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such as gender, Conflict Re- (2)Mission specific environment presentation of main concept
lated Sexual Violence (CRSV), • The risks faced by peaceke- (especially for fundamental
and Child Protection, as these epers are varied from mis- knowledge building), which is
are all interlinked to each other sions to missions. For exam- desirable to combine with me-
-Concept of POC man- ple, while majority of mission dia/ technology, such as audio
date within PKO context fatalities have resulted from footage of testimony of civilians
• It should not only give series small arms such as guns and from the field, small-middle si-
of theoretical lectures, but also rocket-propelled grenades, zed group discussions, and role
include practical advice/trai- PKO mission in Mali (MINU- play exercises, in order to acti-
ning on “dos and don’ts” on the SMA) is more exposed to the vate audience’s participation.
possible cases such as CRSV. threat of vehicle borne im- Giving presentation task would
• Sexual Exploitation and Abuse provised explosive device and also help them to develop plan-
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(SEA) should be emphasized IED . In order to mitigate the ning and presentation skills.
as there is still lack of under- risk, peacekeepers should re- • If the participants are mixed
standing among many pea- ceive the mission specific trai- with military, police and civi-
cekeepers (not only lians, it is particu-
uniformed person- larly worthwhile
nel but also civilian “it is prerequisite for all person- to conduct inte-
personnel) especial- grated mission
ly on prostitution . nel of UN peacekeeping mis- staff exercises by
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Clear explanation tasking them mi-
on consequen- sions to receive a proper com- litary, police and
ce of SEA should civilian roles and
be also given. prehensive Pre-Deployment giving injects to
• After presenting Training (PDT)”. deal in changing
conceptual parts, operational en-
the reality and im- vironment. This
plementation chal- ning to learn comprehensive type of exerci-
lenges in the field should be mission environment, which ses is quite useful since parti-
also explained. For example, includes potential risks on the cipants can physically practice
peacebuilding activities such ground, specific local context what they learned in the clas-
as Disarmament, Demobiliza- and dynamics, and key sta- sroom. After conducting this
tion and Reintegration is ide- keholders including the main exercise, participants will have
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al as a concept while actual non-state armed groups much better understanding of
implementation takes time prior to the deployment. complexity of mission activi-
due to its complexity and ne- • Mission specific training should ties as well as importance of
eds for tailoring to the country. enable uniformed peaceke- communication and coopera-
• Military and police peacekee- epers to prepare appropria- tion with other components.
pers need to know about civi- te equipment, operational
lian protection actors, e.g. UN readiness, and very impor- (2) Field Training Exercise (FTX)
Country Team and NGOs whi- tantly, proper mindset. Gi- • It has often been observed
ch usually start their protection ven the specific operational during role play exercises in
activities prior to the arrival of tasks and required skills, this classroom training that some
peacekeepers. By knowing key training is preferred to be tai- participants lacked confiden-
humanitarian principles such lor made for military and po- ce in their response to victims
as neutrality and impartiality, lice components respectively. of CRSV and child solders.
which are different from the Also, some military partici-
one of military and police, they 2. Desirable PDT format pants hesitated to make a de-
will have a better idea of how (1) Classroom training cision of use force even after
to work together in the field. • PDT should be started with receiving trainings on ROE.

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