Professional Documents
Culture Documents
I N C O L L A B O R AT I O N W I T H AU T H O R S F R O M :
ADF-POTC
CECOPAC
GEUNTC
KAIPTC
SWEDINT
I N C O L L A B O R AT I O N W I T H AU T H O R S F R O M :
ADF-POTC
CECOPAC
GEUNTC
KAIPTC
SWEDINT
The material from the Core Pre-Deployment Training Materials (1st Ed. 2009) for this course was provided by the following national peacekeeping training centres with permission:
Australian Defence Force Peace Operations Training Centre; Chilean Joint Peacekeeping Operations Centre; German
Armed Forces UN Training Centre; Kofi Annan International Peacekeeping Training Centre, Ghana; and the Swedish
Armed Forces International Training Centre.
Peace Operations Training Institute
1309 Jamestown Road, Suite 202
Williamsburg, VA 23185 USA
www.peaceopstraining.org
First edition: March 2014
Cover: UN Photo # 534897 by Bernadino Soares
The material contained herein does not necessarily reflect the views of the Peace Operations Training Institute (POTI), the
Course Author(s), or any United Nations organs or affiliated organizations. The Peace Operations Training Institute is an
international not-for-profit NGO registered as a 501(c)(3) with the Internal Revenue Service of the United States of America.
The Peace Operations Training Institute is a separate legal entity from the United Nations. Although every effort has been
made to verify the contents of this course, the Peace Operations Training Institute and the Course Author(s) disclaim any and
all responsibility for facts and opinions contained in the text, which have been assimilated largely from open media and other
independent sources. This course was written to be a pedagogical and teaching document, consistent with existing UN policy
and doctrine, but this course does not establish or promulgate doctrine. Only officially vetted and approved UN documents may
establish or promulgate UN policy or doctrine. Information with diametrically opposing views is sometimes provided on given
topics, in order to stimulate scholarly interest, and is in keeping with the norms of pure and free academic pursuit.
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
METHOD OF STUDY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
UNIT I:
A STRATEGIC LEVEL OVERVIEW OF
UNITED NATIONS PEACEKEEPING
PART 1: THE ROLE OF UN PEACEKEEPING. . . . . . . . . . . . . . . . . . . . 15
LESSON 1: INTRODUCTION TO UN PEACEKEEPING. . . . . . . . . . . . . 18
1.1: The Purpose of the United Nations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.2: The Main United Nations Bodies Involved in Peacekeeping . . . . . . . . . . . . . 20
1.3: Secretariat Departments Directly Working with PKOs. . . . . . . . . . . . . . . . . . 24
End-of-Lesson Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
UNIT II:
THE ESTABLISHMENT AND FUNCTIONING
OF UN PEACEKEEPING OPERATIONS
2.3: Benchmarks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
End-of-Lesson Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
UNIT III:
EFFECTIVE MANDATE IMPLEMENTATION
UNIT IV:
STANDARDS, VALUES, AND SAFETY OF
UN PEACEKEEPING PERSONNEL
APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix A: Table of Acronyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324
Appendix B: List of UN Peacekeeping Operations . . . . . . . . . . . . . . . . . . . . . . . 326
Appendix C: We Are United Nations Peacekeepers. . . . . . . . . . . . . . . . . . . . . . 329
Appendix D: Secretary-Generals Bulletin on Sexual Exploitation and Abuse. . . 331
Appendix E: Security Council Resolution 1539 (2004). . . . . . . . . . . . . . . . . . . . 334
Appendix F: The Universal Declaration of Human Rights. . . . . . . . . . . . . . . . . . 339
End-of-Course Exam Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
Foreword
The Core Pre-deployment Training Materials (CPTMs) were designed by the UN Department of
Peacekeeping Operations (DPKO) to provide the common and essential training required for all personnel military, police, and civilian who serve on UN peacekeeping missions. The CPTMs are circulated by DPKO and provide both a list of topics as well as actual training materials usable as lesson
plans. National peacekeeping training centres worldwide incorporate the CPTMs into their classroom
courses as an important part of their students training prior to their deployment on any UN peacekeeping mission.
While training in the CPTMs is currently available through traditional classroom course settings, the
development of an e-learning course devoted to the CPTMs had not yet been produced until now
through this project. This course was developed as a guide to students navigating the official CPTMs through a joint project between the Peace Operations Training Institute (POTI) and five national
training centres from four continents around the world that provide peacekeepers to United Nations
peacekeeping missions. The course follows the original four-unit structure of the original CPTMs for
convenient cross-referencing. The information offered in the course represents the baseline level of
understanding and knowledge that the United Nations demands of any personnel who will serve in a
UN peacekeeping mission.
Key contributors to this course include authors from the Australian Defence Force Peace Operations
Training Centre (ADF-POTC), the Chilean Joint Peacekeeping Operations Centre (CECOPAC), Capt.
Volker Straubmeier from the German Armed Forces UN Training Centre (GEUNTC), Col. Edwin A.
Adjei and Col. Tom Ba-Taa-Banah from the Kofi Annan International Peacekeeping Training Centre
in Ghana (KAIPTC), and Mr. Ulf Jinnestrand from the Swedish Armed Forces International Centre
(SWEDINT). The manuscripts various components authored at these multiple centres were assembled by Dammen Consultants Norway (DCN) into a single comprehensive course.
This course is designed for those who find themselves in a position to enter a United Nations peace
operation, regardless of national origin or if they are military, police, or civilian. This course is also
well suited for individuals who are genuinely interested in United Nations peacekeeping operations.
I would like to take this opportunity to thank the five national training centres for supporting this project, and my special thanks goes to the authors from those centres for their professional contributions
and for the time they have set aside for this project.
yvind Dammen
Project Coordinator
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P E A C E O P E R AT I O N S T R A I N I N G I N S T I T U T E
Method of Study
The following are suggestions for how to proceed with this course. Though the student may have alternate
approaches that are effective, the following hints have worked for many.
Before you begin actual studies, first browse
through the overall course material. Notice the
lesson outlines, which give you an idea of what
will be involved as you proceed.
The material should be logical and
straightforward. Instead of memorizing
individual details, strive to understand concepts
and overall perspectives in regard to the United
Nations system.
Set up guidelines regarding how you want to
schedule your time.
Study the lesson content and the learning
objectives. At the beginning of each lesson,
orient yourself to the main points. If you are able
to, read the material twice to ensure maximum
understanding and retention, and let time elapse
between readings.
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UNIT I
A STRATEGIC LEVEL OVERVIEW OF
UNITED NATIONS PEACEKEEPING
Provided By Chilean Joint Peacekeeping Operations Center (CECOPAC):
LESSON 1
INTRODUCTION TO UN
PEACEKEEPING
LESSON
1
LESSON OBJECTIVES
1.1: The Purpose of the
United Nations
1.2: The Main United
Nations Bodies
Involved in
Peacekeeping
1.3: Secretariat
Departments Directly
Working with PKOs
By the end of Lesson 1, the student should be able to meet the following
objectives:
List and briefly discuss the main purposes of the United Nations;
List and briefly describe the main United Nations bodies involved in
peacekeeping; and
Introduction
United Nations Peacekeeping Operations personnel are instantly
recognized around the world for their iconic headwear, earning them the
nickname of the Blue Helmets. Blue Helmets are ambassadors of the
United Nations, representing its principles and values. This lesson is
focused on defining those values and principles, as well as developing an
understanding of the strategic purposes that influence the UNs decisionmaking process. With many different UN agencies fulfilling distinct roles,
acting as one synchronized group may seem challenging. However, when
synchronicity is achieved, it produces a result that translates into effective
action in the field, supporting peacekeeping forces deployed on various
missions around the world. This lesson will introduce these various
agencies and the level of decision-making to which they belong.
www.un.org/en/aboutun/index.shtml.
3 Ibid. (n.d.). Retrieved from http://www.un.org/en/
aboutun/index.shtml
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Strategic
Security Council
Secretary-General
UN Secretariat
(DPKO, DFS, DPA)
Head of Mission
Operational
Tactical
Military Units
Police Units
Regional Offices
Graphic from the Core Pre-Deployment Training Materials, Unit 1: A Strategic
Level Overview of United Nations Peacekeeping, Page 14, The Main United
Nations Involved in Peacekeeping.
C O R E P R E - D E P L O Y M E N T T R A I N I N G M AT E R I A L S
Vuk Jeremi, President of the General Assembly, addressing the sixtyseventh session of the General Assembly at its ninety-ninth and final
Plenary meeting. (UN Photo #560952 by Evan Schneider, 16 September
2013)
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Security Council
Secretary-General
UN Secretariat
USG DFS
USG DPKO
USG DPA
DFS
DPKO
DPA
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Security Council
Secretary-General
UN Secretariat
USG DFS
USG DPKO
USG DPA
DFS
DPKO
DPA
UN Secretariat
USG DFS
USG DPKO
USG DPA
DFS
DPKO
DPA
Core Pre-Deployment Training Materials, Unit 1: A Strategic Level Overview of United Nations Peacekeeping, Page
21, The Department of Political Affairs (DPA).
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Summary
In this lesson, we have examined the purpose
and main characteristics of UN; the main
bodies of this institution; the level at which each
is found, and the functions for which they are
responsible. Finally, we have also examined the
Departments of the Secretariat and the duties
that are directly involved in the work of PKOs.
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End-of-Lesson Quiz
1. According to the UN Charter, the UN is
dedicated to:
A. Strategic
C. Tactical
B. Operational
D. None of the above.
A. 51
B. 129
C. 151
D. 193
ANSWER KEY
1D, 2C, 3B, 4D, 5A, 6A, 7B, 8D, 9B, 10A
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LESSON 2
THE SPECTRUM OF PEACE AND
SECURITY ACTIVITIES
LESSON
2
LESSON OBJECTIVES
2.1: Conflict Prevention
By the end of Lesson 2, the student should be able to meet the following
objectives:
2.2: Peacemaking
2.3: Peace Enforcement
2.4: Peacekeeping
the United Nations to establish and keep the peace and prevent the
relapse of violence; and
2.5: Peacebuilding
Introduction
There is a range of peaceful and coercive measures that the Security
Council can authorize in cases of conflict. Peacekeeping is only one of
those activities and is often linked to, or overlaps with, conflict prevention,
peacemaking, peace enforcement, or peacebuilding.
While United Nations peacekeeping operations are generally deployed
to support a ceasefire or peace agreement, they often also play a role in
peacemaking efforts. They may also be involved in early peacebuilding
activities.
It is therefore important for peacekeeping personnel to understand how
these activities are related. Their peacekeeping work will also have an
impact on conflict prevention, peacemaking, and peacebuilding efforts.
2.2 Peacemaking
Peacemaking involves measures to deal with
existing conflicts. It usually involves diplomatic
action aimed at bringing hostile parties to a
negotiated agreement. This may include direct
activities by the United Nations to assist in
negotiating a peace agreement, or it may mean
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2.4 Peacekeeping
UNDP sponsored programme destroys confiscated
weapons in Kosovo (UN Photo #146003 by Robert E.
Sullivan, 25 May 2007)
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2.5 Peacebuilding
Peacebuilding involves a range of measures aimed
at reducing the risk of lapsing or relapsing into a
conflict. The national capacity to manage conflict
and build a foundation for sustainable peace and
development are strengthened at all levels.
For this reason, many multidimensional
peacekeeping operations are also involved in
peacebuilding when they are mandated to help the
national authorities to rebuild a state.
Peacebuilding is a complex, long-term process
of creating the necessary conditions for lasting
peace. Peacebuilding addresses the deep-rooted,
structural causes of violent conflict in a
comprehensive manner. These activities address
core issues that affect the functioning of a society
within a state. It aims to improve the states ability
to govern effectively.
Peacebuilding activities include security sector
reform (SSR), assistance to rebuild justice systems,
support for the creation of national human rights
institutions, and other activities to strengthen state
structures. The following missions provide some
examples of this:
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MISSION
CONFLICT PREVENTION
CONFLICT
PEACE
ENFORCEMENT
PEACEMAKING
CEASEFIRE
PEACEKEEPING
POST-CONFLICT PEACEBUILDING
and PREVENTION OF CONFLICT RELAPSE
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Summary
In this lesson, the spectrum of peace and security
activities was introduced. This range of operations
includes conflict prevention, which involves the
use of diplomatic measures or other tools to
prevent inter- or intra-state tensions from turning
into violent conflict, peacemaking, which normally
involves diplomatic measures to abate conflict once
it has begun, peace enforcement, which involves
coercive measures to limit conflict between hostile
parties, and peacekeeping, a technique used to
preserve peace once conflict has ended. Finally,
peacebuilding aims to reduce the risk of relapsing
into conflict, often by building national capacity as a
foundation for sustainable peace and development.
C O R E P R E - D E P L O Y M E N T T R A I N I N G M AT E R I A L S
End-of-Lesson Quiz
1. The conflict prevention measure is used:
A. Before a conflict begins.
B. After a conflict begins.
C. During a conflict.
A. Peacekeeping Operation.
B. Peacebuilding Operation.
D. Peacemaking Operation.
E. Ceasefire negotiations.
A. New conflicts.
B. Disagreements before they become violent.
C. Existing conflicts.
D. International courts and tribunals.
4. Peace enforcement:
A. May involve a measured use of force.
B. Never involves the use of blockades.
C. Requires peacekeepers to work unarmed.
D. Never permits coercive force under UN Charter
Chapter VII.
ANSWER KEY
1B, 2B, 3C, 4A, 5B, 6C, 7C, 8A, 9A.
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LESSON 3
DIFFERENT TYPES OF UN
PEACEKEEPING OPERATIONS
LESSON
3
LESSON OBJECTIVES
3.1: Traditional
Peacekeeping
3.2: Multidimensional
Peacekeeping
3.3: Transitional Authority
3.4: Special Political
Missions
By the end of Lesson 3, the student should be able to meet the following
objectives:
Introduction
Different situations warrant different responses. UN peacekeeping is
a practical measure for the maintenance of peace and security that
has evolved over time. As a result, different types of UN peacekeeping
operations have developed in order to respond more appropriately to a
specific situation.
These various types of UN peacekeeping operations evolved in response
to the changing international political environment and different types of
conflicts in which the Security Council has been engaged.
The different peacekeeping operations fall under three main headings:
Traditional Peacekeeping, Multidimensional Peacekeeping, and
Transitional Authority.
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Summary
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End-of-Lesson Quiz
A. Violent.
B. Diplomatic.
C. Civilian.
D. Military.
5. An example UN Multidimensional
Peacekeeping Operation is:
A. The United Nations Military Observer Group in
India and Pakistan (UNMOGIP).
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ANSWER KEY
1C, 2D, 3A, 4C, 5C, 6D, 7A, 8B, 9A, 10A
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UNIT I
LESSON 4
FUNDAMENTAL PRINCIPLES
LESSON
4
LESSON OBJECTIVES
4.1: Consent
By the end of Lesson 4, the student should be able to meet the following
objectives:
4.2: Impartiality
4.3: Non-use of Force
Introduction
UN peacekeeping is a practical measure to help contain armed conflicts
and to assist in resolving disputes through peaceful dialogue and
negotiation. It has become one of the main activities of the United Nations
for maintaining international peace and security.
The following fundamental principles of UN peacekeeping have developed
over time through experience and lessons learned:
Consent;
Impartiality; and
Non-use of force, except in situations of self-defence and defence
of the mandate.
4.1 Consent
United Nations peacekeeping operations are
deployed with the consent of the main parties to
the conflict. This requires a commitment by the
parties to a political process and their acceptance
of a peacekeeping operation mandated to support
that process. The consent of the main parties
provides a United Nations peacekeeping operation
with the necessary freedom of action, both political
and physical, to carry out its mandated tasks. In
the absence of such consent, a United Nations
peacekeeping operation would risk becoming
a party to the conflict, being drawn towards
enforcement action and away from its intrinsic role
of keeping the peace.1
Security Council action taken without the consent
of any parties in conflict is typically categorized
as a peace enforcement mission rather than a
peacekeeping mission. A complete withdrawal
of consent to the peacekeeping mission by one
or more of the main parties would challenge
the justification for the operation. Withdrawal of
consent would likely change the international
communitys strategy and could mean that the
Security Council might have to withdraw the
peacekeeping operation.
