Mine risk education training module - Avsi

MINE RISK EDUCATION TRAINING MODULE

PREFACE
This is one in a series of training modules developed by AVSI to support the work of people dealing with children and communities in war situations.
Previous publications were a training manual and handbook for community volunteer counselors (November, 2000) and a training manual and handbook
for teachers on psychosocial issues (February, 2003).
Each module in the series is designed to address specific topics in depth, based upon the approach, principles and practices presented in the first two
publications.
This training module is addressed to community resource persons to assist them in organising and presenting a training on Mine Risk Education (MRE).
Mines and unexploded ordnance (UXO) are seriously affecting our community physically, psychologically and economically. People need to know how to
avoid unnecessary maiming and death due to mines and UXO, and AVSI believes that sensitization and awareness training can contribute in reducing the
number of mine accidents, thus saving lives.
This module is designed to share with you the experience AVSI has gained over the past years of conducting MRE training in Uganda. Since 2001, the
Ministry of Health, the Uganda People’s Defence Forces (UPDF), district authorities and AVSI have collaborated to implement a community-based
project focused on MRE at the grass-roots level. After many years of practice and implementation, what is presented in this module is the approach that
we found to be most effective. We consider this a starting point on which you can build and give us feedback to improve continuously this important
activity.
ACKNOWLEDGEMENTS
Special thanks to Captain Eng. Wilson Kabeera (UPDF), Bernard Ocen (Gulu District Rehabilitation Officer), Dr. Alice Nganwa (Senior Medical Officer,
Ministry of Health) and Dr. Lucia Castelli (AVSI) for their invaluable leadership in developing the trainings and producing this module.
Many thanks also to all facilitators and participants who have contributed to the content of this module through their experience and feedback.
This document has been produced with the financial assistance of the European Community (ECHO grant agreement number: ECHO/UGA/BUD/2004/
01004). The views expressed herein should not be taken, in any way, to reflect the official opinion of the European Community.

MINE RISK EDUCATION
TRAINING MODULE
By
Davide Naggi, Rachel Lambert, Mary Ann Kerins and Jeff Dixson
Copyright: AVSI Published by:
Funded by: European Commission Humanitarian Aid Office AVSI
Design and production by: Acha Graphics East African Regional Office
Photographs by: AVSI AVSI Plot No. 1119
Ggaba Road
Kampala, Uganda
Humanitarian Aid
EUROPEAN COMMISSION
Ministry of Health
Training Module 1, First Edition, July 2004
c Copyright AVSI ISBN 9970 - 890 - 04 - 2
Any part of this Training Module may be freely reproduced with the appropriate acknowledgement.

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HOW TO USE THIS MODULE
This module is designed to be used for training of trainers (TOT) to assist participants in organizing and presenting MRE trainings.
This module is divided into three sections:
A INTRODUCTION Global background 3
Approach to training 4
Trainers 5
Methods used in training 6
How to organise a training 8
Includes an overview of background information
for trainers. In this section practical aspects are
covered such as choosing target groups in the
community, the approach used in the training, the
basics of facilitation, suggested methods,
suggestions for how to organize the training and
strategies for monitoring the results.
B MRE TRAINING SESSIONS Introduction, Expectations and Fears 9
Background 10
Technical session 12
Communication 21
This middle section of the module describes the
specific topics to cover while training community
members.
Closing 23
C RESOURCE INFORMATION Training checklist 24
Follow up and monitoring 24
Informational resources 26
Glossary 27
This is a reference section which offers additional
information and resources to support the work
of the trainer.
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The material in section B is the core of the TOT Module and is organized according to the symbols below:
⇒
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The topic presented in this section.
Why this section
Offers important information for the trainer. It explains the relevance
of this topic and the reason for presenting it at this stage of the training.
It also shows how this topic links to other topics.
Focus point
This is the basic message that participants need to know. It
will help the trainer remain focused while leading sessions.
Method
These are ways to communicate the focus points to participants. They
provide practical examples of how to develop the session with
participants.
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Additional information for the facilitator to answer common questions
by participants.
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GLOBAL BACKGROUND
In order to fully
understand the dangers
related to the use of
mines and UXO it is
important to be aware of
the history and
international activities
regarding the topic.
Brief History
A mine is a trap with no
expiry date - “a silent
killer.” This enclosed
An unexploded rocket lies a few meters from a hut,
Gulu District.
explosive with a firing mechanism was invented in the early 1900’s. For
years it has been a key weapon of war used between military forces to
maim or kill the enemy, to protect sensitive areas, to act as an early warning
signal, and to delay the pursuing army. Over the years mines have
progressed with technological advances that have made them much more
deadly. Because they are so efficient, adaptable to all terrains, easy to
create and inexpensive to produce, mines have been used in many parts
of the world. For these reasons, mines are used not only against military
targets, but also against civilians.
The problem with mines is not unique to Uganda. It is a global threat.
More than 60 million mines are scattered throughout the world
affecting over 70 countries
Mines kill or mutilate roughly 26,000 people a year. That’s 500 victims
a week, 71 per day, 3 per hour. (How many people will die during
the course of this training)
Mines have killed more people than nuclear, chemical and biological
weapons combined
Mines cost $3 - $30 to produce but $300 - $1000 to remove
International Activities
A significant concern was expressed by many different countries following
the growing threat of mines and UXO in the world. An important step
forward was made on 3 December 1997, at an international convention
in Ottawa, Canada, in which a treaty was developed to ban the use of
anti-personnel mines. This treaty prohibits the use, production,
assembling, stockpiling and transferring of anti-personnel mines. As of
2004, over 140 countries, three quarters of the world’s nations, have
signed the treaty but not all have ratified it. In order to ratify the treaty a
country must consent to be bound by it, must halt all production and use
of mines, and destroy all stockpiles. Uganda signed in 1997 and ratified in
1999. Since the Ottawa Treaty was enacted the number of mine producing
countries has dropped from 54 to 14 (as of 2003).
