PROJECT TOPIC

YOUTH EMPOWERMENT AS AGENTS OF

PEACE

FEDERAL UNIVERSITY,OYE EKIT

FACULTY OF SOCIAL SCIENCE

NAME: Michael John ThankGod

MATRIC NUMBER; pcs/2021/1124

LECTURER IN CHARGE; Dr IRENE

COURSE TITL; research methodology

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Chapter One: Introduction

1.1 Background of the Study

Peacebuilding has emerged as a critical global

concern, particularly in regions affected by
protracted conflict, political instability, and
youth unemployment. According to the United
Nations, over 1.2 billion youth aged 15 to 24
currently represent 16% of the global population,
with many living in fragile or conflict-prone
areas. Historically, youth have been viewed
either as passive victims of violence or as
contributors to instability, often marginalized in
policy frameworks addressing peace and
security. However, youth possess unique
capacities, including creativity, adaptability, and
a strong presence on digital platforms, making
them critical stakeholders in peace processes.

The landmark United Nations Security Council

Resolution (UNSCR) 2250 on Youth, Peace and
Security (2015) recognizes youth not as threats
but as agents of change. This global
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acknowledgment has paved the way for

increased discourse on how to meaningfully
involve young people in peacebuilding, both
formally through institutions and informally
through grassroots and digital activism. In many
conflict-affected regions, youth-led initiatives
have promoted community reconciliation,
countered violent extremism, and established
dialogue across divided communities. Despite
these efforts, systemic barriers—such as lack of
funding, political marginalization, and limited
access to education—continue to hinder their
full participation.

This study seeks to explore how young people

can be empowered to act as peacebuilders in
their communities and beyond. It will analyze
successful models, investigate the tools available
for youth engagement, and propose strategies to
integrate youth perspectives into broader
peacebuilding efforts.

1.2 Problem Statement

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Despite the growing emphasis on youth as

potential peacebuilders, their roles in conflict
resolution and post-conflict reconstruction
remain under-supported and under-researched.
Institutions and policies often fail to incorporate
youth voices in peace processes, while donor
funding tends to prioritize traditional actors such
as government bodies or international NGOs. As
a result, many youth feel disillusioned or
excluded from efforts meant to build peace in
their communities. In extreme cases, this
exclusion can lead to youth being drawn into
violence, extremism, or organized crime.

This research aims to address the gap between

youth potential and youth participation in
peacebuilding. It will investigate why youth are
not fully integrated into peace processes, assess
the impact of youth-led peace initiatives, and
identify sustainable approaches to empower
youth as peace agents.

1.3 Research Objectives

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The study will be guided by the following

objectives:

To identify the barriers that prevent meaningful

youth participation in peacebuilding processes.

To examine the impact of youth-led

peacebuilding initiatives in conflict-affected
communities.

To evaluate the role of education, digital media,

and civic engagement in empowering youth for
peace.

To recommend policies and strategies for

strengthening youth inclusion in peacebuilding
at local and national levels.

1.4 Research Questions

What are the primary barriers to youth
involvement in peacebuilding processes?
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How have youth-led initiatives contributed to

peace and conflict resolution in specific
communities?

What tools—such as digital platforms, civic

education, and community engagement—are
most effective in empowering youth as
peacebuilders?

How can institutions, governments, and civil

society organizations better support youth-driven
peace efforts?

1.5 Research Hypothesis

Null Hypothesis (H₀): Youth participation in
peacebuilding has no significant impact on peace
outcomes in conflict-affected communities.

Alternative Hypothesis (H₁): Youth participation

in peacebuilding has a significant and positive
impact on peace outcomes in conflict-affected
communities.
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1.6 Significance of the Study

This study is significant for several reasons.
Firstly, it contributes to the academic literature
on youth, peace, and conflict resolution,
particularly in the Global South where data is
scarce. Secondly, it informs policy and
programming for governments, NGOs, and
multilateral institutions, providing
evidence-based strategies for engaging youth in
peacebuilding. Thirdly, it challenges negative
stereotypes of youth as either victims or
perpetrators of violence and instead positions
them as critical actors in fostering sustainable
peace. The study also serves as a resource for
youth organizations seeking to scale their peace
initiatives.