Consent can be uncertain or unreliable in some
contexts; a lack of trust between parties in conflict
may cause one or more of the parties to block
certain aspects of the peacekeeping missions
mandate.
The fact that the main parties have given their
consent to the deployment of a United Nations
peacekeeping operation does not necessarily
imply or guarantee that there will also be consent
at the local level, particularly if the main parties
are internally divided or have weak command and
control systems. There may also be spoilers,
groups or persons who are not under control of
any of the main parties to the conflict and have an
interest in damaging the peace process.2
1 UN Peacekeeping Operations, Principles and
Guidelines (Capstone Doctrine), 31-32.
2 UN Peacekeeping PDT Standards. Core
Pre-deployment Training Materials, 1st ed. (2009),
48.
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4.2 Impartiality
United Nations peacekeeping operations must
implement their mandate without favour or
prejudice to any party. Impartiality is crucial to
maintaining the consent and cooperation of the
main parties. However, impartiality should not be
confused with neutrality or inactivity. United Nations
peacekeepers should be impartial in their dealings
with the parties to the conflict but not neutral in the
execution of their mandate.
A peacekeeping operation is similar to a good
referee who is impartial but will penalize infractions.
A peacekeeping operation should not condone
actions by the parties that violate the undertakings
of the peace process or the international norms
and principles that a United Nations peacekeeping
operation upholds.
Notwithstanding the need to establish and maintain
good relations with the parties, a peacekeeping
operation must scrupulously avoid activities that
might compromise its image of impartiality. A
mission should not shy away from the rigorous
application of the principle of impartiality for fear
of misinterpretation or retaliation. Before acting,
it is always prudent to ensure that the grounds
for acting are well-established and can be
clearly communicated to all. Failure to do so may
undermine the peacekeeping operations credibility
and legitimacy, and may lead to a withdrawal of
consent for its presence by one or more of the
parties.4
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Summary
This lesson introduced the three fundamental
principles of UN peacekeeping and explained how
each is vital to peacekeeping missions.
Consent is critical. United Nations peacekeeping
operations are deployed with the consent of
the main parties to the conflict. This requires a
commitment by the parties to a political process
and their acceptance of a peacekeeping operation
mandated to support that process. The consent
of the main parties provides a United Nations
peacekeeping operation with the necessary
freedom of action, both political and physical, to
carry out its mandated tasks. In the absence of
such consent, a United Nations peacekeeping
operation would risk becoming a party to the
conflict itself.
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End-of-Lesson Quiz
1. The fundamental principles of UN
peacekeeping are:
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ANSWER KEY
1D, 2C, 3B, 4A, 5D, 6D, 7A, 8C, 9D, 10C
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LESSON 5
OTHER SUCCESS FACTORS
LESSON
5
LESSON OBJECTIVES
5.1: Credibility
By the end of Lesson 5, the student should be able to meet the following
objectives:
5.2: Legitimacy
5.3: Promotion of National
and Local Ownership
5.4: The Essential
Qualities of a
Peacekeeper
Introduction
While United Nations peacekeeping operations are generally deployed
to support a ceasefire or peace agreement, they also often play a role in
peacemaking efforts. They may also be involved in early peacebuilding
activities.
It is therefore important for peacekeeping personnel to understand how
these activities are related. Their peacekeeping work will also have an
impact on conflict prevention, peacemaking, and peacebuilding efforts.
5.1 Credibility
United Nations peacekeeping operations are
frequently deployed in volatile, high-stress
environments characterized by the collapse or
degradation of state structures, as well as enmity,
violence, polarization, and distress. Lawlessness
and insecurity may still be prevalent at local levels,
and opportunists will be present who are willing
to exploit any political or security vacuum. In such
environments, a United Nations peacekeeping
operation is likely to be tested for weakness and
division by those whose interest is threatened by
its presence, particularly in the early stages of
deployment.
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5.2 Legitimacy
International legitimacy is one of the most
important assets of a United Nations peacekeeping
operation.
A new mission begins with legitimacy because it
has been established by a mandate from the UN
Security Council. Its legitimacy is strengthened
by the fact that it is directed by the UN SecretaryGeneral. The Secretary-General is a recognized,
impartial international figure.
Legitimacy is a condition that grows from the
perception of a specific audience of the legality,
morality, and correctness of a set of actions. It
originates from the mandate, which authorizes and
directs the conduct of the operation.3
A peacekeeping mission derives its legitimacy from
international support, adherence to statutory laws
and conventions, and from the credibility of the
mission. This is especially true since the mission is
established and given its mandate by the Security
Council, which by the Charter is responsible for
the maintenance of the international peace and
security.
Having the full support of the Security Council
becomes critical particularly when an operation
encounters difficulties. The missions legitimacy
is further enhanced by the composition of the
mission, when it includes personnel from a wide
range of States. In addition, it is essential that the
mission has a clear and achievable mandate and
acts within international/national laws, conventions,
and rules provided in the mandate. Failure to do
so could jeopardize the authority and affect the
missions operational effectiveness.4
The mission also has legitimacy from the broad
representation of the many different member states
that contribute personnel, equipment, and funding
to the peacekeeping operation.
37-38.
3 FM 100-23 Peace Operations, Chapter 1, 18.
4 POTI. An Introduction to the UN System.
(2011), 38.
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6 Ibid.
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A United Nations peacekeeper surveys the damage among the rocks and
other debris strewn across Sebroko compound, following four days of
anti-UN demonstrations by the Young Patriots which turned violent
and resulted in extensive damage to property in Cte dIvoire. (UN
Photo #109790 by Ky Chung, 20 January 2006)
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Be impartial;
Be mindful of the need to prioritize peaceful
solutions;
9 Ibid.
10 UN Peacekeeping PDT Standards, Core
Pre-deployment Training Materials, 1st ed. (2009),
57-58.
Summary
Maintaining the credibility and legitimacy of a UN
peacekeeping mission is a critical success factor.
Credibility is a direct reflection of the international
and local communities belief in the missions ability
to achieve the mandate and meet expectations. A
peacekeeping mission derives its legitimacy from
international support, adherence to statutory laws,
and conventions. The bearing and behaviour of
all personnel must be of the highest order, and
actions must be in keeping with the responsibilities
entrusted to a United Nations peacekeeping
operation. Finally, national and local ownership
is critical to the successful implementation of
the peace process. Effective approaches to
national and local ownership not only reinforce the
perceived legitimacy of the operation and support
mandate implementation, they also help to ensure
the sustainability of national capacity once the
peacekeeping operation has been withdrawn.
When peacekeepers practice the essential qualities
of efficiency, competence, and integrity, as well as
impartiality and respect or diversity, these other
success factors will yield strong results.
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End-of-Lesson Quiz
1. The conditions surrounding United Nations
Peacekeeping Operations are not usually
characterized by:
A. Violence.
D. Low-stress environments.
7. In multidimensional UN peacekeeping
operations:
A. Activities must support and build national
capacity.
B. Inclusiveness.
C. The opinions of powerful actors.
D. The status quo.
4. Legitimacy:
A. Is an optional asset for UN Missions.
B. Is undesirable for UN Missions.
C. Is not necessary in all UN Missions.
D. Is one of the most important assets for UN
Missions.
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ANSWER KEY
1D, 2B, 3A, 4D, 5B, 6C, 7A, 8B, 9D, 10D.
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UNIT II
LESSON 1
THE MANDATE
LESSON
1
LESSON OBJECTIVES
1.1: The Security Council
Mandate
1.2: The Decision
to Deploy a UN
Peacekeeping
Operation
1.3: The Process for the
Establishment and
Operationalization
of Security Council
Mandates
Explain why all peacekeepers must be familiar with the mandate of their
peacekeeping operation.
Introduction
Peacekeeping operations are established by the Security Council, which is
the organ with primary responsibility for international peace and security
according to the United Nations Charter. This lesson focusses on gaining
an understanding of the process for the establishment and operationalization of Security Council mandates for peacekeeping operations.
In this context, the definition of operationalize is to make something
operational. This is achieved by the development of written plans and
directives that explain how peacekeeping operations should carry out
mandated tasks and what resources they are able to use.
The Security Council passes a resolution authorizing the operations
deployment, determining the size of the mission as well as the missions
mandate. Then, the budget and resources of the mission are subject to the
General Assemblys approval.
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6 UN at a Glance: <http://www.un.org.en/
aboutun/index.shtml>.
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Kaltoum Adam Imam with one of her five children collects millet in a
land rented by a community leader in Saluma Area, near El Fasher (North
Darfur). She works with her sister Sadias (in background). Both are from
Tarne village (some kilometres away) and they emigrated to Saluma due
to security reasons. Twice a week, the African Union-UN Hybrid Operation
in Darfur (UNAMID) organizes patrols to escort women, like Imam, who
are farming and collecting firewood in rural areas. (UN Photo #456887 by
Albert Gonzalez Farran, 21 November 2010).
Summary
All peacekeeping personnel should have a
thorough understanding of the mandate of the
peacekeeping operation in which they are working.
They should also be aware of any changes to the
mandate authorized by the Security Council during
their deployment. The Security Council mandate
provides legitimacy for an operations presence in
the country. It is a public document which can be
shared with the local population. A peacekeeper
should be able to explain clearly to anyone in the
country why the peacekeeping operation is there
and what it is doing.
Additional documents that translate the Security
Council mandate into specific tasks for different
components of the peacekeeping operation will be
discussed later in Unit II. These documents, along
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End-of-Lesson Quiz
1. Which United Nations body authorizes the
operations deployment and determines its
size and its mandate?
B. The Secretary-General.
C. The Security Council.
D. The Special Representative of the SecretaryGeneral.
A. A ceasefire agreement.
C. Humanitarian assistance.
D. A withdrawal date.
9. Define operationalize.
10 Why must peacekeepers know how mandates
are established and operationalized?
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ANSWER KEY
1C, 2C, 3D, 4C, 5B, 6D, 7A, 8B,
9. The definition of operationalize in this context is to make something
operational. This is achieved by the development of written plans
and directives explaining how peacekeeping operations should
carry out mandated tasks and what resources they can use.
10. The missions mandate is central to all peacekeepers. It is a
document that comes directly from the Security Council resolutions.
It should specify the tasks to be carried out and will translate readily
to each component of the mission. The mandate will determine the
degree of force that can be used in order to execute the mission
and provide for the self-defence of individuals, protected personnel,
and deployed units in the operation. Locals may ask peacekeeping
personnel about what they are doing there. A peacekeeper should
be able to explain clearly why a peacekeeping operation is in a
particular country according to the functions of its mandate.
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LESSON 2
IMPLEMENTATION OF THE
MANDATE, TRANSITION, AND
WITHDRAWAL
LESSON
2
LESSON OBJECTIVES
2.1: Implementing the
Mandate
2.2: Transition and
Withdrawal
2.3: Benchmarks
The aim of this lesson is to inform peacekeeping personnel about how the
Security Councils mandate is implemented and monitored and to explain
the basis for decisions to withdraw or transition. By the end of Lesson 2,
the student should be able to meet the following objectives:
Describe how the Security Council monitors the Secretariat and the
List and briefly describe the key benchmarks for transition or withdrawal
of multidimensional UN peacekeeping operations.
Introduction
The decision to end a missions mandate is a political one and rests
with the Security Council. A peacekeeping operation is designed
to be temporary. The goal is to stabilize the situation and lay the
groundwork for a stable and sustainable peace. The Council assesses
when peacekeeping operations can cease and when the remaining
responsibilities can be handed over to local authorities. These
assessments are not easy and the Security Council determines the
timetable with input from the Secretary-General, UN Headquarters, key
Member States, and the Special Representative of the Secretary-General
(SRSG).1
Albert Gerard (Bert) Koenders (centre), the SecretaryGenerals Special Representative and Head of the UN
Multidimensional Integrated Stabilization Mission in Mali
(MINUSMA), visits Kidal and Mopti during the second
round of presidential elections. (UN Photo #558346 by
Blagoje Grujic, 11 August 2013)
3 UN at a Glance: <http://www.un.org.en/
aboutun/index.shtml>.
4 UN DPKO. Handbook on UN Multidimensional
Peacekeeping Operations.
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2.3 Benchmarks
There is no standard checklist that is applicable
to all situations. The appropriate benchmarks
are adapted to each situation. Factors depend
on the underlying causes of the conflict and their
dynamics. Benchmarks may also be amended
over time as the situation evolves. Examples of key
benchmarks include, but are not limited to:5
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Reintegration of ex-combatants
Economic revitalization of the country and the
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Summary
The Security Council monitors progress in the
implementation of the mandate by requesting
regular reports from the UN Secretary-General.
The Security Council uses these reports to assess
when a peacekeeping operation has completed its
mandate and to decide when a UN peacekeeping
operation should transition or withdraw. All
peacekeepers should be thoroughly familiar with
the mandate for their peacekeeping operation and
they should also be familiar with any established
benchmarks or conditions by which their progress
is measured.
The Security Council expressed its deep appreciation for the efforts
that have brought about the successful conclusion of the United Nations
Mission in Bosnia and Herzegovina (UNMIBH), the mandate of which will
expire on 31 December 2002. The Chair of the Presidency of Bosnia and
Herzegovina, Mirko Saric (left), delivering his statement. (UN Photo
#24474 by Mark Garten, 12 December 2002)
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End-of-Lesson Quiz
1. The decision to end a missions mandate
rests with the:
successful once:
A. General Assembly.
B. Secretary-General.
C. Security Council.
D. Secretariat.
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ANSWER KEY
1C, 2C, 3D, 4A, 5B, 6A, 7C, 8D, 9B, 10D
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LESSON 3
TRANSLATING SECURITY
COUNCIL MANDATES INTO AN
OPERATIONAL FRAMEWORK
LESSON
3
LESSON OBJECTIVES
3.1: Key Aspects of
the Operational
Framework
Introduction
Security Council mandates can be relatively vague. They are only meant
to provide high-level strategic direction to the peacekeeping operation.
Additional frameworks must be put in place to operationalize the Security
Council mandate.
It is essential that all peacekeepers of all nations, whether military,
police, or civilian, understand and respect the key operational and legal
framework for United Nations peacekeeping operations. The conduct of
every individual represents the United Nations, and any mistake at the
tactical level may greatly affect the operation.
Kay Rala Xanana Gusmo (third from left, left side of table), Prime
Minister of Timor-Leste, meets with Andrew Hughes (third from right,
right side of table), UN Police Adviser, and the members of the DPKO
Assessment Team, during an eleven day visit to review the key areas of
support provided by the United Nations Mission in Timor-Leste (UNMIT).
(UN Photo #171726 by Martine Perret, 18 March 2008)
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8 Ibid.
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arms;
Jurisdiction: and
Claims and disputes.
Status of Mission Agreement (SOMA)
For UN peacekeeping operations or special
political missions with only unarmed personnel,
the UN establishes a Status of Mission
Agreement (SOMA), which also applies to all
mission personnel. These are legal agreements
that ensure that all peacekeeping personnel,
including military and police who are not
officially UN affiliated, are provided functional
immunity under the International Convention
on Privileges and Immunities just like UN
civilian staff. The agreements define the legal
status and arrangements for the UNs use of
facilities, transportation and other equipment,
communications, and freedom of movement in
the country, and sets out a mechanism by which
disagreements between the UN and the host
country can be resolved.
The Memorandum of Understanding (MOU)
The Memorandum of Understanding (MOU)
is a legal agreement outlining how the UN will
reimburse the governments for the troops,
formed police units, or equipment on loan to the
peacekeeping operation and details the obligations
of contributing governments in order to ensure
the due quality of said personnel and equipment.