Countries that have a mine burden

Out of the Ottawa Convention, an international effort called the
Humanitarian Mine Action Program developed. It focuses on some
important aspects of the problems associated with mines.
Survivor Assistance
Support services available for victims
(i.e. medical, rehabilitative,
psychosocial, vocational, etc)
Mine Risk Education
Awareness trainings to inform the
community on the dangers of mines
and UXO
Survey and assessment
Mines are located, evaluated and
reported to international bodies
Mine clearance
Trained professionals use specific
machines or techniques to clear mines
Stockpile Destruction
Recovered and stockpiled mines are
destroyed
This module is part of the global effort to
educate the population on the risks of
mines and UXO . Similar awareness
trainings are taking place in mine-affected
countries throughout the world.
A survivor learns to use her
new limb, Gulu Regional
Orthopedic Workshop.
Anti-tank and anti-personnel
mines and other ammunition.
APPROACH TO TRAINING
In order to fully understand the concepts presented in this Module, it is
important to recognize the theoretical approach used.
Prevention Activity
First and foremost, the MRE trainings are a prevention activity, with the
main goal of reducing the number of injuries and deaths caused by mines
and UXO. In this case prevention is attempted through sensitization of
the community.
Sensitization
Sensitization is developing knowledge and awareness among the target
audience. This knowledge serves to change attitudes and behaviors in
everyday life. It involves providing accurate information, sharing of personal
experiences and attitudes, and offering a practical application of the topic.
This aspect of training helps the participants learn the concepts and put
them into practice in their communities.
Community-based
The type of sensitization AVSI uses is community-based. We view a person
not as an isolated individual but rather as one who belongs and interacts
within a larger group, a community. Therefore, we believe that it is
important to include the members of the local community in presenting
and promoting the training. Those who exhibit leadership in their
communities, through either formal or informal roles, are chosen for
training. They in turn are responsible for sensitizing their local
communities. This grass roots/bottom-up approach seems to have greater
impact and sustainability than other approaches. Awareness spreads as
trainers share the message with individuals, families, and community
groups. These people in turn communicate the topic to the wider
community.
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Participatory Approach
Training is designed to benefit the
whole community. The method
used in these sessions is not only
to teach lessons, but to use a
participatory approach. This
empowering style of facilitating
encourages the sharing of
personal experiences in addition
to personal understandings of the
issues that are explored.
Participants are reinforced in
A participant consults sensitization
material during a training.
what they already know from personal experience and all (trainers as
well as participants) learn from each other.
The training should thus be aimed at the needs of the individual group.
Trainers can adjust the training based on the understanding and experience
of the participants, which is constantly assessed by their responses to the
topics. The manner in which the trainers deal with participants - listening
to them, encouraging questions, adjusting to the unique group - is the
same respectful way we hope the trainee will function when they return
to work with people in their communities.
In the decision to use a participatory approach it is AVSI’s intention to
share our experience with the wider community. You are welcome to
use and adapt these materials to meet the needs of your community and
to offer feedback in order to improve this MRE Module.
Format
The format of the training offers basic information that is included in all of
our MRE programs. While the style of teaching can be adapted to suit
local needs, the training content should be covered in the suggested
format.
TRAINERS
In order to become a trainer it is
recommended that the candidate attend
the Training of Trainers (TOT) sessions
and then practice with small groups in the
community or serve on a team of
experienced trainers.
In this approach the trainer should use
the following strategies:
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Encourage full participation by those
in attendance through asking
questions and listening
Encourage participants to apply
what they are learning in their
communities
Listen and include participants, while keeping the focus on the main
points
Serve as a role model for participation by sharing one’s own
experiences and by making an effort to understand the experiences
of others
Work well within a team and believe in the team participatory
approach
It is the responsibility of the trainer to:
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Reinforce learning by preparing, maintaining and following up on
material displayed during training
Help trainers identify resources available in the field
A facilitator encourages
questions from participants.
Serve as a contact person between the local community and the
government authorities or others indicated during the training

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Ensure that participants are given accurate facts about mines and
UXO
Clarify respectfully the myths vs. facts regarding mines and UXO
Address thoroughly all of the participants’ questions
Teamwork
The participatory approach
involves the whole team of
facilitators. In our case the team is
composed of:
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A District Officer (such as an
Education, Rehabilitation or
Gender Officer)
A Uganda People’s Defense
Forces (UPDF) technical
expert
An AVSI staff member
Participants work in groups to discuss
the material.
You will probably not have access to the same type of facilitation team,
but you should consider working with one or two other trained trainers
in your area. Facilitation team members usually have different styles of
working with participants, but among team members there is mutual
respect and all are involved in supporting each other.
The facilitation team plans trainings together. Each training is not a teaching
lesson but rather a process of learning through which participants are
led. The best option is when all facilitators attend the entire training
together, being present at all sessions. During the training, one person
takes responsibility for each topic and facilitates the discussion of that
topic. However, that person remains open to support from others on the
team who can join in at any time. This aspect provides genuine support
for the trainer who can at times forget something, have difficulty in the
facilitation, or lose the focus of the topic. When a team does the same
training several times it can be helpful to rotate the topics among the
trainers. In this way, all can deal with all the topics of the training, uniting
them in their approach and understanding. This also allows for a training
to proceed even if one of the team members can not be present.
