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In 2004, in response to the Group of Eight (G8) Sea Island Summit, the U.S. established the Global Peace Operations Initiative (GPOI), a 5-year program to build peacekeeping capabilities worldwide, with a focus on Africa. Since 2005, the Dept. of State has allocated $374 million and selected 52 countries to participate in the program. Congress mandated an assessment and report on the initiative. This report assesses: (1) progress made in meeting GPOI goals; (2) whether State is consistently assessing the quality and effectiveness of the training; and (3) the extent to which countries meet program criteria and whether trainees are adequately screened for human rights abuses. Includes recommendations. Charts and tables.
Langholtz examines how psychology and other social sciences can offer both theoretical explanations and practical applications in the resolution and amelioration of potentially violent international conflicts. Since the end of the Cold War and bipolar ideologies, the international community has been willing to intervene using approaches that are founded as much in psychology as in force and these remedies have not been confined to the violent periods of conflicts. This book examines psychological interventions and issues during three phases of conflicts. First, the book examines measures available in advance of a threatening conflict through early intervention and an examination of ethnopolitical issues, economic problems, and potential diplomatic solutions. Second, psychological facets of peacekeeping are examined: the selection of peacekeepers, psychological ambiguities of peacekeeping, and the numbing that comes with widespread suffering. Finally the book examines the psychological measures available to strengthen a cease-fire, deal with mines and related after-effects of war, encourage reconciliation, and hasten the return to a stable and durable peace.
Peacekeeping training centres play a crucial role in preparing peacekeepers for their deployment. However, despite their popularity within the international community as a tool for achieving international security, development, and state-building objectives, they have not received a great deal of analysis or academic attention. This book provides an in-depth analysis of peacekeeping training in Africa, tracing how centres have adapted to the operational and normative changes of peace operations over time and raising questions about the expectations attached to these training efforts and their impact. The book examines training content and methods in detail, exploring the potential of peacekeeping training centres as sites for socialisation and diffusing international norms in an effort to change and shape peacekeepers' behaviour. The analysis is based on two contrasting case studies, selected to show the spectrum of training centres operating in Africa, namely the Kofi Annan International Peacekeeping Training Centre (KAIPTC) in Accra, Ghana, and the African Centre for the Constructive Resolution of Disputes (ACCORD) in Durban, South Africa. At a time when impact is being determined by the number of course attendees, this book provides an important critical assessment of training efforts and what they are supposed to achieve. It will be of interest to scholars and practitioners within the fields of international security, peacekeeping, and African development.
Since the end of the Cold War and the emergence of “asymmetric” threats like terrorism, the military has been increasingly entrusted with tasks traditionally belonging to the police. This development is visible through the new challenges posed to modern Peace Support Operations (PSO), intended as an umbrella definition covering different types of post-conflict peace operations, be these mandated under Chapter VI or Chapter VII of the United Nations Charter, with either peace-keeping, peace-enforcing or even peace-building goals. The aim of this volume is primarily to provide guidance, in the format of a handbook, to those deployed in the field and who are confronted with legal issues. In order to achieve this goal, the handbook is structured as follows: after this introduction, Part II addresses the general question whether law enforcement shall be a PSO task. Law enforcement is perceived by some states as a matter of self-defense.Part III then addresses the limits and possibilities of law enforcement by PSO.The discussion continues with Part IV, which provides some practical tools for those deployed to the field. Part V focuses instead on law enforcement within PSO, illustrating problems related to the prosecution of members of PSO forces suspected of illegal activities, and Part VI then draws the conclusions.
The protection of civilians which has been at the forefront of international discourse during recent years is explored through harnessing perspective from international law and international relations. Presenting the realities of diplomacy and mandate implementation in academic discourse.
Contents: (1) Introduction: Purposes and Goal; Achievements to Date; Funding to Date; (2) Background; (3) Global Peace Operations Initiative (GPOI) Purposes and Activities: GPOI Goals and Needs; Demand for Peacekeepers; Need for Gendarme-Constabulary Forces; U.S. Peacekeeping Training and Assistance in Sub-Saharan Africa; The Transition to GPOI Training and Assistance in Sub-Saharan Africa; Development of a ¿Beyond Africa¿ Program; Western Hemisphere; Asia/South Asia/Pacific Islands; Greater Europe (Europe and Eurasia); Middle East; Foreign Contributions to Peacekeeping Capacity Building; Italian Center of Excellence for Stability Police Units; (4) Administration Funding Requests and Congressional Action, Illus.
One of the most crucial and difficult tasks in peacekeeping and related stability operations is creating a secure and stable environment, both for the foreign peacekeepers and for the indigenous population. During the past decade, the United States and the international community have tried various approaches to providing that security. Most of these approaches have included the use of United Nations International Civilian Police (UNCIVPOL), whose forces are contributed on a case by case basis by UN member states. (While other countries usually contribute police personnel from their own national forces, the United States contracts those it contributes through a private corporation). In a few cases, such as Afghanistan and Iraq at this time, coalition and US military forces, and not the United Nation, train and work with indigenous police forces to provide security. This book presents an up-to-date evaluation of current issues in peacekeeping.
