[PDF] UNITED NATIONS POLICE GENDER TOOLKIT

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UNITED NATIONS

POLICE GENDER

TOOLKIT

Standardised Best Practices on Gender

Mainstreaming in Peacekeeping

Handbook

First Edition

2015

Table of Contents

Acknowledgements .......................................................................................... i

Preface............................................................................................................ iii

Introduction ..................................................................................................... v

MODULE 1: CAPACITY BUILDING OF UNPOL OFFICERS ON GENDER

MAINSTREAMING .......................................................................................... 1

Lesson 1 Understanding Gender Mainstreaming and the United Nations

Policy Framework ........................................................................................... 3

Section One: Introduction to Gender Mainstreaming ................................... 5 What is gender equality? ......................................................................... 9 What is gender mainstreaming? ............................................................ 12 Section Two: Understanding the United Nations Policy Framework on

Gender Mainstreaming .............................................................................. 15

International Human Rights Law ............................................................ 15 Security Council Resolutions on gender mainstreaming and empowerment of women 1325 (2000), 1889 (2009) and 2122 (2013) ... 17 Department of Peacekeeping Operations (DPKO) and the Department of Field Support (DFS) Policy on Gender Equality in United Nations Peacekeeping Operations (2010) .......................................................... 19 United Nations Police Gender Guidelines (2008) .................................. 20 Lesson 2 Integrating Gender-Specific Activities in United Nations Police Plans

and Mentoring and Training .......................................................................... 26

Section One: Incorporating Gender Perspectives in Police Assessment and United Nations Police Concept of Operations ........................................... 29 Technical and Police Assessment Missions .......................................... 31 Assessment Terms of Reference and Mission Report ........................... 32 UNPOL Concept of Operations .............................................................. 33 Mainstreaming gender perspectives into the UNPOL CONOPs ............ 35 Section Two: Developing a United Nations Police Gender Action Plan ..... 38 Step 1: Scan Information ....................................................................... 38

Step 2: Identify Priorities ........................................................................ 41

Step 3: Formulate Objectives ................................................................. 42

Step 4: List Activities .............................................................................. 43

Step 5: Identify Indicators ...................................................................... 44

Step 6: Obtain Authorisation .................................................................. 44 Step 7: Agree on Responsibilities .......................................................... 45 Step 8: Implement Activities ................................................................... 45 Step 9: Monitor, Evaluate and Adjust ..................................................... 47 Step 10: Communicate Accomplishments .............................................. 49 Section Three: Mentoring and Training Through a Gender Perspective .... 52 What is mentoring, advising and training?.............................................. 52 Key skills and competencies of a mentor, adviser and trainer ................ 53 Basic principles and strategies for mentoring on gender equality and

SGBV crimes .......................................................................................... 57

Basic principles for training on gender equality and SGBV prevention .. 62 Lesson 3 Increasing the Participation of Female Police Officers in United

Nations Peace Operations............................................................................. 71

Section One: The Global Effort Initiative .................................................... 73

The Global Effort Initiative ...................................................................... 73

Three-pronged Approach to the Global Effort Initiative .......................... 73 Female Police Officers in Peacekeeping ................................................ 74 Section Two: United Nations Dialogues with PCCs and Strategies for Supporting the Global Effort Initiative ........................................................ 82

Three Action Points ................................................................................ 82

Ten-step Strategy to Achieve the Three Action Points ........................... 85

High-level Advocacy ............................................................................... 88

Section Three: Strategies to Empower Female Police Officers ................. 89 Information and Awareness .................................................................... 89

Outreach ................................................................................................ 94

Networking ............................................................................................. 95

Training .................................................................................................. 98

MODULE 2: CAPACITY BUILDING OF THE HOST STATE POLICE ON PROMOTING GENDER EQUALITY ........................................................... 100 Lesson 1 Developing, Implementing, Monitoring and Evaluating a Gender

Equality Policy ............................................................................................. 102

