EPSS Standared Operating Procedures Mannaual

ETHIO-PROFESSIONALS’ SECURTY SOLUTIONS
STANDARED OPERATING PROCEDURES (SOPs) MANNUAL
AGUST 2022
Website: www.ethiopss.com Gmail: infoepss2021@gmail.com

ETHIO-PROFESSIONALS’ SECURTY SOLUTIONS’S 2022
STANDARED OPERATING PROCEDURES MANNUAL
Table of Contents
Introduction……………………………………………………………………………….......6
I. EPSS Vision, Mission and Goals…………………......................................................7

II. EPSS Objectives………………………………………………………………………7
III. EPSS Core Values…………………………………………………………………….8
IV. EPSS Structure and Leadership……………………………………………………...9
Chapter 1: Overview of EORE Standard Operating Procedures…………………………..11

1.1 Why do EPSS Need Standard Operating Procedures (SOP)?..…………………………..11
1.2 Objectives of Standard Operating Procedures /SOP/…………………………………….12
1.3 Explosive Ordnance Risk Education ………………………………………………..13
1.4 Objectives of EORE ……………………………………………………………………..13
1.5 Methodologies and Tools………………………………………………………………...14
1.6 Communication…………………………………………………………………………..15
1.7 Use of transport…………………………………………………………………………..15
1.8 Visibility………………………………………………………………………………….15
1.9 Programme Planning……………………………………………………………………..15
1.10 Action Follow-up………………………………………………………………………..16
1.11 Clearance Action………………………………………………………………………..16
1.12 Information flow………………………………………………………………………..16
1.13 Design and Field-testing………………………………………………………………...17
1.13.1 Research………..……………………………..………………………………….17
1.13.2 Sketch Design…………………………………………………………………….17
1.13.3 Field Test 1………………………………………………………………………..17
1.13.4 Design…………………………………………………………………………….18
1.13.5 Field Test 2………………………………………………………………………..18
1.13.6 Final design and Production………………………………………………………18
Chapter 2: Needs Assessment ……………………………………………………………….19
2.1 Definition……………………………………………………………………………...19
2.2 Session ………………………………………………………………………………..19
2.3 Target groups and methods……………………………………………………………20
Chapter 3: Planning…………………………………………………………………………..21
3.1 Training………………………………………………………………………………21
3.1.1 Direct Presentation (DP)………………………………………………………...21
3.1.2 Peer to Peer……………………………………………………………………...23
3.1.3 Focus Group Discussion (FGD)………………………………………………...23
3.2 Massages and Community Strategies………………………………………………...21
3.2.1 Printing Materials……………………………………………………………….23
Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 2
3.2.2 Mural and Billboards……………………………………………………………24

3.2.3 Theater, Songs and Dance………………………………………………………24
3.3 Transparency…………………………………………………………………………25
3.4 Accountability………………………………………………………………………..25
3.5 Post-session…………………………………………………………………………..25
3.6 Community mapping…………………………………………………………………27
3.7 Community liaison…………………………………………………………………...27
Chapter 4: Implementation of EORE Program and Projects…………………………………28
4.1 Mobile teams……………………………………………………………………….28

4.2 Equipment………………………………………………………………………….29
4.3 Maintenance of equipment…………………………………………………………29
4.4 Coordination………………………………………………………………………..29
4.1.1 Partners………………………………………………………………………...…29
4.5 Safety & Security…………………………………………………………………..29
4.5.1 Recognizing Dangerous Areas……………………………………………….30
4.5.2 Warning Signs………………………………………………………………..30
4.5.3 Basic Safety Advice………………………………………………………….30
4.5.4 Safety Advice for EPSS……………………………………………………...30
Chapter 5: Monitoring…………………………………………………………………….….31
Chapter 6: Evaluation………………………………………………………………………...32
6.1 Purpose of Evaluation……………………………………………………………32

6.2 The Process of Evaluation…………………………………………………….….32
Chapter 7: Reporting…………………………………………………………………………34

Annexes……………………………………………………………………………………...35
Annexes 1: EORE Activity Report Form ...........................................................................41

Annexes 2:Accident Report Form Error! Bookmark not
defined...............................................................................................44
Annexes 3: Victim/incident Report Form ..........................................................................47
Annexes 4: Dangerous Area Report Form…………………………………………………………48
Annexes 5: Monitoring report Form ..................................................................................51

Annexes 7: Feedback Form. ..............................................................................................52

ABBREVATIONS
ASTD -The American Society for Training and Development
DPs- Direct Presentations
EPSS-Ethio-professional’s Security Solutions
EOD- Explosive Ordnance Disposal
ERW- Explosive Remnants of War
EORE- Explosive Ordinance Risk Education
FGDs- Focus Group Discussions
HMA-Humanitarian Mine Action
KABP-Knowledge, Attitude, Belief and Practice
SOP- Standard Operating Procedure
SWOT- Strength, Weakness, Opportunity, Threats, respectively

Introduction
Ethio-Professionals’ Security Solutions (EPSS), here after called the “Organization” or