1.7 Justification of the Study

The study is justified by the urgent need to
bridge the gap between policy rhetoric and
practical youth inclusion in peace efforts. While
frameworks like UNSCR 2250 acknowledge
youth contributions, implementation remains
weak, especially in low-income and
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conflict-affected countries. Without meaningful

investment in youth leadership, peacebuilding
efforts may lack sustainability. Furthermore, the
rising involvement of youth in digital activism,
civic engagement, and interfaith dialogue
presents an opportunity for more inclusive peace
models that are adaptable and
community-driven.

1.8 Scope of the Study

This study will focus on youth aged 15–30
engaged in peace-related activities within
selected conflict-affected communities.
Although the findings may have global
relevance, the primary data collection will be
localized to a specific region (e.g., the Middle
Belt of Nigeria or South Sudan). The study will
include both formal (e.g.,
government-supported) and informal (e.g.,
community-based) youth initiatives. It will also
explore the influence of education, digital tools,
and civil society on youth empowerment.
However, the study will not focus on youth
involvement in military or paramilitary groups,
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as that falls outside the scope of peaceful

engagement.
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Chapter Two: Literature Review

2.1 Introduction

The literature on youth and peacebuilding has

expanded significantly over the last two decades,
particularly following the adoption of the United
Nations Security Council Resolution 2250 in
2015. Scholars and practitioners now widely
acknowledge the dual roles youth can play as
both instigators and mitigators of conflict. This
chapter reviews key concepts, theoretical
frameworks, and empirical findings that relate to
youth involvement in peacebuilding. The review
is structured into several thematic areas:
conceptual understanding of youth and
peacebuilding, institutional frameworks, barriers
to youth participation, successful models of
youth engagement, and the role of education and
digital media.
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2.2 Conceptual Framework: Youth as

Peacebuilders
Youth are traditionally defined by the United
Nations as individuals aged 15 to 24, although
many peacebuilding initiatives extend this to
include those up to 30 years old. The concept of
youth as peacebuilders challenges stereotypes
that view young people as inherently violent or
politically apathetic. Lederach (1997) introduced
the idea of "peacebuilding from below,"
emphasizing the importance of grassroots
actors—including youth—in achieving
sustainable peace.

According to McEvoy-Levy (2001), youth are

not simply recipients of conflict but are active
social agents capable of reshaping post-conflict
societies. This view aligns with social capital
theory, which stresses the value of trust,
networks, and cooperation—qualities often
fostered in youth-led initiatives.
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2.3 International and Regional Policy

Frameworks

UNSCR 2250 (2015), followed by Resolutions

2419 (2018) and 2535 (2020), explicitly
recognize the critical role youth play in
sustaining peace and preventing violence. These
resolutions call for the inclusion of youth in
decision-making, protection from violence, and
support for youth-led peace efforts. Similarly,
the African Union’s Youth Charter (2006) and
Agenda 2063 prioritize youth empowerment in
peace and development frameworks.

Despite the presence of these frameworks,

implementation remains inconsistent. Many
states lack national action plans or fail to
allocate resources for youth peace programs.
Scholars like Simpson (2018) argue that there is
a disconnect between global rhetoric and local
realities, where youth continue to be
marginalized.
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2.4 Barriers to Youth Participation in

Peacebuilding

Numerous structural and social barriers hinder

youth involvement in peacebuilding. These
include:

Political Marginalization: Youth are often

excluded from formal political processes and
peace negotiations. This exclusion fosters
distrust and limits their influence on policy
decisions.

Lack of Resources: Youth-led initiatives often

operate with limited financial and institutional
support, reducing their scale and impact.

Stereotyping and Mistrust: Young people are

frequently portrayed as troublemakers or
potential radicals, which undermines their
credibility as peacebuilders.

