Evaluation of the Mine Risk Education

(MRE) Programme in Casamance - Senegal

For the UNICEF Office, Senegal

November- December 2005

Evaluation conducted by: Mr. Hanoch Barlevi – Humanitarian Mine Action Consultant

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TABLE OF CONTENTS PAGE 1. Chapter One: Introduction 1.1 Country background 1.2 Introduction to the problem of Landmines/ERW in Senegal 1.3 Background to the study 1.4 Objectives of the study 1.5 Study methodology 1.6 Limitations of the study 2. Chapter Two: Findings 2.1 Chronology of UNICEF supported MRE intervention in Casamance Senegal 2.2 MRE activities - methods and tools (Table) 2.3 MRE Strategy 2.4 MRE activities for internally displaced persons and for returning refugees. 2.5 MRE Communication strategy, curriculum and tools 2.6 Capacity building/training 2.7 Coordination 2.8 Data gathering, monitoring and information exchange 2.9 General considerations 3. Chapter Three: SWOT Analysis 3.1 Key internal strengths of the programme. 3.2 Key internal weaknesses of the programme. 3.3 Key External opportunities encountered by the programme. 3.4 Key External threats encountered by the programme. 4. Chapter Four: Recommendations 4.1. Recommendations for UNICEF Office. 4.2. Recommendations for the MRE programme. 5. Annexes

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1. CHAPTER ONE: INTRODUCTION 1.1 Country background The capital of Senegal, Dakar, is the westernmost point in Africa. Senegal is a nation of about 10.5 million people. The country surrounds Gambia on three sides and is bordered on the north by Mauritania, on the east by Mali and on the south by Guinea and Guinea-Bissau.

Senegal is a mainly low-lying country, with a semi-desert area in the north and northeast and forests in the southwest. The largest rivers include the Senegal in the north and the Casamance in the southern tropical climate region. In 1946, together with other parts of French West Africa, Senegal became an overseas territory of France. On June 20, 1960, it formed an independent republic federated with Mali, but the federation collapsed within four months. Although Senegal is neither a large nor a strategically located country, it has nonetheless played a prominent role in African politics since its independence. As a black nation that is more than 90% Muslim, Senegal has been a diplomatic and cultural bridge between the Islamic and black African worlds. Senegal has also maintained closer economic, political, and cultural ties to France than probably any other former French African colony. A long-running, low-level separatist war in the southern Casamance region has claimed hundreds of lives. The conflict broke out over claims by the region's people that they were being marginalised by the Wolof, Senegal's main ethnic group. Sporadic fighting continued through 1999 in the Casamance area in the southern part of the country between the Government and the secessionist Movement of Democratic Forces in the Casamance (MFDC). In January the Government and the leadership of the MFDC began a new peace initiative with a meeting between President Diouf and MFDC head Abbe Augustine Diamacoune Senghor. The MFDC leadership then held a conference--the "days of reflection"--in Banjul, the Gambia, in June 1999 to develop a unified position for advancing the peace process. On 30 December 2004, Senegal signed a peace agreement with the Movement of Democratic Forces of Casamance (Mouvement des Forces Démocratiques de Casamance, MFDC). The preamble of the agreement acknowledges “the disastrous consequences provoked by over twenty years of conflict and fighting in Casamance, notably the economic regression of the region, the suffering of populations and the risks incurred because of the presence of antipersonnel mines.” The agreement calls for humanitarian de-mining in Casamance without delay and urges parties to facilitate mine clearance1. 1 General Peace Agreement between the Government of the Republic of Senegal and the Mouvement des Forces Démocratiques de Casamance,” Preamble and Articles 2.4 and 4.1, 30 December 2004.

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1.2 Introduction to the problem of Landmines/ ERW in Senegal Mines can be found in almost all the villages between the Casamance River and the border with Guinea-Bissau, and along the border with The Gambia. Senegal’s Article 7 report for 2004 identifies known mine contamination “of medium density” in the Niagulss, Niassya and Loudia-Ouloff sectors south of Ziguinchor. Suspected mined areas are found north of Sindian in Ziguinchor region, and in the Saré Téning and Saré Boubou sectors south of Goudcomp in the Kolda region; these areas may contain scattered mines laid by armed groups2. In December 2003, the Army was reported as estimating that about 1,400 square kilometres of land were mined or suspected to be mined, with most (about 80 percent) of the mine contamination in the Ziguinchor region. The mine problem results mainly from fighting in the Casamance region since 1982, and especially since 1997, between the Army and MFDC. Over the course of the conflict, several thousand people were internally displaced, and thousands more fled to The Gambia and Guinea-Bissau3. Estimates from 2004 suggest that the numbers of Internal Displaced Peoples (IDPs) are around 17,000 as the result of the clashes between government troops and separatists in the Casamance region4. Since the peace agreement in December 2004, thousands of people have been expected to return. But according to the UN Mine Action Service (UNMAS), the mine and UXO problem is “a clear impediment to the resettlement of IDPs and development of agricultural resources5.” A refugee who had returned back to his village close to the border with Guinea-Bissau explained that “a lot of people here are also worried about landmines that were buried here during the conflict. Because of this we are afraid to venture into the bush to do farm work6.” In 2005, as a consequence of the fear of cultivating their own land, some of the population of Casamance fled back to Guinea-Bissau, in order to find safe agricultural land for cultivation or to become agricultural workers7. However, in addition to landmine fears, combatants physically enforce the restriction on access to agricultural land and in particular to the plantations for their own benefit. The mine problem seriously affects the rehabilitation process and the economic development of Casamance, and has an impact on reconstruction, agriculture, fishing, transport of goods and services, and tourism. It has also had an impact on trade between Senegal and Guinea-Bissau. It is estimated that landmines kill 20 livestock per week on average and jeopardise the use of 1,000 square kilometres of productive land8. Furthermore, it was difficult to determine the extent of their use in Casamance. RADDHO claimed that up to 80 percent of the arable land in the areas of Ziguinchor, Sedhiou, Oussouy, and Bignona were unusable due to land mines9. The absence of marking and fencing of mined and mine-suspected areas increased the risks especially for the returnees from across the border of Guinea Bissau. Furthermore, obtaining information on the location of minefields from both the Senegalese Army and MFDC combatants is yet another impediment for the development of the humanitarian mine

2 Article 7 Report, Form C, 9 June. 3 Landmine Monitor Report 2005 4 http://www.cia.gov/cia/publications/factbook/geos/sg.html 5 UNMAS an inter-agency assessment mission to Casamance from 21 to 29 March 2004 6 Re-building war-ravaged Casamance,” BBC News, 20 May 2005 7 Landmine Monitor Report 2005 8 Meeting on November 26, 2005, with coordinators from the UNICEF supported Psycho-social community network Units. 9 General Peace Agreement between the Government of the Republic of Senegal and the Mouvement des Forces Démocratiques de Casamance,” Preamble and Articles 2.4 and 4.1, 30 December 2004.

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action programme. It is the understanding of this evaluator, however, that prior to information sharing by both sides there is a need for confidence building measures. Preliminary indicators point to potential co-operation with the survey and de-mining operations, starting with information exchange. Contamination by ERW is believed to be limited, in view of the low number of casualties resulting from ERW as well as the quantities found and destroyed. 1.3 Background to the study UNICEF has supported MRE activities in collaboration with a number of partners in several areas in the conflict-affected Region of Casamance. These partners include the local/national NGOs, International NGOs (INGO), the Regional Department of Education, and regional authorities. These activities aim to:

a) Promote mine-safe behaviours through the application of a variety of educational techniques; and

b) Prevent landmine and ERW casualties

As the initial stage of the MRE project commenced in an emergency context, no baseline study or evaluation of the needs and functioning of the mine risk education project has been conducted. The MRE activities gradually developed and expanded to encompass additional activities and partnerships in line with the availability of funding and technical expertise. Since the effectiveness of the strategy as well as the instruments used have not been assessed, it was considered timely to undertake a formative evaluation of the MRE activities supported so far in order to adapt, re-direct and strengthen them where needed for improved effectiveness and impact prior to further involvement and development of UNICEF MRE response to the at-risk community needs. 1.4 Objectives of the study The main objective of the evaluation will be to review and improve, with a specific focus on UNICEF’s supported Mine Risk Education activities, the prevention strategies and campaigns that have been implemented so far in Casamance in order to reduce the number of landmine and Explosive Remnants of War (ERW) accidents. Specific objectives: • Assess UNICEF’s mine risk education strategy and supported activities in Casamance; • Identify adequacy and effectiveness of the activities in response to existing prevention

needs (with a main focus on MRE tools developed during the four-year programme implementation by UNICEF and other partners);

• Assess the technical capacity of local partners involved in mine risk education; • Identify the strengths and weaknesses of the planning, monitoring and evaluation of

ongoing mine risk education activities; • Formulate recommendations to further improve the overall efficacy and effectiveness of

MRE; and • Formulate recommendations to contribute to programme development in the context of

the comprehensive Mine Action Programme being launched by the Government.

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1.5 Study methodology Information was collected from a variety of sources, using three main methodologies:

• Review of project documents and available secondary data provided by all relevant stakeholders.

• Selected educational material used in mine risk education for content analysis.

• Field visits. • Key informant interviews with officials from the Government, the UN, partner

organisations (including government officials, representatives of local implementing agencies) and the staff of relevant mine action programmes. When selecting interview participants from the UN and its partner agencies, the primary criterion used was their role/function in relation with MRE and Mine Action programmes.

The following criteria were considered in selecting the key interviewees:

a) Staff positions representing relatively high as well as moderate and low ranking

members in MRE-related programmes; b) Partner agency staff representing the programmatic level; and

A name list of key informants interviewed, along with their professional/occupational designations, is given in the annex.

1.6 Evaluation Limitations It is recognised that this evaluation has some inevitable and recognised limitations:

• In the absence of detailed baseline information, it was not possible to accurately determine the pre-programme situation concerning MRE needs and implementation. This in turn limited our ability to measure the programme’s impact on the relevant target communities and stakeholders. Given this constraint the evaluation was, for the most part, able to assess the effect rather than the impact of the programme.

• The MRE supported activities experienced many twists and turns from the very

beginning. The various partners associated with MRE activities also added to the complexity of programme implementation. As multiple interventions were carried out in some cases it was difficult to separate the effect of UNICEF support from that resulting from other interventions.

• Due to time constraints, not all the planned stakeholders were interviewed for the

purpose of this evaluation.

• Since activities were very much linked to each other, it was quite difficult to distinguish the UNICEF supported activities from those of other supporting agencies. That having been said, efforts were made to spell out activities and

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events that were directly supported by the UNICEF Protection programme to Casamance, as described below.

2. CHAPTER TWO- FINDINGS 2.1 Chronology of UNICEF supported MRE intervention in Casamance Senegal: 1999 On June 11 1999, UNICEF opened a regional office in Ziguinchor. In October, UNICEF engaged for the first time in MRE activities and entered into an agreement with the INGO HI-F and produced two videos in local languages on MRE. These videos were locally made to be used in schools. The recommendations of a stress evaluation conducted in July 1999, resulted in two Trainings-of-Trainers (TOT) on stress management, as a first phase: the first one was for community leaders, education workers, women’s groups, youth associations and religious leaders. Two NGO HI-F staff members participated as well. The second training session was for health workers only. During the second phase, in November-December, UNICEF prompted and supported the psychosocial rehabilitation units by training community members from 4 sub-districts. The only other international agency that was active in MRE at this period was Handicap International-France (HI-F), using other MRE films. These films were shown throughout the summer, mainly at night and HI-F contracted an association called “Cinenomad” to this end. The association was comprised of two people one of whom was a handicapped person who carried out the audio visual sessions in mine affected communities. Using a handicapped person was already an integration message to the communities. Accident frequency was the criteria selection to determine mine affected area for the operation.