“Employer” with its headquarters main office in Addis Ababa (Ethiopia) established in 2021.
It is a non-governmental, not-for-profit humanitarian organization established with the aim of
changing customers’ perceptions of safety, security, and wellbeing by outdoing ourselves
every day. It provides landmine clearance, explosive ordnance disposal (EOD), minefield
survey, travel risk management service and explosive ordnance risk education (EORE) and
importantly safety and security services, Rehabilitation and Conflict Resolution to help the
recovery and development of affected communities. These activities are in accordance with
the accompanying organizational documents and program of activities.
Ethio-Professionals’ Security Solutions (EPSS) is a licensed entity established by well

experienced veterans with a vision of becoming a leader in threat, risk assessment, safety and
security services as well as remnants of war, exceeding all expectations in Ethiopia and East
Africa. The company is packed with a variety of experienced professionals in the industry
who are committed in providing exceptional services by delivering personalized, high -
quality and cost efficient solutions to meet the needs of clients.
EPSS is capable of dealing with all your security needs and offer a complete range of
planning, security risk assessment, analysis, management, and threat and vulnerability
assessment and mitigation measures.
To provide Security Risk Management, Security Officers Core Certification (training),

Demining and Weapon awareness and K9 consultancy to our clients through a bespoke
service tailored to their specific needs. Ultimately the safety and security of the clients’ staff,
premises and assets and the general public is our priority.
As an indigenous Professional Association and an Individual we value above all else honesty,
integrity, professionalism and mutual respect. We hold ourselves accountable to our clients,
staff and partners by honoring our commitments, providing results and continually striving to
provide the highest quality security services.
Our management team all have the necessary experience to give you the best advice possible
and the knowledge to consult and recommend an unequalled security solution for your unique
needs. Each and every one of our personnel have and will continue to acquire the
professional knowledge and skills required to perform their tasks and will implement them
while striving continuously to perfect their personal and collective achievements. We have
the skills, experience and commitment required to be your preferred partner and service
provider.
When we provide our services, we take the time to understand your needs and your
environment as well as a full risk assessment to ensure that our security personnel will fit
your requirements.

EPSS works to benchmark security service organizations, comparable to any best in the
industry, and meet international standard security services.
EPSS’ motto is “All your security needs under one roof”
I. Vision, Mission, and Goal
EPSS Vision
To become a leader in threat and risk assessment, safety and security services, rehabilitation
and conflict resolution as well as partnering in clearing remnants of war and educating people
exceeding all expectations of our clients in Ethiopia and East Africa.
Mission
• EPSS is committed to providing exceptional safety and security services by delivering

personalized, high -quality and cost efficient solutions to meet the need of its clients.
• We strive to exceed the requests of our clients by going above and beyond what is
asked to ensure that every detail is to their requirements.
• EPSS Work hard to inform and educate our customers on safety and security issues as
well as solutions available, so that they can make the best choices to take preventive
and mitigating measures and provide them complete peace of mind.
• EPSS is dedicated to create community awareness of real safety and security risk
issues in ware victim and mining areas.
• EPSS is earnest to rehabilitate people displace by war and drought.
• EPSS is devoted to educate and disarm people victim of conflict and war mentality.
• EPSS is diligent to unburden its clients, regarding safety and security solutions. To
this end, we identify risks and translate these into effective, practical solutions:
Solutions that enable you to manage your physical risks and provide measurable
control.
We take responsibility in realizing your safety and security needs.
EPSS Goal
Establish evidence led equitably accessible, affordable, integrated and sustainable safety and
security risk assessment and management services and lower the safety and security tension
in Ethiopia and East Africa.
II. EPSS Objective
1. Assess and generate robust information/evidence on safety and security issues in

Ethiopian and East Africa as well as come up with mitigation measures.
2. Provide exceptional safety and security services by delivering personalized, high-
quality and cost effective security solutions.

3. Inform and educate our customers on safety and security issues as well as solutions
available.
4. Create community awareness of real safety and security risk issues in ware victim and
mining areas.
5. Rehabilitate people displaced by war and drought.
6. Provide conflict resolution training and advisory.
7. Educate and disarm war and conflict mentality of people.
III. EPSS Core Value

Quality Service to our clients
We demonstrate our commitment to serve by placing the needs of the clients ahead of our
own. All of our actions, initiatives and services are created and maintained with service to our
clients at their core.
Integrity
We hold all division personnel to the highest ethical standards at all times. Integrity is not
negotiable.
Accountability and Trust
We accept full responsibility for our actions and will take appropriate measures to meet
clients and professional expectations. We value the trust, respect and support of our clients,
which must be earned and safeguarded at all times.
Diversity, Equity and Inclusion
We value and are dedicated to respecting differences, equitable practices and intentional
inclusion to create an environment where our community feels welcomed and safe.
Excellence and Professionalism
We exceed the expectations of our community through a dedication to excellence in

professional and organizational development.
Social responsibility
As NGO EPSS is ready to discharge its social responsibilities in a manner that improvers the
life’s of the communities in areas it carries out its operation.
EPSS Strategic Priorities
Prevention
We will work strongly to eliminate physical harm by identifying threat and vulnerabilities.
Protection
We will be vigilant in preventing loss and damage of infrastructure and personnel.
Preparedness
We will proactively engage with our clients while providing responsive and professional
service. We will invest the professional development of EPSS personnel continuously and
work to improve organizational efficiency and effectiveness.
Early Warning
EPSS has an Early Warning System (EWS) that represents the set of capacities needed to
generate and disseminate timely and meaningful warning information that enables at-risk
individuals, communities and organizations to prepare and act appropriately and in sufficient
time to reduce harm or loss.
IV. EPSS Structure and Leadership

i. Staffing
Ethio-Professionals’ Security Solutions is run by a board of directors lead by president and