Military English: English for Tactical and Peacekeeping Operations is a pre-deployment course for Army personnel who are to be sent on multinational peace support operations or on training courses in an English language speaking country, or are to be trained by English-speaking instructors. Your students should already have studied up to a pre-intermediate level [Common European Framework A2] before starting the course - that is they should be ready for an Intermediate/ B1 Level course. There are four components to the course: 1: A Coursebook with 200 lesson-units, providing over 200 hours of study materials including vocabulary learning tasks, reading and listening tasks, briefings, role plays and other speaking tasks. 2: A Workbook (this component), which includes a grammar reference and study pages, peacekeeping reading tasks, writing tasks, abbreviations and acronym study pages, patrol report forms etc., consolidation tasks, a mini dictionary, key vocabulary pages, and key tactical verbs. 3: A Teacher's Book with full instructions on teaching the course, and coursebook and workbook task keys. 4: Downloadable colour pictures, maps, PowerPoint Presentations and audio files, and audio transcripts for use on phones, tablets or computers. These can be freely downloaded and shared with all students. Course Overview: There are three Phases to the Course. Phase One of the course is a series of intertwined threads of General English units, General Military English units and some Specialised Military English units. Phase Two is blocks of units of Specialised Military English, and General English with a Military Application. Phase Three revises and activates the Specialised Military English of Phase One and Two and adds Peacekeeping English. Course Aims: This course is designed to teach soldiers (enlisted men, NCOs and junior officers) how to operate effectively in multinational tactical and peacekeeping operations. By the end of the course the students should be able to do the following in English: Interpersonal Skills: Talk about their families * Talk about their careers * Talk about their homes * Talk about their leisure interests e.g. hobbies, sports, films and music * Socialise e.g. make arrangements to meet * Ask and answer questions * Give personal opinions on topics like personal equipment. Professional Skills: Understand and use common acronyms * Use the NATO/Phonetic Alphabet * Tell the time * Talk about the weather and climate * Talk about their army and unit structure and purpose * Talk about their training * Make radio calls including MEDEVAC/CASEVAC * Understand Tactical Combat Casualty Care * Understand land navigation * Describe rural and urban terrain * Describe people and clothing * Give a short professional briefing supported by visuals * Understand ROE * Describe bases * Understand and describe convoy operations * Understand and describe checkpoint operations * Understand and describe the use of observation posts * Understand and describe patrol operations * Understand [and give] orders [Patrol Orders, WARNO, OPORD] * Understand the differences between tactical and peacekeeping missions, patrols, ROE, OPs, checkpoints, and convoys * Understand and propose solutions to common survival situations * Understand and propose solutions to common tactical and peacekeeping problems * Write a short report. The course has an open and clear methodology, built in revision tasks and essential practice in the five core area for tactical and peacekeeping operations: understanding briefings and orders, convoy and checkpoint operations, and patrolling. Each Phase has built in tests, and the whole course builds up your students confidence in using Military English, and develops their listening and speaking skills so they can operate effectively in training situations and on missions.
'At a time when peacekeepers are struggling to fulfil increasingly demanding mandates and UN peacekeeping is in danger of losing the distinct character that won it the 1988 Nobel Peace Prize, this important book argues for a clear theoretical redefinition within a conflict resolution framework and examines the practical implications for training. This is a valuable and original contribution to the peacekeeping literature.' - Dr. Oliver Ramsbotham, Department of Peace Studies, University of Bradford 'Both for the 'blue helmets' on the ground, and for the diplomats at UN headquarters, conflict resolution skills are essential for conducting peacekeeping operations. Betts Fetherstone's excellent study points the way forward to a synthesis between conflict management and peacekeeping?' - Hugh Miall, Research Fellow, European Programme, Royal Institute of International Affairs The prevailing over-taxed ad hoc system of peacekeeping does not meet the growing demands posed by the post-Cold War world. This volume argues that peacekeeping needs to be placed on firm conceptual footing directly congruent with its peaceful third party role. The implications of this conceptualisation of peacekeeping for practice are then discussed. Training is cited as a key means of translating conceptual understanding into practice. Without this foundation work, UN has little chance of changing its existing, and largely ineffective, system of conflict management. At a time when peacekeepers are struggling to fulfil increasingly demanding mandates and UN peacekeeping is in danger of losing the distinct character that won it the 1988 Nobel Peace Prize, this important book argues for a clear theoretical redefinition within a conflict resolution framework and examines the practical implications for training. This is a valuable and original contribution to the peacekeeping literature.