will itself bring about change for good.
We don’t think this is often the case. Theses, books and articles tend to be read by very few people and these readers are unlikely to be able or motivated enough to use the better understanding to bring about change. Even if change does come about, it is likely to be a response to different ways of thinking – to which the research may have contributed – which only occurs over many, many years. Change comes about most effectively, we believe, when individuals, groups and governments intervene effectively with a specific purpose in mind.
As a consequence, action research (AR) is central to the ACTS programme. Exploring a problem is certainly a part of action research – an effective intervention must be based on an accurate understanding of a problem – but AR involves using this understanding to design and implement an intervention to bring about change, and to undertake a preliminary evaluation of the outcome. A typical AR project, then, will include the following components:
• Exploration
• Designing an intervention
• Its implementation
• A preliminary evaluation of the outcome

If there is sufficient time, the evaluation may be used as the foundation for a further round of exploration/design/implementation.
AR is frequently referred to as participatory action research (PAR), which emphasises a critical point – that the researcher is part of a group that is tackling an issue. The researcher’s role as a catalyst may be important but members of the community, for example, are likely to be far more knowledgeable and insightful about the nature of the problem. Action researchers will work together with other people and will normally play largely a facilitating role.
In addition, personal reflection plays a significant role in AR. What insights has the researcher gained from their involvement in the AR project – personally, in terms of the particular research process and the research problem?

5. Assessment
   Programme Assessment
   Coursework 30%
   Written 70%
   Research Module 50% prerequisite for starting research work Biographies of participating staff

Dr. Dumisani Ngwenya [GTH] Executive Director at Grace To Heal a conflict transformation and healing faith-based organisation. His PhD was a study on how the communities affected by the Gukurahundi atrocities in Matebeleland Zimbabwe (1982-1987), could heal in the absence of an official apology or healing programme. He lectures part-time at a local university and is a peer reviewer for several international academic journals. His research interests include trauma and memory, intergenerational transmission of trauma, PTG among others.

Rev. Dr. Ray Motsi TCZ was born in Harare, Zimbabwe. He left Zimbabwe at the age of 19 and attended college in England. After he graduated, he learned that there had been a massacre in Zimbabwe. This massacre was part of Robert Mugabe’s Gukurahundi Conflict. He knew it was time to take a stand and make a change. He has dedicated his life to combatting the conflict in Zimbabwe through peace-building and non-violence. President of the Theological College of Zimbabwe (TCZ) since January 1991. Dr. Motsi previously has served as a Baptist pastor in Bulawayo, Zimbabwe for more than 20 years and, in 2002, he co-founded Grace to Heal, a faith-based organization focusing on community peace-making and conflict transformation. He graduated from TCZ with a B.A. in Practical Theology in 1990 and then later from the University of Pretoria in South Africa where he earned his M.A. in Old Testament and Hebrew in 2001, and his Ph.D. in Peacebuilding, Conflict Resolution, and Trauma Healing in 2009.

Dr. Ntombizakhe Moyo-Nyoni is a full-time peacebuilding practitioner working at Grace to Heal as a Women’s Programs Field Officer. She is also a Tutor at Zimbabwe Open University and has lectured at Solusi University in the Department of History, Peace and Conflict Studies. Prior to her involvement in the peace work, she worked as a Pastor with Brethren in Christ Church, where she pioneered the existing Church Bible School (Christian Open Bible School. She holds a Doctorate degree in Public Administration-Peacebuilding (Durban University of Technology – 2016), a Master in Commerce degree in Conflict Resolution and Peace Studies (the University of KwaZulu-Natal, – 2010), Bachelor in Honours in Theology in Old Testament (Theological College of Zimbabwe 2006) and B. A in Theology (Theological College of Zimbabwe 2005).

Dr. Simon Fisher [Oxford Brookes] is a conflict transformation specialist with extensive global experience. He is a trainer, mediator, writer, educator, and facilitator. He has worked in over 40 countries, in Asia, Europe and Africa, in support of initiatives to prevent violence and build sustainable peace. He is the founder of Responding to Conflict (RTC) and is a co-author of Working with Conflict: Skills and Strategies for Action, London, ZED, amongst a number of publications. He is an Associate Lecturer at Oxford Brookes University and also teaches on the ACTS programme for Asia in Cambodia. In addition, he acts as Advisor to the UK Parliamentary Group on Conflict Issues. His current focus internationally is on Syria/Lebanon and Zimbabwe. He is a co-founder of Rethinking Security, an initiative by peacebuilders and academics to research and mobilize support for a more inclusive approach to security and related issues internationally.

Prof. Geoff Harris [DUT] head of DUT’s Peacebuilding Programme. An economist by training, he has researched issues of military expenditure in developing countries and recovery from armed conflict for many years. His current research interests include the effects of economic inequality on inter-personal violence and the feasibility of demilitarisation for African countries. He is chair of the Board of Phoenix Zululand, which operates restorative justice programmes in the Zululand prisons.

Dr. Sylvia Kaye [DUT]: Deputy Head of DUT’s Peacebuilding Programme. Her PhD was a study of women entrepreneurs in Botswana and of sustainability. Her current research interests are on the importance of equity in all aspects of human society, particularly with respect to the role of women in peacebuilding initiatives. She is a member of the Association for Bahá’í Studies, an association dedicated to the study of peaceful solutions to societal problems. The recent publication includes a newly published book: Kaye, S. and Harris, G. (eds). 2017. Building Peace via Action Research: African Case Studies, Addis Ababa, Ethiopia: UPEACE. The book is available online from https://www.africa-upeace.org.