vice president. The board of directors is all the founders of EPSS. EPSS has one Head for
Administration and Finance Division, and two Project Managers, Supply chain unit Head and
Trainers.
EPSS is also being run and managed by a group of highly qualified and senior former army
and police officers, who had the privileged of attending specialized staff and logistic course
at the premier armed forces institutions, and professional mangers. Professional team adopts
and implements the professional business philosophy based on:
• Task analysis
• Planning
• Organizing
• Staffing
• Directing
• Controlling
• Reporting
• Budgeting
• Implementation
• Quality control
i. Offices
Ethio-Professionals’ Security Solutions headquarters is located in Addis Ababa ,Ethiopia and

work in multiple Regions of Ethiopia to achieve its mission. The projects will start in Amhara
and Afar Regions and will expand to other regions of Ethiopia. Project activities will mainly

be executed though Regional, Zonal, and Woreda levels in collaboration with the of the
existing security apparatus.
Board of Directors
Internal Auditor
Chief Managing
Director
Secretary
Deputy Managing
Director
Planning, Operation
Monitoring and Manager
Accountant Admin and Finance
Evaluation
Division Head
Manager
Trainers &
Fund Raising Unit Supply Chain Assistant Trainers
Management Unit
/Accountant
A
Casher
Figure1. EPSS organizational Structure

Chapter 1: Overview of EORE Standard Operating Procedures
A standard operating procedure (SOP) is a step-by-step instructions guide to help an

employee in performing specific operations smoothly. The main objective of SOP is to
ensure uniform and quality output, while simultaneously reducing miscommunication and
ambiguity. SOPs are detail-oriented documents and provide step-by-step instructions as to
how employees within an organization must go about completing certain tasks and processes.
A standard operating procedure is a set of instructions having the force of a directive,
covering those features of operations that lend themselves to a definite or standardized
procedure without loss of effectiveness and efficiency. Every good quality system is based on
its standard operating procedures (SOPs).
The Standard Operating Procedure (SOP) is valuable and worth the preparation energy and
time. SOPs go beyond the essential “cookbook” procedural description of materials and
methods and also provide details about the appropriate precautions.
1.1. Why do EPSS Need Standard Operating Procedures (SOP)?
Some of you may be wondering- If we are already training our employees to do the tasks they
are hired to do, why take on this extra work of documenting operating procedures? We
understand your dilemma, which is why we are going to look at some of the reasons why
every business should create standard operating procedures (SOP) no matter what…
i. Time-saving
Even though creating SOPs can be time-consuming, they end up saving you a ton of time in
the long run.
If all employees perform the same task in different ways, some are going to do it faster while
others might take a long time. Having rules and guidelines in place streamlines the workflow,
ensuring employees do the task in a set amount of time.
ii. Ensures the safety of employees
Standard operating procedures (SOP) make sure that employees perform all tasks and
activities in a consistent yet safe manner.
If everyone is doing a task in their own way, it’s not only inefficient but can also result in
adversities. This puts the business in a tough situation and opens it up for lawsuits and
liabilities.
iii. Ensures compliance standards are met
Having standard operating procedures in place ensures that industry compliance standards are
followed and met properly. SOPs put measures in place so that employees comply with
relevant laws, policies, and regulations, and avoid any sort of litigation or risk.
iv. Improved communication
Communication is a key in business. Still, a whopping 57% of employees report not being
given clear directions and 69% of managers report they are not comfortable communicating
with the employees in general!

Standard operating procedures make your manager’s job easier as they don’t have
to communicate the policies and procedures to each and every employee individually.
Employees too, don’t have to go back to their managers or coworkers and ask for guidelines
in case they forget as they can quickly go through the SOP document and get to work.
v. Enhanced accountability
Having standard operating procedures (SOP) in place helps managers gouge employee
performance based on the guidelines provided by them.
Without proper work standards, understanding employee performance becomes a matter of
personal opinion, which is far from being the right way to judge your employee’s hard work.
vi. Provides consistency
SOPs provide consistency of operations and ensure a smooth workflow. All employees have
the same document which they can go through and know exactly what needs to be done and
how. This leads to consistent performance with fewer resources wasted.
vii. Maintains Organizational Knowledge
Even if your team can perform all necessary tasks with ease, consistently, and without any
external aid or documentation, you still need to create an SOP document.
viii. Provides a guiding hand
Standard operating procedures act as a true north for the employees, guiding them in their
journey to do amazing work. It acts as a map that employees- new or old- can follow and
expect a positive outcome, every single time.
ix. On boarding and training
A study conducted by “The American Society for Training and Development (ASTD)“ found
that companies that offer comprehensive training have a 218% higher income per employee
than those with less comprehensive training. If you have clearly defined standard operating
procedure documents in place, it becomes way easier to onboard and train new employees
and saves a ton of time and effort.
1.2 Objective of SOPs