Evaluation
At the end of each training the trainers evaluate and review the training
together. The team discusses the following questions: “How did we do
What should we change Where can we improve How do we perceive
the relationships among us” Each member of the team is encouraged to
tell every other team member what he/she liked best about the
presentation. Because it is important to encourage participation, feedback
is requested from participants. The trainers consider these responses as
well as their own reactions. It is also important for trainers to recognize
and praise each other for positive facilitation of the topics.
Monitoring
Follow-up with trainers is necessary to check on both the extent of the
information shared as well as the clarity of the message. When participants
return to their local communities they will be the communication link for
finding resources for their community members and for informing the
area coordinators of data that might be helpful. For example, through
data provided by the trained participants, AVSI monitors how many people
are trained in MRE, the number of reports of mines, the number of people
injured by mines, etc. Ideally, the community, the trainer and the district
authorities should be the information chain, coordinating with international
agencies.
METHODS USED IN TRAINING
During the training the facilitators use different methods to help the
participants understand the important points and concepts. They also try
to build group cohesiveness so that participants will share their experiences
and ideas, ask questions when they are confused, and give honest feedback
to the facilitators.
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Plenary Discussion
Facilitators discuss topics with the entire group in which everyone is
encouraged to express him- or herself. We have found it preferable to sit
in a circle, all together at the same level. This helps everyone to feel
equally important and reinforces participation by all. Through this method
the facilitators can learn the general ideas of the group and their responses
to the topics. In order to encourage full participation it is important to
choose different people to answer questions and to encourage equal
participation from both men and women.
Teaching
This is a rather traditional method of
sharing new information with participants
in which the trainer is presenting a topic.
The facilitator usually employs diagrams
and other educational materials. Any such
sessions used within the participatory
approach should be brief and immediately
linked with the experience and knowledge
of the participants.
Group Work
Small group work tends to stimulate A facilitator uses a poster and
participant interaction and discussion of chart to present information
what has been learned thus far. It can on mines and UXO.
increase the participation of some who find it difficult to express
themselves in larger groups. It also encourages the sharing of ideas for
creative applications when training their communities. Participants usually
enjoy group work because they have the opportunity to get to know each
other on a more personal level.
Role Play, Poem or Song
The aim of the training is not only to increase knowledge, but also to
change attitudes and behavior towards specific topics. In addition, we
want participants to develop practical ways to communicate this
information when they return home.
Role-play is one of the best methods to use for this purpose. In this activity
the participants take on different roles and act out an incident which
involves an encounter with a mine or UXO. As result of practicing in a
role play they experience what it might feel like and what they need to do
when faced with a similar situation. It helps to build confidence in knowing
what to do and what to tell others to do when one discovers an unknown
object.
Composing a song or poem with the key points of the training is also a
useful teaching tool. This helps the participants apply their creativity to
the topic and summarize the important points they learned.
These small group presentations reinforce the concepts and suggest
activities that participants can use in the field. The image of the
presentation is more likely to be remembered than mere verbal
communication. This activity reinforces the basic concepts and allows an
opportunity for the facilitator to correct any misconceptions and
emphasize the important points displayed by the group.
Energizers
These are short activities that
encourage playfulness and
usually involve physical
movement. They can be used
at the beginning of a session to
encourage unity by involving
everyone. Energizers are also
very helpful when used for a
break in the sessions to
revitalize participants who may
be tired, uncomfortable from
sitting too long, or tense from
the discussions of difficult
A facilitator energizes the group.

topics related to mines and trauma. Energizers are used as needed during
or between the sessions to lighten the training, but they also have an
effective role in releasing emotions. Many times participants can offer to
lead a song or dance for the group which functions as an energizer. Team
members should remain alert to instances where an energizer may need
to be inserted in the training.
HOW TO ORGANIZE THE TRAINING
Once one understands the theoretical orientation, the participatory
approach, the role of facilitators and the methods to use, it is helpful to
consider how to organize the MRE training. This is an example of what
AVSI does. It may help guide your planning and organizing.
A team of trainers is formed from those who attended TOT. Team
members can be chosen from a given area, a shared profession (such as
teachers), or a group of friends concerned about their community.
The team meets to review the training checklist (see p.24) and to make
decisions regarding
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Target group
Location and date
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Who will lead each topic
The materials needed
Choosing Target Groups
The choice of the target group of participants is very important to make
the best use of your time and resources. For the purpose of sustainability
it is best to choose people who have access to the community. This includes
active community members, not just leaders. Some examples of target
groups we have trained are Local Councillors (LCs), Internally Displaced
Persons (IDP) Camp Leaders, elders, chiefs, youth leaders, teachers,
religious leaders, social workers, community development workers and
others.
Timetable
The training described here is a package for a complete day-long training.
Though it may be necessary to adapt the training to your specific target
group, the overall content and messages should follow what is presented
in this module. Below is a sample timetable used by AVSI organized by
the percentage of time used for each session.
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Introduction, Fears and
Expectations
Background and
Statistics
Technical Session
Communication
Closing and Distribution
of Materials
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
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INTRODUCTIONS, EXPECTATIONS AND FEARS
The workshop usually begins with an official opening from a local authority or one of the team members. The program of the day is then reviewed with
the participants and other information is provided. After the opening we move into the first session, Expectations and Fears.
Not all expectations will be met nor all fears addressed. It is
important to clarify what will and will not be taught during the
training as well as an explanation why.
We have found that a participatory method works very well. Each participant
stands and introduces himself or herself. For example, you can say:
“Introduce yourself, and where you live, so that we can get to know each
other.”