In October, both organisations, HI-F and UNICEF, signed an agreement to produce two MRE videos in two local languages named “Life Goes On”. In addition to the core MRE messages the video dealt with child victim integration into normal school activities. All the participants in the video were child landmine victims.

INGO HI-F was conducting community based MRE activities through their agents using videos including UNICEF/HI-F locally made films. The videos were screened through their own structures and networks. The films were in addition to other tools and materials that were developed by HI-F.

This development of the MRE films created a good working relationship between the two agencies.

2000

Five additional stress management community training sessions supported by UNICEF were conducted by the Regional Education Inspectorate through its Health Care

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Department. Following the training programme, 5 new psychosocial rehabilitation units were established. A total of 9 community units led to the foundation of the formal UNICEF supported psychosocial network. Bi-monthly basis meetings for assessment and planning ensured the good coordination and exchange of information among all unit coordinators. A trauma care facility in Ziguinchor was created to receive cases, including mine victims and their families, who could not be dealt with at a community level.

Responding to NGO HI-F’s request, their MRE agents participated in all the stress management training sessions, which enabled them to reinforce the psychosocial units in assisting the victims, their families and communities to overcome the trauma.

The MRE video was introduced to selected schools, where it was integrated with the other school activities supported by UNICEF (school feeding, improving water and sanitation, etc.). This was due to the absence of earmarked resources for UNICEF mine action. It is estimated that between 50 and 60 schools were covered, reaching around 22,000 school children.

2001 This year marked the introduction of the conflict prevention and management programme to the psychosocial network. This training programme was conducted in two phases. First came a training of trainers (TOT) for the coordinators. Secondly training sessions for unit members were conducted. It was believed that the landmine issue, in the context of land claims and protection, was another factor in the rising tension between different segments at the community level.

Following a field visit by the UNICEF Regional emergency officer, a USD 20,000 grant was provided to the Casamance MRE activities. These resources were provided to support 70 schools. The MRE activities were primarily video sessions (around 22,000 students), supplemented by MRE murals and t-shirts (1,700).

2002 (UNICEF Country Programme 2002-2006) New USAID funds for both UNICEF and INGO HI-F enabled the continuity of the MRE activities.10 UNICEF funds served to support the Integrated Protection Programme, which included the following aspects: a) stress management; b) conflict prevention and; c) mine risk education. Since both agencies INGO HI-F and UNICEF received funds from USAID to support MRE activities, a division of responsibilities was agreed upon in order to avoid overlapping. Ensuring consistency of the MRE messages, UNICEF solicited and added the HI-F existing messages to the newly designed school notebooks together with children’s rights messages. MRE murals were designed and painted in 53 schools by local artists. Musical audio cassettes and CDs with four songs in five local languages, covering the topics of: MRE, Expanded Programme on Immunisation (EPI), HIV-AIDS and school enrolment were also produced. 1000 T-shirts were made and were distributed to community leaders, school

10 The INGO HI-F component was to support MRE programme (The radio programmes for the first time on two channels, and some thousands of leaflets, and flip charts were distributed) and, landmine victim assistance through an orthopaedic centre at the regional hospital and income generation etc.

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teachers, returnees from Guinea Bissau and to members of the psychosocial rehabilitation units. With the education programme, UNICEF supported a total of 50 schools. The MRE component was the introduction of the existing MRE video and the “silent shout”, supplementing teacher training received by the HI programme.11 The MRE component at this time may be characterised as a well-intentioned but partial response. It appears that MRE activity was left without a realistic consideration of resources, staff training or methodology and follow-up. Nevertheless, this support laid the basis for a commitment to MRE.

2003-2004 through to 2005 In the year 2003, responding to emerging land ownership claims as the result of returning populations from the neighbouring countries, UNICEF included another training package of stress management and conflict prevention. The concept being that the 15 community based psychosocial units could play another role in facilitating the integration of the returning population. At the end of 2004, following a visit by a UNICEF landmine EMOPS staff to the region (Guinea Bissau and Casamance); a new fund was made available to support the MRE activities in Casamance. In mid-2005 UNICEF supported activities began through various components: The school based component supported the Education authorities in MRE on how to incorporate the MRE messages into the school curriculum. This component was implemented through three-day training sessions for 506 school teachers in the region of Ziguinchor. This teacher training was conducted by both HI-F and Education Inspectors. Other visual materials were produced and handed over to the Regional Education Inspectorate, including reprints of 500 alphabetical flip charts (which were originally produced by HI-F), production of 5000 MRE T -shirts and 10,000 notebooks with MRE messages and 40 MRE road billboards.

Another component was the reinforcing of community based activities and support for two networks: 1. The “Association Senegalaise des Victimes de Mines” (ASVM) with a stress management and conflict prevention training session and support to its MRE activities. Stress management and conflict prevention training benefited 116 members. MRE activities included house-to-house visits, audio-visual sessions, drama competitions, poetry writings, drawings and songs. The ASVM partner received not only financial support but also equipment such as: 19 bicycles, 200 plastic chairs and 1 flip chart stand to carry out MRE activities. All 23 MRE trained members (landmines victims) had been accredited by INGO HI-F. They carried out 416 MRE sessions, which were brought to 36,436 school children in 83 schools located in the 3 most affected districts. During school holidays, landmine victim students implemented 313 community-based sessions in 60 villages covering around 17,000 people. 11 Additionally, HI-F initiated the incorporation of the MRE messages within the school curriculum.

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2. The psychosocial rehabilitation network was strengthened with MRE training (which was done by INGO HI-F) for the 12 units (out of 15) that were located in mine affected areas, in the regions of Ziguinchor and Kolda. 2.2 Table of activities to be evaluated The information requested by the evaluation’s TOR has been collected following the matrix of activities and factors illustrated in the table below. Type of Activities Time

frame Achievements Advisory comments

Community based: 1. House to house visits by the mine victims association (ASVM)

2005 Started in June to September (once funds were available) 313 sessions in 60 villages covered around 17,000 people

It was apparent that during the rainy season period this activity was not very useful especially when most of HH members are busy with the rice cultivation. Once these constraints were understood, the teams reached the communities at evening time, using attractive methods. Furthermore, having the mine victims imparting MRE messages directly to the community achieved a high impact on the communities. It is believed that this experience changed attitudes towards people with disabilities and at the same time increases the self esteem of the victims. The reintegration of victims should be included in the MRE curriculum. The integration of MRE with stress management programme is an excellent opportunity to spell out the needs and solutions for people with disabilities. This approach should be encouraged.

2005 MRE video (made by UNICEF and HI-F in 1999) in two local languages, using local resources with the participation of landmines victims. In addition to the core MRE messages the video deals with the child victim integration into the normal school activities. All the participants were landmine victims.

The audio visual sessions were always planned as a supplementary to the house to house activities. Extremely effective method when other forms of local visual entertainment are weak. This evaluation totally endorses the use and extension of Audio Visual. Although the method is very good, the content of the video should be reviewed to suit the new reality. Even though, the video was made in the two local languages of Djiola and Mandjak and found very attractive, the video should be translated into district dialects to promote better understanding of the content.

2. Audio visual sessions organised by mine victims association (ASVM)

2005 UNICEF production of the “silent shout” video was mainly used in semi urban (towns) areas where there are multi-spoken languages and, in primary schools for the smaller children.

Using the video in the French language only may limit its use. It is recommended to dub the video tape into local dialects and/or produce a new one ensuring that it is made specifically to fit the local context. However it should be translated to local dialects.

3. Group discussions and mass sessions by the Psychosocial Rehabilitation units

September 2005

In addition to the peace promotion activities and psycho-social assistance, the community units also imparted MRE messages through group discussions using the flip charts to facilitate discussion.

Using the community members is a method to ensure sustainability of the MRE at the community level, the in long term without any external resources. From experience in other topics, the networking continued without any external follow up. However the monitoring of both quantity and quality of activities is very weak. Also, the introduction of more international organisations and donors will challenge the motivation of the community members working on a voluntary basis.

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There were reports of extremely positive responses from the communities following presentations, to the extent that the members were following the instruction and in some cases even went and reported to the army about the presence of landmines. In order to be effective in making the beneficiaries aware of the threat an image box (flip chart) was used to facilitate the lecture, however there is very limited aid material available at these units, hence additional aid material should be provided.

Type of Activities Time frame Achievements Advisory comments

School based: 1. Interactive video shows

were facilitated by the national civil service members, UNICEF staff.

2000-2005 Each year sessions were conducted in around 50 to 60 selected schools. The video sessions were conducted during the school hours. Explanatory discussions followed the video.

Since no specific resources were allocated to implement these activities, it was done as an additional activity to UNICEF supported activities in schools.

2. Distribution of school exercise books

2003 and 2005

5,000 School notebooks were designed and printed with Child rights and MRE messages in the front and back pages. In year 2005 an additional 10,000 copies were reprinted.

The regional education inspectorate is responsible for the distribution of the notebooks. These notebooks were distributed together with other learning and stationary materials The various messages and images should be carefully checked and changed accordingly. Very good way to convey messages to school children and therefore should continue.

3. Theatre competitions 2005 40 schools from 3 departments of Ziguinchor region were taking part in the competition. Existing school pupil theatre groups were selected to participate in the competition and perform in their own schools. It was assessed by juries that included teachers and professional actors.

The theatre method was chosen as reinforcement to on-going activities. Very popular and effective medium for MRE. Especially in Senegal where drama is a tradition and other forms of visual entertainment are weak. This evaluation totally endorses the use and extension of drama. The competition method is a popular and educationally successful interactive method to promote MRE. Competitions and quizzes with small prizes should be encouraged and expanded.

4. Audio visual sessions organised by mine victim associations (ASVM)

2005 MRE videos (were produced by UNICEF and HI-F in 1999 in two local languages, using local resources with the participation of landmine victims. In addition to the core MRE messages the video deals with child victim integration into normal school activities. All the participants were landmine victims. Between 50 and 60 schools were reached by the video sessions.

The audio visual sessions were always planned as a supplement to other UNICEF supported programmes, such as school feeding and school construction monitoring. The teachers who were trained by HI-F were giving the introduction and explanatory session prior to the video screening. The video was an enhancement to on-going school activities; through these images it was believed that the video helped to convey the messages. The video (in school) was introduced by UNICEF as an assurance and complementary method. Extremely effective method when other forms of local visual entertainment are weak. This evaluation totally endorses the use and extension of Audio Visual. Although the method is very good, the content of the video should be reviewed to suit the evolving context towards peace.

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5. ABC flip charts 2005 Were developed by HI and

the Education Inspectorate. 500 units were printed by UNICEF.

A good attempt to come out with new and adjusted educational material. Colourful, with more positive images and messages, has the potential to be a good stimulus for discussions in the classroom; albeit, images sometimes tend to be a bit vague with messages conveyed. This having been said, at the time of the study, this tool was not yet in use in schools, hence it was difficult to assess its effectiveness. Further monitoring should be planned.

Mass media/ aid material: 1. T-shirts 2001

and 2005 In 2001, T-shirts were printed with the same messages used in the other activities. They were given to school children and teachers and community members. In 2005, 5,000 T-shirts were given to the regional education inspectorate.