The main objective of SOP is to ensure uniform and quality output, while simultaneously
reducing miscommunication and ambiguity. SOPs are detail-oriented documents and provide
step-by-step instructions as to how employees within an organization must go about
completing certain tasks and processes.
Standard operating procedure (SOP) is a term used in business. It is a set of instructions
that outline how to carry out or accomplish a given task. SOPs are often used in businesses
for large-scale operations related to safety and security. SOPs are what every worker needs to
follow in order to be productive.
A standard operating procedure is not just a list of what needs to be done; it also tells the
audience how and why the action should be taken.
SOPs are important in many ways, from avoiding unnecessary mistakes and costs to
enforcing company standards. They are often created for business processes like sales
presentations because they can outline exactly how something needs to happen every time it
occurs.
The importance of an SOP should not be underestimated. It can help businesses avoid costly
mistakes and make sure that tasks are completed in accordance with company standards with
consistency.
Standard operating procedures are not just in business, but they also exist in any other
industry or field where there is even the tiniest chance of failure. SOP's include procedures
that govern how work should be carried out, how work should be done, what it means to do
something correctly, how often something should be done, and so on.
Thus, this standard operating procedure aims to equip EPSS’s staff (both Existing and New)
members with the necessary tools and knowledge to give training and achieve the goals of
implementing EORE activities.
1.3 Explosive Ordnance Risk Education
Explosive Ordnance Risk Education, or EORE, refers to educational activities aimed at

reducing the risk of injury from mines and unexploded ordnance by raising awareness and
promoting behavioral change through public-information campaigns, education and training
liaison with communities.
Explosive ordnance risk education (EORE) activities seek to reduce the risk of injury from
explosive ordnance by raising awareness of women, girls, boys and men in accordance with
their different vulnerabilities, roles and needs, and promoting behavioral change
EORE ensures that communities are aware of the risks from mines, Explosive Remnants of
War (ERW) and abandoned munitions and are encouraged to behave in ways that reduce the
risk to people, property and the environment.
1.4 Objectives of EORE

To reduce the risk to a level where people can live safely and recreate an environment where
economic and social development can occur free from the constraints imposed by mine/ERW
contamination.
According to EPSS Strategy, the objectives of EORE are to
• Minimize deaths, injuries, Reduce the social and economic impact of mines and
ERW.
• Use the most appropriate EORE awareness, community training and liaison methods
for different target groups and target areas.
• Integrated with other activities and institutions involved in victim assistance, mine
action, and socio-economic development.
These objectives are interlinked and interdependent.

1.5 Methodologies and Tools
EORE applies two major methods to achieve its goals: Raising awareness about the dangers
of explosive hazards among people at risk and promoting the adoption of safe behavior.
Common for all methods and materials used in the (EPSS) Explosive and Ordinance Risk
Education project is the philosophy that we will use a positive approach to the information
communicated. We will strive towards constantly communicating safe behaviour rather than
don’t do this and that. In public performances, we will not make plays about people who step
on mines/ERW, but rather people avoid danger by doing the right thing.
EORE is an integral part of Mine Action Programme and can contribute to other Mine Action
activities; especially through community liaison activities such as data/information EORE
teams’ collects at community level and the relationship teams can build with affected
communities. Therefore, coordination and collaboration with other mine action actors,
agencies, are encouraged at the field level.
EORE encompasses following three activities
• Use a public information dissemination and developing a participatory approach with

mine/ERW affected Communities.
• Education and training community mine/ERW awareness liaison.
• Promoting greater integration with other organizations and services.
Public information and awareness raising refers primarily to public information

dissemination activities, I order to reduce the risk of injury from mines/ERW by raising
awareness to stakeholders, which include affected communities, of the risk to individuals and
communities, and by promoting behavior change.
Education and training refer activities aimed at integrating safety messages and training in
community groups including schools to reduce the risk of injury from mines/ERW, by raising
awareness of the threat to individuals and communities and promoting behavioral change. It
involves the conveying and acquiring of knowledge, attitude and practice through teaching
and learning.
Community mine/ERW action liaison refers to the liaison activities to exchange information
on the presence and impact of mines/ERW and its potential risk between national authorities,
mine action organizations and communities. As community mine action liaison aims to
ensure that mine action projects address and respond to community needs and priorities, it
places mine/ERW affected communities at the center of the planning. Community mine
/ERW/action liaison is responsible for implementation and monitoring of EORE and other
sectors.
Community liaison activities link EORE activities with, mine action victim assistance,
community development and other associated work and allows to develop appropriate risk
reduction strategies to given community.

For example, it enables communities to be informed when a de-mining activity is planned to

take place, the nature and duration of the task, and the exact locations of areas that have been
marked or cleared. It also facilitates communities to inform local authorities and mine action
organization on the location, extent and impact of contaminated areas.
This information can greatly assist the planning of follow on mine action activities such as
technical survey, marking and clearance, and if necessary, the provision of assistance to
landmine survivors.
1.6 Communication
The teams communicate with (EPSS) HQ, the EORE Team Leader and EORE coordinator
through Mobile Cells.
Each team will have at least one mobile cell and will maintain on-going contact with (EPSS)
HQ. If any failure happened in the mobile cell any other alternative method is used i.e., send
a vehicle or use land line to deliver any information or instructions.
1.7 Use of transport

When the team vehicle is handed over to the EORE driver this is the ONLY person
authorized to drive the vehicle. The only two exceptions are 1) if specifically instructed by
the EORE coordinator and a regulated handover is made in accordance with the vehicle
reference book, or 2) in a life/death emergency. The vehicle is NOT to be used for any other
purpose than work related issues and cannot under any circumstances be used as a means of
making money (i.e., Taxi driving or other).
Work related use of vehicles includes Liaison with communities, local authorities and aid
organizations, conducting of EORE, surveys and evaluations, provision for food, water and
fuel, transport between regions of work.
1.8 Visibility
If uniforms are issued, it will be marked with (EPSS) logo. A uniform will consist of trousers,
a shirt and a T-shirt. Vehicles will also be marked with the (EPSS) logo. No other marking
may be put on the vehicles, this be stickers or otherwise.
1.9 Program Planning
The term planning implies the working out of sub-components in some degree of detail.
Broader-brush enunciations of objectives may qualify as metaphorical road maps. Planning
literally just means the creation of a plan; it can be as simple as making a list. It has acquired
a technical meaning, however, to cover the area of government legislation and regulations
related to the use of resources. Thus, in a governmental context, “planning” without any
qualification is most likely to mean the regulation EPSS has a clear Strategic plan which
included:
• Mission. • Vision.
• Background. • Project ideas.