Limited Access to Education and Employment:

In conflict zones, inadequate educational
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systems and unemployment push youth toward

violence or migration, instead of peaceful
activism.

Understanding these barriers is crucial to

designing effective interventions that genuinely
empower youth.

2.5 Youth-Led Peacebuilding Models

Empirical research has documented numerous
successful youth-led peace initiatives. For
example:

Kenya: After the 2007–2008 post-election

violence, youth groups such as "Kibera Creative
Arts" used music, theater, and graffiti to promote
reconciliation and interethnic dialogue.

Colombia: In conflict-ridden areas, youth-led

collectives have engaged in community healing
through storytelling and conflict resolution
training.
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Nigeria: Organizations like "Building Blocks for

Peace Foundation" mobilize youth to participate
in civic education, policy dialogues, and peace
clubs in schools.

These case studies show that when supported,

youth can lead transformative peace efforts that
foster trust, cooperation, and healing.

2.6 The Role of Education and Civic

Engagement
Education is a powerful tool for peacebuilding.
Peace education teaches conflict resolution,
empathy, and human rights. UNESCO has
emphasized integrating peace curricula in formal
and informal learning environments. In Rwanda,
post-genocide peace education programs in
secondary schools have been credited with
promoting tolerance and social cohesion.

Civic engagement through volunteerism,

advocacy, and participation in local governance
enables youth to gain agency and reduce
alienation. This kind of engagement is
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particularly effective in transitional societies

where democratic structures are fragile.

2.7 Digital Platforms and Youth Peacebuilding

Digital tools—especially social media—have
revolutionized youth participation in peace
efforts. Online platforms enable young people
to:

Organize campaigns and protests.

Share stories and counter hate speech.

Mobilize resources and community support.

During the Arab Spring and various

anti-violence movements in Africa, youth used
Twitter, Facebook, and WhatsApp to coordinate
nonviolent resistance and spread messages of
unity. However, these platforms also pose risks,
including the spread of misinformation or radical
ideologies, making media literacy an important
component of peace education.
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2.8 Gaps in the Literature

While there is a growing body of work on youth
peacebuilding, several gaps remain:

Lack of longitudinal studies to track the

long-term impact of youth-led initiatives.

Limited local-level research, particularly in rural

or conflict-ridden areas.

Inadequate attention to intersectionality,

including how gender, disability, or economic
status affect youth engagement in peace
processes.

This study aims to fill some of these gaps by

focusing on grassroots peacebuilding efforts and
by documenting lived experiences of young
peace actors in underrepresented communities.

2.9 Theoretical Framework

This research will draw from two main theories:
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Positive Youth Development Theory (PYD):

Suggests that youth can thrive when provided
with the right opportunities, services, and
support.

Conflict Transformation Theory (Lederach):

Emphasizes addressing root causes of conflict
and rebuilding relationships at all levels of
society, with youth as key stakeholders.

These frameworks help conceptualize youth not

merely as participants but as leaders in creating
peaceful change.
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Chapter Three: Research Methodology

3.1 Introduction

This chapter outlines the methodological

approach adopted for this study, including the
research design, population, sampling
techniques, methods of data collection and
analysis, and ethical considerations. The goal is
to ensure that the research findings are reliable,
valid, and applicable to the field of youth
peacebuilding.

3.2 Research Design

This study adopts a mixed-methods design,
combining both qualitative and quantitative
approaches to gain a holistic understanding of
youth involvement in peacebuilding. The
qualitative component will explore the
experiences, perceptions, and challenges faced
by youth peacebuilders through interviews and
focus group discussions. The quantitative
component will involve surveys aimed at
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measuring the scale, reach, and perceived impact

of youth-led peace initiatives.

This approach is appropriate because youth

peacebuilding is both a measurable social trend
and a deeply personal, context-dependent
experience.