The MOU also spells out the detailed obligations
of Troop Contributing Countries, contingent
commanders, and the troops in relation to
prevention of sexual exploitation and abuse in UN
peacekeeping operations.10
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Summary
The UN Secretariat operationalizes Security
Council mandates through the Mandate
Implementation Plan or Integrated Strategic
Framework, the Concept of Operations (CONOPS),
Rules of Engagement (ROE), and Directive on the
Use of Force (DUF). Military personnel should be
thoroughly familiar with the Rules of Engagement,
and UN Police should be thoroughly familiar with
the Directive on the Use of Force.
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End-of-Lesson Quiz
1. The standard police CONOPS are prepared
by the:
B. Functional immunity.
D. UN Police Advisor
C. Jurisdiction.
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ANSWER KEY
1C, 2D, 3A,
4. The following are the United Nations principles on ROE:
Use force only when necessary;
Use minimum force;
Proportionate level of response;
Stop when hostile act has stopped;
Follow escalation procedures;
Control use of deadly force;
Minimise collateral damage;
Make positive identification of target; and
Comply with restrictions set by Head of Military Component.
5D, 6A, 7C, 8C, 9B, 10D.
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UNIT II
LESSON 4
COMPONENTS OF A UN
PEACEKEEPING OPERATION
LESSON
4
LESSON OBJECTIVES
4.3: Management
Structures
Introduction
UN peacekeeping personnel are part of a peacekeeping operation made
up of hundreds and often thousands of individuals. Every individual has
an important contribution to make, but the only way for the peacekeeping
operation to have an impact is if all personnel are working efficiently
and coherently towards the same goal. For this reason, not only do all
peacekeeping personnel need to understand their own work, but they
should also understand how their role affects and is affected by the
work of other components in the mission. All peacekeeping personnel
must understand authority, command, and control structures and the
coordination and management structures that direct and guide their work.
As explained in Unit I, Lesson 3, there are three main types of United
Nations peacekeeping operations: traditional, multidimensional operations,
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Head of Mission
The Secretary-General appoints the Head
of a UN Peacekeeping Mission (HOM). The
HOM exercises operational authority over
all civilian, military, and police personnel
employed within the UN peacekeeping
mission.
The Secretary-General and USG DPKO
grant this authority to the HOM upon
appointment. It means he or she has the
ultimate authority at the field level to direct
how the capabilities of all components in the
mission are used to carry out the mandate.
In a multidimensional peacekeeping operation,
the Head of Mission is always a civilian. He or she
generally holds the title Special Representative
of the Secretary-General, or SRSG for short. The
SRSG is the highest UN official in the country.
The Head of Mission in a traditional peacekeeping
operation is often a senior military officer who
performs the dual role of Head of Mission and
Head of the Military Component (HOMC). For
example, the Heads of Mission in UNMOGIP
(Chief Military Observer), UNTSO (Chief of Staff),
UNDOF, and UNIFIL (both are known as Force
Commanders) are all senior military officers who
serve the additional role of Head of the Military
aboutun/index.shtml>.
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6 Ibid.
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Management Structures
Political
UN Pre-Deployment Training (PDT) Standards Core PDT Materials 1st Ed. 2009.
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Summary
In traditional missions, the organizational
structure may be relatively simple. However,
peacekeeping operations that respond to complex
emergencies require a multidimensional structure.
Peacekeeping is a joint and combined effort,
composed of many elements and people united in
their quest for peace. They are manned by:
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End-of-Lesson Quiz
1. The three main substantive components of a
mission are:
B. Chief of Staff
A. Tactical.
B. Command.
C. Strategic.
D. Operational.
C. Head of Mission
B. Chief of Staff
D. Mission Leadership Team
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ANSWER KEY
1B, 2A, 3C,
4. Operational authority is defined as the authority transferred by Member States
to the United Nations to use the operational capabilities of their national military
contingents, units, Formed Police Units and/or military and police personnel
to undertake mandated missions and tasks. Operational Authority is an
all-encompassing term and is not intended to be equivalent to any particular
command status in common use by military forces around the world.
5A, 6C, 7C, 8B, 9D, 10A.
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LESSON 5
UNDERSTANDING THE
IMPORTANT WORK OF OTHER
SUBSTANTIVE COMPONENTS
LESSON
5
LESSON OBJECTIVES
5.1: The Military
Component
5.2: The Police Component
5.3: The Civilian
Component
Introduction
All peacekeeping personnel must have a basic understanding of the
important contribution of each component and function within a mission.
Everyone in a mission has an important contribution to make in achieving
the mandate and the Mission Plan.
Understanding the importance of each others contribution is particularly
vital in multidimensional peacekeeping operations. These missions have
complex mandates and operate in difficult environments. The work of each
component affects and influences the tasks of other components.
In order for any UN peacekeeping operation to achieve its mandate, it
must strategically use the capabilities of the military, police, and civilian
components at the right moment. The strategy on how to do this is
UN Pre-Deployment Training (PDT) Standards Core PDT Materials 1st Ed. 2009.
Units
Senior Military
Observer
UNMO Teams
Combat Arms
Combat Support
Arms
Combat Service
Support Arms
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Main Categories of
Personnel in PKO
Military
Experts on
Mission
Formed Military
Units or
Contingents
Companies Military
Battalions
Brigades
Observers
Military Liaison
Officers
Military Advisers
Military
Staff
Officers
Specialized
functions at
Mission Force
HQ or in
joint mission
structures
Arms Monitors
UN Pre-Deployment Training (PDT) Standards Core PDT Materials 1st
Ed. 2009.
Formed Units
The largest numbers of UN military personnel are
deployed as formed military units or contingents.
These are fully functioning units of armed soldiers
with their own command structure that correspond
to traditional military formations, e.g. companies
(about 120-150 soldiers), battalions (500-1,000
soldiers), or brigades (4,000-10,000 soldiers).
Generic Organizational Structure of Military
Component
The following paragraphs explain the chain of
command generally found within the military
component of a peacekeeping operation:
Head of Military Component
4 UN at a Glance: <http://www.un.org.en/
aboutun/index.shtml>.
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controlled areas of Haitis capital city, Portau-Prince, including the area known as Cite
Soleil. Neither MINUSTAH nor national police
or authorities could enter and safely assist the
population. In late 2006, MINUSTAHs military
contingent used urban combat operations
to overcome the aggressive and organized
resistance of the armed groups. UN Police
played a supporting role by providing a standby
force capacity and non-lethal means to arrest
gangsters. As the UN military component
secured control in these neighbourhoods, UN
Police were able to enter and work with the
Haitian National Police to re-establish law and
order, and civilians, including civil affairs officers
from the mission as well as UN and NGO
humanitarian and development agencies, were
able to work with local authorities and community
groups to re-establish public services.
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Summary
The main substantive components in a
peacekeeping mission are the military, police, and
civilians. All peacekeeping personnel must have a
basic understanding of the important contributions
that each component makes in achieving the
mandate and the mission plan. It is also important
to know how to support the work of other
components in the mission. There is potential for
misunderstanding between and within the different
components because of the different national,
institutional, and professional cultures that people
bring with them to the mission. It is important to
take time to understand each others roles and
interests.
There is a strategic and field level of authority for
peacekeeping operations. The Head of Mission
plays a key role in linking the strategic and
operational levels. Each peacekeeping operation is
different and will have different management and
command and control structures. The positions
of Head of Mission, Head of Military Component,
and Head of Police Component are common to all
missions.
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Civilian Substantive
Administrative services
Ensuring health and safety of mission personnel
Communications
Financial support: preparation and execution of mission budget, paying staff
and vendors
Logistical support to all components
Recruitment, training, and career development
Capacity building of the host country government
Monitoring mission compliance with local laws and respect for UN privileges
and immunities and Status of Forces or Status of Mission Agreement
Military
Sector security
Provision of a secure environment by: 1) Conducting patrols or establishing
and operating checkpoints, 2) Securing major routes to facilitate mobility,
3) Securing key facilities (hospitals, power plants, police recruiting
stations, etc.)
Police
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End-of-Lesson Quiz
1. In traditional peacekeeping operations, the
military component is made up of:
A. Unarmed military observers or lightly armed
contingents.
B. Large, robustly armed military units.
C. National armies.
D. Civilian volunteers.
B. Staff Officers.
D. Head of Mission.
B. Head of Mission.
C. Chief of Staff.
D. Under-Secretary-General for Peacekeeping
Operations.
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ANSWER KEY
1A, 2C, 3B, 4A, 5D,
6. Ensure that law and order are maintained effectively and impartially; Ensure that Human
Rights and criminal justice standards are fully respected; Monitor law enforcement activities
of local officials; Supervise or control the local civilian police; Carry out general police
duties, such as investigations of incidents; Supervise the return of refugees or POWs;
Supervise the demobilization of local police forces; Assist in registration and election
procedures; and Assist in retraining of local police forces.
7D, 8A, 9A, 10C.
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UNIT III
LESSON 1
INTERNATIONAL
HUMANITARIAN LAW
LESSON
1
LESSON OBJECTIVES
1.1: Whom International
Humanitarian Law
Protects
Introduction
Further Reading:
The Security Council resolutions highlighting women, peace, and
security; children and armed conflict; and protection of civilians
in armed conflict (the three themes of particular relevance for
peacekeeping) are available online. These resolutions, together
with supporting documentation to UNSCR 1325 developed by
the United Nations Development Fund for Women (UNIFEM),
are recommended for further reading. This will provide an
understanding of how a Security Council resolution is structured,
and also offer more detail on how UN peacekeeping forces
should work to promote and protect women, peace, and security,
children in armed conflict, and civilians in armed conflict.
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On her first official visit to Myanmar from 3-7 December, UN UnderSecretary-General for Humanitarian Affairs, Valerie Amos, stopped at
displacement camps in Myanmars Rakhine State and saw first-hand the
projects implemented by humanitarian partners in the region. (UN Photo
#537242 by David Ohana, 05 December 2012)
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Secretary-General Ban Ki-moon (seventh from left, front row) and his
wife Yoo Soon-taek meet with both the senior staff and the staff-atlarge of the International Federation of the Red Cross (IFRC) in Geneva,
Switzerland. (UN Photo #148619 by Eskinder Debebe, 06 July 2007)
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Further Reading:
The essential rules of International Humanitarian Law are
available online and provided by the International Committee of
the Red Cross. To further develop an understanding of these
rules, they are recommended for further reading.
The rules are available at <http://www.icrc.org/customary-ihl/
eng/docs/v1_rul>
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Further Reading:
The obligations of UN peacekeeping personnel under IHL have been made explicit in the Secretary-Generals
bulletin ST/SGB/1999/13, of 6 August 1999. The bulletin is recommended for further study, especially for
contingent commanders with command responsibility over UN peacekeeping personnel. The bulletin can be
downloaded from <http://peacekeepingresourcehub.unlb.org>.
Summary
International humanitarian law (IHL) is a set of rules
mainly derived from the Geneva Conventions and
their Additional Protocols. The law protects civilians
and other non-combatants, especially women
and children from the harmful effects of armed
conflict. It also protects humanitarian aid workers
and medical personnel. The essential rules of IHL
aim to protect these individuals as well as to limit
the means and methods of armed conflict that may
cause excessive injury or unnecessary suffering
in an armed conflict. The essential rules are part
of customary international law, and are therefore
binding to each state without the need for a treaty
to be ratified.
The law applies to all instances of armed conflict,
international as well as internal. The law binds
all parties to an armed conflict, including United
Nations forces acting under a peacekeeping
mandate in a conflict zone. Grave breaches of the
Geneva Conventions and their Additional Protocols
6 OHCHR, New Core International Human Rights
Treaties. <http://www.ohchr.org/Documents/
Publications/newCoreTreatiesen.pdf>
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Additional References
These references offer deeper insight into the
issues we have explored in this lesson and are
recommended as further reading on the topic of
international humanitarian law. However, these
recommended further readings are not part
of the required reading for this course, and no
examination questions will be based solely on
information found in these readings. For further
discussion of this topic and many of these readings,
also consider the Peace Operations Training
Institute courses titled International Humanitarian
Law and Human Rights.
1. Charter of the United Nations, <http://www.
un.org/en/documents/charter/>.
2. Universal Declaration of Human Rights, <http://
www.un.org/en/documents/udhr/index.shtml>.
3. Secretary Generals Bulletin Observance by
United Nations forces of international humanitarian
law (ST/SGB/1999/13 Secretariat 6 August 1999)
<http://www.un.org/peace/st_sgb_1999_13.pdf>.
4. 1951 Convention relating to the Status of
Refugees (available at: <http://www.unhcr.org/
protect/3c0762ea4.html>).
5. Guiding Principles on Internal Displacement
(available at: <http://www.reliefweb.int/ocha_ol/pub/
idp_gp/idp.html>).
6. DPKO/DFS Policy Directive on Quick Impact
Projects (QIPs), 2007.
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End-of-Lesson Quiz
1. The aim of IHL is to:
A. Internal tensions.
B. Internal conflict.
D. Limited reprimand.
C. International conflict.
D. When UN peacekeeping forces are parties to a
conflict.
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ANSWER KEY
1D, 2A, 3B, 4A, 5D,
6. War crimes are serious violations of the laws applicable in armed
conflict. This includes grave breaches of the Geneva Conventions
and their Additional Protocols and other serious violations of
international humanitarian law.
7C, 8A,
9. 1. Civilian targets cannot be attacked. Attacks may be made solely
against military objectives.
10C.
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LESSON 2
INTERNATIONAL
HUMAN RIGHTS LAW
LESSON
2
LESSON OBJECTIVES
2.1: Definition of Human
Rights
2.2: Human Rights
Most Frequently
at Risk in Conflict
and Post-Conflict
Situations
2.3: Application of
International Human
Rights Law
2.4 Refugee Law and
Guiding Principles on
Internally Displaced
Persons
Introduction
By contrast to International Humanitarian Law (IHL), international human
rights law applies both in war and in peacetime and to all human beings.
The universality of human rights is highlighted in the UN Charter, which
commits Member States to promote and encourage respect for human
rights and fundamental freedoms for all, without distinction as to race, sex,
language, or religion.
The codification of human rights into law is a relatively new phenomenon.
What began as a gradual development in individual States to protect basic
human rights was developed into international law when the UN General
Assembly adopted the Universal Declaration of Human Rights (UDHR)
on 10 December 1948. Drafted as a common standard of achievement
for all peoples and nations, the UDHR has been widely accepted as a
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Further Reading:
The human rights outlined by the Universal Declaration of
Human Rights are structured and readily available to the
reader in the 30 articles of the UDHR. To further develop an
understanding of these rights, the UDHR is recommended for
further reading. The UDHR is available at <http://www.un.org/en/
documents/udhr/index.shtml>
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Summary
The universal human rights that apply to all
individuals by virtue of being human are formulated
in the International Bill of Human Rights. This bill
consists of the Universal Declaration of Human
Rights together with the Covenant on Economic,
Social and Cultural Rights and the Covenant on
Civil and Political Rights. Because a State or
institution does not grant these human rights, they
cannot be taken away from any individual.
The rights are interdependent and therefore equally
important there can be no meaningful freedom of
expression without freedom of peaceful assembly
or the right to seek and impart information. Treaties
do not govern basic human rights outlined by the
International Bill of Human Rights, such as the right
to freedom from torture. They are part of customary
international law and therefore binding to all States.
Other rights are governed by treaties, which
required ratification by States in order to be legally
binding to these States. All Member States have
signed at least one human rights treaty and are
therefore bound to protect and uphold these rights.
Human rights are often violated individual rights
are infringed upon, and specific groups, such as
minorities, detainees, persons with disabilities, and
refugees or Internally Displaced Persons (IDPs)
are more vulnerable to violation of their rights by
the majority population, a warring faction, or other
actors in a conflict or post-conflict zone.
All UN peacekeeping personnel are obligated to
know the essential rules of international human
rights law and international refugee law. It is a
core function of the UN peacekeeping operation
to protect and promote human rights as well as
the rights of vulnerable groups like refugees and
IDPs. When the security situation is appropriate,
many UN peacekeeping operations are also
mandated to facilitate a voluntary, safe, dignified,
and sustainable return of refugees and internally
displaced persons.