• Scope. • SWOT
• Objectives. • Exit strategy.
Project Proposal: It is necessary to follow formats provided by donor agencies, if there are no
set formats; several points are included in project proposal.
• Background. • Area.
• Scope. • Activities.
• Objectives of activities. • Expected outcome of the project.
• Project idea. • Time frame
• Rationale. • Project costs.
• Goal. • Budget.
• Target beneficiaries • Frequency of reporting
Budget: EPSS follow formats provided by donors, if not, following is included.
• Expendable equipment. • Office maintenance

• Non-Expendable equipment. • Communication
• Rent • Transportation
• Vehicle related fund • Business trips
1.10 Action Follow-up
As touched on in the beginning of the chapter there are several subjects to be followed up
after EORE activities have commenced.
Most EORE activities will need follow-up: Training of volunteers such as peer to peer
facilitators, schoolteachers and community promoters, repeated visits to the community to
cover a certain target group using a certain method and new visits to implement new
methods.
1.11 Clearance Action

Any clearance needs discovered by the EORE team will be communicated to local authorities
or relevant authorized bodies for action and EORE will follow-up during clearance.
1.12 Information flow
Information will flow both ways from the mine/ERW threatened communities through the
EORE teams to (EPSS) EORE HQ and vice versa. The information coming from the
communities will be in the form of various types of reports creating an impression of the
priorities of the communities and evaluation of the work of the international aid including the
work of (EPSS). The information flowing to the communities will in a transparent manner

clarify the objectives of (EPSS) and be a response to the priorities set by the community.
Along the way information is shared with the EORE teams.
There may be information discovered that has relevance to other organizations. Liaison and
maybe coordination must be followed up on.
1.13 Design and Field-testing
When designing new material and methods this work process should be observed: (Research
Sketch design - Field test 1 – Design - Field test 2 – Final design)
1.13.1 Research
By using this method, the design team makes sure the new design is on track, in terms of
whether it can be understood, messages given and validity of the idea. If an idea shows not to
work this should be detected somewhere in the Field test 1 stage and the idea be discarded in
order to save time and resources.
The following target audience factors must be considered when designing new materials or
methods: age group, occupation, potential high-risk behavior, networks available, and media
available, level of literacy, social patterns and the possibility of combining the EORE
initiative with already existing activities within the community. Once data gathered is
analyzed, the results can be used as guidelines for making the initial sketch design.
1.13.2. Sketch design
In order to test the new idea for material or method a sketch should be made. If the new
initiative is printed material, a hand drawn sketch can be made by the design group. If for
example a theatre play is the idea the play is written down and played out in a rough form,
the design group reading their lines and acting, thus showing the basic idea of the play.
1.13.3. Field test
Using the sketch design, a presentation is made for a small representative audience (10-20
people). The feedback from the audience is noted by the design team. Feedback should be
recorded from the individual spectator. Talking to a group can cause the group to reach a
consensus very quickly by listening to each other and this will cause the feedback to be less
specific. For this purpose, a questionnaire could be developed, or more informal interviews
conducted.
Examples of feedback Questions
• What happened in the play/does the picture show/is the text saying?
• What is the most important message?
• Is this relevant for you?
• Is anything unclear?

• How could we improve this?
The answer to the questions should give some indications for the further development of
the material.
The Sketch design field test 1 routine should be repeated sometimes if deemed necessary
before moving to the next step.
In some cases, the design group will discover that the concept they have been working on
does not have the desired effect and that continued re-designing does not help. If this is the
case the concept should be discarded at this point.
1.13.4. Design
Using the feedback from the Sketch design - Field test 1 a more refined design can be
developed. This design should appear close to a finished product. In this phase the design
group can start using outside consultants if the resources do not exist within the group, i.e., an
artist to paint the poster or an established theatre group to perform the play.
1.13.5. Field test 2
Again, with the help of a representative audience the design is presented, and feedback
recorded. At this stage the material should basically work, if the sketch design field test 1
routine was done properly. The feedback from the audience should be used for fine tuning
and polishing up the design. As with Field test 1 it may be necessary to repeat the Design-
Field test 2 procedure a few times.
1.13.6. Final design and production
Final adjustments are made, and method can be built into method-bank, or production of
printed material initiated. Once a method has proven its worth it can in some cases with
minor adjustments be applied to other situation or audiences than initially design.

