The Triple Nexus

HCRI70112 The Triple Nexus 15 Semester 2 Postgraduate Taught Level 7 Luke Kelly Unit coordinator Kristina Tschunkert Unit coordinator Humanitarian Conflict Response Institute 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 The humanitarian-peace-development nexus (or triple nexus) is one of the most significant proposed reforms of the international aid system. First coming to prominence at the 2016 World Humanitarian Summit, the term builds on previous plans for more co-ordinated action between the three 'sectors' of aid in order to better address complex emergencies and protracted crises where poverty, fragility and conflict interact. This module seeks to understand 1/ the institutional configurations and interests driving and inhibiting the implementation of nexus programming; the concepts underlying the nexus; the main forms of nexus action or plans; and 2/ analyse case studies of settings where emergencies, conflicts and underdevelopment interact, to show the strengths and weaknesses of different, more or less coordinated aid approaches. Case studies cover both the implementation of nexus approaches, and less ambitious attempts to link humanitarian and development, or development and peace approaches. A critical analysis of these case studies will highlight the potential benefits and challenges of more comprehensive and formal nexus approaches. The humanitarian-peace-development nexus (or triple nexus) is one of the most significant proposed reforms of the international aid system. First coming to prominence at the 2016 World Humanitarian Summit, the term builds on previous plans for more co-ordinated action between the three 'sectors' of aid in order to better address complex emergencies and protracted crises where poverty, fragility and conflict interact. This module seeks to understand 1/ the institutional configurations and interests driving and inhibiting the implementation of nexus programming; the concepts underlying the nexus; the main forms of nexus action or plans; and 2/ analyse case studies of settings where emergencies, conflicts and underdevelopment interact, to show the strengths and weaknesses of different, more or less coordinated aid approaches. Case studies cover both the implementation of nexus approaches, and less ambitious attempts to link humanitarian and development, or development and peace approaches. A critical analysis of these case studies will highlight the potential benefits and challenges of more comprehensive and formal nexus approaches. Assess changing aid approaches to complex emergencies and fragile contexts Understand the complexities and intricacies of humanitarian, development and peacebuilding policymaking Critically analyse its implementation through case studies Demonstrate an understanding of the power dynamics of different actors with a stake in the triple nexus. Understand the connection between humanitarianism, development and peaceDefine the roles and understand the dynamics of policymaking and integrated ways of working in the nexus environment.Appreciate the opportunities and challenges of applying these integrated approaches to complex situations. Holistic and in-depth analysis of complex and dynamic problems and situations.Qualitative analysis through exercises and activities.Ability to refer to range of literatures from academic and policy sources to solve problems Participation in the online discussion board in order to aid the research, analysis and writing skills.Research skills, including planning, prioritisation of tasks, identification and location of sources, evaluation of findings.Essay-writing skills related to the analysis of a specific question, construction of arguments, assessment and deployment of evidence, writing style. Analytical and critical skillsAbility to synthesise a wide variety of academic and policy evidenceThe course will foster an ability to move between academic and policy approaches, promoting flexibility and adaptable working methods. Analytical skills Develop analytical and intellectual skills by engaging with nexus concepts and case studies. Understand the application of academic knowledge to the world of humanitarian policymaking. Gain experience of synthesising a range of evidence for policymaking Oral communication Hone presentation and debating skills through weekly discussion boards, and synchronous sessions. Written communication Gain writing and editorial skills, including for policy and practitioner audiences through crafting and maintaining arguments Other Work autonomously by effectively managing their time in completing assessments. Week 1: Introduction to the nexusWeek 2: Actors and stakeholdersWeek 3: The moving parts: finance, localisation, partnershipWeek 4: Disasters and conflictWeek 5: Development and LRRD: new wine in old bottles?Week 6: Integration in the ‘war on terror’Week 7: Joined