Another method to convey the messages, T-shirts could be used as prizes at the end of MRE sessions in the community. Images were not very clear and messages should be reviewed. Designing only one clear image could improve the product. Also, these T-shirts to distribute to the public should be different from those distributed to teachers and community volunteers.

2. MRE billboards 2005 40 billboards were locally designed. After they were produced, they were handed over to the Regional Education Inspectorate, who was responsible for their erection, in consultation with the Psychosocial Rehabilitation units.

These very visual and unavoidable signs complement the other activities to raise awareness. They are a good strong visual tool. Avoid too many words. Rely on the image. The freshness of their presentation assists the freshness/immediacy of their message’s importance. Their proximity to dangerous areas increases the level of attention, though once an area is cleared, those billboards should be relocated.

3. MRE murals in schools 2000-2002 Hiring a local artist to carry out this task, 53 schools were selected in the most affected areas to paint the MRE murals, using the same MRE messages and designs as in the pedagogical materials.

The MRE mural objective was to maintain the messages in the most durable and visible manner where there is a constant presence of a large number of children and community members. However, in the future, the Mural paintings could be done by the students themselves with the guidance of their teachers.

Type of Activities Time frame Achievements Advisory comments

Training 1. School teachers 2005 Training programmes are

conducted to train teachers so that they would be able impart knowledge to their students. It was considered that training teachers is effective in ensuring the long term benefits of the programme within the schools. Teachers are well placed to impart MRE batch after batch to students who study under them. Supporting the on going MRE introduction, commenced in 2003, into the school curriculum by HI-F and the Education, provision of funds by UNICEF for MRE trainings covering 506 teachers.

The initial objective was to train teachers who are working in mine affected areas. Three -day training sessions conducted by both Education Inspectors and HI-F staff were developing skills on how to use the MRE Teacher’s Manual. The length of the training session (3 days) was questioned in order to cover the entire subject of landmines. This issue may be reassessed with the Educational authorities. It was said by some teachers that the only aid material available was the flip chart, which may be out of date and not specifically useful in targeting children. In general, the HI-F flip chart is a very practical and durable tool to use in schools and it is to be encouraged, but has to be updated.

2. ASVM members (Mine victims) MRE facilitators

2005 Stress management and conflict

4-day training sessions conducted by the psychosocial community

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prevention training for 116 members. In the past, 23 members were trained in MRE and were accredited by HI-F.

members, to improve the participants’ capacity of post effect trauma understanding. Aiming to improve their own coping mechanisms and self-esteem but also developing their peer assistance skills. The success of this training was the simple fact that those participants who were formerly “passive victims” became active MRE community facilitators. Among the community members this was greatly appreciated. Another proof of success was the capacity of those participants to be able to look at their future and identify additional desired skills. This lesson should be documented and encouraged in any way possible.

3. Community members 2005 MRE training for 303 members of 12 psychosocial rehabilitation units.

3-day training session by HI-F, using the MRE reference manual for community mine action committees. Every participant was furnished with the manual and MRE leaflets by HI-F.

2.3 MRE Strategy When the initial stage of the MRE programme commenced in 1999 in an emergency context, no baseline study or strategy of the functioning and effectiveness of the mine risk education programme had been developed or conducted. The MRE programme was gradually developed and expanded to encompass a large range of activities and partnerships in line with development and rehabilitation activities dealing with mine-related problems. Since the effectiveness of the programme as well as the instruments used had not been assessed, it was considered timely to undertake a formative evaluation of the MRE activities so as to adapt, re-direct and strengthen the programme where needed to improve effectiveness before further involvement and development of UNICEF MRE response to at-risk community needs12. The impact of the past and current MRE activities has not been measured in this rapid evaluation. The use of observations and substitute indicators such as the stabilisation and comparative reduction of mine accidents in the year 2005 and over the past 6 years till 1998 appear to indicate that MRE has had an impact on potential at-risk groups. In the absence of clearance, and the absence of precise minefield demarcation, MRE has been the only proactive preventative intervention. The reduction in casualties, from 197 in 1998 to 17 in 2004 and 9 in 200513 may suggest that the MRE grass roots efforts have had a positive affect on mine awareness and safe behaviour. However, it should be noted that the MFDC and the Army have also restricted entry into conflict areas known to be minefields and particularly suspected areas. Without a doubt this has also kept accidents lower. 12 Briefing with Isabelle Austin, UNICEF Senegal, Senior Programme Officer. 13 HI-F data base. Info victimes de mines et uxo’s de 1988 au 30/09/2005

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Furthermore, in an agricultural subsistence economy, in a post-conflict context many families are forced to take risks for economic survival, mainly during the fruit season when population movement increases. MRE cannot have as much impact on those on the margins who consider they have little choice but to take risks. In addition many people (predominantly men initially) are returning to previous conflict areas to inspect and re-claim/renovate their property and land14. This evaluation suggests that the current high visibility of MRE messages have contributed to the current lowered injury rates. By repetition and prominence the core messages of MRE appear to be limiting accident rates at a potentially dangerous time. The situation is still evolving and many more people will be returning to their homes, hence there is a need to intensify the MRE campaign15. As mentioned above, no explicit strategy was designed for the MRE intervention but supported activities were developed to be included within the wider UNICEF Protection Strategy that was designed especially for Casamance needs. Interestingly, it was felt by both UNICEF staff as well as among the newly established psychosocial rehabilitation unit members that it was natural and obvious to deal with the landmine and ERW issue as part of the greater armed conflict implications on the communities. Especially when the number of casualties was relatively high and schools were used by the military as temporary camps, and were often surrounded by mines for protection16. The psychosocial rehabilitation units dealt with a range of related issues from stress management to conflict prevention, where landmines were indicated as a key factor for stress by the communities. Additionally, the fact that members of those units are socially well placed within their own communities and therefore were highly appreciated within those communities, it was felt that MRE subjects could benefit from their inclusion in psychosocial networking. Another way in which the MRE activities were integrated was the “school feeding” support by UNICEF. Each time a UNICEF vehicle travelled to monitor supplementary food in selected schools, additional staff joined the trip to carry out MRE sessions at the same schools. Activities were mainly a direct presentation using the flip chart for demonstrations and the locally produced MRE video. The inclusion of MRE in schools was initiated as a non-formal activity but later on a process to introduce the MRE into the school curriculum was initiated by the INGO HI-F together with the education authorities. UNICEF joined and supported the on-going integration through teacher training and the production of additional aid material for schools such as the ABC flip chart17.

2.4 MRE activities from Emergency to Community Based MRE to affected communities, for internally displaced persons and for returning refugees, and follow-up with their respective communities. The programme only partially faced the challenge posed by IDP and returnees. In July 2005, HI-F MRE agents carried out ‘on the spot’ presentations to IDPs at the Sao Domingo

14 At Nyassia District, meeting with the Psychosocial Rehabilitation Unit, involved with MRE. 15 Ibid. 16 Meetings with both UNICEF Casamance staffs and the Nyassia Psychosocial Rehabilitation Unit 17 Meeting with INGO HI-F. Philip Martinez, Programme Coordinator and DouDou Fall,

PEPAM (MRE) officer.

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village in Guinea Bissau18. It was agreed that it was a good initiative and although much coordination is required it must be continued. At the regional MRE workshop that was organised by the UNICEF Regional Emergency Unit last August, it was recommended that the cross-border activities mainly with IDPs are an imperative operation. Nevertheless, very little has been done so far19. Mine risk education could play a crucial role within the mine action programme as well as with the resettlement process of IDPs. This urgent demand for MRE action is a recurring theme in the IDP and returnees movement. MRE activities can respond with basic mine risk education to communities prior to their movement and once they arrive at their final destinations. 2.5 MRE Communication strategy, curriculum and tools. All MRE partners including the school, using the same messages as well as the video show, audio cassette, printed material, murals and billboards were based on the INGO HI-F core messages, on the following themes:

• What mines/ERW are.

Types of different mines are introduced and the manners in which they detonate are highlighted.

• In what places you are likely to find mines. Beneficiaries are given information on the places mines are most likely to be. Examples are drawn from the local environment. Bush areas, non-cultivated plots, abandoned villages, damaged houses, overgrown footpaths, ruins of war machinery, etc. are highlighted. They are requested to avoid such routes for travelling.

• Indications of dangerous areas.

Several of signs and clues were illustrated to warn about a dangerous area, such as broken branch on the path, a red cloth tied on a bush, an ‘x’ made of sticks etc.

• What mines can do to you and others. They are made aware of the potential danger of these objects. For example, a mine accident can cause amputation or death.

• What you should do when you are in a minefield. The beneficiaries were informed that they should back-track if they realised that they were inside a minefield.

• Marking (for adults).

It was explained to the audiences that once the person retraced his/her steps and reached a safe area then they should mark the place and report it.

It was apparent that all components of the MRE programme are using the same core messages that were introduced by the INGO HI-F in 1999. This harmonisation of messages

18 Ibid. 19 UNICEF MRE regional workshop, Dakar August 2005. Highlights and recommendations.

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was much appreciated as is only natural due to the vast population movement within the region. Nevertheless, it is the opinion of this researcher that a major revision should be a priority for the following reasons:

1. The attitude towards the MRE content should be considered in terms of limited messages. People were often referring to the messages without any assessment of the context. These messages may be vital to ensure relevant and coherent core content, but it is also important to maintain open dialogue on the specific needs and content of the MRE programme.

2. Messages were designed for an emergency context instructing a “survival mechanism”. Hence with the shift of the context from conflict towards a more peaceful environment, the situation will increase the demand for income security and as a consequence will raise new challenges to maintain safe behaviour.

3. The current message of back-tracking does not guarantee safety from mines, which are only about 3 inches in diameter and could be placed between two alternating steps on the ground. The message should therefore be amended to stay put and call out for help.

4. The marking instruction is not very clear on where exactly the person should mark, and the suggestions as they stand may well lead to risky behaviour. Hence one should memorise the location and report it to the designated authorities and any future mine action bodies.

5. No clear distinction exists between mines and UXO and their implications on implied safe behaviour.

6. The indications (signs/clues) for dangerous areas are sometime a bit limited and in some cases do not reflect the reality, especially with regards to the red cloth.

7. Emphasising on reporting and exchange of information should be spelt out through out the MRE content.

8. The instructions proposed by the core messages merely deal with pedestrian behaviour, while more than 53% of accidents were as a result of an AT mine detonation20, hence additional attention and instructions should be designed for road behaviour, mainly on secondary roads.

9. With regards to shocking images, there is an extensive debate on the nature of the images designed on the MRE aid material such as the flip chart image box. From the Psychosocial supported programme, UNICEF experience has shown that horrifying images can possibly lead to additional trauma. The same attitude was registered among the Education staff, although there were also those in favour of using those images. In a new political context towards peace it may be wise to amend the supported images in a more positive and constructive fashion and yet maintain the firm message on mine safe behaviour.

10. Currently there are no explicit references made to the issue of returning populations. This issue should also be stressed to both host communities receiving returnees and to the returnees themselves.

11. Another issue that should be highlighted is the reintegration of landmine victims and people with general disabilities into their communities, for instance children into schools; this is especially true when mine victims are actively involved with the MRE programme as members of AVSM, for example.

12. Should the situation continue to improve and de-mining operations commence in 2006, MRE should promote these efforts among the communities and be more

20 In accordance with the Hi-F mine action data-base (only civilians).

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specific on various issues such as different types of de-mining activities, fencing and official markings, should these be part of the operation.