Chapter -2 Needs Assessment
2.1. Definition
A needs assessment is a business tool used to gain valuable insights into your company’s
actions or processes to determine efficiency. It can be part of a planning process to determine
gaps, or “needs,” and how to address areas for improvement.
A needs assessment is the process of identifying and determining how to bridge the gap
between an organization's current and desired state. More specifically, the process outlines
which processes a team should prioritize, improve or provide resources to meet its goals.
A needs assessment is the process of systematically collecting and analysing information in
order to identify who is at risk, why, and what can be done about it.This is to collect enough
information and analyzed further details on risk behavior and establish data base which is
directly associated with Explosives and Ordinance Risk Education.
Before any EORE activity take place a clear picture of the mine/ERW risk landscape in the
target communities must be established. This includes the level of mine/ERW risk-free access
to basic rights such as water, food, education, health and freedom of movement, immediate
and long- term needs for HMA, level of knowledge and general awareness and suitable
Medias of communication. The needs assessment/profiling process will lay the foundation for
the design of the specific approach in a particular community.
Before an activity in a community, it must be established what the needs of the community
consists of and how they should be addressed. Needs assessments must be conducted using
both qualitative and quantitative methods.
Qualitative methods include Research, Interviews, Focus Group Discussions (FGDs) and
participant observation.
The typical quantitative methods that will be applied in EORE needs assessment will be
Knowledge, Attitude, Belief and Practice (KABP) surveys, and Community profiling
surveys. The design of the quantitative methods are based on the information gathered using
the qualitative methods. (See annex 4 for an example of a KABP questionnaire). The analysis
of gathered data will pay special attention to the human rights approach of Humanitarian
Mine Action, i.e., will assume an integrated and holistic approach to the needs of the
mine/ERW affected populations in the context of Explosives and Ordinance Risk Education.
2.2. Session
In this stage the Explosives and Ordinance Risk Education is conducted in the community.
The Needs Assessment will have identified some high-risk groups and behaviour. The team
has agreed with the community how and when the activity will take place and a plan of action
has been formulated. Usually, this stage will stretch over several days according to the
methods applied and the number of people involved.

2.3. Target Groups and Methods
The pastoral population differs in terms of sex, age, occupations, habits, attitudes and daily
concerns about mine/ERW. Each may have different information needs and requirements.
The EORE Project, using different strategies and methods, aim to reach the highest possible
proportion of the population affected by mine/ERW.
EORE awareness presentations continue to take place during the day to ensure that children
in school and out of school receive ERW awareness education. The daytime sessions also
continue to reach women and members of local authorities, such as the village chief and early
evening to reach a greater proportion of the male population who are usually absent from the
village during the daytime.
An example: - It may have been identified that children need education as there are mined
areas close to the community where it is popular to go and play, a certain group of women are
at risk when fetching water in the river and people involved in commerce have problems
reaching neigh boring communities due to plagued roads making business difficult.
The team may have decided to design one-hour Direct Presentations for the children at school
(if a school is working and children are attending), using materials like posters and methods
like games and songs, and an EORE seminar for the teachers where they are provided with
some teaching materials. A peer-to-peer project will be initiated.
A Focus Group Discussion may be set-up involving the women from the community and
members of the EORE team, to find a solution to the problem. Maybe there is an alternative
water source to the river (preventive health issues may also be discussed), maybe (EPSS)
needs to provide an alternative water-source or maybe a path needs to be cleared to the river.
The obstructed access to neigh boring villages, making trading difficult may prove to be an
obvious task for the De-mining Response teams and contact must be established
between the De-mining teams and the community with the EORE team working as
mediator.
As the De-mining Response team conducts their tasks the EORE team will keep on-going
contact with the community. Before, during and after de-mining has taken place the EORE
team will assist the clearance in informing the community about methods, progress, time
scale, security precautions and final handover of cleared area.

Chapter 3- Planning
Planning is the process of thinking regarding the activities required to achieve a desired goal.
Planning is based on foresight, the fundamental capacity for mental time travel. The
evolution of forethought, the capacity to think ahead, is considered to have been a prime
mover in human evolution. Planning is a fundamental property of intelligent behavior. It
involves the use of logic and imagination to visualize not only a desired end result, but the
steps necessary to achieve that result.
An important aspect of planning is its relationship to forecasting. Forecasting aims to predict
what the future will look like, while planning imagines what the future could look like.
Planning in EORE and Training is equally important as it is in any other field.
3.1 Training
Training is ‘an organized procedure by which people learn knowledge and/or skill for a
definite purpose’. Training refers to the teaching and learning activities carried on for the
primary purpose of helping members of an organization and/or communities acquire and
apply the knowledge, skills, abilities, and attitudes needed by a particular job and action.
“Education and training” in EORE encompasses all educational and training activities that
reduce the risk of injury from mines, ERW and/or abandoned munitions by raising awareness
of the threat to individuals and communities and promoting behavioral change. Education
and training is a two-way process, which involves the imparting and acquiring of knowledge,
changing attitudes and practices through teaching and learning.
Education and training activities may be conducted in formal and non-formal environments:
teacher-to -child education in schools, information shared at home from parents to children or
from children to their parents, child-to-child education, peer-to-peer education in work and
recreational environments, mine/ERW safety training for humanitarian aid workers and the
incorporation of mine/ERW safety messages in occupational health and safety practices.
3.1.1. Direct Presentation (DP)
DP is the basic form of EORE, and the method trained in basic EORE course. DP is an
EORE presentation before an audience. This method is often used in emergency EORE,
where many people need to have some information about the mine/ERW danger in a short
space of time. One DP alone will not facilitate much behaviour change but can create a good
base from which to continue. During the presentation the facilitators will take the audience
through the basic messages of EORE:
• What are mines and ERW?

• What are the effects of mines and ERW?
• Where are the safe areas?
• What are the indicators of an area being dangerous?
• How can an area be marked?
• What to do if you see a suspicious object?