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End-of-Lesson Quiz
1. Human rights are:
A. Fundamental freedoms aimed at protecting
civilians in armed conflict.
B. Rights that are equally important and ensure
human dignity at all times.
C. Fundamental freedoms that are internationally
protected.
D. Universal and guaranteed to everyone.
C. Morals.
D. International agreements.
8. Define IDP.
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ANSWER KEY
1D, 2B, 3C, 4A, 5B, 6D, 7A.
8. Persons who have fled their homes as a result of armed conflict, persecution, systematic
human rights violations or natural disasters, but who remain in their country of residence.
9C.
10. Human rights most frequently at risk of violation in conflict and post-conflict areas are:
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UNIT III
LESSON 3
THE HUMAN RIGHTS BASE LINE
LESSON
3
LESSON OBJECTIVES
3.1: Linkages Between
Human Rights,
Security, and
Development
3.2: UN Policy on Human
Rights in Integrated
Missions
3.3: Applying Human
Rights in
Peacekeeping
personnel to the protection and promotion of human rights, and how this
is applied in a UN peacekeeping operation.
Introduction
Many modern conflicts originate through violations of human rights by
state officials or through human rights abuses by non-state actors such as
rebel groups. In order to find a resolution to a conflict, it is often essential
to address human rights issues in negotiations and treaties. Consequently,
the success of a peace operation may be dependent on the ability of
the peacekeeping personnel to address human rights issues. Therefore,
modern multinational peace operations include human rights as a part
of their mandate and structure. It is essential that all peacekeepers of all
nations, whether military, police, or civilian, understand and respect the
key operational and legal framework for United Nations peacekeeping
operations. The conduct of every individual represents the United
General definitions:
Human rights violation: is a term which indicates that human
rights have been violated by the action (or mission) of a State
official or agent, such as a police officer, soldier, judge, local
administrator, or parliamentarian, while they have been acting in
their official capacity (or have been perceived to be acting in their
official capacity).
Human rights abuse: is a broader term, which includes abuses
of human rights committed by non-State actors, such as rebel
groups, corporations, etc.
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Further reading:
There are a number of key UN reform documents that highlight the link between human rights, security, and development. To
deepen ones understanding of how these aspects of social relations work together, and how this has influenced the position
of the UN for many years, the following documents are recommended for download and study:
The 1997 report of the Secretary-General entitled Renewing the United Nations: A Program for Reform (A/51/950). The
report made it explicit that human rights cut across all of the UNs substantial areas of work. The report is available at: <http://
www.un.org/millennium/documents/a_51_950>
In 2000, a landmark report of the Panel on United Nations Peace Operations stated it is essential that the United Nations
system adhere to and promote international human rights instrumentsin all respects of its peace and security activities
(A/55/305 S/2000/809). For the full report <http://www.un.org/peace/reports/peace_operations/docs/a_55_305.pdf>
In 2004, the High Level panel on Threats, Challenges and Change not only highlighted the link between development,
security and human rights, but also indicated that the international community had a responsibility to protect populations in
the event of gross human rights violations. The Panels recommendations were taken on by the Secretary-General in his
reform package presented to the General Assembly at the UNs 60th anniversary, in his report entitled In Larger Freedom
(A/59/2005). The report is available at: <http://www2.ohchr.org/english/bodies/hrcouncil/docs/gaA.59.2005_En.pdf>
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Summary
Development, security, and human rights are
mutually dependent. There can be no security
without development, no development without
security, and neither security nor development
without the respect for human rights. The
understanding that human rights are at the
centre of the ability to provide the security and
development that can guarantee a smooth
transition from conflict to lasting peace should
guide all UN peacekeeping operations. Therefore,
there are mechanisms in place to ensure the
protection and promotion of human rights in every
integrated UN mission.
The SRSG has a special responsibility to uphold
human rights and make sure peacekeeping
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End-of-Lesson Quiz
1. Modern multinational peace operations
include human rights as a part of their ___.
A. Police component.
B. Mandate and structure.
C. Additional protocols.
D. Responsibility to observe.
D. In remote countries.
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ANSWER KEY
1B, 2D, 3B, 4A, 5C,
6. A human rights violation means that a human right has been violated by the action or an
omission of an action by a State official agent (e.g. police, soldier, judge, local administrator,
etc.) while acting in their official capacity (or have been perceived to act in the official capacity).
A human rights abuse is a broader term that includes abuses of human rights by non-State
actors such as rebel groups, corporations etc.
7B, 8C
9. The SRSGs human rights law adviser is the head of the human rights component of the
mission. This component coordinates all human rights functions carried out by a peacekeeping
mission. The SRSGs human rights law adviser also functions as the representative of the UNs
High Commissioner for Human Rights in the country and is part of the UN Country Team. In this
way, the Secretary-General ensures that all parts of the UN system have a consistent policy on
human rights and work effectively with the office of the High Commissioner for Human Rights in
Geneva.
10D.
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LESSON 4
HUMAN RIGHTS IN UN
PEACEKEEPING OPERATIONS
LESSON
4
LESSON OBJECTIVES
4.1: What Peacekeeping
Personnel Can Do
4.2: Human Rights Roles
in the Context
of Peacekeeping
Operations
4.3: Other Mission
Components
Contributing to
Human Rights
4.4: UN Police and Human
Rights
4.5: Military Peacekeepers
and Human Rights
Introduction
In previous lessons, we have focused on the importance of understanding
fundamental human rights law as a peacekeeper and the UN policies that
guide the behaviour of peacekeeping personnel. We have also covered
how human rights violations and abuses are recognized. We will now turn
to the active protection and promotion of human rights, and focus on what
peacekeepers can do when observing a human rights violation.
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General definitions:
Internal reports are produced for use by
and dissemination within the human rights
component, the peacekeeping operation,
or the Office of the High Commissioner for
Human Rights (OHCHR).
Public reports are disseminated to the public
at large, including host societies, international
bodies, donors, and the media. The purpose
of these public reports is to ensure a wider
understanding for the human rights situation in
a mission area, beyond the UN organization.
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Corrections
The corrections office deals with operational
aspects related to the prison system. To make
things work better, they will advise on development
of policy and procedures, and it is important that
these are in line with international human rights
standards on detention. As mentioned in previous
lessons, detention without cause constitutes a
2 UN and the Rule of Law website, available at:
<http://www.un.org/en/ruleoflaw/index.shtml>.
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Child Protection
This office identifies protection needs of children,
focusing on a variety of human rights challenges
such as children affected by armed conflict, sexual
abuse, abduction, trafficking, and child labour.
They monitor and report on activities relating to
the implementation of relevant international human
rights instruments such as the Convention on the
Rights of the Child.5
In addition to these components, there are a
number of additional civilian offices that contribute
to human rights protection in peacekeeping
operations. These include:
Security Sector Reform (SSR)
Peacekeeping components that are tasked with
supporting SSR should ensure that reforms
reflect human rights norms and principles. Human
rights training should be incorporated into the
core training of new military forces and police
services. Vetting of new forces and accountability
mechanisms within security institutions should also
be a part of SSR strategies.6
Civil Affairs
All activities which involve building public
administration, advising, and training civilian
officials must ensure that the institutions and their
officials understand how human rights principles
apply to and govern their work of running a state.
Electoral
The right to vote and to run for office are basic
political rights. Electoral units contribute to fulfilling
the human rights mandate of a mission by ensuring
that the whole population understands the process,
has the opportunity to register, and the freedom to
vote without interference, whether they are literate
or not, and without discrimination.
5 Security Council resolution 1612 on Children
and Armed Conflict, <http://www.unrol.org/doc.
aspx?n=SecurityCouncilResolution1612_en.pdf>.
6 UN Security Sector Reform website, available at:
<http://unssr.unlb.org/>.
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Humanitarian Affairs
Humanitarian affairs work, such as that
coordinated by the UN Office for the Coordination
of Humanitarian Affairs, strives to coordinate
humanitarian actors and to provide a coherent
response to emergencies. The humanitarian affairs
component promotes human rights by advocating
the rights of people in need.
Disarmament, Demobilization, and
Reintegration (DDR)
DDR processes contribute to security and stability
in post-conflict environments so that recovery
and development can begin. Among other things,
they ensure that minors and women are given
special protection during the demobilization of
military forces and armed groups. This dedicated
programme enables the support and reintegration
of former members of these forces and groups into
peaceful society.
Political Affairs
The Department of Political Affairs (DPA) monitors
the political development in the country, including
the conflict area, and provides advice to the
mission leadership. They can play a crucial role in
negotiating or renegotiating agreements between
parties in conflict and they can support the
inclusion of human rights in those discussions. The
DPA has information related to potential disputes
and conflicts in the area. By working with human
rights partners, they can prevent human rights
violations and abuse.
SRSGs Office
As discussed in the previous lesson, the Special
Representative of the Secretary General is the
official responsible for fulfilment of the UN missions
mandate. The SRSG must therefore promote
and protect human rights and give prominence
to human rights in policy making and senior
discussion. The SRSG should be a human rights
model and display the missions clear commitments
toward protection from and response to violations
of international human rights and humanitarian law.
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Protection
Supporting Partners
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Summary
In this lesson we have learned that, besides
being a fundamental responsibility of all UN
peacekeeping personnel, respecting and protecting
human rights can help build and maintain the
operations credibility and legitimacy.
Integration of human rights in all aspects of
peacekeeping operations so that all UN entities
fulfil their human rights responsibilities is the
key aspect of UN human rights policy reform.
Coherence of leadership and integrated human
rights work that is coordinated by experts is crucial.
The detailed description provided in this lesson of
how different components and offices of the UN
mission work to promote and protect human rights
offers an understanding of how this coordination
takes place.
Reporting on violations is crucial but it is also a
delicate function. If ill-devised, an activity to gather
information, report, or to otherwise intervene in a
human rights violation or abuse may cause more
harm to the vulnerable population. Therefore,
peacekeeping personnel should get in contact with
human rights experts to receive guidance.
Accountability is crucial to protect human rights.
UN peacekeeping operations must prevent and
respond effectively to human rights violations and
abuses. Victims of human rights violations or abuse
have a right to seek redress.
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End-of-Lesson Quiz
1. List the basic steps peacekeeping personnel
can take if human rights violations or abuses
are observed.
B. SSR
D. SRSG
B. Protect children.
C. Safeguard the equal rights of women and girls.
D. Safeguard human rights related to sexual
identity.
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ANSWER KEY
1. If violations or abuses are identified, peacekeeping personnel should:
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UNIT III
LESSON 5
THE ROLES OF MEN AND WOMEN
LESSON
5
LESSON OBJECTIVES
5.1: Exploring the Roles of
Men and Women
5.2: The Impact of Conflict
on Men and Women
The aim of this lesson is to inform peacekeeping personnel about how the
roles of women and men affect peacekeeping operations. The lesson will
explore how gender affects the impact of conflict and how peacekeeping
personnel can relate to gender issues. By the end of Lesson 5, the student
should be able to meet the following objectives:
Introduction
UN policies determined by the Security Council and the Department of
Peacekeeping Operations/Department of Field Support (DPKO/DFS)
require that all peacekeeping personnel promote gender equality in their
work. The Security Council has also instructed peacekeeping personnel to
do a better job at involving women in peace and security activities, and to
protect women and children from sexual violence in conflict.
The focus of this lesson is to provide background on how the different
roles of men and women impact conflict. The purpose of the lesson is
to provide a framework of understanding for gender issues in a conflict
or post-conflict area. This will pave the way for understanding how UN
peacekeeping personnel can actively contribute to the promotion of
gender equality and thereby uphold the DPKO/DFS Policy on Gender
Equality in United Nations Peacekeeping Operations (2006).
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Summary
Differences between women and men can be
biological or imposed by society. The term sex
refers to biological differences, whereas the term
gender is used to describe differences and
learned behaviour that are imposed by society.
Every society creates different perceptions of how
women/girls and men/boys are expected to behave.
However, peacekeeping personnel must promote
UN standards of equality between men and women
that are outlined in UN policy. This policy applies
to all peacekeeping personnel no matter if they are
military, police, or civilian.
To be able to promote these perceptions, it
is important for peacekeeping personnel to
understand how gender is closely related to
culture. This is especially important considering
that conflicts often bring rapid cultural change
to a society. With these changes, there may be
opportunities to work actively towards ending the
discriminatory practices that continually place
women at a disadvantage. While it is not the
responsibility of a UN peacekeeping mission to
change culture, the very presence of peacekeeping
personnel in a country will have an impact on
cultural change.
Most modern conflict starts because of violations
of human rights and many UN peacekeeping
operations are mandated to protect and promote
human rights, including the rights of women. Often
the wrongs done to women are not considered
as serious as those done to men, but ignoring
the plight of women may slow down the national
reconciliation and healing process and also
negatively affect the peace process.
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End-of-Lesson Quiz
1. To what does the term gender refer?
A. Biological differences between men and
women.
B. Sexual differences between men and women.
C. Roles imposed by society and culture.
D. The function of a UN mission component.
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ANSWER KEY
1C, 2B, 3C, 4A, 5C, 6B, 7B, 8A, 9D, 10A.
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LESSON 6
WHAT PEACEKEEPING
PERSONNEL CAN DO
LESSON
6
LESSON OBJECTIVES
6.1: Changes in
Responsibilities
6.2: Reintegration of
Combatants
6.3: Displacement
6.4: Violence Against
Civilians and Sexual
Violence
6.5: Collapse of Law and
Order
6.6: Collapse of Public
Services and
Infrastructure
Demonstrate how the breakdown of law and order, public services, and
Introduction
The previous lesson presented gender as a
socially constructed role, comprising the behaviour,
activities, and attributes that a particular society
considers appropriate for men or women. In
previous lessons, it was also discussed that human
rights are universal and granted to all people by
virtue of being human. Therefore, situations may
arise in which the gender roles of a particular
society conflict with the universality of human
rights, such as not allowing girls to attend school.
UN policy strictly promotes the equality of men
and women. It is therefore the responsibility of
all UN peacekeeping personnel to promote such
equality and to actively work against discriminatory
practices. The peace process is enhanced when
the plight of all members of the population is
addressed, not just the male half. This may also
considerably impact the success of the operation.
As information becomes more complete, the
legitimacy of the peacekeeping mission is
strengthened and security sector reform activities
become more effective.
This lesson will present strategies to actively
promote gender equality in a number of typical
situations in which peacekeeping personnel may
become involved.
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Example: Nicaragua
During the revolution in Nicaragua, about 30 per
cent of the combatants of the Sandinista National
Liberation Front were women.
6.3 Displacement
Conflict, especially civil war, results in major social
and economic disorder and civilians, particularly
women and children, have often been deliberately
targeted. Many flee their home communities in
search of safety away from conflict zones.
Women and children constitute the majority of
refugees and internally displaced persons (IDPs).
They often arrive at reception centres traumatized
by attacks before and during flight. The nature of
the attacks may vary depending on whether the
victims are women and girls or men and boys. As a
result, each group has different needs for support
and rehabilitation.
Women and girls in refugee camps may be
subjected to further abuse, including sexual abuse
by other camp residents or camp officials who
might demand sex in exchange for rations or other
benefits. Men in refugee and displaced camps are
often frustrated by the loss of their traditional roles
as head of the household or protector of the family
and can become depressed or violent.
As a result of these common forms of abuse,
peacekeeping personnel such as humanitarian
liaison officers, UN Police, and civil affairs and
human rights officers who work with refugees or
internationally displaced persons should:
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A girl at the Mother and Child Health Center in Mogadishu, Somalia, during
a visit by Zainab Bangura, the Secretary-Generals Special Representative
(SRSG) on Sexual Violence in Conflict. The SRSG also visited Internally
Displaced Persons (IDP) camps and womens shelters as part of her visit to
Somalia. (UN Photo #546718 by Tobin Jones, 02 April 2013)
Women and girls, and often men and boys, too, are
tortured and sexually abused with impunity. Sexual
violence causes the victim psychological and
physical damage and is used to humiliate, terrify,
and intimidate victims and their loved ones. It is
used as a weapon of war, often as a tactic of ethnic
cleansing. Sexual violation of women erodes the
fabric of a community in a way that few weapons
can. The damage of rape can be devastating, not
only because of the physical and psychological
suffering of the victim, but also because of the
strong communal reaction to the violation and pain
inflicted on entire families. The harm caused in
such cases on a woman by a rapist is an attack on
her family and culture as well as an affront against
an entire communitys cultural and spiritual values.