The MRE component uses various tools of interpersonal, local and mass media, as illustrated in the table above to impart MRE to beneficiary communities. Video shows, audio cassettes with music and songs, printed material, MRE murals in schools, billboards, drama competitions and plays are some such tools. The above tools convey messages aimed at promoting mine awareness and, to a certain degree, mine safe behaviour. Interpersonal communication activities were deployed as well through the psychosocial rehabilitation units, organising group discussion sessions, while recently introduced; house-to-house visits were conducted by landmine victims belonging to the ASVM. The component of mass media using video sessions, MRE murals in schools, songs through audio cassettes and drama plays was particularly important as it was used during the emergency phase as well as during this current transition period and is an important component in Senegal’s long-term mine action strategy. Due to time constraints, limited resources and the lack of accurate data, the mass media was a very practical means of communicating safety information during the emergency phase. In the overall assessment, based on discussions about experiences of the community networks and school Inspectorates21 and on MRE tools by the community, it was found that communities and school children had a tendency to prefer video, drama and animation-based tools. According to the psychosocial rehabilitation unit in Nyassia, the use of the MRE flip-chart was initially highly respected. It was mentioned, however, that after some time people lost interest and resumed high risk behaviour. The video content was highly spoken of after each session, in which participants expressed their belief that these videos contributed to a reduction in mine casualties. The newly erected billboard was assumed, by the same group, to have high potential for being affective. The overall impression was that UNICEF supported MRE activities were a timely intervention which helped and protected beneficiary communities. As revealed in the key informant interviews, innovative and at the same time effective interventions employed by the MRE activities included use of video sessions, theatre with children as key actors, captivating murals and billboards and mine victims as community MRE facilitators, etc. However, concerns over the nature of messages and the absence of participatory approaches (as explained above) were also highlighted by certain interviewees. The findings of key informant interviews point to the need to design MRE messages that are relevant to counteract specific risk behaviours prevalent in local areas. 2.6 Capacity building and Training It is assumed that since the MRE component within UNICEF was considered merely as an ad-hoc intervention in addition to the Protection Programme, no guidance or training was given to the UNICEF staff in MRE prior to the start of MRE in Casamance. Consequently, the in-house MRE expertise and training capacity was inadequate, which limited any capacity building plans for local partners. This having been said, UNICEF trained members of the mine victim association (AVSM) in stress management, which in turn laid the foundation for future involvement with MRE community activities. 21 Conclusions by the Psychosocial Rehabilitation Unit in Nyassia, Psychosocial rehabilitation coordinators and Education Inspectorates district officers.

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Hence, UNICEF MRE training needs were channelled through the INGO HI-F. MRE training capacity was strengthened by HI-F for all actors involved in the MRE programme in the Casamance. There are two training packages available: The first package is for NGO staff and community networks, and varies from 4 to 5 days, depending on the participants’ educational level and number. Lessons basically cover the 8 core messages. The second was developed for the Education programme teachers’ training, and a 3-day training session was designed. Considering the very limited duration of the training session, the course is focused on an introduction to MRE and how to incorporate MRE into the existing curriculum. During discussions with school teachers and the Inspectorates it was apparent that the training did help to improve their understanding of the subject and gave them the means to incorporate MRE into the teaching programme However, they also clearly stated that due to time constraints in the school schedule, the training period was too limited to properly understand the landmine issue and its implications and additional efforts should be made to increase the training period22. The training content may be expanded to include techniques not only on how to incorporate MRE into the curriculum but also on how to develop extra-curricular activities such as using drama groups, etc. The normal circulation of teachers in and out of the region should be taken into account when planning the training programme, meaning that additional training may be considered to ensure better coverage of trained teachers. In efforts towards sustainability, the MRE training programme could be integrated into the Teacher Training School, so that all new teachers receive MRE lessons as part of their teaching skills23. The training package by large is focused on imparting the “8 messages” but does not include other skills required for the programme such as communication for behaviour change, community participatory approaches, need assessment tools, monitoring and evaluation, etc. Existing expertise in UNICEF from the areas of Communication, Protection and Education could immensely improve MRE activity performance by providing technical assistance to both UNICEF staff and local partners. At the time of the evaluation, occasional Landmine Safety Training for aid workers (not community based MRE) was conducted by the INGO HI-F. Landmine safety training, however, should be a regular practice and mandatory for UN and NGO staff operating in potentially risky areas. 2.7 Coordination In the Casamance region there is no formal coordination forum for mine action issues although the main stakeholders are few and contact is regular. Coordination of MRE activities was subject to the understanding of agencies involved with the programme24.

22 At the Diabir primary school, meeting with both teachers and students 23 Meeting with the Education Inspectorate, Chief Officer and district officers. 24 Meetings with both UNICEF and HI-F staffs.

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In one instance where inadequate coordination led to unnecessary confusion when UNICEF deployed the AVSM members to carry out and enhance MRE activities in schools it was considered as supplementary activity to the on-going HI-F supported inclusion of the MRE into the school curriculum and just before pupils took their summer break. In theory it looked like a good idea, although school teachers could not understand the reason for additional activities since they were already conducting MRE lessons. Although both agencies had good intentions, more systematic coordination and communication could have led to less confusion and overlapping and more complementarity. Moreover, it was suggested that any plans to carry out activities in schools, particularly non-formal activities, should be in accordance with the school calendar25. The UNICEF MRE activities are currently conducted in coordination with other agencies, notably the HI-F. The level of coordination to date takes the form of dialogue and open channels of communication between the different agencies. This will change considerably in the near future with the arrival of recruited Mine Action technical specialists. It will be crucial for UNICEF for coordinate closely with the other UN agencies, especially UNDP and government structures that will no doubt develop in the coming months. There is a need to develop a coordination forum on mine action issues, but this will be inevitable with the establishment of the mine action centre in Ziguinchor in the coming months. In conclusion, the level of coordination of UNICEF MRE with other relevant players is considered to be good, but should be formalised. UNICEF faces a problem as mine activities increase in Casamance because they do not have designated staff responsible for mine action issues or MRE. Current project officers and project assistants struggle to deal with the increasingly demanding mine action issues while being responsible for numerous other non-mine-related programmes as part of the Protection and Education programmes. Concerning returnees and effective targeting of MRE to mitigate accidents, UNICEF will need to coordinate closely with UNHCR. These points are addressed in the recommendation section. 2.8 Data gathering, monitoring and exchange of information. Between 1999 and 2002 MRE activities by local partners were registered and reported to the UNICEF office. These activities were usually reported on a monthly basis, after which a summary of activities was provided to the UNICEF annual report. There was no standard format to report on activities which reflected the level of consistency and accuracy of the information provided. As a result, it has been extremely difficult to use the data for analysis and planning, etc. As of 2005 and as part of the co-operation agreement between HI-F and UNICEF, MRE implementing partners began using a standard reporting format developed by HI-F and sent their activity reports to the Hi-F mine action data-base. Thanks to this format, there was a significant improvement of quantitative information. This having been said, the current format could be improved in regards to types of activities and numbers of beneficiaries. Although data are now available at the HI-F mine action data-base, no information was shared among all implementing partners including UNICEF staff. Simple information such as the progress of MRE activities, geographical coverage, etc. and statistics on mine accidents and casualties are basically not available other than at HI-F. HI-F produces a bi-annual statistical report including data on accidents, casualties and activities accompanied with some conclusions. This seems to be shared mainly with Donors 25 Meeting with the Education Inspectorate, Chief Officer and district officers.

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and Government institutions in Dakar. It is suggested that information from the mine action database could be shared with all stakeholders even without a glossy cover page. With the opening of a new mine action centre in Ziguinchor which will include the mine action data base, it is hoped that a systematic mechanism for data collection, collating and dissemination will be developed. HI-F maintains a database of mine and ERW casualties in Casamance. From 1996 to September 2005, 648 mine and 12 ERW casualties were recorded, including 149 people killed and 511 injured. The reported figures on casualties may not reflect the true number of mine/ERW casualties in the region, partly due to the influence of Islamic practice in which burials take place as soon as possible after a death, and the absence of death registries26. Hence, reported figures on casualties may not reflect the true numbers of mine/ERW casualties in the region. It has been suggested that as the Impact survey will improve more comprehensive information will come to light. All the existing data analyses of victims are including military personnel. If this fact is not carefully detected it could lead to a misreading of the data especially in regards to gender, activity of the accident age group, occupation, etc. This is especially true when military victims represent 24.47% of all casualties27. Since military people are not a targeted audience for the MRE programme, there should be two separate analysis themes. The extent to which UNICEF is monitoring MRE activities seems to be rather weak, in both quantitative and qualitative terms. This essential aspect of the programme must be strengthened and formalised. UNICEF has the same problem with coordination and management in that they do not have designated staff responsible for MRE related issues. This is true in particular of the volunteer networks such as the Psychosocial Rehabilitation Units, where UNICEF monitoring very much relies on occasional activity reports and coordination meetings. In schools, monitoring visits are done through a combined team of HI-F and the Inspectorate department. In one particular school it was mentioned that although they were receiving monitoring visits, they were limited to attending a lesson and did not include discussions with the staff or pupils28. If the UNICEF intention is to maintain these networks, a serious consideration on how to improve the monitoring and evaluation mechanism in a more methodical fashion must be a priority throughout the UNICEF supported programmes. 2.9 General considerations Effectiveness Effectiveness is closely related to impact. These aspects are difficult to reliably evaluate in a short mission and without quantitative evaluation surveys. Nevertheless some points should be made: According to the HI-F database, mine injuries in the Casamance region have consistently decreased since 1999. How far this reduction can be attributed to MRE as distinct from

26 Discussions held with HI-F database staff on the nature of the information system and reported figures. 27 RAPPORT SUR LES VICTIMES DE MINES ET UXO. Senegal, Casamance 2005. 28 At the Diabir primary school, meetings with both teachers and students.

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other security factors such as restriction of movement is difficult to estimate, but as highlighted above there is a clear link between MRE and risk awareness. Correct mine risk awareness leads to mine-safe behaviour which in turn can prevent injuries. During the rapid evaluation exercise it was found that a high number of the target communities had heard about landmines and ERW. Given the limited access to mass media particularly during the period of armed conflict, this figure is indicative of active information dissemination. Given the relatively low rate of mine/ERW casualties, it is therefore fair to assume that the rest of the people were made aware of mines through one or more primary or secondary MRE information channels. In discussions, community members clearly indicated that they received fairly good information about mine risk and mine safe behaviour. The audio-visual (MRE video) sessions and drama plays were found to be the most popular of the tools used with these beneficiaries. It can therefore be inferred that MRE, either through mass or small media, had been instrumental in forming information channels among beneficiaries. Basic acquaintance with mines was reasonably high, ruling out the possibility that MRE is the only source of basic information about mines in the population studied. There is, however, significant evidence suggesting that MRE feeds some of the relevant information channels which lead to increased mine risk awareness and mine safe behaviour in the project areas. Therefore, it can be concluded that grassroots level MRE has contributed toward an increased level of mine risk awareness in the Casamance region. Given the fact that no humanitarian de-mining operation exists, it is clear that MRE has played a vital role in increasing awareness. It was also found that people in MRE target areas had a fairly realistic assessment of mine risks, including the identification of warning signs and risk avoidance behaviours, which could probably have stemmed from a source of training/information rather than mere presumptive speculation. However, there have been instances where people have deliberately indulged in risky behaviour in spite of receiving MRE. Unauthorised de-mining and negligent/ risk prone behaviour patterns have been reported. There are many reasons for this practice. In one instance, in the village Djirack in Ousuye district, while clearing his own field a farmer discovered 7 mines on his land. Luckily no detonation occurred and all the mines were handed over to the army safely29. Out of desperation and the urgent need to settle in their homes people do not wait for trained de-miners to clear their lands. Instead they attempt to clear the lands themselves. In conclusion:

• UNICEF has been conducting MRE through community networks, education system and victim associations supported by a Project Officer and Assistant who have a wide range of additional non-MRE responsibilities.