Section One: Process for Developing Gender-Related Policies .............. 104 Step 1: Assess existing laws, policies, regulations and practices ........ 107 Step 2: Map stakeholders and hold consultations ................................ 108 Step 3: Form a policy committee .......................................................... 110

Step 4: Strategise ................................................................................. 111

Step 5: Convene interested police officers ........................................... 112 Step 6: Engage command officers ....................................................... 114 Step 7: Sensitise police officers ........................................................... 115 Step 8: Write gender-related policies ................................................... 116 Step 9: Launch the gender-related policies .......................................... 118 Section Two: Process for Implementing Gender-Related Policies .......... 119 Step 1: Establish specialised offices in the police ................................ 119 Step 2: Engage the highest level of authorities .................................... 120 Step 3: Develop a strategy and action plan for implementation of the

policy .................................................................................................... 121

Step 4: Build strategic partnerships ..................................................... 122 Step 5: Integrate the policy in the training curricula of the police ......... 122 Step 6: Mainstream gender perspectives into new and existing guidance

materials .............................................................................................. 124

Section Three: Process for Monitoring and Evaluating the Policies ........ 126 Step 1: Create a monitoring and evaluation framework ....................... 128 Step 2: Develop work plan indicators for each police unit, section and

department ........................................................................................... 128

Step 3: Establish staff performance indicators ..................................... 129 Step 4: Report findings ........................................................................ 130 Lesson 2 Recruiting and Retaining Female Police Officers ........................ 133 Section One: Assisting Host State Police in Recruiting Female Police

Officers .................................................................................................... 136

Step 1: Form a recruitment committee ................................................. 137 Step 2: Review recruitment criteria and procedures ............................ 138 Step 3: Strategise and plan .................................................................. 146 Step 4: Conduct a recruitment campaign ............................................. 149 Step 5: Screen applicants .................................................................... 152 Step 6: Conduct pre-test training ......................................................... 153 Step 7: Conduct the entrance tests ...................................................... 153 Step 8: Vet the candidates ................................................................... 154 Step 9: Select candidates .................................................................... 154 Step 10: Evaluate recruitment process ................................................ 154 Section Two: Assisting Host State Police in Retaining Female Police

Officers .................................................................................................... 155

Step 1: Ensure access to assignments and promotions ...................... 156 Step 2: Eliminate gender discrimination in performance appraisals ..... 157 Step 3: Implement family-friendly policies ............................................ 158 Step 4: Develop a mentoring programme ............................................. 159 Step 5: Increase the self-confidence of female police officers .............. 160 Step 6: Create a female police association .......................................... 162 Step 7: Provide recognition .................................................................. 163 MODULE 3: CAPACITY BUILDING OF THE HOST STATE POLICE ON PREVENTING AND INVESTIGATING SEXUAL AND GENDER-BASED

VIOLENCE .................................................................................................. 165

Lesson 1 Understanding Sexual Violence and the United Nations Policy

Framework .................................................................................................. 167

Section One: Understanding Sexual and Gender-Based Violence and Conflict-Related Sexual Violence ............................................................. 169 Sexual and gender-based violence ...................................................... 169 Conflict-related sexual violence ............................................................ 171 Differences between SGBV and CRSV ................................................ 175 SGBV and CRSV scales ...................................................................... 176 Section Two: Identifying and Applying the United Nations Policy Framework on the Prevention of SGBV and CRSV .................................................... 200 International Human Rights Law .......................................................... 200 International Humanitarian Law ............................................................ 202 International Criminal Law .................................................................... 204 Security Council Resolutions ................................................................ 209 DPKO/DFS Policy on Gender Equality in United Nations Peace

Operations ............................................................................................ 214