The Security Council has condemned sexual
violence and has called for stronger efforts to end
sexual violence in conflict. The Security Council
has requested that the Secretary-General include
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Summary
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End-of-Lesson Quiz
1. Why is it important to involve women when
performing security or political assessments
of local communities or in rebuilding
institutions?
B. Medical care.
B. It is UN policy.
C. Women may have access to information
valuable to the mission.
D. Women may have participated in combat and
should be heard.
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ANSWER KEY
1C, 2C, 3B, 4A, 5D, 6C, 7A,
8. When restoring rule of law in communities affected by armed conflict, peacekeeping
personnel should:
Encourage equal representation of women and men in local security forces or community
organizations involved in community safety.
9D, 10B.
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UNIT III
LESSON 7
PROTECTION OF CHILDREN
LESSON
7
LESSON OBJECTIVES
7.1: All Children Have
Human Rights
7.2: The Protection of
Children Under
International Human
Rights Law
7.3: The Impact of Conflict
on Children
7.4: Child Soldiers in
Armed Conflict
7.5: What Peacekeeping
Personnel Can Do
Introduction
Children are dependent on others for their survival and development.
Therefore, they deserve and require protection in all societies. In times
of armed conflict, children are especially vulnerable due to new tactics
of warfare, the absence of clear battlefields, the increasing number and
diversification of parties to a conflict, and the deliberate targeting of
traditional safe havens such as schools and hospitals. In some cases,
schools have been used as a prime recruiting ground for children.
New technologies of war also put children at risk of being injured or
killed by aerial attacks or drone operations. States are also increasingly
arresting and detaining children associated with armed groups, as they
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Summary
Children are vulnerable and have a right to special
protection in peace as well as in times of armed
conflict. This is set out in international human
rights law and in international humanitarian law.
Children are affected in many ways by conflict,
frequently including the denial of basic services
such as healthcare and education. They are
regularly victims of violence or sexual abuse.
They may be recruited into armed forces or armed
groups by force or by desperation. Recruitment of
children under the age of 15 into armed conflict is
considered a war crime.
The Security Council has instructed UN
peacekeeping operations to do a better job
of protecting children from violence, abuse,
exploitation, cruelty, and neglect. Child protection
is everyones responsibility in the mission.
Peacekeeping personnel are the eyes of the
child protection officers in the field. This means
peacekeeping personnel should:
and
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End-of-Lesson Quiz
1. In the context of a peacekeeping operation,
who should be considered a child?
A. Anyone under the age of 12 years
B. Anyone under the age of 15 years
C. Anyone under the age of 18 years
D. Anyone under the age of 19 years
D. Confidential.
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ANSWER KEY
1C, 2C, 3A, 4B,
5. Any three of the following:
1. What happened?
7C, 8C
9. There is no such thing as voluntary enlistment when it comes to child soldiers. A childs supposed
voluntary decision to join an armed force or armed group will always be the result of a desperate
attempt to survive. It is always the decision of adult commanders to recruit children, and therefore
they are the ones to be held accountable for this war crime.
10D
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UNIT III
LESSON 8
THE INTEGRATED APPROACH
IN MULTIDIMENSIONAL
PEACEKEEPING
LESSON
8
LESSON OBJECTIVES
8.1: Mission Partners
8.2: Benefits of
Cooperation with the
UN Country Team
8.3: The Integrated
Approach and
Multidimensional
Peacekeeping
Operations
8.4: National Partners
The aim of this lesson is to inform peacekeeping personnel about how the
missions mandate can be more effectively implemented by working with
mission partners. The lesson will provide an introduction to the concept of
the integrated approach and multidimensional peacekeeping operations.
The lesson will also discuss the importance of cooperation with the UN
Country Team and national partners. By the end of Lesson 8, the student
should be able to meet the following objectives:
Introduction
It is said that the wisdom of the whole is greater than the wisdom of the
one. This is true in any organization, including peacekeeping operations.
The success of the peacekeeping mission depends not only on its
peacekeeping personnel, but on effective working relationships with other
actors working in the country. Therefore, UN peacekeeping personnel
are expected to work in an integrated manner with partners such as
the UN Country Team (UNCT), and national, regional, and international
partners. In this lesson, we will focus on the constitution of UN Country
Teams, the benefits of an integrated approach to peacekeeping efforts,
and multidimensional peacekeeping, as well as cooperation with national
actors. The cooperation with regional and international partners will be the
topic of the next lesson.
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The World Bank is not a bank in the ordinary sense, but rather
a partnership to reduce poverty and support development by
providing low-interest loans, interest-free credits, and grants to
developing countries. These support a wide array of investments
in such areas as education, health, public administration,
infrastructure, financial and private sector development,
agriculture, environmental, and natural resource management.
Some World Bank projects are co-financed with governments,
other multilateral institutions, commercial banks, export credit
agencies, and private sector investors.
The World Bank also provides or facilitates financing through
trust fund partnerships with bilateral and multilateral donors.
More information on the World Bank can be found at: <http://
www.worldbank.org/>
The International Monetary Fund is an organization of 188
countries working to foster global monetary cooperation, secure
financial stability, facilitate international trade, promote high
employment and sustainable economic growth, and reduce
poverty around the world.
The focus of the IMF is to promote financial and economic
stability by providing resources to help members with difficulties
with their balance of payments or to assist with poverty
reduction. Through its economic surveillance, the IMF keeps
track of the economic health of its member countries, alerting
them to risks on the horizon and providing policy advice. It also
lends to countries in difficulty, and provides technical assistance
and training to help countries improve economic management.
More information on the International Monetary Fund can be
found at: <http://www.imf.org/external/index.html>
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Summary
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End-of-Lesson Quiz
1. What is a mission partner?
3. Mission partners:
A. Control the peacekeeping missions armed
forces.
B. Are key partners for the peacekeeping
operations exit strategy.
C. Are temporary organizations.
D. Do not provide humanitarian assistance.
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ANSWER KEY
1D, 2A, 3B,
4. UN partner agencies are governed by mandates, decision-making structures, and funding
arrangements that are different from those of the peacekeeping mission. For example,
peacekeeping missions are ultimately accountable to the Security Council, whereas
other UN agencies are accountable to the host nation, donors and other UN governance
structures outside of the Security Council. Furthermore, timeframes for operations are
different. Humanitarian actors tend to focus on the immediate term; peacekeepers operate
on a political timetable, and development agencies look toward longer-term sustainability
in their activities. The UN Country Team is also made up of purely civilian agencies
and programmes, whereas peacekeeping operations are made up of military, police
and civilian components. As a result, there are differences in institutional cultures and
management styles.
5B, 6A, 7C, 8D, 9C,
10. The host government is by far the most important non-UN actor with whom a
peacekeeping mission collaborates. It has the most at stake. The interaction between the
UN peacekeeping mission and the host government occurs on many levels from high-level
political discussions between the SRSG and the President or Prime Minister, to the
frequent interaction between mission support personnel and their national counterparts to
obtain and secure UN offices, or to facilitate logistics support to the mission components.
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LESSON 9
HUMANITARIAN COOPERATION
LESSON
9
LESSON OBJECTIVES
9.1: International and
Regional Non-UN
Partners
9.2: Collaboration with
the Humanitarian
Community
9.3: What Peacekeeping
Personnel Can Do
Introduction
As pointed out in the previous lesson, the local government constitutes the
most important non-UN partner to a peacekeeping operation. However,
there are other partners that can make a significant difference to the
success of the peacekeeping operation. This lesson will explore how UN
peacekeeping operations work with regional and international non-UN and
non-governmental organizations.
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UN PKO assists by
providing a secure
environment
Further reading:
Staff officers or senior military or police personnel may
supplement this lesson with further guidance on civil-military
relations during complex emergencies, found in the Inter-Agency
Standing Committee (IASC) Guidelines and References for
Complex Emergencies, January 2009, available at: <http://www.
humanitarianinfo.org/iasc/> (click Products).
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Further reading:
The International Committee of the Red Cross (ICRC),
established in 1863, works worldwide to provide humanitarian
help for people affected by conflict and armed violence and to
promote the laws that protect victims of war. An independent
and neutral organization, its mandate stems essentially from the
Geneva Conventions of 1949. Based in Geneva, Switzerland,
it employs some 12,000 people in 80 countries; it is financed
mainly by voluntary donations from governments and from
national Red Cross and Red Crescent societies.
The ICRC is committed to responding rapidly and efficiently to
the humanitarian needs of people affected by armed conflict
or a natural disaster occurring in a conflict area. Hostilities
can explode without warning; natural disasters can strike
unexpectedly and their effects may be multiplied in countries
already riven by war. In the face of such unpredictable
emergencies, the ICRC attaches great importance to its ability to
deploy rapidly in the field.
More information on the ICRC can be found at: <http://www.icrc.
org/eng/index.jsp>
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2. Direct implementation
3. Contracting services
This includes services provided or distributed
by other (usually local) agencies, such as when
UNICEF offers funds to a local NGO to provide
nutrition and healthcare for a certain number of
children in a particular community.
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4. Programme aid
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Summary
Outside of the UN, the host
Government is the most important
partner for UN peacekeeping
operations. The host government
has the primary responsibility
for humanitarian relief actions in
the country. However, where the
government is unwilling or unavailable
to provide the delivery or coordination
of such activities, UN peacekeeping
operations should coordinate with
humanitarian actors. At the highest
level, UN peacekeeping operations
should work with the UN Humanitarian
Coordinator, who may also be the
Resident Coordinator and Deputy
SRSG.
Humanitarian assistance is provided
according to the principles of humanity,
neutrality, and impartiality, and
activities are aimed at alleviating the
suffering of civilian populations. UN
peacekeeping operations generally do
not provide humanitarian assistance
directly. However, they may play a
crucial role in creating a safe and
secure environment for civilian
actors to safely provide humanitarian
assistance.
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End-of-Lesson Quiz
1. Which of the following is an NGO?
A. DFID.
B. ECOWAS.
C. OXFAM.
D. AU.
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ANSWER KEY
1C, 2D, 3A, 4B, 5B, 6A, 7D,
8.There are four main ways of delivering
humanitarian services:
1. Support the Host State
2. Direct Implementation
3. Contracting services
4. Programme Aid
9A, 10C.
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UNIT IV
LESSON 1
INTRODUCTION TO CONDUCT
AND DISCIPLINE
LESSON
1
LESSON OBJECTIVES
1.1: Standard of Conduct
1.2: Definitions of
Misconduct
Introduction
All peacekeeping personnel shall uphold and respect the principles set
out in the UN Charter, including faith in fundamental human rights, the
dignity and worth of the human person, and the equal rights of men and
women. Consequently, peacekeepers must exhibit respect for all cultures.
They shall not discriminate against any individual, group of individuals, or
otherwise abuse the power and authority vested in them. All peacekeeping
personnel have an obligation to maintain the highest standards of
efficiency, competence, integrity, and conduct; including creating and
maintaining an environment that prevents sexual exploitation and abuse
(SEA). The concept of integrity includes, but is not limited to, probity,
impartiality, fairness, honesty, and truthfulness in all matters affecting their
work and status.
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Traffic-related inquiries;
Simple thefts;
Contract disputes;
Office management disputes;
Basic misuse of equipment or staff;
Basic mismanagement issues;
Infractions of regulations, rules, or administrative
issuances; and
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We will never:
We will always:
employment
equipment
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training.
Coordinate investigations.
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Summary
The three key principles governing the UN
Standards of Conduct are derived from principles
established in Article 101, Paragraph 3 of the UN
Charter, which requires the highest standards of
integrity from United Nations officials. They require
the highest standards of efficiency, competence,
and integrity; zero tolerance policy on SEA; and
the accountability of those in command who fail to
enforce the standards of conduct.
Actions which deviate from these principles are
considered misconduct. Despite any immunities
and privileges that personnel may enjoy in their
work, these factors will not permit impunity and
disciplinary procedures will be followed in the event
of misconduct. The most serious offences are
classified as Category I misconduct, while more
misdemeanor-like actions are considered Category
II. Regardless of its category, all acts of misconduct
can negatively impact the credibility of a mission
and also have consequences on the population that
the mission is meant to serve.
Those in command are expected to maintain
standards of conduct and to prevent, monitor,
and respond to misconduct. Normally when
misconduct takes place, issues of poor
leadership and command and control are also
raised. All investigations and audits are serious
responsibilities that leadership must enforce to
maintain a structure of accountability and to hold
those guilty of misconduct responsible for their
actions.
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End-of-Lesson Quiz
1. The principles which require the highest
standards of integrity of UN officials are
established in:
C. Minor or major.
D. Simple or complex.
B. Category II offences.
A. Negligent driving.
D. Category I offences.
C. Be defended.
C. Ethics Office
D. Conduct and Discipline Team
ANSWER KEY
1B,
2. The following three key principles underpin the
UN standards of conduct:
and integrity;
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LESSON 2
SEXUAL EXPLOITATION AND
ABUSE (SEA)
LESSON
2
LESSON OBJECTIVES
2.1: Definitions of Sexual
Exploitation and
Abuse (SEA)
Introduction
This lesson deals with one of the most widespread forms of misconduct
within peacekeeping missions. Allegations of sexual exploitation and
abuse by UN peacekeeping personnel have been made in many missions,
from Bosnia and Herzegovina and Kosovo in the Balkans in the early
1990s, to Cambodia and Timor-Leste in Southeast Asia in the early and
late 1990s, and to West Africa and the Democratic Republic of the Congo
(DRC) in recent years.
Regardless of ones perceptions of the problem or the likelihood for SEA
to occur in a particular mission, ALL peacekeeping personnel have an
obligation to create and maintain an environment that prevents sexual
exploitation and abuse and to uphold the highest standards of conduct.
This lesson emphasizes the uniform standards regarding SEA that all
peacekeeping personnel are expected to maintain.
education status;
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Misconduct Scenarios:
Examples of Prohibited Acts:
Full Explanation:
Full explanation:
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Full explanation:
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Full explanation:
Full explanation:
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End-of-Lesson Quiz
1. Sexual Exploitation and Abuse (SEA):
ANSWER KEY
education status;
5D,
D. SEA.
others; and
A. Harassment.
B. Lack of awareness of rights and obligations.
C. Reporting misconduct.
7C, 8B
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LESSON 3
THE CONSEQUENCES OF
MISCONDUCT
LESSON
3
LESSON OBJECTIVES
3.1: Consequences of
Misconduct
3.2: Measures and
Mechanisms to
Address Misconduct
Introduction
While Security Council mandates can appear relatively vague, they are
only meant to provide high-level strategic direction to the peacekeeping
operation. Additional frameworks must be put in place to operationalize
the Security Council mandate.
It is essential that all peacekeepers of all nations, whether military,
police, or civilian, understand and respect the key operational and legal
framework for United Nations peacekeeping operations. The conduct of
every individual represents the United Nations, and any mistake at the
tactical level may greatly affect the operation.
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Prevention;
Enforcement; and
Remedial action.
Some aspects of this three-pronged strategy have
already been covered in earlier parts of the unit,
such as they pertain to training and standards
of conduct, uniform standards (prevention),
and disciplinary measures (enforcement).2 The
measures in place to prevent SEA include the
uniform standards on SEA mentioned earlier and
mission-specific codes of conduct.
Although this strategy was developed to address
SEA, prevention and enforcement are measures
relevant to addressing all types of misconduct.