After the self-introductions the facilitator encourages the participants to
share expectations they have regarding the training. A member of the
facilitating team should write down each expectation so they can be
addressed after everyone has spoken. Once the participants express their
expectations the same process is followed for fears.
EXAMPLE
What came into your mind when you first heard about the workshop
In other words what do you expect from this training
What are your fears
After the expectations and fears have been brought out a trainer should
address each expectation and fear separately. Usually the expectations are
addressed one by one and then all the individual fears. Going over each one
separately re-affirms the importance of the participation of each person.
Any topic related to the war causes various emotions to arise
within a person. When speaking of weapons of war, strong
feelings surface that need to be addressed. This is in order to
create a safe, trusting environment in which a person can
concentrate and learn. It is a very good way to begin the
workshop so everyone is introduced to one another and
comfortable with the topics to be addressed. It is also useful
for the trainers to assess the level of interest, understand the
fears and expectations, and get a general impression of the
group. Later in the training the trainer can refer back to these
same expectations and fears to reaffirm the participants imput.
Common Expectations that will NOT be met:
To be able to handle, neutralize, or disarm a mine or bomb
• It needs to be strongly stated that this will not happen. This
is not a military training. A facilitator needs to stress that this
workshop is to educate and sensitize on the dangers of mines
and UXO.
To see a mine
• Any mine or bomb is too dangerous to be transported. While
you will have pictures and posters of mines/UXO, it should
be emphasized that this class is to learn to avoid mines, not
to be near them.
Receiving sitting allowance
• Knowledge is priceless. You can remind them that this is a
sensitization to avoid injuries and deaths in their community.
Do they need to be paid to gain knowledge to save lives

BACKGROUND
Mines are a global problem as well as a local problem.
The use of mines in our area has evolved over time and the impact is
significant.
Teaching
Trainer will present a brief history of mine use, in the world and in Uganda. The
main points to be covered follow.
BACKGROUND
♦ 1986 - The ongoing conflict began in northern Uganda.
♦ 1992 - The use of mines was first reported in northern Uganda
♦ 1997 - The Ottawa Treaty was signed by Uganda (see “Global
Background” p.7)
♦ 1998 - The MOH and AVSI established a Regional Orthopedic
Workshop in Gulu in response to the great need of the affected
population (amputees and People with Disabilities (PWDs)).
Through the activities of the Orthopedic Workshop it was noted
that northern Uganda has an extremely high number of
amputations related to mines and UXO.
♦ 2000 - The MoH, the UPDF and AVSI joined together to implement a
mine and UXO awareness campaign in Northern Uganda,
specifically in Acholi-land
• Posters, booklets and handouts are developed,
produced and distributed
• Trainings are organized throughout Acholi-land. Over
2000 people have been trained since 2001
Keeping in mind that you are working with people living
in a war-affected area, this topic is extremely relevant
to their every day life. The history of the use and impact
of mines and UXO in the area provides a broader context
for people to understand the extent of the problem.
More importantly, the people come to realize that you,
the trainer, know and understand their problem and
share their concern. This can be a great relief to the
people, reduce their isolation, and motivate them to take
action in sensitizing their communities.
Statistics
Since 1998 AVSI and the Ministry of Health
developed and supported the Gulu Regional
Orthopedic Workshop where artificial limbs and
other appliances are created for amputees
(people who’ve lost a limb) and other PWDs.
This workshop also provides psychosocial
support and physiotherapy for patients so that
they can learn to use their artificial limbs.
Fieldwork is an important component to identify
and follow-up patients.
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Gulu Regional Orthopedic Workshop is the source of much of the following
data:
♦ AVSI has identified 1,300 amputees in northern Uganda (1998 - 2002)
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70% of the amputees in northern Uganda are from the Acholi subregion
The cause of the majority of amputees treated (over 50%) was found
to be war trauma (mines, bomb blasts, gunshot wounds and rebel
assault)
Between 1998 and 2003 AVSI identified and treated over 400 mine
survivors at the Gulu Regional Orthopedic
Workshop
In this case war trauma refers to physical, not
psychological, trauma. For more information, refer to
the Training Manual for Teachers.
The Amputee data for 1998 - 2003 (as collected by AVSI Gulu).
Accurate statistics of the impact of mines are difficult to
collect. In addition, these statistics may fluctuate from
year to year. Therefore it is important to continually seek
updated figures and consult with the International
Committee to Ban Mines (ICBL) which keeps global
statistics, and AVSI for local statistics.
Exercise
These numbers can be illustrated by a circle graph and an exercise in which
participants show the statistics. For example, the entire group can stand
together in a space, then break off according to the statistics you are using.
In the above case, slightly more than half of the group could stand together
to represent amputees affected by War Trauma, one fourth would stand in a
separate group to represent Medical reasons, and the remaining fourth would
be divided into thirds, with two thirds of them representing amputees from
Accidents and one third representing Other. Each group could then reinforce
the different causes of amputation by offering examples of “what might have
happened to them”.
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TECHNICAL SESSION
The information in this session is divided into three parts, each with its own focus point.
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Be aware of the threat
Know how to protect yourself
Know what to do if you find an unknown object
Important Points for the Trainer
The technical session is the core of the workshop. It is
designed to give the participants accurate and current
information on landmines and how dangerous they are.
This information empowers the participants with
knowledge and awareness they can take back to their
communities.
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Constantly reinforce the Golden Rules regarding an unknown
object:
MARK the area
WARN the community
INFORM the authorities
They will be expected to answer relevant questions
asked during their sensitizations of the population based
on what they have learned during the TOT.