3.3 Study Area

The study will focus on youth peacebuilding
initiatives in [Insert Specific Region or Country
– e.g., Kaduna State, Nigeria or Western Kenya].
This area is selected due to its history of
communal violence, ethnic divisions, and active
youth engagement in peace and development
work. It provides a rich context for investigating
youth roles in peacebuilding.

3.4 Target Population

The target population includes:

Youth aged 15–30 actively involved in

peacebuilding initiatives.
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Youth not yet involved in formal peacebuilding

but affected by conflict.

Leaders of youth organizations.

Representatives from NGOs and local

governments working on peace and security.

The broad inclusion of actors ensures a balanced

perspective on the enablers and barriers to youth
empowerment in peacebuilding.

3.5 Sample Size and Sampling Technique

A purposive sampling technique will be used to
select participants who are directly engaged in or
affected by peacebuilding processes. The
estimated sample size is:

100 youth respondents for the quantitative

survey.

20 participants for qualitative interviews and

focus group discussions.
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Purposive sampling ensures that only

participants with relevant experiences are
included, increasing the depth and relevance of
the data collected.

3.6 Methods of Data Collection

3.6.1 Surveys
Structured questionnaires will be administered to
100 youth respondents. The survey will include
questions on:

Demographics

Levels of involvement in peacebuilding

Perceived impact of youth initiatives

Barriers and motivations for participation

3.6.2 In-depth Interviews

Semi-structured interviews will be conducted
with:

Leaders of youth-led peace initiatives

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Community elders

Government or NGO representatives

3.6.3 Focus Group Discussions (FGDs)

Three FGDs will be held, each with 6–8 youth
participants. These discussions will foster group
insights into community-level peacebuilding and
collective experiences.

3.7 Method of Data Analysis

Quantitative Data
Survey responses will be analyzed using
Statistical Package for the Social Sciences
(SPSS). Descriptive statistics (e.g., frequency,
mean, standard deviation) and inferential
statistics (e.g., chi-square tests, correlation
analysis) will be used to test the research
hypothesis and uncover patterns.

Qualitative Data
Interview and FGD transcripts will be analyzed
thematically using content analysis. Emerging
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themes such as empowerment, challenges,

success stories, and recommendations will be
coded and categorized.

This mixed approach ensures data triangulation,

enhancing the study’s validity.

3.8 Ethical Considerations

Ethical approval will be sought from relevant
institutional review boards or authorities. Ethical
principles guiding the research include:

Informed Consent: Participants will be fully

informed about the study’s purpose, procedures,
and their rights.

Confidentiality: Data will be anonymized to

protect participants' identities.

Voluntary Participation: Respondents can

withdraw at any time without consequences.
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Minimizing Harm: Care will be taken to avoid

sensitive topics that could trigger trauma in
participants affected by conflict.

3.9 Validity and Reliability

To ensure validity, the survey instruments will
be pilot-tested in a comparable community.
Reliability will be maintained by using
standardized tools and training data collectors in
ethical and methodological procedures.
Triangulation of methods (survey, interviews,
FGDs) further enhances the accuracy and
trustworthiness of the findings.
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Chapter Four: Limitations of the Study

4.1 Introduction

Every research project faces certain limitations

that may affect the scope, validity, or
applicability of its findings. This chapter outlines
the anticipated limitations of this study on youth
peacebuilding. Identifying these constraints is
critical not only for transparency but also for
guiding the interpretation of results and framing
recommendations for future research.

4.2 Geographical Limitation

The study will be conducted in a specific
conflict-affected region (e.g., Kaduna State,
Nigeria, or Western Kenya), which may not fully
represent all contexts where youth are engaged
in peacebuilding. While the findings may offer
insights applicable to other regions, they may
not be generalizable across diverse cultural,
political, or social environments. Different
countries or communities may have unique
histories of conflict and varying levels of youth
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engagement, which this study will not

comprehensively cover.

4.3 Sample Size and Sampling Constraints

Due to resource and time constraints, the sample
size for both surveys and interviews is limited.
Although purposive sampling ensures that
relevant participants are included, it also
introduces a degree of bias. Youth who are
already active in peacebuilding initiatives may
be more accessible and willing to participate,
while those marginalized or disengaged from
such efforts may remain underrepresented in the
data.

