Mine Risk Education (MRE) refers to activities which seek to reduce the risk of injury and death from mines and ERW by raising awareness and promoting behavioural change. However, within a community, women, girls, boys and men usually assume different gender roles and tasks that modify their exposure to mine and ERW. For this reason their needs in terms of MRE will vary and this must be taken into account at all stages of the MRE project cycle.

Gender sensitive MRE will first assess the different behaviours, attitudes and needs of girls, women, boys and men of a community and then ensure that the MRE message is delivered to the targeted audience, using adequate gender sensitive language, techniques and materials. Mine action organisations must guarantee a non discriminatory access to MRE offering sessions at appropriate times and locations. They must keep in mind that depending on their daily activities, girls, women, boys and men are not available at all times and that in some communities it could be appropriate to conduct separate sessions for women, children and men.

Gender sensitive MRE ensures that all members of a community are aware of the risks from mines and  ERW, and are encouraged to behave in ways that reduce the risk to people, property and the environment. The overall objective is to reduce the risk to a level where women, girls, boys and men can live safely and social development can occur free from the constraints imposed by landmine contamination.

Additional resources

_{International Mine Action Standards (IMAS), Mine/ERW Risk Education »}

<sub>ANDERSSON N., SWAMINATHAN, A., WHITAKER, C. and ROCHE M., (2004), Mine Smartness and the Community Voice in Mine-Risk Education: Lessons from Afghanistan and Angola. In: Future of Humanitarian Mine Action. Editor Kristian Berg Harpviken. London/Palgrave 2004 »

CANADIAN DEPARTMENT OF FOREIGN AFFAIRS AND INTERNATIONAL TRADE (DFAIT) and UK DEPARTMENT FOR INTERNATIONAL DEVELOPMENT (DFID), (2002). Gender and the Conflict Phase, Presentation Outline [online]. Canada: DFAIT/DFID »

DANCHURCHAID, (2003). DanChurchAid provides Angolan refugees with Mine Risk Education, DanChurchAid (DCA), 01 Aug 2003 »

KNUDSEN, CHRISTINE “The Challenges of Mine Awareness Education for Children in Afghanistan” , Journal of Mine Action »

MEHRA, R., (1999) Opportunities for Gender Integration in USAID/Lebanon’s Program: A preliminary Assessment. Washington D.C.: International Center for Research on Women/OWID USAI »

OFFICE OF THE SPECIAL ADVISER ON GENDER ISSUES AND WOMEN AND ADVANCEMENT OF WOMEN (OSAGI), “The ABCs of walking in a Minefield »

RUBERRY, M., (2003). The Effects of Landmines on Women in the Middle East. Journal of Mine Action [online], 5 (3) »

SAVE THE CHILDREN, (2000). Child Landmine Survivors: An Inclusive Approach to Policy and Practice [online]. London: International Save the Children Alliance. »

UN OFFICE FOR THE COORDINATION OF HUMANITARIAN AFFAIRS (OCHA) “Pakistan: Mine education for tribal women”, IRIN News.org, 2006 »</sub>