• The actual budgets used for MRE in comparison to other Protection and Education projects have been very modest.

29 This case was recorded by the psychosocial rehabilitation coordinator.

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• The coverage and visibility have been considerable in the affected areas and it appears that MRE has contributed to the current reduction in accidents among civilians. This is, however, not to say that coverage is sufficient to fully meet needs.

• In overall assessments of MRE tools by the community, it was found that communities and school children had a tendency to prefer drama and animation activity based tools. Lectures accompanied by flip charts with images as well as murals were found to be useful as well.

• Local communities and institutions showed much appreciation for the efforts made by mine victims. This in turn may be at least partly attributed to MRE, including deployment of such victims as agents of MRE. Supporting and training the mine victim association so that victims could work as trainers and field officers was highly appreciated by the communities.

• UNICEF/MRE has created important alliances and relationships with implementing partners that could secure on-going MRE and the range of activities engaged is wide and appropriate for public information dissemination.

• The programme was also developed over the last 6 years during a violent civil conflict, in difficult conditions where compromises have had to be made.

• Minimal guidance or training has been given to UNICEF Casamance and the relevant partners in MRE from UNICEF New York Regional Office or elsewhere. The country office has to some degree developed the current activities in a vacuum and in isolation since 1999. This is one of the reasons for this current evaluation/review.

Appropriate targeting The MRE activities were planned based on information concerning mine accidents and victims. Furthermore, since the major partners imparting the MRE messages to their communities were the psychosocial rehabilitation units which used other criteria for the selection of communities affected by the armed conflict, it is fair to say that there was a good general geographical coverage of MRE activities. However, in a field visit to the village of Toubacouta one mine accident was registered close to the border with Guinea Bissau. While visiting the school, it was apparent that the establishment was reopened in 2003 and although the school is situated next to a military position surrounded by a minefield, no teachers were officially trained in MRE except for the Headmaster who was trained in 1999 while working in another school in Ziguinchor. This case may suggest that there are probably newly opened communities that do not necessarily have mine accidents or victims but are in the proximity of dangerous areas and not getting full attention from MRE staff. According to the community leader, there are two volunteers trained by HI-F who occasionally perform. It was therefore suggested to target larger groups of audiences paying special attention to school children30. Other specific areas that need additional attention are the following: • Anti- tank mines (ATM) – This is another example where the MRE programme doesn’t

pay adequate attention to addressing specific at-risk groups. The majority of accidents are caused by AT mines on roads claiming a higher rate of casualties, but no specific messages were produced to address road safety behaviour.

• Age group – while much attention is given to school children, the most vulnerable group is adult males between 15 and 29 years of age31.

30 Discussion was held with the Toubacouta community leader Mr. Moussa Dieme. 31 Data were extracted from the HI-F mine action database.

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a. Although it is very important to ensure the young generation is taught mine safe behaviour, more weight should be given to those at risk, i.e. adolescents and adult males.

b. Even though the programme was targeted at school children, no specific messages were designed to address this group.

c. Secondary school children could be targeted as well with the incorporation of the MRE into the curriculum to reach adolescents who are part of the high risk group.

• Seasonal issues – a major income source of the Casamance region, in particular the southern area close to the border with Guinea Bissau, is orchards. Harvesting is around April each year and mine/ERW accidents increase at that time. A systematic intensification of MRE campaign before every harvest may help reduce casualties.

Although geographical coverage is fairly good based on schools and communities affected by the conflict in addition to the accident and casualty records, factors of security accessibility and transportation are influencing the activity plan32. It is the impression of this researcher that no further assessment of the groups within the targeted communities such as gender, age group, etc. was receiving special attention. To conclude, there was appropriate targeting in terms of communities affected by the conflict and landmine victims but no segregation of vulnerable groups within those communities. Sustainability The current political context in Senegal is changing with direct implications for the mine action programme and MRE. On 30 December 2004, Senegal signed a peace agreement with the MFDC. These are uncertain days and the opportunities and obstacles facing mine action will no doubt be different in the coming months.

The current peace process, and access into previously restricted areas, has also created new opportunities for mine action. The launch of the Landmine Impact Survey also attracts international interest to fund a longer term mine action initiative in the country. The first phase of this went underway with the arrival in August 2005 of UNDP mine action Chief/Senior Technical Advisor to assist the Government in developing what will later become the institutional framework (including a regional Mine Action Centre) as well as a strategy to address the mine and ERW threat. The ceasefire and hopes for a lasting peace agreement will give many the option of returning to contested areas, many parts of which are regarded as unsafe. The current trend of return will no doubt increase despite considerable concerns about the risks of mines and ERW in returnee areas. The projected number of returnees into unsafe and unchecked areas has direct implications for MRE and requires an immediate and urgent new relevance of MRE in a context where more specific minefield markings and technical surveys are not yet operational. As the situation changes and international interest in assisting the Casamance with the mine threat increases, new agencies and stakeholders will soon be established providing a wider range of mine action services and capacity building. A National Commission on Mine Action has recently been created in Dakar. The International mine action NGO Hi-F is

32 MRE activities overview by the UNICEF Ziguinchor programme officers.

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already involved in assisting in MRE, victim assistance and more recently with the LIS. The UNDP, at the Government’s request, has taken the first steps and recruited a new Senior Technical Advisor and a strategic paper for mine action is being drafted. UNICEF already developed MRE activities in a fairly sustainable fashion. The long-term viability of some of the tools being developed such as school curriculum, MRE murals, community volunteers and networks operate at a relatively low operational and maintenance cost. The integrated approach within the psychosocial networking programme is another method to secure the continuation of MRE activities. However, the new developments in the region, as described above, will require UNICEF to make further decisions on the nature of its engagement in mine action and with the development of the Casamance region in general. The first step will be to ensure that sufficient technical expertise exists within the organisation. Simultaneously, additional resources will have to be mobilised and allocated in order to sustain its MRE activities as part of the emerging regional mine action programme.

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3. CHAPTER THREE: SWOT ANALYSIS (STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS)

3.1 Key internal strengths of the programme

An extensive coverage of the MRE programme giving attention to at-risk communities created an environment of high mine awareness throughout the conflict period.

High level of problem recognition and strong commitment by the affected communities through their community based organisations (CBO).

Supporting mine victims to impart MRE messages, the deployment of mine victims as trainers and field officers by the mine victim association (ASVM). A message imparted by someone who had fallen victim to a mine/UXO is far more effective when compared with a non-victim. In a particular instance where mine victims were employed in school sessions, school children who were in the audience were keen to speak to the performer after the drama to get more details about the injury and related issues. There is definite increased authenticity to the MRE message when it is given by someone who has been a victim.

Identifying and reaching vulnerable groups. Adult working males are the most vulnerable group since they go out into mine infested areas for various occupations during day time hours. The current MRE programme schedules for active interventions such as presentations and audio-visual sessions run during the evening.

Sustainability: MRE activities were developed in a sustainable fashion in view of a partnership strategy. Long-term viability of some of the tools being developed such as school curriculum, MRE murals, community volunteers and networks thanks to the low cost of operations and maintenance. However, new development agencies with additional funds will challenge the existence of volunteer based networks.

Integrated approach to psychosocial programme enhancing MRE impact. UNICEF support involves integration of Stress management, conflict management, MRE and mine victim assistance at the field level. This has resulted in a multiplier effect among the beneficiaries. Communities are more involved and interested in MRE when there are other parallel interventions. As with all development interventions with underprivileged and marginalised communities, the benefits have been increased through an integrated rather than a sectoral approach. The presence of mine victims increases beneficiary confidence in the implementing agencies. These factors in turn increase the effect of MRE within communities.

Co-ordination between agencies enabling greater MRE outreach. The project has been implemented through partnership agreements involving two international agencies, a local community based organisation, a local victim association, community mine action committees and the Ministry of Education. Partner agency linkages are effective thanks to active networking. Furthermore, effective allocation and sharing of programme target areas/groups has resulted in greater outreach of MRE. All of the mine affected departments in Casamance have been exposed to some form of MRE or other according to the HI-F data-base.

Animated tools, the component of drama and audio-visual tools is particularly popular with selected target groups. At the key informant interviews it was revealed that such tools are perceived more positively by some of the target groups such as illiterate adults and children. Such groups may find lecture room styled programmes boring and animated tools such as drama and videos more interesting. While the current programme already uses video screening effectively the volume of such programmes should be increased.

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The existing Mine Action data-base operated by HI-F contains fairly good data on mine/ERW accidents and victims, suspected dangerous areas and MRE activities. This information could be used for monitoring and planning the MRE activities. However, reported figures on casualties may not reflect the true number of mine/ERW casualties in the region. It is suggested that as the Impact survey goes forward more comprehensive information will be revealed.

MRE in schools was also implemented as non-formal activity such as drama, poetry and drawing competitions, and proved to be very a successful initiative involving not only school teachers and students but the entire community. The drama plays produced in local dialects reinforced the understanding of the MRE content.

Relatively low cost of supporting operations. 3.2 Key weaknesses encountered by the programme:

The programme that initially was designed to address the mine threat in a conflict context in 1999 didn’t adapt itself to the changes in the programme environment. Even though the current situation could be considered as a “transition”, it has yet to adapt itself to various changes, including the transition from a conflict to a post-conflict situation and the problems posed by the mass return of IDPs to potentially hazardous areas.

MRE content consists of 8 basic messages regardless of the audience and context. Rigid programme content failed to identify and address specific needs arising from the different groups within the community such as gender, age and occupation. Moreover, some of the messages were encouraging high-risk behaviour such as marking and retracing foot steps, and poor distinction between mines and UXO which require different attitudes. Reporting was only linked to the marking operation and not as reporting as a separate operation. Furthermore, the majority of accidents were caused by AT mines but no specific messages were encountered to address safe driving behaviour.

MRE in the school curriculum: lack of specific messages to address the school context, incorporation of messages which were “parachuted” on the education system without being reviewed prior to their integration within the school curriculum. Only primary schools were targeted with the inclusion of MRE into the curriculum, while according to the HI-F casualties’ database, the most at-risk group is adolescents in secondary school.

Inadequacy of community specific MRE needs assessment. At the moment there is no satisfactory mechanism to identify and monitor community needs and responses in relation to MRE needs. For instance, the MRE programmes do not satisfactorily address certain aspects of the ground situation in such areas as the prevalence of unauthorised de-mining, UXO tampering and locally specific unsafe behaviours. It is possible that partner agencies do not have the adequate skills and resources to undertake necessary basic assessments at the grass roots level.

A lack of involvement and participation of all stake holders, especially community representatives, when messages and material were developed. A very low level of participation in the process. In cases where community members, students and teachers could play an active role throughout the process they have remained rather passive recipients, receiving the image boxes, mural paintings, billboards, etc.

Mine action information management: Inconsistencies in MRE source data generation for the mine action data-base. MRE source data for the mine action data-base input

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are partially generated. Categories under which the audience type by gender and age, MRE tools and methods, etc. Moreover, no systematic and comprehensive dissemination of information questioned the analysis and planning of the MRE programme.

The MRE activities were coordinated very much on an occasional basis rather than systematically. This incoherency is potentially confusing especially with regards to schools.