!
!
Emphasize the danger of landmines and the need for only technical experts to approach and defuse mines and
UXO.
Reinforce that trainees may have more information than many in their community, but that they still must not
approach unknown objects.
Teaching
Encourage participants to ask questions, offer suggestions and react personally to the topic. Challenge misinformation that participants may
have previously obtained. You may engage them in role-plays or games to make sure that they understand the material.
Remind participants not to take notes during the session in order to give their full attention to the facilitators or the group.
You can facilitate this section by asking questions and providing answers. Allow participants to brainstorm, then adjust and give the correct
responses.
Use simple words and descriptions. Be ready to repeat the same message in different ways.
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Be Aware of the Threat
!
Emphasize the dangers of mines and UXO and focus less on the technical aspects of
mines and how they work. Remember, you are NOT an expert!
What is a mine
Mines are weapons built to target either people or vehicles. Those designed to target people are called
Anti-Personnel Mines (APMs), while those for vehicles are known as Anti-Tank Mines (ATMs), the difference
being the amount of explosives inside. Mines can be placed either above the ground (above-ground mines)
or buried below the ground (below-ground mines).
Mines are made of three parts:
A container
Explosives
A mechanism for firing
What is a minefield
Any area in which a mine has been found or reported.
What is Unexploded Ordnance (UXO)
UXO is bombs or ammunition (grenades, mortars, rockets, shells, bullets) that are left behind and have
failed to explode.
UXO can be left behind intentionally - to function as a mine - or unintentionally - when ammunition is fired
but fails to explode. Both are extremely dangerous and should only be approached by trained professionals!
Mines and UXO come in all shapes, sizes, colors and can be made of wood, plastic, or metal. You may
never be able to identify a mine or UXO, which is why any unknown object should be considered dangerous.
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Mines and UXO recovered from
the field in Gulu District.

How do mines explode
Mines are designed to be detonated in a variety of ways. The mines most commonly used in Uganda explode in one of two ways:
Weight/pressure from a human, animal, or vehicle
ATM - over 100kg
APM - as little as 0.5kg
Trip wire
Other mines can be detonated by pressure release, vibration, anti-handling devices, remote control, magnetic energy, or other means,
though there is no recorded use of these types in Uganda.
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What are mines used for
Mines are used to kill and maim civilians and to provoke:
♦ Disruption of society
♦ Displacement
♦ Continuous fear
♦ Difficulties in development and production
Mines are used against the military to:
♦
♦
Offensively
• Injure and kill opposing forces
• Disrupt and demoralize opposing forces
Defensively
• Slow pursuing forces
• Provide early warning and protection against attacks
A child stands in front of his hut in an IDP camp in Gulu District.
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Where can I expect to find mines in my community
♦ Road diversions and causeways ♦ Abandoned villages and military camps
♦ Places suitable for ambushes ♦ Stores of food or other supplies
♦ Bridges and surrounding areas ♦ Places where people stop and rest
♦ Abandoned valuables ♦ Along routes commonly used by combatants
♦ Water sources ♦ Important roads or paths to the garden
Mines are commonly laid near water sources, around rubbish pits, along paths, in the forest or the garden, and on roads.
See also AVSI poster.
How can mines affect my community
Mines can cause severe injuries to anyone that is caught in their explosion. Survivors are affected physically, economically, and psychologically.
PHYSICALLY
Mines can leave survivors without arms or legs or can cause them to become blind or infertile.
ECONOMICALLY
A mine survivor may spend months recovering in a hospital and may need to be supported by the family. Mines/UXO can also kill
animals, destroy property or prevent people from accessing the garden, water or even the market, resulting in a loss of livelihood.
PSYCHOLOGICALLY
Mine survivors often lose independence and may struggle to cope with the emotional and financial strains of their injuries.
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Know How to Protect Yourself
How can I move safely in my community where there might be mines
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Do not enter known mined areas for any reason
Inquire from local persons about safe paths in the area
Use only paths you know to be safe
If combatants have recently visited the area, ask people nearby which paths are
safe
When walking on a path, keep to the center and watch for anything unusual on or
across the path
Keep to the footsteps of the person walking in front of you and maintain a distance
of 5 - 10 meters between people on the path
Do not move on unfamiliar paths after dark
Always identify and stay on safe paths!
A man uses a safe path, keeping to the center
and watching for anything unusual.
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How will I know if mines may be in the area
Local persons often have good information about
unfamiliar objects in their community.
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Injured or dead persons
Injured or dead animals
Information from the local community
Disturbances of the ground surface
Suspicious footprints in the soil
Unfamiliar markings like a pile of stones or tree marking
Damaged bushes or vegetation
Trip wires, broken or intact
Fuses, safety pins, detonator keys, or other explosive-related debris
around
Always be aware of your surroundings and look out for warning clues!
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Know What to Do if You Find an Unknown Object
This is the most important information that you will teach the participants.
What do I do if I find an unknown object
DO’S
STOP moving. It could be a mine or a bomb! Do not
forget that there could be others hidden nearby
STAY CALM
CHECK you position for signs of other mines/UXO
WARN others around about the potential danger and
don’t allow anyone to approach
MARK the area with a visible, recognizable and agreedupon
sign to keep others away from danger
MOVE BACK along the same path you just walked,
retracing your footsteps
REPORT to a local authority (LC, religious or social
leader, etc)
FOLLOW UP to make sure the object has been removed
DON’TS
Panic
Touch or handle the mine in any way
Throw anything at the mine
Attempt to burn the mine or throw it in the water
Disturb the area around the mine in any way - there may be
others hidden
Move any closer to or around the object - there may be
tripwires hidden
Use your phone within 100 meters of the object
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STOP moving and STAY
CALM.