Beginning with prevention, there are a variety
of strategies that can be exercised to prevent
SEA from occurring in the first place and to raise
awareness of its consequences:
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Jane Holl Lute, Assistant-Secretary-General and Officerin-Charge of the Department of Field Support, briefs on
a number of outstanding conduct and discipline issues,
including the situation in the United Nations Operation
in Cte dIvoire (UNOCI), at UN Headquarters in New
York. (UN Photo #149674 by Jenny Rockett, 25 July 2007)
3 Ibid.
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Summary
In this lesson, the consequences of SEA on
multiple parties were stressed, including the
negative impact principally inflicted on the victims,
their family members, and any child born as a
result of sexual exploitation and abuse; the subject
of misconduct (UN peacekeeping personnel); the
host population; and the peacekeeping mission
as a whole. As a result, it is of the utmost priority
to ensure that appropriate and resolute measures
and mechanisms are in place to address these
incidents of misconduct. The importance of
maintaining zero tolerance for sexual exploitation
abuses and advocating their investigation and
punishment must be fundamental both in training
and practice.
This lesson introduced the procedures in
place to confront SEA misconduct, including
the Department of Peacekeeping Operations
three-pronged approach to addressing sexual
exploitation and abuse (SEA), which includes steps
for prevention, enforcement, and remedial action
following incidents of SEA.
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End-of-Lesson Quiz
1. What four groups are affected by the
consequences of misconduct?
2. Examples of disciplinary action include:
A. A promotion or a fine.
B. Written censure, demotion, or summary
dismissal for civilian personnel.
C. A stern warning, repatriation, or a fine.
D. Corporal punishment or a fine.
B. not required
D. Theft or misappropriation.
C. required
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ANSWER KEY
1. The four groups include:
The victims, their family members, and any child born as a result of sexual
exploitation and abuse;
2B, 3D,
4. Possible consequences for the peacekeeping mission are that:
Misconduct is contrary to UN principles and calls into doubt the duty of care of the
peacekeepers;
Acts of misconduct, particularly SEA and criminal acts seriously damage the
image and credibility of the mission, and can negatively impact the missions
implementation of its mandate;
Misconduct affects the reputation of the UN and of the TCCs, both in the
international arena as well as in the host country; and
Misconduct may also put the security of peacekeepers at risk. SEA, for example,
could result in violent retaliation by family members and communities against the
perpetrators, the entire contingent or even the mission, as well as the violation of
the rights of the victim.
5A
6. Training, public information, awareness, and outreach, welfare, and recreation are
strategies to prevent SEA.
7C, 8C
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UNIT IV
LESSON 4
AWARENESS AND PREVENTION
OF HIV/AIDS
LESSON
4
LESSON OBJECTIVES
4.1: Definitions
4.2: How HIV is Spread
4.3: Prevention
The aim of this lesson is to inform peacekeeping personnel about HIV and
AIDS in order to increase awareness and proper prevention. By the end of
Lesson 4, the student should be able to meet the following objectives:
Introduction
Deployed peacekeepers live and work in high risk settings. However,
some of these risks are more preventable than others. Unfortunately,
it has been said that deployment can increase the likelihood of
peacekeeping personnel either becoming infected with or transmitting
infection of HIV while in mission, a risk that could be completely avoidable
if the appropriate procedures were followed. For their own health as well
as the health of others, all peacekeepers, uniformed as well as civilian,
must understand the impact of the HIV pandemic and how their behaviour
can have either a positive or negative impact on this ongoing global public
health dilemma.
Past misconduct in some UN peacekeeping operations has led to
accusations of personnel spreading HIV in host countries. Whether or
not this is true, once that accusation has been made, the legitimacy and
4.1 Definitions
The Human Immunodeficiency Virus, or HIV, is
a virus that causes the weakening of the human
defence system against diseases. HIV is the virus
that causes AIDS. By its acronym, AIDS is defined
as the following:
4.3 Prevention
Abstinence is an important HIV prevention method,
and peacekeepers may be able to remain abstinent
during the deployment period. There are already
strict regulations limiting sexual relations with
the local population for the prevention of SEA.
1 DPKO/DFS Medical Guidelines for
Peacekeeping Operations: Prophylaxis, Diagnosis
and Treatment of Malaria, 2003
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Summary
This lesson discussed ways to protect against
HIV, for the sake of peacekeepers and others,
including the host population, during peacekeeping
operations. The key points to remember are as
follows:
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End-of-Lesson Quiz
1. Past misconduct in some UN peacekeeping
operations has led to accusations of
personnel:
A. Use a condom.
ANSWER KEY
1B, 2D, 3A, 4D, 5D,
6. The UN strongly discourages sexual relationships
between peacekeeping personnel and the local
population. The local population is a beneficiary
of the missions assistance and therefore a
relationship between mission personnel and a
local will be unbalanced in terms of power.
7C, 8A, 9C.
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UNIT IV
LESSON 5
INTRODUCTION TO RESPECT FOR
DIVERSITY
LESSON
5
LESSON OBJECTIVES
5.1 What is Diversity?
5.2 UN Core Values on
Respect for Diversity
5.3 Common Differences
and Practicing
Respect
Introduction
The organizational core values of the United Nations are integrity,
professionalism, and respect for diversity. This lesson will emphasize the
final value of the three: respect for diversity. To illustrate the importance
of this, be aware that a peacekeeping operation involves peacekeepers
from many backgrounds working in a very mixed institution, both culturally
and institutionally military, civilian, and police. Its success also requires
respect for the local population, which will have its own cultural norms
and traditions. The missions ability to function well and to work effectively
with the host country depends on each peacekeepers ability to maintain
respectful relationships and communicate effectively with others. Being
UN Pre-Deployment Training (PDT) Standards. Core PDT Materials 1st Ed. 2009.
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Traits hidden
underneath the
surface (less
obvious or tangible,
such as beliefs,
values, attitudes,
thoughts, and
stories):
Race, ethnicity,
language, dialect,
hair, skin, and eye
color, sex, age,
size, physical ability,
clothing, uniform, job
title, food, art, dance,
music, literature, and
education level
Concept of time, work ethic,
religion, beliefs, definition
of sin, organizational
attitudes and practices,
concept of justice, courtship
practices, meanings of
clothing or dress, concept
of cleanliness, theories on
illness or disease, concept
of past and future, attitude
toward new things, reaction
to change, relationship
with authority, patterns of
superior v. subordinate
behaviour, family roles, roles
of men and women, and
much more
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CULTURE A
Communication Strategies
UN Pre-Deployment Training (PDT) Standards. Core PDT Materials 1st Ed. 2009.
Summary
In this lesson, we explored ways of practicing
respect for diversity. Peacekeeping personnel
must be aware of the diversity of cultures around
them and sensitive to areas of commonality and
difference. Respect for diversity is a core value of
the United Nations system and specific strategies
have been outlined for practicing respect.
We all have cultural filters. We can exercise
awareness of our own views and biases.
Our language and cultural norms can affect
communication. It is important to ensure
understanding in both directions.
2 DPKO Standardized Generic Training Modules.
Integrated Training Service.
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End-of-Lesson Quiz
1. What do we mean when we talk about
diversity in this context?
C. Differences in ambition.
7. To aid communication:
B. Local colleagues.
C. International peacekeepers.
D. Armed forces.
B. It is unpredictable.
C. It is not well understood.
D. Only a small fraction of the iceberg can be seen,
and the rest is not easily visible.
A. Understanding.
B. Prejudices.
C. Harmony.
D. Armed conflict.
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ANSWER KEY
1A, 2D, 3D, 4B, 5C, 6C, 7D, 8B, 9A
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UNIT IV
LESSON 6
SECURITY MANAGEMENT
LESSON
6
LESSON OBJECTIVES
6.1: Legal Basis
6.2: Peacekeeping Security
Management
Know the roles of the Designated Official (DO) and Chief Security
System (UNSMS);
Officer; and
Introduction
Peacekeeping personnel are exposed to a variety of risks and
occupational hazards in their fieldwork. During the 1990s, almost 900 men
and women lost their lives while on UN peacekeeping assignments and
many more suffered injuries, trauma, and disease. The Under-SecretaryGeneral for Peacekeeping Operations is responsible for the security
and safety of all peacekeeping personnel deployed in the field. On his
or her behalf, DPKO, in close cooperation with the Office of the United
Nations Security Coordinator (UNSECOORD), works to minimize the risks
faced by mission personnel through security and safety management
procedures. In UN terminology, references to safety and security
are sometimes used interchangeably. DPKO, however, draws a clear
distinction between security issues, defined as external threats ranging
from military assault to petty crime, and safety concerns, which are the
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Authority and
Level of Oversight
(6) Extreme
Secretary-General
(as delegated)
USG/DSS (Validation
within seven days)
USG/DSS (Validation
within seven days)
No external conferences
(3) Moderate
DO
Director DRO DSS
(Validation within
seven days)
DO
Director DRO DSS
SMT meets at least twice a year
(Validation within
External conference organizer must notify DO seven days)
(2) Low
(1) Minimal
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DO
Director DRO DSS
DO: Designated
Official
DSS: Department of
Safety and Security
DRO: Division of
Regional Operations
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Summary
The United Nations Security Management System
(UNSMS) prescribes system-wide arrangements
for the protection of UN civilian personnel and
property, as well as individually deployed UN
Police (UNPOL), staff officers, and military experts
on mission (military observers, military liaison
officers, arms monitors, etc.). It does not cover
military contingents or Formed Police Units (FPUs)
deployed to UN peacekeeping operations, which
are responsible for their own security.
The primary responsibility for the security and
protection of UN staff members, their spouses,
dependants, property, and the property of the
organization, rests with the host government.
Every government is responsible for protecting
persons and property while maintaining order
within its jurisdiction. A government hosting a UN
body or entity, including a peacekeeping operation,
is responsible for protecting UN personnel
and property, and both the UN and the host
government are party to an agreement detailing
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End-of-Lesson Quiz
1. Who is responsible for the security and
safety of all peacekeeping personnel
deployed in the field?
A. The Office of the United Nations Security
Coordinator.
B. The Chief Military Observer.
C. The Under-Secretary-General for Peacekeeping
Operations.
D. Head of Mission
A. Military Experts.
A. Arms monitors.
D. UN civilian personnel.
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ANSWER KEY
1C, 2B, 3A
4. UNSECOORD provides technical expertise and support in the following areas:
Providing advice and guidance on the security and protection of UN personnel at every duty
station;
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LESSON 7
SAFETY MANAGEMENT
LESSON
7
LESSON OBJECTIVES
7.1: Key Aspects of Safety
7.2: Road Safety
7.3: DPKO Safety Council
Introduction
During the 1990s, almost 900 men and women lost their lives while on
United Nations (UN) peacekeeping assignments. Many more suffered
injuries, trauma, and disease. Most of these casualties could have been
prevented.
In UN terminology, references to safety and security are sometimes used
interchangeably. DPKO, however, draws a clear distinction between
security issues, which are external threats ranging from military assault to
petty crime, and safety concerns, which are the occupational hazards of
any field deployment and include the handling of unfamiliar equipment or
exposure to tropical diseases. The distinction is important because of the
different responsibilities and mechanisms involved in ensuring prevention,
protection, and enforcement. This lesson will focus on safety.
Senegalese UN Police (UNPOL) officers get ready for their daily patrol on
the streets of Gao, Mali. (UN Photo #559897 by Marco Dormino, 29 August
2013)
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Road safety;
Aviation safety;
Weapons, ammunition, and explosives;
Landmines and unexploded ordnance;
Workplace safety; and
Environmental safety.
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Summary
Safety management must be a priority in the
conduct of peacekeeping operations. Awareness
and preparedness are crucial to prevent and
mitigate hazards and effectively manage risks for
field personnel serving. DPKO is committed to
ensuring good safety management and enhancing
1 UN DPKO. Handbook on UN Multidimensional
Peacekeeping Operations. Chapter 11.
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End-of-Lesson Quiz
1. ________ are the occupational hazards of any
field deployment and include the handling
of unfamiliar equipment or exposure to
tropical diseases.
A. Security issues
B. Engineering unit
B. Safety concerns
C. Hazmat issues
D. Medical concerns
A. Environmental unit
C. Workplace safety unit
D. Medical support unit
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ANSWER KEY
1B, 2D, 3C, 4B, 5D,
6. The basic rules related to driver safety that apply to all UN peacekeeping operations are that:
Observing the speed limits, as posted by local authorities and within the UN, is mandatory at all
times. Peacekeeping personnel will receive a briefing on road safety rules and conditions upon arrival
in mission.
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LESSON 8
HEALTH
LESSON
8
LESSON OBJECTIVES
8.1: Personal Hygiene and
Food Hygiene
8.2: Access to Health
Information Prior to
Deployment
Be aware of best practices for personal hygiene and food safety; and
Know how to prepare health information, immunizations, and
appropriate prophylaxis prior to deployment.
Introduction
In addition to traffic accidents, other common risks to the safety of
peacekeeping personnel is illness and disease. Peacekeeping personnel
should therefore receive briefings on protecting their health while in the
mission and ensure that they have obtained the appropriate vaccinations
and preventive medicine (prophylaxis) prior to deployment.
peacekeepers;
Exercise regularly;
Dress protectively;
Inspect your skin for bite marks;
Air and dry your boots regularly to prevent
bacteria from breeding in them;
8.1 Personal Hygiene and Food Hygiene Never keep opened bottles of drink more than
Personal hygiene is the behaviour one uses to care
for their body as it is affected by the environment.
One can influence the effect that physical factors
outside of the body have on health and well-being
through good personal hygiene habits.1
Personal hygiene is ones best own contribution to
preventing disease, as well as a strategy to prevent
diseases that may affect others. Maintain good
1 Safety and Security in UN Peacekeeping, Core
Pre-Deployment Training Materials, 1st ed. (2009)
(CPTM) Unit 4 Part 1.
six hours;
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gresourcehub.unlb.org>.
Summary
Including proactive health practices as part of
safety management must be a priority while
conducting peacekeeping operations. Awareness
and preparedness are crucial in order to prevent
and mitigate hazards and to effectively manage
risks for serving field personnel. DPKO is
committed to ensuring good safety management
and enhancing preventive measures, including the
monitoring and implementation of clear policies,
standards, and procedures, and providing regular
training.
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End-of-Lesson Quiz
1. The state of hygiene of a unit influences:
A. The host countrys population only.
B. Funds appropriated to a mission.
C. Operational readiness.
D. Prophylaxis.
A. Personal fitness
B. Food hygiene
C. Prophylaxis
D. Personal hygiene
A. Malaria medication.
C. Mosquito nets.
D. Bedding.
B. Six hours.
C. Ten Hours.
D. One Day.
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ANSWER KEY
1C, 2D, 3A, 4B, 5B, 6C, 7B, 8C, 9D
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LESSON 9
FIRST AID
LESSON
9
LESSON OBJECTIVES
9.1: Safety Fundamentals
By the end of Lesson 9, the student should be able to meet the following
objectives:
Know the principal concerns that must be considered while giving basic
life support and while implementing first aid measures with casualties in
different kinds of emergencies; and
Introduction
In a conflict area where danger is high and resources are limited,
administering first aid can mean the difference between life and death for
someone in need. All peacekeepers, both uniformed and civilian, must be
prepared to provide first aid to any casualty, wherever and whenever they
may find themselves as first responders.
Spinal Injury
As a practical precaution, always treat a patient
as if she or he has a potential spinal injury, which
could include damage anywhere between the
neck and lower back. This means the patient
must not be moved or move themselves until
it is possible to stabilize them, usually with the
assistance of another person and a form of neck
brace. Otherwise, paralysis or other dangerous,
life-threatening complications are a potential
hazard. The spinal cord is protected by the spinal
column, and may suffer injury if the spinal column
is stretched, compressed, twisted, or broken.