MRE skill training limitations: the MRE training programmes were focused around the core messages, while other vital issues such as communication techniques, community participatory methods, monitoring and evaluation skills, etc were almost neglected.

Inadequate support from the UNICEF Dakar office: very little interest and support was shown and provided to the staff at the UNICEF Casamance programme. Although no mine action capability was available at the Dakar office, the existing expertise in the areas of Programme Communication, Protection and Education could contribute in the various aspects of the MRE component. Very limited support was provided by regional and New York offices.

3.3 External Opportunities and challenges faced by the programme

On 14 July 2005, the National Assembly adopted a law on mine action. This law stipulates that an inter-ministerial commission will be established to ensure implementation of the Mine Ban Treaty, and to supervise a mine action centre soon to be established in Ziguinchor. As soon as the law is promulgated by the President of Senegal, decrees to implement it and define the responsibilities of the commission and the mine action centre will be signed.

Firm commitment by the Senegalese Government to make its resources available to the Mine Action programme in order to ensure sustainability may attract supplementary donor assistance in the future.

A clear and comprehensive mine action strategy could be used as a central resource mobilisation tool especially for the implementing organisations.

The security situation will allow sufficient space for counterparts to become more operational in the areas most affected by the conflict.

Relevant authorities will not encourage spontaneous population movements. Government support and collaboration with the relevant local authorities and MFDC

in order to allow implementing actors to carry out their normal activities in the field. Commitment of the implementing partners. The adaptation of the MRE IMAS to the Senegalese context is a good opportunity

for ensuring a standard programme with approval from all actors, where roles and responsibilities are well defined at both national and regional levels.

3.4 External Threats encountered by the programme

Delays in finalising the peace agreement may postpone development and de-mining efforts that will encourage mine risk behaviour.

Resumption of hostilities may result in the degradation of the humanitarian situation, with armed groups possibly laying more mines, mainly in rural areas. This will result in even more limited access to those areas, hinder data gathering and locating new dangerous areas as well as hamper further implementation.

New comers will increase the pressure on land, mainly for cultivation and therefore it is assumed that people will be willing to take risks.

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Failing to respond quickly to communities will result in losing credibility. The communities will lose hope and people will chose high-risk mine behaviour.

Settlement and livelihood issues in mine affected areas. The existence of mines/mine fields places severe restrictions on access to particularly agricultural based livelihood and freedom of resettlement. This hampers the development of the community particularly in an agrarian environment such as Casamance. In the face of difficult choices between livelihood and mine risk, some people opt to overlook the mine risk.

Returning of IDPs. The sporadic return of IDPs into areas where MRE has already taken place may result in them not receiving systematic MRE. IDPs usually return to their villages of origin in small batches. Inadequate information regarding the inflow of IDPs and the vastness of the geographic span could result in gaps with covering these vulnerable groups.

Unauthorised de-mining and irresponsible mine handling by unskilled persons. As illustrated earlier, unauthorised de-mining creates an immense challenge to overall mine action, even though its prevalence has so far been reportedly small over the past few years. Unauthorised de-mining not only jeopardises the lives of those engaged in it, but also undermines and subverts MRE efforts.

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4. CHAPTER FOUR RECOMMENDATIONS 4.1 For the UNICEF Office:

Policy: 1. Mine action and peace efforts. The UN could play an active role in advocating with

the Government for the inclusion of the landmine/ERW issue in negotiations with MFDC. Throughout the negotiations, the responsibility of both sides could be decided not only in terms of sharing information on dangerous areas but also in terms of their participation in the humanitarian mine action operations as part of the integrated demobilisation programme (DDR).

2. As part of the UN mine action support, supplementing UNDP efforts, UNICEF could play an advisory role at both central and regional levels, in particular at the regional level providing technical assistance to the planned mine action centre (CLAM) in Ziguinchor. Technical assistance should go beyond CLAM and support the education regional Inspectorate, Ministry of Women, Family and Social Development and local implementing partners in accordance with the MRE programme needs.

3. UNICEF could focus on supporting all or either one of the options below: a. The coordination by the future regional CLAM (with UNDP); b. A community based through local NGO with dedicated MRE staff; c. A community based on grass root networking of community volunteers; d. An educational system through formal and non-formal activities.

4. Should sufficient in-house capacity exist, the MRE community based programme could play an important role in promoting the Small Arms messages through the existing community network or integrating the MRE into the school curriculum, although additional expertise is required to build UNICEF’s capacity.

5. A need to establish a MRE Coordination/ Technical Working Group on a temporary basis that will be chaired by the CLAM. In the absence of the Regional Mine Action Office (CLAM), UNICEF or HI-F could temporarily facilitate this, to ensure consistent co-ordination, as a sub-group of the existing Regional Mine Action Committee.

6. Landmines and ERW could also pose a serious threat to humanitarian personnel working for UN agencies and non-governmental organisations, particularly when looking at statistics where most mine accidents occurred on roads and were caused by AT mines. At the time of this evaluation, occasional Landmine Safety Training for aid workers (not community based MRE) was conducted by the INGO HI-F, however, landmine safety training should be a regular practice and obligatory for UN and NGO staff operating in potentially risky areas. Institutional and management:

1. Considering the recent political and humanitarian developments in the Casamance Region, it is expected that UNICEF will take a greater role with the Mine Action programme; therefore, resources such as funding and staff should be taken into account.

2. As is the case in most mine affected countries receiving UN support, UNICEF could play a role in supporting the MRE, assisting community based MRE for affected communities through local NGOs, as well as being instrumental in adding MRE to the regular school curriculum. UNICEF should work together with UNDP and other agencies in ensuring the integration of MRE in other operational activities. Regular coordination among mine action agencies should be strengthened.

3. UNICEF office and other UN agencies should, in the spirit of the up-coming United Nations Development Assistance Framework (UNDAF) for Senegal, and in pursuit of

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coordinated efforts under the current Government of Senegal, spell out a joint strategy to support the Mine Action programmes including the MRE component. The UN supported component should be fairly modest in accordance with the scope of the regional mine action programme.

4. If UNICEF is to take a greater role it should consider recruiting a mine action dedicated project officer to work within the Casamance office, working closely with the regional mine action centre (CLAM). Generally the MRE sub-project is limited by the fact that MRE is but one of many Protection Officer responsibilities. The profile of the person for the UNICEF mine action position does not necessarily have to include a mine action background. Someone with solid experience in education, programme communication or community development could serve this position perfectly, given the fact that the UNDP already has a senior technical advisor in the country who could easily facilitate the on- the-job learning process.

5. Approaching a new cycle of the UNICEF Senegal country programme could be a good opportunity to address the landmine issue. The mine action component (project or sub-project) could be implemented under existing programmes such as Child Protection, Education or Programme Communication. The dedicated person will be based in Casamance, working with the CALM, local authorities and implementing organisations on a more technical level. The Section Head, in Dakar, could respond at the national Government level, work with the UNDP Chief Technical Advisor (CTA) and Donors.

6. The UNICEF MRE component should benefit from in-house expertise such as Education, Protection, Programme Communications and the Regional EMOPS office.

Programmatic and Technical capacity building:

1. UNICEF should be aware and prepare for the changing role of MRE after the transition from a conflict situation to a post-conflict transitional situation with IDPs. It should directly and immediately begin to address the MRE implications and needs that are arising from spontaneous and the eventual organised return of IDPs and other population movements. It should identify where specific groups of IDP’s are located and to where they are likely to return. It should be assessed whether they require MRE prior, during or after their return.

2. Increase and develop the monitoring and evaluation mechanisms within the projects of MRE as part of all mine action information management. The current level of impact and measurement of behavioural change or knowledge acquisition of the primary stakeholders is entirely unknown. Individual activities under the MRE project need to adopt sets of measuring indicators and light evaluation tools in order to track performance and the educational value of different methods and approaches. These can be developed relatively easily. Current monitoring is weak both in terms of simply tracking the scope of activities (even numbers attending performances/presentations, etc) as well as their impact.

3. MRE content should be reviewed and develop standard messages adjusted to the reconstruction context, in a more positive and instructive manner. They should:

Challenge the community to seek safe solutions to the pressures on income and land ownership;

Provide specific information on safe and dangerous areas and the safe behaviour thus implied;

Ensure distinctions on mine implication and ERW’s;

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Design road safety behaviour programmes, as Anti-Tank Mine accidents claim the majority of casualties;

Consider reporting and the exchange of information as an over-riding message; Address the resettlement and reintegration of displaced people; Promote the upcoming development of mine action capacity, as the first steps

towards Community Mine Action Liaison; and Address the integration of mine victims and their families in the broader context

of people with disabilities (children into schools, socio-economic integration for adults).

4. Based on reviewed MRE content, develop a communication strategy; the MRE programme aim is to achieve mine safe behaviour through the use of a variety of interpersonal, small and mass media techniques. To maximise the opportunities for learning:

The use of visual aids and participatory activities is advisable wherever possible;

Participatory approaches are based on a two-way information flow that encourages dialogue;

The analysis of the mine problem at the individual and community levels. Daily activities such as collecting firewood or seasonal fruits put many individuals at risk;

MRE Materials should be simple, clear and readable, in appropriate local languages, relevant, realistic, attractive, accurate, culturally and religiously sensitive, sustainable, and durable;

All materials should be field tested and then adapted based on this testing; Community participatory methods should be applied whenever possible to

ensure MRE messages are tailored to the specific needs of the community; The drama/audio-visual component of the programmes should be given

prominence particularly in programmes targeting children and those from lower educational backgrounds. Community and school-based theatre groups could be engaged as well, guided by the community networks;

Image tools could be developed for specific target groups i.e. a specific flip chart could be designed for children, so that content and images address their specific needs. For adults other possible safety instructions such as marking should be included;

Image boxes could use digital pictures from the local scenery to reinforce the messages and keep them authentic, rather than using drawings; and

Use of explicit images should be reassessed especially when addressing small children.

5. School-based MRE should develop strategies both for formal and non formal activities. For formal activities, under the leadership of the Education Inspectorate:

MRE content should be reviewed and should be child-focused. Use of shocking and violent messages should be reassessed by the pedagogical team;

Development of teacher training programmes, one in the regional Teachers’ Training School to ensure sustainability, and one at the district level by the in-service staff. Adequate time should be allocated for these training sessions to ensure teachers are comfortable with the content and integration techniques. For practical understanding, teachers could visit a school in the vicinity of a dangerous area and eventually de-mining sites;

Teacher’s manuals and aid material should be developed by the Education Inspectorate, with technical assistance;

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Representatives of the Education Inspectorate should be involved in any mine action forum;

Accurate Mine Action information should be made available to the Education Inspectorate, such as MRE progress of activities, casualties, suspected areas, etc;

MRE content should address the issue of integrating children with disabilities back into their schools; and

The Small Arms messages should be integrated into the MRE school curriculum. For non-formal activities (extra curricula activities), in consultation with the Education

Inspectorate: The content and tools should be more flexible; Activities should be conducted in a more participatory manner. Both children and

teachers should be more actively involved in developing the content and tools, such as drama, mural paintings, essay and art competitions, exhibitions, etc.; and

Activities could expand their performance outside school arena to the entire community.

Secondary schools, although representing a higher proportion of victims, are not targeted as part of the MRE inclusion into the school curriculum. Hence if full integration with the formal curriculum is not feasible, extra-curricular activities could be taken into account targeting secondary school youth clubs and promoting peer education.