MARK the area and
MOVE BACK.
REPORT to a local
authority.
FOLLOW UP.

What do I do if I find an injured victim
DO’S
CALL immediately for skilled personnel and medical
assistance
ADVISE the casualty to crawl out on the same path she
or he just used, retracing their footsteps if possible
DON’TS
Rush in to help, as there may be other mines in the area
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When you find an injured victim, immediately call for skilled personnel to assist the victim in reaching a safe area and to provide First Aid.
Additional instructions drivers, riders, and cyclists
These are additional topics you can cover if your target group includes anyone who will be travelling extensively by road or working with
those who do.
Avoid mines/UXO on the road
DO’S
Stay on main roads that are regularly used
Keep to the center of the road
Follow the tracks of vehicles ahead of you
Maintain a distance of 20 meters of the car in front of you
Use sandbags on the floor and under the seats to protect
passengers when moving through mine/UXO-suspected
areas
Have a First Aid kit and flashlight in every vehicle
Have one or two spare tires available
DON’TS
Drive or ride over any object
Pull off the road until the verges are checked
Assume that previous tracks are always safe
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If you do find mines in the road
STOP the car immediately
STAY in the car and wait for professional help
INFORM your office, other cars, and anyone else around of the
danger
LOOK for signs of other mines around you
MARK the area to prevent others from approaching
REPORT the exact location of what you have found to the
authorities
If you must leave the vehicle
PARK the vehicle, engaging the hand brake. Do not move the
steering wheel
EXIT out the back of the vehicle, leaving 10 meters between
passengers and taking care to walk only in the vehicle’s tracks
WALK to a safe distance
If you must move the vehicle
INFORM your office and anyone around of your situation and
intentions
INSTRUCT all your passengers to exit out the back of the
vehicle, leaving a distance of 10 meters and staying in the vehicle’s
tracks
KEEP one person in the vehicle to help direct you
BACK the vehicle up slowly and carefully, taking care to stay in
the previous tracks
If your vehicle hits a mine in the road
STOP the car immediately
STAY in the vehicle
INFORM your office and anyone around of the danger
APPLY first aid to any injured passengers while still in the car
If you must leave the vehicle before professional help arrives
EXIT the vehicle out the back, keeping 10 meters between
passengers and taking care to stay in the vehicle’s tracks
MARK the area from a safe distance. Do not move around the
vehicle to collect materials or place markings
WALK to a safe area
REPORT to the authorities the exact location of the incident

Golden Rules
!
These rules express what participants MUST know at the end of the technical session.
ALWAYS
Look around for foreign objects
Treat all unknown objects as mines or UXO
If you find a foreign object:
• MARK the area
• WARN the community
• INFORM the local authorities
NEVER
Approach or go anywhere near unknown
objects
Touch, step on, or try to neutralize a mine
or UXO
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Trust Nothing And Suspect Everything!
A mine or UXO will never give you a second chance!
What do you do if you step on one of those mines which you hear
the click and know it will explode when you remove your foot
• This is a type not commonly used in Africa
• The click is not a warning, just the activation of the deadly
mechanism which cannot be stopped by anyone
What do you do if you find an unfamiliar object on a path and you
can only mark one side
• The safest way is to leave a person at the mark you made so
they can yell to any person who comes from the other direction
and tell them to mark the path on their side of the object
• You can also emphasize that nothing moves faster then
communication. Thus when you inform the community the
message will probably quickly reach people on the other side of
the object
Why can’t the government remove the mines
• Mines are not easy to detect
• While there are manual, visual and electronic detection methods,
many mines are cleverly concealed with no metal detectable parts
• Even sniffer dogs are trained to detect the smell of a particular
chemical in a mine but many different chemicals can be used
Mines last for years, so how can we know if an area is safe to walk or dig
• One can never know for certain since a mine is a trap, hidden and
designed to endure until the target contacts it
• An area that has been consistently in use is more likely to be safe but
there are no certainties
Is it alright to throw a rock at a mine to disarm it
• Only if you want to be hurt
• Fragments and stones are thrown by the exploding mine and can kill
you
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COMMUNICATION
This session can be very fun and entertaining. It entails group work and performances by all the participants. We have found it to be an
enjoyable learning experience.
Once the participants have learned the
technical aspects of mines, it is important for
Creative communication techniques are used to share information effectively them to focus on how to communicate this
information to their local communities. Since
Participatory Approach
the goal of the training is prevention through
sensitization of others, to be successful the
The session begins with a facilitator discussing different types of communication styles.
message has to reach the broader population.
The trainer can ask, “What are some different types of communication” These
This can only be achieved through the
would be verbal and non-verbal. Encourage the group to give examples of each type.
participants educating their communities.
Then ask, “What are some communication techniques” These responses can be
listed on a flip chart or paper. (Depending on the target group it can be difficult for the
members of the training to initially come up with an answer.) Below are some examples.
♦ Lecture ♦ Poems ♦ Posters
♦ Group Discussions ♦ Story Telling ♦ Booklets
♦ Role Play/Drama ♦ Dance ♦ Demonstration
♦ Songs ♦ Media announcements ♦ Pictures
Often trainers focus on the technical aspects
of the training during their presentations.
The message you take to your participants
and the message they pass on should be
simple and focused on the safety guidelines.
If not properly presented, technical
information can mislead. Remember, you and
the people you train are NOT experts!
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A facilitator uses pictures to lead
participants into group work.
Songs and dance are used to pass messages to the
community.