• Who to inform about suspicious areas?
Direct Presentations can be held in a variety of different ways and places. Various teaching
aids can be applied such as: Printed material (posters, maps, pictures, banners), homemade
materials (drawn and painted illustrations), electronic aids (films, power point presentations,
soundtracks), games (board games, played games). A DP should be designed for the specific
audience it is intended to reach (children, adult, women, men, soldiers, NGO workers etc.)
DPs should always be designed for the specific target group and be as participatory for the
audience as possible. Furthermore, the DP should have a built-in evaluation of the level of
information received by the audience. Example: The audience will read-back the information
received, maybe by teaching a puppet correct behaviour or by answering questions from the
facilitator.
Ideally a DP should not exceed an audience of 40-50 people in order to maintain the
interaction between audience and facilitators. DPs will often be the starting point for other
methodologies used in EORE, and can with advantage be connected to: Games, songs,
theatre, and use of puppets, discussions and exchange of experiences.

3.1.2. Peer to peer
Peer to peer is the name of the method in which one or more persons teach EORE or lead
discussion groups among their peers or equals. This could for example be children that
received EORE training, teaching their classmates in school or women leading discussion
groups with the other women in their community.
Peer to peer activists will often work on a voluntary basis but can be supported by the EORE
program with teaching materials, t-shirts, or other incentives. In some cases, peer to peer
training has been motivated by incentive for work arrangement.
3.1.3. Focus Group Discussions
As the name implies this method makes use of in-depth discussion within a specific group as
a means of empowerment and education. The method can be an effective way of reaching a
high-risk group in a community.
For example, in a community the needs assessment shows that a certain group in the village
is in high risk of mine/ERW accidents due to their daily activities. This could be the women
that work in the field. When having a discussion with members of this group alone it will
usually prove easier to pinpoint the exact problem and talk about possible solutions. A
discussion like this might bring up subjects that are not directly linked to the mine/ERW
infestation but has more to do with the social structure in the community, or it can reveal that
there are basic needs that must be attended to and therefore push high risk behaviour because
there is no other choice for the community.
The solution to the problems of high-risk behaviour is not always a higher level of
mine/ERW awareness. Sometimes it can be alternative access routes to, or sources of, vital
necessities like water, food or firewood. If no cleared path to the water is available to the
population dependent on that water, safe behaviour cannot be applied. Solutions may be
found by liaising with local authorities, relevant program components (de-mining response
teams), partners and other organizations in the field.
The discussion is usually initiated by the EORE Team and should aim towards the
participants realizing their own potential to pro-actively finding ways to live safely despite
the mine pollution.
3.2. Massages and Community Strategies
3.2.1. Printed material
This category includes all sorts of printed EORE messages. These should not actually be
considered a method on their own, but rather a tool to support the messages communicated
through personal contact.

Printed material includes Posters, leaflets/booklets, cartoon strips, comic books, school
exercise books, T-shirts, caps, cloth, banners, matchboxes and whatever else could be used
with benefit. In short, printed material can take many different forms. Some will be designed
for the use of supporting the messages communicated in a presentation or a discussion group,
and others are meant for distribution among the population at risk. Common for all is that on
their own, their impact will be minimal. A poster saying stay on the safe path will probably
not change any unsafe behaviour but could work as a reminder if the spectator already has the
sufficient knowledge.
Printed material with text has the obvious limitation of only reaching people that can read.
Printed material only using pictures will also sometimes be unusable if the people intended to
benefit from the material are not used to reading pictures or the illustrations seem to tell
something other than intended.
3.2.2. Murals and billboards
As with printed material, murals and billboards can be used as reminders. (EPSS) has so far
not used murals in primary schools as a follow-up on EORE lessons held in all classes but
would be a thing to do in the future. It is natural to think that the painting of a mural could be
a school project including the children and the teachers.
Billboards are much like murals and can be put up by the roadside or in other places where
they will be noticed by a lot of people.
Common for all printed/painted material is the fact that the recognition value will be greater
if the material has a common style. For example, the illustration style and characters used on
a billboard could be the same as on the materials used in Direct Presentations and on
distributed folders. In this way when people see the billboard, they will know that this is
about EORE and will remember what was discussed on the EORE meeting they attended in
their village.
3.2.3 Public Media
Newspapers, Radio and TV can, like printed media, be used with benefit to support the
general education and awareness of the seriousness of the EORE issue. If a needs assessment
shows that a lot of people listen to the radio frequently it could be decided to design a radio
message to be broad cast during the time of day when people listen. EPSS has in the past
produced a radio spot. Newspapers can be used as a medium for distribution of printed
messages and for announcements of activities. Public media can reach a lot of people, if the
people you are trying to reach have access to the media and use it.
3.2.4. Theatre, Song and Dance
Public performances- e.g Theatre, song and dance are powerful and entertaining ways of
communicating messages to an audience. (EPSS) has had great success with making songs
based on the messages that the teams were disseminating. It is a very suitable media for the
participation of the audience. Public performances will usually attract a large crowd and if
well done will leave a strong impression on the audience.
Public Performances link up well with Direct Presentations. The DP can lead up to a theatre
performance that can be used to illustrate the messages talked about in the DP. If a play is
participatory the audience can tell the actors or the puppets about the right behaviour. This
will emphasize the right messages and will also help evaluate the level of knowledge the
audience has achieved.
3.3. Transparency
It is vitally important to keep a high level of transparency in all (EPSS) Explosives and
Ordinance Risk Education liaisons. We will state our objectives and our methods. We will
listen to the priorities stated by the communities and respond in accordance with our modus
operandi and capabilities.
We will inform the local authorities of the way we work and invite key persons to witness the
work of both EORE and Clearance in order to create a higher level of understanding of the
methods. We will strive towards being a tool offered to the communities at risk and our
partner.
3.4. Accountability
It is equally important that we have the highest degree of accountability possible.