6. Prioritisation for MRE activities should broaden its selection criteria. Today,

accidents and victims are the prime criterion for prioritisation of MRE activities. As important as this may be, additional criteria such as newly opened areas, proximity to dangerous areas, etc. should be taken into consideration.

7. Community-based need assessment prior to MRE must be strengthened. The community context, knowledge, attitudes and practices, needs, risks and opportunities must be better understood by MRE agencies working in each area. This may be done through a rapid KAP questionnaire assessment. This assessment will enable the MRE agencies to better orient MRE activities to the requirements and perceived needs of the target populations.

8. Expanding MRE activities to newly opened areas and as a response to the findings from the on-going landmine impact survey. Expansion to new areas should be subject to the security situation.

9. Enhancement of MRE activities across the border, especially with Guinea Bissau. Activities ensuring the displaced population is provided with sufficient information prior to their returning and appropriate follow-up in their final settlement.

10. Local partners’ staff skill development. Managerial skills for the AVSM staff, so they can engage in broader development issues, in light of the upcoming reconstruction phase.

11. Achieving the desired impact of at-risk populations in practicing safe behaviour. It has been suggested that the MRE programme has to have coherent presence and a firm response in order to transmit the safety messages. To date UNICEF’s main implementing partner is the AVSM. The association members are using bicycles or public transportation to reach the communities, which limits their movement and range of operation. Hence an adequate, yet modest means of transportation could be provided such as motorbikes, though that has to be part of an agreement of collaboration between UNICEF and the AVSM.

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12. If there are more than two MRE dedicated implementing agencies, roles could be divided for one more oriented community liaison while the other can focus on education and animation oriented activities.

13. MRE Integration with de-mining (community-mine action liaison). As plans for humanitarian de-mining are getting close to implementation in the near future, there should be operational plans to ensure coordinated de-mining operations and MRE efforts (community liaison) in those areas wherever possible.

14. Sustainable community networks. The concept of community ownership through voluntary committees proved to be very useful and should be maintained. However, refresher MRE training sessions proposing new skills and revised content should be planned for the coming year. Additionally, there are already some questions regarding motivation among members of these networks. Hence, there is a need to seek mechanisms to maintain its strength; one way may be to engage members with existing income generation schemes.

4.2 Principle guidelines for the MRE programme (for possible regional Mine Action

Centre - CLAM):

1. MRE strategy, as part of the national mine action strategy, the mine action office should develop a logical framework, including milestone objectives, goals, major activities, indicators. Expected outcomes should be outlined, ensuring a management based approach. The mine action office should develop a clear and concise strategic MRE plan in consultation with all the MRE operators for the coming 3 years, taking into consideration the recently launched landmine impact survey and lessons learned from past experience.

2. Communication strategy. The most successful efforts to achieve mine-safe

behaviours use a variety of interpersonal, mass media and traditional media channels. These include individuals who practice mine-safe behaviours, influential local people and community leaders, radio and television networks, community training programmes and — most important of all — those who encourage communities to participate in planning, implementing, monitoring and improving their own interventions. In addition, achieving the desired impact in at-risk populations to practice safe behaviour suggests that the MRE programme has to have coherent presence and a firm response in order to convey the safety messages. The mass media component is developed as part of the wider MRE communication strategy. The process is aiming at raising awareness to the landmine and UXO threat and how to minimise this threat through public information, formal and non-formal education systems. Appropriate and optimum mix of MRE tools for each setting must be identified and applied. Tools have to be revised and modified from time to time to keep the interest alive. Excessive familiarity with a flip chart for instance, may lead to its losing its attractiveness. a. Periodic monitoring must seek to assess the relative effectiveness of different

interventions in each setting. Formative research with identified target groups must be used in developing appropriate tools for a given context.

b. Efforts should be made to share and exchange experiences among different partner organisations concerning the effectiveness of their various interventions.

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3. Establish a coordination mechanism of MRE activities at the regional level, whether this is done through weekly or monthly coordination meetings. From the very onset, it is essential to take on the responsibility of establishing an adequate MRE coordination structure. The aim of regular MRE coordination meetings is to share with MRE players pertinent mine action/mine risk education/humanitarian information so as to be able to effectively integrate activities, assign tasks to MRE teams, identify MRE gaps, and report on MRE activities. The coordination activities are as follows:

a. Establishing MRE Technical Working Group meetings with all stakeholders at the regional level. The main purpose of this is for information sharing and standard setting.

b. Coordinate the MRE operations with all mine action activities. 4. MRE data gathering, monitoring and exchange of information. Strengthening

the existing mechanism for data collection, analysis and ex-change of information should be considered. Effective mine risk education needs to have a systematic data collection process. Data need to be screened, collated and finally presented in the form of reports so as to provide planning, management and decision making tools on MRE activities as well as to ultimately measure their performance. The existing victim and incident data gathering structure should be reinforced to ensure that data is comprehensive, accurate and compatible with IMSMA. All MRE implementing agencies should provide Activity Reports for the mine action database (as planned by IMSMA). The CLAM QA team could be trained to carry out MRE QA as well. A MRE Quality Assurance (QA) system should be developed and implemented to ensure that MRE activities are in concert with clearance operations (before, during and after) and to provide a regionally consistent framework for implementation of an MRE monitoring system. In addition, a KAP tool for field evaluation could be developed and tested within the MRE programme. The purpose of the KAP questionnaire is to assess the mine risk related knowledge, attitude and practice levels within a community, between MRE programmes implemented in that community. All MRE agencies could be trained on how to use this questionnaire. User guidelines and analysis tables could facilitate the interpretation of the KAP questionnaire by the MRE field teams.

More specifically: a. Broadening the data gathering network and resource mechanisms, in particularly

those of local authorities and the civil society. All MRE organisations should be involved with accident and victim data collection as well as dissemination of information (rehabilitation services) back to communities and victims. Information is universally accessible at any time, which is to say that any organisation that is in need of data has full access to obtain the required information;

b. Standard forms should be used by all actors involved with any data gathering. Hospitals and health centres could be targeted and visited regularly to obtain information about accidents and victims. MRE implementing organisations could play a vital role in the information gathering process, assuming that they are working with at-risk communities where landmine/UXO accidents take place. A special training session should be designed before implementing these new data collection operations;

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c. A quality assurance and control mechanism for all the mine data entered into the system needs to be set up urgently; and

d. The planned installation of the Information Management System for Mine Action (IMSMA) may be a unique opportunity to improve data and information reliability. In addition, the issue of MRE monitoring has to be made a priority, where the database and standard reporting format could be re-designed. Once this is done, users will be able to obtain information specific to their needs. Maps, graphs and other output indicating MRE activities along with their relationship to mine accidents, victims, de-mining operations and mine fields could be generated by the system. These maps could assist MRE agencies to better plan MRE activities.

5. Community Mine Action Liaison. To achieve the desired impact on at-risk

populations to encourage them to practice safe behaviour, the MRE programme has to have consistent presence and response to ensure delivery of safety messages. MRE activities are not only about educating people on how to live with the threat of mines and UXO and develop safe behaviour, they must also act as a liaison organism between communities and the de-mining teams before, during and after clearance operations. This in turn ensures information exchange and mutual understanding so that de-mining can be as effective as possible. Community mine action liaison refers to the system and processes used to exchange information between national authorities, mine action organisations and communities regarding the presence of mines and UXO, and of their potential risk. It enables communities to be informed when a de-mining activity is scheduled to take place, the nature and duration of the task, and the exact locations that have been marked or cleared. The aim of this type of methodology is to make the affected population aware that much of the relevant mine/UXO information in fact lies in the hands of their own people. It is imperative that the community understand this and that they learn to work and co-operate with all mine action partners, and that they share their mine and UXO knowledge with them. Before de-mining. De-mining agencies should co-ordinate with the MRE agencies and inform them of the areas marked out for future tasks. The MRE groups would then be able to liaise with the community living adjacent to the de-mining area. The community should be prepared to co-operate with the de-miners.

During de-mining. There are often specific issues which arise while the de-mining takes place. One such issue is the meaning of the different coloured sticks used for marking the task area. At this stage MRE teams must intervene and make colour interpretation clear.

After de-mining. When a cleared area is handed over to a community after de-mining has been completed, the community is given specific MRE relating to the boundaries of the cleared area so that they do not presume other neighbouring areas to be 100 percent risk free as well.

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5. ANNEXES 5.1 List and schedule of meetings (November 20 – December 8, 2005) Monday November 21, 2005 9:00 AM Briefing at the UNICEF country office, Isabelle Austin, UNICEF Senegal

Senior Programme Officer (SPO). 11:00 Meeting at UNDP, Pascal Simon, Mine Action Country Technical Advisor and,

Archie Law, UNDP Mine Action Regional Advisor. Tuesday November 22, 2005 10:00 AM Casamance donor meeting, hosted by the European Union and UNDP at the EU

Conference Hall. 12:30 PM Meeting with Dr. Paul Quarles Van Ufford, UNICEF Planning and Evaluation

Officer. 02:00 PM Introduction meeting at ANRAC, Pierre Marie Bassene, General Director and

Mrs. Gaye, landmines programme Focal Point. 03:30 PM Introduction meeting at the National Commission on Mine Action, Papa Omar

Ndiaye, Director. Mrs. Adama Fall, Landmines Focal Point. Wednesday November 23, 2005 11:00 AM Second briefing with Isabelle Austin, UNICEFSPO Senegal Country. 05:30 PM Introduction visit to the Governor of Ziguinchor, Leopold Wade Thursday November 24, 2005 09:00 AM Briefing at the UNICEF Ziguinchor Office by Carmen Garrigos, Head of

Office and Dr. Albert Preira, Programme Officer. 10:00 AM Meeting at ANRAC Regional Office, Mr. Alphonse Diedhiou, General Director

and Mr. Sidy Diop, Contract Officer. 12:00 PM Courtesy visit to the Senegalese National Army, Seck Lt. Co. 02:00 PM Programme overview at UNICEF office, by Carmen Garrigos, Office Head. 04:30 PM Meeting with INGO HANDICAP INTERNATIONAL – FRANCE, Philip

Martinez, Programme Coordinator and DouDou Fall, PEPAM (MRE) officer. Friday November 25, 2005 08:30 AM Continuation UNICEF MRE overview with Dr. Albert Preira, Programme

Officer. 11:00 AM Meeting with INGO HANDICAP INTERNATIONAL – FRANCE, Philip

Martinez, Programme Coordinator and DouDou Fall, PEPAM (MRE) officer. 04:00 PM Field visit to Nyassia Department Ziguinchor. Courtesy visit to Mr.

Youssoupha Hann, Administrator. 05:00 PM Nyassia District, meeting with the Psychosocial Rehabilitation Unit

Coordinator, Mr. Sonko and members. 07:00 PM Visit to Nyassia primary school, MRE murals and participating in Audio-Visual

session by ASVM team. Saturday November 26, 2005 09:00 AM Continuation UNICEF MRE overview with Dr. Albert Preira, Programme

Officer. 11:00AM Meeting with Mr. Amadou Dieme President of the Psychosocial Rehabilitation

Units and district coordinators.

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12:30 PM Meeting at the ASVM office with association members. Monday November 28, 2005 09:30 AM Meeting with INGO H ANDICAP INTERNATIONAL MINES, Mr. Manuel

Gonzal, 02:00 PM Continuation UNICEF MRE overview with Dr. Albert Preira, Programme

Officer. Tuesday November 29, 2005 09:30 AM Visit to a primary school – Diabir. Participating in a French language lesson

with the integrated MRE messages followed by a meeting with both teachers and students.