A group of participants debates the best way
to pass information.

Group Work
Once the different styles have been identified the participants form groups of 4 - 6 people. We have found the easiest way to divide the
group is to give each person a number (they count out loud). The facilitator then asks all the people with a specific number to gather in a
small group in different places. It is important for the facilitators to sit in on the first 5-10 minutes of each group to make sure they
understand their tasks.
Each group either chooses a technique or is assigned one. They are then given 15 - 20 minutes to develop a presentation on the key
information learned in the training (for example what to do and what not to do if you find an unknown object).
Once the groups have finished their preparation they give a presentation to the entire group. After each production the rest of the participants
and then the trainers give feedback to the group. It is important to emphasize what each group did well and what needs to be changed. This
feedback is very important because the trainees will be using these presentations to teach others. It is necessary to be sure what they are
teaching is correct.
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Participants demonstrate safe behavior and marking procedures in a role-play.
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CLOSING
Participants reflect on what they have learned at this training
Participants acknowledge personal feelings about the topic
Plenary Discussion
In the large group briefly discuss the following questions to help summarize the
participants’ reactions to the training.
After all of the information has been shared, it is helpful to
debrief participants’ responses to the training. This aids them
in processing the new things they have learned, the effect
on them personally, and ideas for taking the information
back to their communities. Debriefing helps the participants
focus their thoughts and summarize for themselves what they
have learned and how they will use it.
How useful was this training for you How useful do you think the information will be for your community
Talking about landmines can bring up memories of past experiences you have had or stories you have heard. This can often
cause stress. How has this workshop affected you
Will you make any changes yourself in how you move
What message will you take back to your community from this training
What will be most difficult about taking this message to your community
What will be easiest
Teaching
Review with participants the follow-up and monitoring form (see resources section, p.24)
Answer any remaining questions that participants may have.
Officially close the MRE Training.
Distribute posters and booklets to each participant.
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CHECKLIST FOR MRE TRAINING
Pre-training
Planning meeting held with other
facilitators
Invitations to participants two weeks
prior to training
Copies of invitations sent to necessary
government officials
Obtaining materials needed (posters,
booklets, handouts, pens and paper)
During Training
Registration of participants (including
name, parish, sub-county, sex)
Handouts (1 per trainee)
Post Training
Posters, booklets and other materials
(for trainees)
Training evaluation
Follow-up and monitoring
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Certificates produced (optional)
Confirmation of participation from target
group one week before the training
FOLLOW-UP AND MONITORING
Consistent follow-up is helpful in any awareness campaign that involves a number of trainers. It promotes two-way communication between the
coordinators of the overall campaign and the local trainers in their communities. It is essential that you know you are the link between the community
sensitized and the resource people and technical experts (District Officers, UPDF, AVSI Office).
The following are sample strategies that can be used to follow-up or monitor after the training. Feel free to utilize one or more of the strategies to
discover if you have achieved the goal of the awareness campaign.
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Keep track of the number of people sensitized
Monitor the overall level of the mine problems in the region (injuries, mines reported, etc)
Share information efficiently among the various communities sensitized
Inform local communities on the resources available to them and emphasize their connectedness to the larger community
Request resources as needed for your local community
Share ideas for target groups
Support local trainers in their efforts and encourage the spread of information
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A monitoring form is helpful to use as a follow-up tool in order to collect accurate data. Some suggestions for the form follow:
District County Sub-County
Name of Trainer
Date of report
Community Sensitization
Date Name of group sensitized Number of people Comments on the sensitization
What attitudes have you noted among participants both during and after the training
How useful are the booklets and posters to your community
Describe briefly the method of communication you used to sensitize your community.
What do you think has been the effect of sensitization on your community
Other remarks, questions or comments
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LOCAL AND NATIONAL RESOURCES
Ministry of Health, Uganda
Web site: www.health.go.ug
Email: info@health.go.ug
P. O. Box 7272 Kampala, Uganda
District Rehabilitation Office, Gulu
P. O. Box 2 Gulu, Uganda
AVSI Gulu
Web site: www.avsi.org
P. O. Box 758 Gulu, Uganda
INTERNATIONAL AND WEB-BASED RESOURCES
International Campaign to Ban Landmines (ICBL)
Background information, current news, yearly Landmine Monitor Report,
and links to other resources.
Web site: www.icbl.org
ICBL Resource Centre
PO Box 5564 Sana’a, Yemen
United Nations Mine Action Service
Background information, reviews of MRE programs, standards and
guidelines for mine action programs, and links to other resources.
Web site: www.mineaction.org
United Nations, FF-360
304 East 45th Street
New York, NY 10017, USA
International Committee of the Red Cross
Articles covering all aspects of mine awareness activities, current news,
background information, and survivor assistance.
Web site: www.icrc.org
19, Avenue de la Paix
1202 Geneva, Switzerland
Landmine Survivors Network (LSN)
Information on LSN’s activities and support to mine survivors, background
information, and links to other resources.
Web Site: www.landminesurvivors.org
Mine Action Information Center, James Madison University
Resources, current news, research, and materials related to MRE.
Web site: www.maic.jmu.edu
Humanitarian Demining Information Centre
University Boulevard
Harrisonburg, VA 22807, USA
Human Rights Watch
Reports from mine-affected countries worldwide.
Web site: www.hrw.org
1630 Connecticut Avenue NW, Suite 500
Washington DC 20009, USA
Global Information Network in Education (GINIE)
Information especially for MRE programs in schools.
Web site: www.ginie.org
University of Pittsburgh
5K01 Forbes Quadrangle
Pittsburgh PA 15260, USA
Mines Advisory Group
Raise awareness, clear mines, and support victims.