If the person is conscious, ask them if they are
experiencing any pain in their head, neck, or back
or if they are aware of any numbness or potential
paralysis. Note whether the body has been
contorted in anyway or if any trauma was received
directly to the spinal region.2
Head Injury
Again, assess whether any trauma has been
taken to the head in any way, and whether or not
the patient is conscious. Attempt to communicate
with the patient to determine their mental status,
looking out for signs of confusion, shock, as well
as irregular breathing. If the patient is wearing a
helmet, do not remove it. If the patient is awake
and able to communicate, it is less likely that they
have suffered a head injury. Express support for
the patient to help them remain calm. If confused
or semi-conscious, the patient may have a head
injury or be affected by reduced circulation to the
brain, and is therefore a higher priority patient.
Observe closely and support the patient. If found
unconscious or comatose, the patient probably has
a severe head injury and is a high priority patient.
Observe closely while moving on to the next step.
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Water;
Vomit or blood;
Food; and
Dentures or other foreign objects.
Emptying the mouth may be unpleasant, but it is
absolutely necessary.
To open the airways once the mouth is clear, gently
tilt the head backward and carefully tilt the chin
upward to straighten the airway from the mouth to
the neck. Ensure that the tongue does not block the
airway.3
3 British Red Cross. ABC First Aid Tips. Available
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Recovery Position
With patient lying on
one side, spine and
neck aligned:
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Circulation
Check for adequate circulation and position the
patient to facilitate optimal circulation.
For blood cells to reach the lung tissue and
get oxygen from oxygen-rich air, and for the
oxygen-rich blood cells to reach the body cells,
there must be functional circulation. For functional
circulation you need a sufficient circulating volume
of blood and an active pump usually, the heart.
If there is no pump action, in other words, if the
heart is not beating, cardiac compressions will be
required through the administration of CPR.
Adequate circulation can also be supported by
positioning the patient optimally. Make sure he or
she is lying down; this decreases the resistance
caused by gravity against blood pumping upward
to the head and facilitates circulation. In the case
of inadequate circulation or a weak pulse, elevate
the legs so that blood flows away from the mass of
muscle and skin in the limbs, which can function
longer without oxygen, to the important and
vulnerable organs located more centrally in the
body.
In the case of no circulation or central pulse,
administer CPR through pumping action to induce
circulation. The American College of Emergency
Physicians offers these tips for performing chest
compressions6:
Kneel at the persons side, near his or her chest.
With the middle and forefingers of the hand
nearest the legs, locate the notch where the
bottom rims of the rib cage meet in the middle of
the chest.
Place the heel of the hand on the breastbone
(sternum) next to the notch, which is located in
the center of the chest, between the nipples.
Place your other hand on top of the one that is in
position. Be sure to keep your fingers up off the
6 American College of Emergency Physicians.
Emergency Care for You. < http://www.
emergencycareforyou.org/EmergencyManual/
HowToPerformCPR/>
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Summary
This lesson has presented a basic understanding
for what happens when the body is injured and how
first responders can counter life-threatening effects
through proper first aid. Peacekeepers and others
who find themselves in an emergency response
situation must remember that the principles of
Basic Life Support are simple, logical, and easy to
apply. Most importantly, they could save someones
life when medical personnel are not immediately
available.
Remember the basic ABCs:
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End-of-Lesson Quiz
1. Statistics indicate that medical attention
during the first _____ hours is critical for
the survival or recovery of a casualty.
A. two
B. four
C. five
D. nine
D. Tourniquets.
B. Is hypothermic.
C. Sustainment techniques.
D. CPR.
D. Is visibly bleeding.
ANSWER KEY
D. One hour.
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LESSON 10
STRESS MANAGEMENT
LESSON
10
LESSON OBJECTIVES
10.1: What is Stress and
Stress Management?
Introduction
Peacekeepers are usually competent and resilient professionals working
under extraordinary conditions. They are at increased risk of stress due
to the hazardous, austere, and isolated environments in which they work.
The occupational complexities that characterize peacekeeping operation
personnels prolonged separation from family and other support systems
exacerbate these risks. The stress that peacekeepers undergo in this
context represents a predictable occupational hazard and a normal,
natural response to such extraordinary circumstances.
Because peacekeeping operations are essentially characterized by
complex emergencies, making education, prevention, and advocacy
available on issues in order to promote resilience and functional stress
management is of paramount importance.
documents/civilhandbook/Civil_Affairs_Handbook.
pdf >
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Age;
Physical fitness;
Self-esteem; and
Approach to life.
Basic stress;
Cumulative stress; and
Traumatic Stress, or Critical Incident Stress.
Basic Stress
Everyone experiences basic stress (also called
basal or minor stress) on a daily basis. This can
generate tension, frustration, irritation, or anger.
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Local atrocities;
Being under direct fire;
Negative news from family or friends at home;
and
Happiness for this Austrian soldier is a parcel from home. (UN Photo
#145460 by John Isaac, 10 December 1990)
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increasingly difficult;
Episodes of sweating.
Although the range of emotional reactions to
trauma is limited, such reactions may vary from one
individual to another. The time it takes for these
reactions to appear and their severity depends on
the persons character and vulnerability at the time.
It is typical for a normally well-balanced individual
to show episodes of:
Unprovoked anger;
Emotional incontinence, when good things
appear good beyond belief and sad things
become sad beyond limits;
4 Ibid.
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Summary
Stress is a normal and natural reaction to
changes and difficulties encountered through
life. When these stresses become too frequent,
too prolonged, or too intense, they start to have
negative effects on well-being. By recognizing the
three kinds of stress, the factors that contribute to
and diminish stress, and resources for support,
stress management can become a reality, even in
the field. Remember that peacekeeping operations
present individuals with situations that are more
stressful than usual. However, with proper
communication, preparation, and support, these
difficulties can be endured and overcome.
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End-of-Lesson Quiz
1. Stress enables one to:
A. Know personal limitations.
B. Have a sense of humour.
C. Mobilize maximum physical energy.
D. Conserve strength.
3. Stress is:
C. Stress management.
A. Always unhealthy.
B. Unmanageable.
C. Unnatural.
D. Addictive.
ANSWER KEY
1C, 2B, 3D, 4B,
5. Factors that influence the way individuals cope
with stress includep past experience with similar
situations; education and professional skills;
pre-deployment training; age; physical fitness;
self-esteem; and approach to life.
6C, 7A, 8B,
9. For complete list, see Dealing with Stress in the
Field under Section 10.3.
10A.
U N I T I V : S T A N D A R D S , VA L U E S , A N D S A F E T Y O F U N P E A C E K E E P I N G P E R S O N N E L
| 323
AP
ARV
Antiretroviral Drug
B/ASITF
CAO
CDT
CIMIC
Civil-Military Coordination
CIVPOL
Civilian Police
CMO
COE
Contingent-Owned Equipment
CONOPS
Concept of Operations
CPTM
CRC
CSO
DDR
DFS
DPKO
DPA
DUF
ECOSOC
FC
Force Commander
FPU
GA
General Assembly
HC
Humanitarian Coordinator
HIV
HOM
Head of Mission
ICRC
ICCPR
IDP
IHL
IMPP
ISF
ISS
ITS
LOAC
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P E A C E O P E R AT I O N S T R A I N I N G I N S T I T U T E
MEDEVAC
Medical Evacuation
MILOBS
MOU
Memorandum of Understanding
MSA
MTS
OCHA
OIOS
PCO
PIO
PKO
Peacekeeping Operation
PTSD
RBB
Results-Based Budget
ROE
Rules of Engagement
SC
Security Council
SEA
SG
Secretary-General
SLS
SOFA
SOMA
SOP
SRSG
STI
TCC
Troop-Contributing Country
UDHR
UNCT
UNDP
UNHCR
UNHOC
UNHQ
UNICEF
UNOE
UNPKO
UNSCR
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MINUGUA
MINURCA
MINURCAT
MINURSO
MINUSTAH
MIPONUH
MONUA
MONUC
MONUSCO
ONUB
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P E A C E O P E R AT I O N S T R A I N I N G I N S T I T U T E
ONUC
ONUCA
ONUMOZ
ONUSAL
UNAMIC
UNAMID
UNAMIR
UNAMSIL
UNASOG
UNAVEM I
UNAVEM II
UNAVEM III
UNCRO
UNDOF
UNEF I
UNEF II
UNFICYP
UNGOMAP
UNIFIL
UNIIMOG
UNIKOM
UNIPOM
UNISFA
UNMEE
UNMIBH
UNMIH
UNMIK
UNMIL
UNMIS
UNMISET
UNMISS
UNMIT
UNMOGIP
UNMOP
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UNMOT
UNOCI
UNOGIL
UNOMIG
UNOMIL
UNOMSIL
UNOMUR
UNOSOM I
UNOSOM II
UNPREDEP
UNSMIH
UNSMIS
UNTAC
UNTAES
United Nations Transitional Administration for Eastern Slavonia, Baranja and Western
Sirmium
UNTAET
UNTAG
UNTMIH
UNTSO
UNYOM
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P E A C E O P E R AT I O N S T R A I N I N G I N S T I T U T E
The United Nations Organization embodies the aspirations of all the people of the world for peace. In
this context the United Nations Charter requires that all personnel must maintain the highest standards
of integrity and conduct.
We will comply with the Guidelines on International Humanitarian Law for Forces Undertaking United
Nations Peacekeeping Operations and the applicable portions of the Universal Declaration of Human
Rights as the fundamental basis of our standards.
We, as peacekeepers, represent the United Nations and are present in the country to help it recover
from the trauma of a conflict. As a result we must consciously be prepared to accept special constraints
in our public and private lives in order to do the work and to pursue the ideals of the United Nations
Organization.
We will be accorded certain privileges and immunities arranged through agreements negotiated
between the United Nations and the host country solely for the purpose of discharging our
peacekeeping duties. Expectations of the world community and the local population will be high and our
actions, behaviour and speech will be closely monitored.
We will always:
Treat the inhabitants of the host country with respect, courtesy and consideration;
Act with impartiality, integrity and tact;
Support and aid the infirm, sick and weak;
Obey our United Nations superiors and respect the chain of command;
Respect all other peace-keeping members of the mission regardless of status, rank, ethnic or
national origin, race, gender, or creed;
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We will never:
Bring discredit upon the United Nations, or our nations through improper personal conduct, failure to
perform our duties or abuse of our positions as peace-keepers;
Become involved in sexual liaisons which could affect our impartiality, or the well-being of others;
Be abusive or uncivil to any member of the public;
Willfully damage or misuse any United Nations property or equipment;
Use a vehicle improperly or without authorisation;
Collect unauthorized souvenirs;
Participate in any illegal activities, corrupt or improper practices; or
Attempt to use our positions for personal advantage, to make false claims or accept benefits to
which we are not entitled.
We realize that the consequences of failure to act within these guidelines may:
Erode confidence and trust in the United Nations;
Jeopardize the achievement of the mission; and
Jeopardize our status and security as peacekeepers.
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United Nations
Secretariat
9 October 2003
Secretary-Generals Bulletin
Special measures for protection from sexual exploitation and
sexual abuse
The Secretary-General, for the purpose of preventing and addressing cases of
sexual exploitation and sexual abuse, and taking into consideration General
Assembly resolution 57/306 of 15 April 2003, Investigation into sexual
exploitation of refugees by aid workers in West Africa, promulgates the following
in consultation with Executive Heads of separately administered organs and
programmes of the United Nations:
Section 1
Definitions
For the purposes of the present bulletin, the term sexual exploitation means
any actual or attempted abuse of a position of vulnerability, differential power, or
trust, for sexual purposes, including, but not limited to, profiting monetarily,
socially or politically from the sexual exploitation of another. Similarly, the term
sexual abuse means the actual or threatened physical intrusion of a sexual nature,
whether by force or under unequal or coercive conditions.
Section 2
Scope of application
2.1 The present bulletin shall apply to all staff of the United Nations, including
staff of separately administered organs and programmes of the United Nations.
2.2 United Nations forces conducting operations under United Nations command
and control are prohibited from committing acts of sexual exploitation and sexual
abuse, and have a particular duty of care towards women and children, pursuant to
section 7 of Secretary-Generals bulletin ST/SGB/1999/13, entitled Observance by
United Nations forces of international humanitarian law.
2.3 Secretary-Generals bulletin ST/SGB/253, entitled Promotion of equal
treatment of men and women in the Secretariat and prevention of sexual
harassment, and the related administrative instruction 1 set forth policies and
procedures for handling cases of sexual harassment in the Secretariat of the United
Nations. Separately administered organs and programmes of the United Nations
have promulgated similar policies and procedures.
__________________
1
03-55040 (E)
101003
*
0
3
5
5
0
4
0
*
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ST/SGB/2003/13
Section 3
Prohibition of sexual exploitation and sexual abuse
3.1 Sexual exploitation and sexual abuse violate universally recognized
international legal norms and standards and have always been unacceptable
behaviour and prohibited conduct for United Nations staff. Such conduct is
prohibited by the United Nations Staff Regulations and Rules.
3.2 In order to further protect the most vulnerable populations, especially women
and children, the following specific standards which reiterate existing general
obligations under the United Nations Staff Regulations and Rules, are promulgated:
(a) Sexual exploitation and sexual abuse constitute acts of serious misconduct
and are therefore grounds for disciplinary measures, including summary dismissal;
(b) Sexual activity with children (persons under the age of 18) is prohibited
regardless of the age of majority or age of consent locally. Mistaken belief in the age
of a child is not a defence;
(c) Exchange of money, employment, goods or services for sex, including
sexual favours or other forms of humiliating, degrading or exploitative behaviour, is
prohibited. This includes any exchange of assistance that is due to beneficiaries of
assistance;
(d) Sexual relationships between United Nations staff and beneficiaries of
assistance, since they are based on inherently unequal power dynamics, undermine
the credibility and integrity of the work of the United Nations and are strongly
discouraged;
(e) Where a United Nations staff member develops concerns or suspicions
regarding sexual exploitation or sexual abuse by a fellow worker, whether in the
same agency or not and whether or not within the United Nations system, he or she
must report such concerns via established reporting mechanisms;
(f) United Nations staff are obliged to create and maintain an environment
that prevents sexual exploitation and sexual abuse. Managers at all levels have a
particular responsibility to support and develop systems that maintain this
environment.
3.3 The standards set out above are not intended to be an exhaustive list. Other
types of sexually exploitive or sexually abusive behaviour may be grounds for
administrative action or disciplinary measures, including summary dismissal,
pursuant to the United Nations Staff Regulations and Rules.
Section 4
Duties of Heads of Departments, Offices and Missions
4.1 The Head of Department, Office or Mission, as appropriate, shall be responsible
for creating and maintaining an environment that prevents sexual exploitation and
sexual abuse, and shall take appropriate measures for this purpose. In particular, the
Head of Department, Office or Mission shall inform his or her staff of the contents of
the present bulletin and ascertain that each staff member receives a copy thereof.
4.2 The Head of Department, Office or Mission shall be responsible for taking
appropriate action in cases where there is reason to believe that any of the standards
listed in section 3.2 above have been violated or any behaviour referred to in section
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3.3 above has occurred. This action shall be taken in accordance with established
rules and procedures for dealing with cases of staff misconduct.
4.3 The Head of Department, Office or Mission shall appoint an official, at a
sufficiently high level, to serve as a focal point for receiving reports on cases of
sexual exploitation and sexual abuse. With respect to Missions, the staff of the
Mission and the local population shall be properly informed of the existence and
role of the focal point and of how to contact him or her. All reports of sexual
exploitation and sexual abuse shall be handled in a confidential manner in order to
protect the rights of all involved. However, such reports may be used, where
necessary, for action taken pursuant to section 4.2 above.
4.4 The Head of Department, Office or Mission shall not apply the standard
prescribed in section 3.2 (b), where a staff member is legally married to someone
under the age of 18 but over the age of majority or consent in their country of
citizenship.
4.5 The Head of Department, Office or Mission may use his or her discretion in
applying the standard prescribed in section 3.2 (d), where beneficiaries of assistance
are over the age of 18 and the circumstances of the case justify an exception.
4.6 The Head of Department, Office or Mission shall promptly inform the
Department of Management of its investigations into cases of sexual exploitation
and sexual abuse, and the actions it has taken as a result of such investigations.