14:30 PM Field visit to the village Toubacouta, close to the border with Guina Bissau, together with HI-MINES Impact Survey team. Followed by visit to a school nearby a suspected dangerous area and metting with the community leader Mr. Moussa Dieme.

Wednesday November 30, 2005 09:00 AM Meeting at UNICEF office Church Peace Seeking Committees, President

Father Alain Diedhiou. 15:00 PM At HI-F office, meeting with database staff. Thursday December 1, 2005 10:00 AM Education Inspectorate, Chief Officer and district officers from Ziguinchor,

Oussouye and Bignona. Saturday December 3, 2005 14:00 PM Meeting with the US delegation led by Col. John D. Jordan, feasibility assessment for possible support to humanitarian de-mining operations. 18:00 PM Field visit to the MPACK village, ASVM MRE team conducted a group discussion with the community leaders. Monday December 5, 2005 10:00 AM Presentation of main findings to focus group, participants were: USAID, Lamine Coly; APRAN SDP, Demba Keita; PROCAS, Abdoulaye Diallo; Doudou Fall, HI-F; Koussaynobi Diedhiou; Gonzal Manuel, HI-F MINES; Lang Mane, CCF; Philip Martinez, HI-F; Albert Preirra UNICEF Ziguinchor, Babacar Sene Education Inspectorate; Mamadu Diedhiou: Amadou Diallo, Course Primier (PCSE). Tuesday December 6, 2005 14:00 PM At UNICEF Dakar office, De-briefing presentation on main findings to

UNICEF staff and UNDP Chief Technical Advisor.

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5.2 References: 1. Mine awareness in Senegal, 1 June 2004 through 31 May 2005. Funding proposal

submitted by the UNICEF Office, May 2004

2. UNICEF Fourth and final quarterly report to the Department of States US Government, September 2005. MRE activities in Casamance, UNICEF Senegal. October 2005.

3. Draft STRATEGIE NATIONALE de LUTTE ANTIMINES en CASAMANCE ET PLAN D’ACTION OPERATIONNEL 2006-2009.

4. Mine action mission to Senegal, 27.9 - 2.10 2004. An inter-agency mine action assessment mission took place in Senegal 22-29 September 2004, recommendations and highlights.

5. UNDP draft project proposal September 2005.

6. Draft Senegal, National Completion Plan, UNDP Completion Initiative. May 2005.

7. UNMAS assessment mission to the natural regions of Casamance from 21 to 29 March 2004

8. Ban Mines Newsletter, Handicap International France.

9. Landmine Monitor Report 2004, the Senegal chapter

10. BBC News, Rebuilding war-ravaged Casamance, 20 May, 2005

11. Mine action information and statistics on the Senegal landmines issues.

12. MRE IEC materials.

13. The consolidated Senegal Mine Action portfolio years 2005-2006 (UN draft).

14. A Guide to Improving Communication in Mine Risk Education Programmes, GICHD, March 2004.

15. IMAS 14.20 Evaluation of MRE.doc

16. IMAS 12.20 Implementation of MRE.doc

17. Mine Action and Effective Coordination: The United Nations Inter-Agency Policy, United Nations New York, 2005.

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5.3 List of Abbreviations ANRAC Agence Nationale pour la Relance des Activités en Casamance ASVM Association Senegalaise des Victimes de Mines APM Anti Personnel Mine ATM Anti Tank Mine CBO Community Based Organisation CLAM Centre de Lutte Anti Mines CTA Chief Technical Advisor DDR Demobilisation Disarmament and Reintegration ERW Explosive Remnants of War FGD Focus Group Discussions GICHD Geneva International Centre for Humanitarian De-mining HIF Handicap International France IDP Internally Displaced Person IMAS International Mine Action Standards IMSMA Information Management System for Mine Action INGO International Non Governmental Organisation KAP Knowledge Attitude Practice MFDC Mouvement des Forces Démocratiques de Casamance, MRE Mine Risk Education NGO Non Governmental Organisation OCHA Office for the Coordination of Humanitarian Affairs OHCHR The Office of the United Nations High Commissioner for Human Rights QA Quality Assurance SWOT Strengths and Weakness, Opportunities and Threats SPO Senior Programme Officer TOT Training Of Trainers UN United Nations UNDP United Nations Development Programme UNDAF United Nations Development Assistance Framework UNHCR United Nations High Commission for Refugees UNICEF United Nations Children’s Fund UXO Unexploded Ordnance

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5.4 Question framework for Key Informant Interviews

Region/ Department Officers Background information about his service, duration in the current position. Population profile of his/her area by categories, Internal Displaced Person (IDP), not

displaced etc. Statistics on inward and outward movements of people prior to the Peace agreement

(e.g.2004) Statistics on inward and outward movements of people since the Peace agreement His/her understanding of mine risks in his/her area. To what extent is

resettlement/return of IDPs affected by continuing mine risks? Operational/logistic difficulties in the area (transport, insecurity, staff shortages etc.) Current MRE or Survey/ mapping activities in the area. What role do they play in such activities? How many people in his/her area were injured by mines/ERW? In which years?

Assistance they received? General comments about MRE activities in the area? Knowledge/opinion on UNICEF/partner agency MRE activities. Community organisations currently active in the area. Suggestions for future activities.

UNICEF office staff Background of MRE. Progress in community and school based activities. Development / modification of tools / approaches. Coordination mechanism. Integration- Links and coordination with other mine action activities (community

liaison). Integration- Links and coordination with supporting mine/ERW victim activities. Successes and challenges in implementation (key problems faced and how they

were overcome). Key partners in the area. Region & community specific strengths/challenges. To what extent do they receive co-operation from the communities (community

networking?). Suggestions for future activities.

NGO HI-F database

Background of mine action database and introduction to Casamance. Nature of networks with de-mining agencies. Nature of networks and links with MRE agencies. Monitoring and reporting mechanisms. Assessment of effectiveness of MRE activities by different agencies. Application of source documents/mechanisms used for record updating. Information dissemination methods. Suggestions for future activities.

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Survey agencies Statistics on de-mining tasks completed, mines and ERW cleared. Operational successes and challenges particularly in relation to communities. Links and coordination with MRE activities. Links and coordination with IMSMA system Limitations and constraints of the implementations Suggestions for future activities

MRE partner agency staff (HI, ASVM, Inspectorate, CROSP) Background of MRE. Methods and tools used to impart MRE messages. Development / modification of tools / approaches. Monitoring mechanism of landmine ERW context and activities. Integration with other mine action activities. Coordination mechanism. Limitations and constraints of implementation. Successes and challenges in implementation. Regional and community specific strengths/challenges. Suggestions for future activities.

Victims Nature of injury (How, when & where it occurred). Nature of treatment & other external support received? Specific support from UNICEF/partner agencies, if any? Did he know about mines and mine risks before the accident? Specific message and

from what sources? Effect of injury on livelihood/education/other predominant activity. Effect of injury on social relations subsequent to injury? Any evidence of

experiencing stigma? His/her coping strategies.

School teachers Nature of MRE programmes. Incidence of mine injuries among local school children. Effect of mine problems on school activities. Any efforts at incorporating MRE work in school curriculum. Activities, tools, messages. Strengths/weaknesses of the programmes/tools/approaches. Number of programmes conducted. Number of school teachers and students trained. Opinion on UNICEF/Partner agency activities. Monitoring mechanisms. Suggestions for future activities.

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Community representatives What are the different categories of people in your area (e.g. never displaced, long

resettled, returning IDPs? Key economic activities in the area (e.g. farming, fishing, wage labour, remittances). Key problems in their communities by order of importance e.g. landlessness,

unemployment, mine risks, insecurity, transport. Incidence of mine-related injuries in the local area. Problems caused by landmines and ERWs in the local area (e.g. insufficient

rehabilitation, resettlement etc). Nature of MRE programmes (methods and tools) and the effectiveness of each tool. MRE messages commonly heard and used. Strengths/weaknesses of the programmes. Number of programmes conducted/participated in, category of participants (e.g.

youth, women, school children). Number of community members trained. Type of organisations active in the local areas (e.g. cooperative societies, women’s

organisations, microfinance societies). Suggestions for future activities. Opinion on UNICEF/Partner agency activities. Suggestions for future MRE activities.

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5.5.1 Mine action future structure UNDP presentation

5

PROGRAMME INTEGRE DE LUTTE ANTIMINES EN CASAMANCE

mandat : coordination, régulation, planification et évaluation des opérations.

informatique et véhicules. déplacements, frais opérationnels, etc..) Assistance aux victimes. afin de permettre au centre de remplir son

Réhabilitation des locaux, fournitures des Financement des frais de fonctionnement Déminage humanitaire,équipements et matériels de bureaux, du CLAM pour la durée du projet (salaires, Sensibilisation aux risques,

Les fonds mobilisés seront affectés aux activités suivantes :

2. APPUI A LA MOBILISATION DES RESSOURCESLe PNUD assiste le GRS à mobiliser les ressources nécessaires au programme;

le PNUD offre ses services pour aider à la coordination et la gestion des contributions au Programme.

1 CTP, 1 CT OPS, 1 CT IMSMA (1 an), 1 CT Gestion de la qualité (1 an).1. ASSISTANCE TECHNIQUE

Mise en place du CLAM à Ziguinchor : Fonctionnement du CLAM : Opérations de lutte antimines :

et au CLAM des mines en Casamance et des plans de travail annuels selon son mandatà la Commission nationale l'étude d'urgence sur l'impact d'une stratégie nationale permettre au CLAM d'opérer

Appui institutionnel Soutien à la mise en oeuvre de Soutien au développement Assistance technique pour

ASSISTANCE A LA LUTTE ANTIMINES AU SENEGALPROJET DU PNUD 2005 - 2009

COMPOSANTES DU PROJET

2. Projet d’Assistance à la Lutte Antimines en Casamance (PALAC)

6

PROGRAMME INTEGRE DE LUTTE ANTIMINES EN CASAMANCE

VISION :

Respect des engagements du Sénégal pris dans le cadre de la Convention d’Ottawa, c-à-d :

Pour mars 2009, parvenir à une situation où la population de Casamance pourra vivre dans un environnement favorable au développement socio-économique et où les victimes de mines/REG sont intégrées dans leurs communautés.

3. Programme de Lutte Antimines en Casamance – Gouv. du Sénégal (1)

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PROGRAMME INTEGRE DE LUTTE ANTIMINES EN CASAMANCE

3 niveaux institutionnels d’intervention

Stratégique et politique

Coordination des opérations

Mise en oeuvre des opérations

AUTORITE NATIONALE DE LUTTE ANTIMINES

CENTRE DE LUTTE ANTIMINES

OPERATEURS DE LA LUTTE ANTIMINES

Commission interministérielle,Adopte les stratégies et plans de lutte antiminesIntègre la lutte antimines dans les plans de développement et de lutte contre la pauvreté du gouvernement

Coordination, Régulation, Planification, Evaluation des activités et des opérateurs de lutte antimines.

ONG, UN, Privés, Militaires, etc.. qui mettent en oeuvre la stratégie de lutte antimines.

ACTIVITES DE LUTTE ANTIMINES

Sensibilisation aux risques :Sensibilisation, Education, Liaison avec les communautés.

Déminage :Enquêtes, marquage, élimination.

Assistance aux victimes :Soins, Réhabilitation, Réinsertion.

Destruction des stocks

Advocacy

STRUCTURE DU PROGRAMME

3. Programme de Lutte Antimines en Casamance – Gouv. du Sénégal (3)

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