4.4 Access and Security Challenges

In conflict-affected areas, researchers often face
safety risks and difficulty accessing certain
communities. Security concerns may limit the
ability to conduct fieldwork in high-risk zones or
during periods of heightened tension. This could
result in incomplete data collection or the
exclusion of certain communities that are crucial
to a comprehensive analysis.
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4.5 Language and Communication Barriers

Some participants, especially in rural areas, may
not be fluent in the language used for surveys or
interviews (e.g., English). While interpreters can
be used, translation may lead to a loss of nuance
or misinterpretation of key terms related to
peace, conflict, and identity. These
communication barriers may affect the richness
and reliability of qualitative data.

4.6 Youth Diversity and Intersectionality

Youth are not a homogeneous group. Differences
in gender, ethnicity, religion, education level,
and economic status all influence their roles in
peacebuilding. This study may not fully capture
these intersectional dynamics, particularly if the
sample lacks sufficient diversity. As a result, the
findings may overlook how different identities
shape youth experiences and perspectives on
peace.

4.7 Limitations in Time and ResourcesThe study

will be conducted within a limited timeframe
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and with constrained financial resources. These

limitations may affect the depth of data
collection, especially for qualitative methods
such as longitudinal interviews or ethnographic
fieldwork. Time constraints may also limit the
ability to conduct extensive follow-up or data
triangulation.

4.8 Impact Measurement Challenges

Measuring the direct impact of youth
participation in peacebuilding is complex.
Peacebuilding outcomes often unfold over long
periods and are influenced by multiple variables
outside the scope of this study. As a result, the
study may rely on perceived impact rather than
verifiable long-term outcomes.

4.9 Researcher Bias

As with any social research, there is a risk of
researcher bias during data interpretation,
especially in qualitative analysis. To minimize
this, multiple researchers will be involved in the
data coding process, and peer debriefing will be
used to validate emerging themes.
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CHAPTER FIVE: ORGANIZATION OF

THE STUDY

5.1 Introduction

This chapter provides a roadmap of how the

research proposal is structured. It outlines the
logical sequence and content of each chapter,
helping readers understand the flow of ideas and
the systematic approach adopted for the study.

5.2 Chapter One: Introduction

This chapter introduces the core idea of the
research. It covers the background of the study,
the problem statement, research objectives,
research questions, and hypotheses. It also
addresses the significance, justification, and
scope of the study. This chapter lays the
foundation by explaining why the
topic—empowering youth as peacebuilders—is
both relevant and urgent.
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5.3 Chapter Two: Literature Review

This chapter examines previous research and
theoretical perspectives on youth participation in
peacebuilding. It includes a conceptual
clarification of terms like “peacebuilding” and
“youth empowerment,” a theoretical framework
to support the research (such as Positive Youth
Development or Social Capital Theory), and an
empirical review of related studies. It also
identifies gaps in existing knowledge that the
current study intends to fill.

5.4 Chapter Three: Research Methodology

This chapter explains the methodological
approach used to gather and analyze data. It
outlines the research design (qualitative,
quantitative, or mixed methods), population and
sampling methods, data collection techniques
(e.g., surveys, interviews), tools for data
analysis, and ethical considerations. This ensures
transparency and replicability of the research
process.
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5.5 Chapter Four: Limitations of the Study

This chapter discusses the constraints that might
affect the study's outcomes. These include
geographical boundaries, sample size
limitations, access to participants, time
constraints, and potential researcher bias.
Acknowledging limitations demonstrates
academic integrity and sets realistic expectations
for the scope and findings of the study.

5.6 Chapter Five: Organization of the Study

This section you're reading serves as a guide to
the overall structure of the proposal. It helps
readers follow the logical development of the
study from problem identification to literature
analysis, research design, and eventual
conclusion. It also shows that the study is
coherent, well-planned, and methodologically
sound.