up approaches to displacementWeek 8: The nexus in fragile statesWeek 9: The Future of the HDP Nexus: Trends and InnovationsWeek 10: concluding thoughtsSynchronous week: policy brief and essay writing workshopSynchronous week: concluding thoughts and ways forward Online pre-recorded lectures provide students with concepts and case study material on the Triple Nexus and stimulate them to consider the opportunities and challenges and read further about the practicalities of delivering effective assistance in protracted and complex crises. By being asynchronous, students are able to study at their own pace to maximise learning. The online discussion board provides a platform for students to work together to achieve the learning outcomes through reflection, knowledge exchange and experience-sharing among peers. Students are expected to contribute to the discussion forums by responding to questions, providing new information, or sharing opinions about the topic, and discussing the topic with the support of literature. Students are encouraged to challenge each other in a constructive way, so as to promote intellectual stimulation. Synchronous sessions: There will be four live sessions throughout the course of the module for students to discuss and gain feedback. This enables students to practise presentation and discussion skills, and provides an opportunity for guidance and questions on course content and assessments. These will be complemented by guided and independent reading and assignments designed to encourage students to engage with course material in meaningful ways. 0 Other 10% 2 Written assignment (inc essay) 90% Discussion Board Participation - 10%Essay - 2000 words - 90% Essay - 2000 words - 90% - in writing and within 15 working days N Barakat, S. and Milton, S., ‘Localisation across the humanitarian-development-peace nexus’, Journal of Peacebuilding & Development, vol. 15, no. 2 (May 2020), pp. 147–63.Barbelet, V., As Local as Possible, as International as Necessary: Understanding Capacity and Complementarity in Humanitarian Action, HPG Working Paper (Overseas Development Institute (ODI): London, 2018.Baroncelli, E. (2023) Implementing the Humanitarian-development-peace nexus in a post-pandemic world: Multilateral cooperation and the challenge of inter-organisational dialogue. Global Policy, 14(Suppl. 2), 22–28.Cochrane, L. & Wilson, A. (2023) Nuancing the double and triple nexus: analyzing the potential for unintended, negative consequences, Development Studies Research, 10:1.Howe, P. (2019) The triple nexus: A potential approach to supporting the achievement of the Sustainable Development Goals?, World Development, Volume 124.Inter-Agency Standing Committee (IASC), ‘Grand Bargain 2.0: Endorsed Framework and Annexes’, June 2021.Mena, R. and Hilhorst, D. (2022), The transition from development and disaster risk reduction to humanitarian relief: the case of Yemen during high-intensity conflict. Disasters, 46: 1049-1074Nguya, G. and Siddiqui, N. (2020) Triple Nexus Implementation and Implications for Durable Solutions for Internal Displacement: On Paper and in Practice, Refugee Survey Quarterly, Volume 39, Issue 4, Pages 466–480.Norman, J. M., & Mikhael, D. (2023). Rethinking the Triple-Nexus: Integrating Peacebuilding and Resilience Initiatives in Conflict Contexts. Journal of Peacebuilding & Development, 18(3), 248-263.Organisation for Economic Co-operation and Development (OECD), The Humanitarian– Development–Peace Nexus: Interim Progress Review (OECD Publishing: Paris, 2022).Ozkul, A.O. (2021). Historical Perspective of the Triple Nexus: The Challenges of Humanitarian, Peacebuilding, and Development Activities. European Scientific Journal, ESJ, 17(19), 1Sanchez Garcia, E. (2023) Unpacking the peace pillar of the Triple Nexus, Development in Practice, 33:3, 328-333.Tronc, Emmanuel and Grace, Rob and Grace, Rob and Nahikian, Anaïde, Realities and Myths of the 'Triple Nexus': Local Perspectives on Peacebuilding, Development, and Humanitarian Action in Mali (June 14, 2019). Humanitarian Action at the Frontlines: Field Analysis Series, 2019.Vallet, M. E. et al., ‘Where are the development actors in protracted crises? Refugee livelihood and food security outcomes in South Sudan demonstrate the potential for fragile settings’, World Development Perspectives, vol. 24 (2021).Weishaupt, S., ‘The humanitarian–development–peace nexus: Towards differentiated configurations’, UNRISD Working Paper 2020–28.Wittkowsky, A. and Böttcher, C., Give ‘P’ a Chance: Peacebuilding, Peace Operations and the HDP Nexus (Center for International Peace Operations: Berlin, 2021). 0 0 0 Online module - 10 weeks of asynchronous lectures/activities  - 4 weeks of synchronous lectures/discussion  - 10 weeks of Canvas discussionIndependent study – reading for weekly discussion and preparation of written assessments.150 hours of learning overall