Web site: www.mag.org.uk
45/47 Newton Street
Manchester M1 1FT, United Kingdom
Handicap International
Mine Risk Education, mine clearance, and victim support.
Web site: www.handicap-international.org
14, Avenue Berthelo
69361 Lyon, Cedex 07, France
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GLOSSARY OF TERMS
This section defines terms that were used in the module and also gives
additional useful information on other terms commonly used by the
international community in MRE.
Anti-handling Device. A device fitted to an anti-tank or anti-personnel
mine that causes the mine to explode when it is handled or disturbed.
Anti-handling devices are intended to prevent the clearing of mines by
opposing forces.
Anti-personnel Mine (APM). A mine designed to injure or kill one or
more persons. Anti-personnel mines are usually detonated when they
are stepped on or when a tripwire is disturbed, but they can also be set
off by the passage of time or by controlled means. Differ from ATMs
only in the amount of explosives inside.
Anti-tank Mine (ATM). A mine designed to disable or destroy vehicles,
including tanks. Like anti-personnel mines, antitank mines can be
detonated by pressure (though normally much greater weight is needed)
or remote control, as well as by magnetic influence or through the
disturbance of a tilt rod (a sort of vertical tripwire). Differ from APMs
only in the amount of explosives inside.
Fuse. A mechanism which sets off a mine or munition.
Landmines. An older term for mines, “Landmines” can be misleading
because mines can also be laid in the water. Hence, the use of the
preferred term, “mines”.
Mine Ban Treaty. See Ottawa Treaty
Mines. Mines include all types of landmines and booby traps, come in all
shapes, sizes, and colors and can be made of wood, metal, or plastic.
They are explosives “created to be put under, on or by the ground or
any surface, and to be detonated by the presence, proximity or contact
with a person or vehicle.” (Landmine Monitor 2002, p.912).
Mine Marking. The organised marking of minefields. Standard, easily
recognisable mine warning signs are placed around the perimeter of the
minefield to alert people to the presence of mines.
Mine Risk Education (MRE). Refers to a series of activities aimed at
ensuring that communities are not only aware of the risks from mines
and UXO, but are encouraged to behave in a way that reduces the risk to
people, property and the environment. The term MRE replaces “mine
awareness.”
Ottawa Treaty. Also known as the Mine Ban Treaty, the Ottawa treaty
was adopted on 3 May, 1996 in Ottawa, Canada. It bans the use,
stockpiling, production, and transfer of Anti-Personnel Mines and demands
that signatory countries destroy their existing stockpiles. The official title
of the treaty is “Convention on the Prohibition of the Use, Stockpiling,
Production, and Transfer of Anti-Personnel Mines, and on Their
Destruction.”
Safe Path. A road or path which is known to be free of mines.
Tilt Rod. A post or pole attached to a fuse mechanism on the upper
surface of a mine. Pressure exerted on the tilt rod sets off the mine.
Tripwire. A thin, non-reflective metal or coloured wire which can be
used as a mechanism to trigger an antipersonnel mine or a booby trap. A
tripwire is usually stretched low above the ground so that any passer-by
will ‘trip’ over it, thus setting off the explosive.
Unexploded Ordnance (UXO). Explosive munitions which have not
yet been set off. UXO may already have been fired, dropped, or launched,
but it has failed to detonate as intended.

acha graphics
Company Philosophy
ACHA GRAPHICS meets the needs of our clients by providing a reliable and professional service in the production of all goods. Our commitment is to supervise all
stages of production to ensure a high quality service / product. The standards we are able to achieve are due to our technical expertise, extensive knowledge of the
market, access to the latest technology and our good customer relations. We believe in tailor-made solutions to meet our clients’ needs. Focus is placed on “messages
with a mission”, namely that all materials relate to their target audience and are proactive - to buy a poduct, change a particular behaviour or offer an informed choice
to the client.
Promoting Development Strategies
We currently undertake wok developing materials for public awareness campaigns, advocacy and communication messages to promote behavioural change within a
group or community. We have produced several user-friendly training manuals for field and support personnel, including materials promoting grassroots empowerment,
advocacy and access to services and information for local communities to raise awareness on specific issues, such as HIV/AIDS or landmines.
To achieve the best results on these projects we work closely as a team with the organisation’s management, development partners and field staff including our own
team of designers and illustrators. Materials are designed to be appropriate for the target community and reflect their environment and cultural background. To ensure
we are able to achieve the right approach we pre-test these materials with the help of field workers directly with their communities. This validates messages and
provides opportunities for vernacular translation, if required.
We positively encourage our clients to involve their groups / members to fully participate in the design process by appearing in photographs or submitting drawings to
be used in their materials as we strongly believe this gives greater ownership to groups involved in their development process. The long-term benefits of this approach
encourage greater motivation and participation, which leads to self-reliance of such communities who become willing to address issues and implement behavioural
change. It also helps to reduce outsider misconceptions of paticular communities.
Service and Products
ACHA GRAPHICS provides the following services:
graphic design
design, corporate / product branding, campaigns / promotions, placements, commercials for radio
publishing
books, reports, posters, brochures, company profiles, guides, calendars
screen-printing
T-shirts, fabric, caps, bags, banners
photography
studio and on location using digital cameras
communication materials advocacy games, puppet workshops, children’s self-expression sessions
Contact
Address
PO Box 23363 Kampala, Uganda East Africa Tel:+ (256 41) 510 566 Email:acha@imul.com

Let’s work together for a mine free Uganda!
c Copyright AVSI
ISBN 9970 - 890 - 04 - 2