United Nations Police Gender Guidelines (2008) ................................. 214 Lesson 2 Conducting SGBV-Related Needs Assessments ......................... 218 Step 1: Create an Assessment Team................................................... 220 Step 2: Agree on the Assessment Methodology .................................. 221 Step 3: Develop the Assessment Questionnaire .................................. 222 Step 4: Conduct the Assessment ......................................................... 225 Step 5: Write the Assessment Report .................................................. 226 Lesson 3 Developing SGBV Policies and Standard Operating Procedures 229 Section One: Developing a Standardised Policy and SOP on SGBV ...... 231 Step 1: Assess the guidance documents ............................................. 231 Step 2: Map stakeholders and hold consultations ................................ 232 Step 3: Form a Policy Committee ........................................................ 233 Step 4: Develop the content for the policy and SOP ............................ 234 Standardised Policy on SGBV crimes .................................................. 234 Section Two: Designing a Training Curriculum ........................................ 243 Step 1: Establish a curriculum development committee....................... 243 Step 2: Analyse performance gaps ...................................................... 243 Step 3: Define training needs ............................................................... 245 Step 4: Design the content for the curriculum ...................................... 245

Step 5: Plan the training ....................................................................... 248

Step 6: Monitor and evaluate the training outcomes ............................ 249 Section Three: Mentoring on SGBV - The UNPOL Specialised SGBV Team

................................................................................................................ 251

UNPOL Specialised SGBV Team ........................................................ 251 Step 1: Selecting members .................................................................. 252 Step 2: Training members .................................................................... 252 Step 3: Functioning of the team ........................................................... 253 Lesson 4 Adopting a Victim-Centred Approach .......................................... 255 Section One: The Victim-Centred Approach ............................................ 257 The Guiding Principles ......................................................................... 257 Section Two: Coordination with Victim Support Services ........................ 261

Referral system .................................................................................... 261

Establishing a Referral Network ........................................................... 262 Ensuring Sustainability of the Referral Network ................................... 264 Services within the Referral Network ................................................... 265 Lesson 5 Establishing SGBV Investigative Police Structures ..................... 271

Section One: Preparation ........................................................................ 274

Step 1: Assess Investigative Capacities and Needs ............................ 274 Step 2: Identify Partners within the Host State Police .......................... 275 Step 3: Identify Structures .................................................................... 275 Step 4: Obtain Approval ....................................................................... 276 Step 5: Obtain Funding ........................................................................ 277

Section Two: Construction ....................................................................... 279

Step 1: Negotiation Process at the Local Level ................................... 279 Step 2: Procurement Process .............................................................. 279

Step 3: Formalisation ........................................................................... 280

Step 4: Staffing ..................................................................................... 280

Section Three: Operationalisation ............................................................ 282 Step 1: Develop a Standard Operating Procedure (SOP) and Train

Officers ................................................................................................. 282

Step 2: Formulate a Strategy and Action Plan ..................................... 282 Step 3: Create a Data Collection System ............................................. 283 Step 4: Establish a Victim Referral Network ......................................... 284 Step 5: Disseminate Information on the SGBV Police Unit .................. 284 Section Four: Monitoring and Evaluation ................................................. 285 Step 1: Understand Monitoring and Evaluation .................................... 285 Step 2: Develop a Monitoring and Evaluation Framework.................... 287 Step 3: Select Indicators ...................................................................... 288

Step 4: Report ...................................................................................... 288

Lesson 6 Applying Problem Solving Techniques to Sexual and Gender-Based

Violence ...................................................................................................... 290

Section One: Community Engagement .................................................... 292 Community Engagement ...................................................................... 292 ..................................................... 294 ......................................................... 295 Step 2: Involve Female Police .............................................................. 298

Step 3: Establish Trust ......................................................................... 301

Step 4: Build partnerships .................................................................... 304 Step 5: Implement Problem Solving ..................................................... 309 Section Two: Problem Solving Techniques.............................................. 310 What is problem solving? ..................................................................... 310 The CHEERS Method .......................................................................... 310 The PIERS Model ................................................................................ 311 The SARA Model ................................................................................. 313 Using the SARA model......................................................................... 313