Section 5
Referral to national authorities
If, after proper investigation, there is evidence to support allegations of sexual
exploitation or sexual abuse, these cases may, upon consultation with the Office of
Legal Affairs, be referred to national authorities for criminal prosecution.
Section 6
Cooperative arrangements with non-United Nations entities or individuals
6.1 When entering into cooperative arrangements with non-United Nations entities
or individuals, relevant United Nations officials shall inform those entities or
individuals of the standards of conduct listed in section 3, and shall receive a written
undertaking from those entities or individuals that they accept these standards.
6.2 The failure of those entities or individuals to take preventive measures against
sexual exploitation or sexual abuse, to investigate allegations thereof, or to take
corrective action when sexual exploitation or sexual abuse has occurred, shall
constitute grounds for termination of any cooperative arrangement with the United
Nations.
Section 7
Entry into force
The present bulletin shall enter into force on 15 October 2003.
(Signed) Kofi A. Annan
Secretary-General
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S/RES/1539 (2004)
United Nations
Security Council
Distr.: General
22 April 2004
*0431863*
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S/RES/1539 (2004)
voluntary recruitment from that set out in article 38, paragraph 3, of the Convention
on the Rights of the Child and to take all feasible measures to ensure that members
of their armed forces who have not attained the age of 18 years do not take a direct
part in hostilities,
Stressing its determination to ensure respect for its resolutions and other
international norms and standards for the protection of children affected by armed
conflict,
Having considered the report of the Secretary-General of 10 November 2003
pursuant to paragraph 16 of its resolution 1460 (2003) and stressing that the present
resolution does not seek to make any legal determination as to whether situations
which will be referred in the Secretary-Generals report are or are not armed
conflicts within the context of the Geneva Conventions and the Additional Protocols
thereto, nor does it prejudge the legal status of the non-State parties involved in
these situations,
Strongly condemns the recruitment and use of child soldiers by parties to
1.
armed conflict in violation of international obligations applicable to them, killing
and maiming of children, rape and other sexual violence mostly committed against
girls, abduction and forced displacement, denial of humanitarian access to children,
attacks against schools and hospitals as well as trafficking, forced labour and all
forms of slavery and all other violations and abuses committed against children
affected by armed conflict;
Requests the Secretary-General, taking into account the proposals
2.
contained in his report as well as any other relevant elements, to devise urgently and
preferably within three months, an action plan for a systematic and comprehensive
monitoring and reporting mechanism, which utilizes expertise from the United
Nations system and the contributions of national Governments, regional
organizations, non-governmental organizations in their advisory capacity and
various civil society actors, in order to provide timely, objective, accurate and
reliable information on the recruitment and use of child soldiers in violation of
applicable international law and on other violations and abuses committed against
children affected by armed conflict, for consideration in taking appropriate action;
Expresses its intention to take appropriate measures, in particular while
3.
considering subregional and cross-border activities, to curb linkages between illicit
trade in natural and other resources, illicit trafficking in small arms and light
weapons, cross-border abduction and recruitment, and armed conflict, which can
prolong armed conflict and intensify its impact on children, and consequently
requests the Secretary-General to propose effective measures to control this illicit
trade and trafficking;
Calls upon all parties concerned to abide by the international obligations
4.
applicable to them relating to the protection of children affected by armed conflict,
as well as the concrete commitments they have made to the Special Representative
of the Secretary-General for Children and Armed Conflict, to UNICEF and other
United Nations agencies, and to cooperate fully with the United Nations
peacekeeping missions and United Nations country teams, where appropriate in the
context of the cooperation framework between the United Nations and the concerned
government, in the follow-up and implementation of these commitments;
Takes note with deep concern of the continued recruitment and use of
5.
children by parties mentioned in the Secretary-Generals report in situations of
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armed conflict which are on its agenda, in violation of applicable international law
relating to the rights and protection of children and, in this regard:
(a) Calls upon these parties to prepare within three months concrete timebound action plans to halt recruitment and use of children in violation of the
international obligations applicable to them, in close collaboration with United
Nations peacekeeping missions and United Nations country teams, consistent with
their respective mandates;
(b) Requests the Secretary-General, in order to promote an effective and
coordinated follow-up to this resolution, to ensure that compliance by these parties
is reviewed regularly, within existing resources, through a process involving all
stakeholders at the country level, including government representatives, and
coordinated by a focal point to be designated by the Secretary-General and in charge
of engaging parties in dialogue leading to time-bound action plans, so as to report to
the Secretary-General through his Special Representative by 31 July 2004, bearing
in mind lessons learned from past dialogues as contained in paragraph 77 of the
Secretary-Generals report;
(c) Expresses its intention to consider imposing targeted and graduated
measures, through country-specific resolutions, such as, inter alia, a ban on the
export or supply of small arms and light weapons and of other military equipment
and on military assistance, against these parties if they refuse to enter into dialogue,
fail to develop an action plan or fail to meet the commitments included in their
action plan, bearing in mind the Secretary-Generals report;
Also takes note with deep concern of the continued recruitment and use
6.
of children by parties in other situations of armed conflict mentioned in the
Secretary-Generals report, in violation of applicable international law relating to
the rights and protection of children, calls on these parties to halt immediately their
recruitment or use of children and expresses, on the basis of timely, objective,
accurate and reliable information received from relevant stakeholders, its intention
to consider taking appropriate steps to further address this issue, in accordance with
the Charter of the United Nations, its resolutions 1379 (2001) and 1460 (2003) and
the present resolution;
Decides to continue the inclusion of specific provisions for the protection
7.
of children in the mandates of United Nations peacekeeping operations, including,
on a case-by-case basis, the deployment of child protection advisers (CPAs), and
requests the Secretary-General to ensure that the need for, and the number and roles
of CPAs are systematically assessed during the preparation of each United Nations
peacekeeping operation;
Reiterates its requests to all parties concerned, including United Nations
8.
agencies, funds and programmes as well as financial institutions, to continue to
ensure that all children associated with armed forces and groups, as well as issues
related to children, are systematically included in every disarmament,
demobilization and reintegration process, taking into account the specific needs and
capacities of girls, with a particular emphasis on education, including the
monitoring, through, inter alia, schools, of children demobilized in order to prevent
re-recruitment and bearing in mind the assessment of best practices, including those
contained in paragraph 65 of the report of the Secretary-General;
Calls upon States and the United Nations system to recognize the
9.
important role of education in conflict areas in halting and preventing recruitment
and re-recruitment of children contrary to the obligations of parties to conflict;
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10. Notes with concern all the cases of sexual exploitation and abuse of
women and children, especially girls, in humanitarian crisis, including those cases
involving humanitarian workers and peacekeepers, requests contributing countries to
incorporate the Six Core Principles of the Inter-Agency Standing Committee on
Emergencies into pertinent codes of conduct for peacekeeping personnel and to
develop appropriate disciplinary and accountability mechanisms and welcomes the
promulgation of the Secretary-Generals bulletin on special measures for protection
from sexual exploitation and sexual abuse;
11. Requests the agencies, funds and programmes of the United Nations, with
support from contributing countries, to implement HIV/AIDS education and offer
HIV testing and counselling services for all United Nations peacekeepers, police and
humanitarian personnel;
12. Welcomes recent initiatives by regional and subregional organizations and
arrangements for the protection of children affected by armed conflict and, in this
regard, notes the adoption by ECOWAS of a peer review framework on the
protection of children and the adoption of Guidelines on Children and Armed
Conflict by the European Union and encourages such organizations and
arrangements, in cooperation with the United Nations, to pursue their efforts,
through, inter alia:
(a) Mainstreaming the protection of children affected by armed conflict into
their advocacy, policies and programmes, paying special attention to girls;
(b)
(c)
(d) Including child protection staff and training in their peace and field
operations;
(e) Undertaking sub- and interregional initiatives to end activities harmful to
children in times of conflict, in particular, cross-border recruitment and abduction of
children, illicit movement of small arms, and illicit trade in natural resources;
13. Encourages support for the development and strengthening of capacities
of national and regional institutions and local and regional civil society networks to
ensure the sustainability of local initiatives for advocacy, protection and
rehabilitation of children affected by armed conflict;
14. Reiterates its request to the Secretary-General to ensure that in all his
reports on country-specific situations, the protection of children is included as a
specific aspect of the report and expresses its intention to give its full attention to
the information provided therein when dealing with those situations on its agenda
and in this regard stresses the primary responsibility of the United Nations
peacekeeping missions and United Nations country teams, consistent within their
respective mandates, to ensure effective follow-up to this and the other resolutions;
15. Further requests the Secretary-General to submit a report by 31 October
2004 on the implementation of this resolution and its resolutions 1379 (2001) and
1460 (2003) which would include, inter alia:
(a) Information on compliance and progress made by parties mentioned in
his report in situations of armed conflict which are on the agenda of the Security
Council, in accordance with paragraph 5, as well as by parties in other situations of
armed conflict mentioned in his report, in accordance with paragraph 6, in ending
the recruitment or use of children in armed conflict in violation of applicable
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international law relating to the rights and protection of children, bearing in mind all
other violations and abuses committed against children affected by armed conflict;
(b) Information on progress made regarding the action plan requested in
paragraph 2 that calls for a systematic and comprehensive monitoring and reporting
mechanism;
(c)
report;
16.
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PREAMBLE
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the
human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged
the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of
speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the
common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion
against tyranny and oppression, that human rights should be protected by the rule of law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental
human rights, in the dignity and worth of the human person and in the equal rights of men and women
and have determined to promote social progress and better standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations,
the promotion of universal respect for and observance of human rights and fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest importance for the
full realization of this pledge,
Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF
HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that
every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by
teaching and education to promote respect for these rights and freedoms and by progressive measures,
national and international, to secure their universal and effective recognition and observance, both
among the peoples of Member States themselves and among the peoples of territories under their
jurisdiction.
Article 1.
All human beings are born free and equal in dignity and rights. They are endowed with reason and
conscience and should act towards one another in a spirit of brotherhood.
Article 2.
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of
any kind, such as race, colour, sex, language, religion, political or other opinion, national or social
origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the
political, jurisdictional or international status of the country or territory to which a person belongs,
whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
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Article 3.
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their
forms.
Article 5.
Everyone has the right to recognition everywhere as a person before the law.
Article 7.
All are equal before the law and are entitled without any discrimination to equal protection of the law.
All are entitled to equal protection against any discrimination in violation of this Declaration and against
any incitement to such discrimination.
Article 8.
Everyone has the right to an effective remedy by the competent national tribunals for acts violating the
fundamental rights granted him by the constitution or by law.
Article 9.
Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal,
in the determination of his rights and obligations and of any criminal charge against him.
Article 11.
(1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty
according to law in a public trial at which he has had all the guarantees necessary for his defence.
(2) No one shall be held guilty of any penal offence on account of any act or omission which did not
constitute a penal offence, under national or international law, at the time when it was committed. Nor
shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was
committed.
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Article 12.
No one shall be subjected to arbitrary interference with his privacy, family, home or
correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the
protection of the law against such interference or attacks.
Article 13.
(1) Everyone has the right to freedom of movement and residence within the borders of each state.
(2) Everyone has the right to leave any country, including his own, and to return to his country.
Article 14.
(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.
(2) This right may not be invoked in the case of prosecutions genuinely arising from non-political
crimes or from acts contrary to the purposes and principles of the United Nations.
Article 15.
Article 16.
(1) Men and women of full age, without any limitation due to race, nationality or religion, have
the right to marry and to found a family. They are entitled to equal rights as to marriage, during
marriage and at its dissolution.
(2) Marriage shall be entered into only with the free and full consent of the intending spouses.
(3) The family is the natural and fundamental group unit of society and is entitled to protection by
society and the State.
Article 17.
(1) Everyone has the right to own property alone as well as in association with others.
(2) No one shall be arbitrarily deprived of his property.
Article 18.
Everyone has the right to freedom of thought, conscience and religion; this right includes freedom
to change his religion or belief, and freedom, either alone or in community with others and in public
or private, to manifest his religion or belief in teaching, practice, worship and observance.
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Article 19.
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold
opinions without interference and to seek, receive and impart information and ideas through any
media and regardless of frontiers.
Article 20.
(1) Everyone has the right to freedom of peaceful assembly and association.
(2) No one may be compelled to belong to an association.
Article 21.
(1) Everyone has the right to take part in the government of his country, directly or through freely
chosen representatives.
(2) Everyone has the right of equal access to public service in his country.
(3) The will of the people shall be the basis of the authority of government; this will shall be
expressed in periodic and genuine elections which shall be by universal and equal suffrage and
shall be held by secret vote or by equivalent free voting procedures.
Article 22.
Everyone, as a member of society, has the right to social security and is entitled to realization,
through national effort and international cooperation and in accordance with the organization and
resources of each State, of the economic, social and cultural rights indispensable for his dignity and
the free development of his personality.
Article 23.
(1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of
work and to protection against unemployment.
(2) Everyone, without any discrimination, has the right to equal pay for equal work.
(3) Everyone who works has the right to just and favourable remuneration ensuring for himself and
his family an existence worthy of human dignity, and supplemented, if necessary, by other means of
social protection.
(4) Everyone has the right to form and to join trade unions for the protection of his interests.
Article 24.
Everyone has the right to rest and leisure, including reasonable limitation of working hours and
periodic holidays with pay.
Article 25.
(1) Everyone has the right to a standard of living adequate for the health and well-being of himself
and of his family, including food, clothing, housing and medical care and necessary social services,
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and the right to security in the event of unemployment, sickness, disability, widowhood, old age or
other lack of livelihood in circumstances beyond his control.
(2) Motherhood and childhood are entitled to special care and assistance. All children, whether born
in or out of wedlock, shall enjoy the same social protection.
Article 26.
(1) Everyone has the right to education. Education shall be free, at least in the elementary and
(2) Education shall be directed to the full development of the human personality and to
the strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and shall
further the activities of the United Nations for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their children.
Article 27.
(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts
and to share in scientific advancement and its benefits.
(2) Everyone has the right to the protection of the moral and material interests resulting from any
scientific, literary or artistic production of which he is the author.
Article 28.
Everyone is entitled to a social and international order in which the rights and freedoms set forth in
this Declaration can be fully realized.
Article 29.
(1) Everyone has duties to the community in which alone the free and full development of his
personality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations
as are determined by law solely for the purpose of securing due recognition and respect for the
rights and freedoms of others and of meeting the just requirements of morality, public order and the
general welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised contrary to the purposes and principles
of the United Nations.
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Article 30.
Nothing in this Declaration may be interpreted as implying for any State, group or person any right
to engage in any activity or to perform any act aimed at the destruction of any of the rights and
freedoms set forth herein.
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Format of Questions
The exam consists of 50 multiple-choice questions. Each question gives the student a choice of four
answers marked A, B, C, and D, with only one of these being the correct answer.
Time Limit
There is no time limit for the exam. This allows the student to read and study the questions carefully, and
to consult the course text. Furthermore, if the student cannot complete the exam in one sitting, he or she
may save the exam and come back to it without being graded. The Save button is located at the bottom
of the exam, next to the Submit my answers button. Clicking on the Submit my answers button will end
the exam.
Passing Grade
To pass the exam, a score of 75 per cent or better is required. An electronic Certificate of Completion
will be awarded to those who have passed the exam. A score of less than 75 per cent is a failing grade,
and students who have received a failing grade will be provided with a second, alternate version of the
exam, which can likewise be completed without a time limit. Students who pass the second exam will be
awarded a Certificate of Completion. Those who fail the second exam will be disenrolled from the course.
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English
French
Spanish
Ethics in Peacekeeping
Human Rights
Mine Action
Protection of Civilians
The Peace Operations Training Institute is committed to bringing essential, practical knowledge
to students and is always working to expand its curriculum with the most up-to-date and relevant
information possible. POTIs latest course list can be found at www.peaceopstraining.org, which
includes the courses increasing availability in Portuguese and Arabic. Visit the website regularly
to keep abreast of the latest changes to POTIs curriculum.
Peace Operations
Training Institute
www.peaceopstraining.org