Works Cited ................................................................................................. 328

i

Acknowledgements

The United Nations Police Gender Toolkit was developed by the Strategic Policy and Development Section of the Police Division, Office of Rule of Law and Security Institutions (OROLSI), Department of Peacekeeping Operations (DPKO). It is the collective effort of over fifty contributors, in particular United Nations Police gender focal points, host State police representatives, and experts from countries contributing police to peace operations. For their contributions, the Police Division expresses its gratitude to the following: Experts from around the world who reviewed the first draft and provided valuable feedback during an inter-agency consultative meeting in 2011, in particular the Gender Advisory Team and the Integrated Training Service (ITS) from the Division of Policy, Evaluation and Training (DPET), United Nations Population Fund (UNFPA), United Nations Women, United Nations Action and the Office of the Special Representative of the Secretary-General on Sexual Violence in Conflict. The United Nations Institute for Training and Research (UNITAR) for assisting in developing the e-learning course. Lea Angela Biason for editing the in-person handbook and training curriculum, directing the development of the e-learning course and managing the project. Jainaina Bordignon, Masa Dikanovic, Benjamin Gaches, Astoria Jellet, Sophie Bruusgaard Jewett, Viviana Mojico-Aurelio and Emma Sajben for their valuable assistance in finalising the handbook and training curriculum and developing the e-learning course. Coudou Camara for the French translations. Mr. Andrew Carpenter and the staff of the Strategic Policy and Development Section for their support and assistance throughout every stage of this project. The Police Division also wishes to acknowledge the support provided by the Governments of Italy, Switzerland and United States toward the development of the UNPOL Gender Toolkit. ii iii

Preface

United Nations Police Gender Toolkit of Standardised

Best Practices on Gender Mainstreaming in

Peacekeeping

Mr. Stefan Feller, United Nations Police Adviser

I am very proud of the progress we have made in developing the capacity to mainstream gender perspectives among our own United Nations police officers and the host State police in our mission areas. Based on the Guidelines that were issued in 2008, this Toolkit of Standardised Best Practices on Gender Mainstreaming Policing in Peacekeeping aims to ensure that gender concerns are concretely implemented in all aspects of United

Nations police mandated activities.

In recent years, both the demand for and the complexity of United Nations Police peacekeeping have changed dramatically. Ensuring gender-sensitive policing throughout the work of United Nations police is an operational necessity to professionally address the security needs of women, men, girls and boys. In doing so, we also need to reflect the communities we serve with an adequate representation of female police peacekeepers. As a repository of standardized processes, procedures, templates, forms and checklists, the toolkit is a useful resource for police officers in their daily work in assisting the host State police in developing, implementing and monitoring projects related to gender-sensitive police plans and policies, and in preventing and investigating sexual and gender-based violence in post- conflict communities. The tools are based on existing good practices gathered from proven experiences in our peacekeeping operations and our Police contributing countries. By standardising these tools we aim to ensure lessons are not only identified but also translated into future practice. The toolkit is presented as a training package with a self-paced e-learning course and a training curriculum and handbook for an in-person course. The package is grounded on scenario-based exercises and case studies to hone the skills of United Nations Police officers. We have tried to present the issues in a way that will maximise the sustained transfer of knowledge and allow officers to apply lessons and replicate the training in their specific mission context. iv The toolkit is the collective effort of over 50 contributors, including United Nations police gender focal points, host State police counterparts, police experts from our police-contributing countries, United Nations agencies and non-governmental organisations. An inter-agency consultation was undertaken in 2011 and two pilot train-the-trainers courses were undertaken in 2014 and 2015 certifying over 70 United Nations police officers and representatives from host State police and Police-contributing countries. The growing scope and complexity of United Nations Police tasks and activities has to be matched by more strategic thinking and more sophisticated guidance, standards and concrete tools. By applying standardised good practices on gender mainstreaming we aim not only to innovate but be at the cutting edge of how we do business. This is not only about doing everything a little better and being more professional but it is about leading the change we want to happen as role models. It is about mastering what policing is about from our domestic police services to global policing quotesdbs_dbs17.pdfusesText_23

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