Agreements with communities and partner must be honored. If the EORE team has an
agreement to be at a certain community at a certain time this must be kept, or a new
agreement made. We will strive towards making promises we can keep.
3.5. Post-session
This point covers the various follow-up actions after EORE activity has taken place. To
continue using the example from above an overview of the follow-up needed could look
something like this:
• New appointments may need to be made to give EORE classes to all the children in
the school.
• The teachers that received EORE training may need continued support, feedback, a
follow-up and refreshment course.
• The peer-to-peer project may need follow-up and some incentives like T-shirt or
training need to be considered.
• Contact needs to be made with (EPSS) or other organizations to respond to the water
issue.
• Feasibly it has been discovered that preventive health education is needed. Liaison
must be made with other organizations.
• Clearance team must be informed about the infested road and tasking done. The
clearance action must be followed up by the EORE team.
• Activities must be recorded and reported as dangerous areas, victims and incidents.
• The EORE team must evaluate their impact with the help of the community and their
own performance so in order to improve the future approaches and methods.
3.6. Community Mapping
The team assists in creating a map of the community with the community and for the
community. The map can be a three-dimensional model of the village and surroundings
placed in the middle of the village or at a central point. It can be made using painted rocks,
tins, wood or other. Local landmarks such as: Churches, wells, schools and official buildings
should be marked on the map to indicate the suspected areas.
The information needed to create the map is supplied by the community, gathered from
technical survey groups, soldiers from the Government forces and other bodies with
knowledge of the suspected area.
Another option is to draw a map that can later be copied or digitalized on computer and
distributed to key persons in the community. The map can be used for reference by the
community and by visitors that do not know the area.
The 3D map has the obvious advantage that it can easily be updated as the risk landscape
changes. The printed map however can be easily reproduced and easily be supplied to the
followings: Community, its surrounding neighbor and relevant organizations and offices can
be supplied with copies. When feasible it is recommended to make both types of maps.
It is very important that the community is involved in the project from the beginning and that
it is conceived as a good idea. There is no point in creating a map in the village if the
inhabitants will not use and update it.
3.7. Community liaison
Community liaison refers to the systems and processes used to exchange information
between national authorities, mine-action organizations and communities on the presence of
mines, unexploded ordnance and abandoned munitions. It enables communities to be
informed about planned demining activities, the nature and duration of the tasks, and the
exact locations of marked or cleared areas. Furthermore, it enables communities to inform
local authorities and mine-action organizations about the location, extent and impact of
contaminated areas. This information can greatly assist the planning of related activities, such
as technical surveys, marking and clearance operations, and survivor- assistance services.
Community liaison ensures that mine-action projects address community needs and priorities.
Community liaison should be carried out by all organizations conducting mine-action
operations.
Community liaison services may begin in advance of demining activities and help the
development of local capacities to assess the risks, manage information and develop risk-
reduction strategies.
EPSS EORE teams will introduce themselves to local authorities in their region of work;
explain their objectives cooperation. They will familiarize themselves with the aid
organizations working in the region and participate in relevant coordination meetings.
Prior to any activity in a community EPSS EORE team will introduce themselves to the local
administrator, the traditional chief and other relevant elders. EPSS EORE team will explain
their objectives and listen to the opinion of the elders. During this first encounter needs
assessments can, sometimes be incorporated and sometimes must be scheduled for another
day, depending on the situation, such as travel distance.

Chapter 4-Implementation of EORE Program and Projects
The successful implementation of an EORE project depends on proper application of EORE

tools and methods revised as necessary to reflect changing needs and based on feedback from
monitoring and evaluation of EORE projects.
4.1. Mobile teams
The EORE cell of the (EPSS) consists of mobile teams. Each team is equipped with: Means
of transport (vehicles); camping equipment; tools and EORE work materials. The EORE
teams can work as independent cells, having a high degree of mobility. Each mobile team
consists of 3 persons.
A mobile team is comprised of
• 1 Team leader responsible for the daily planning of the activities and management of
the team following the guidelines from (EPSS) HQ. The team leader will liaise with
project coordinator. The team leader will also make sure that close contact is kept
with the communities and other relevant local authorities.
• 1 EORE Awareness instructor the instructor is responsible for conducting explosives
and ordinance risk reduction training in communities affected by mines/ERW. The
instructor will be responsible for ensuring that appropriate messages are relayed to
appropriate audiences and that relevant information collected by the community
liaisons is incorporated into their presentations.
• 1 EORE Driver responsible for driving and maintaining the team vehicle. The EORE
driver might also function as EORE facilitator.
• All 3 EORE facilitators are educating the population and training key persons in the
communities using various methods of communication.
4.2. Equipment
Each mobile team has a team equipment kit at their disposal. The kit allows the team to
conduct a considerable EORE programmed of: Assorted EORE materials and tools
• 1 Digital cameras
• GPS
• Laminated pictures
• Leaflets
• Comic-books
• Boards
• Area Maps
• Other materials

In addition to the Team kit each team member has been issued a uniform. All equipment belongs to the (EPSS)
EORE project and must be returned to (EPSS) upon the eventuality of termination of contract.
4.3. Maintenance of equipment
The responsibility of the team kit maintenance lies with the team leader and the EORE driver. The team leader
has the overall responsibility, however; the driver is responsible for the maintenance and cleaning of the
vehicle. Each team member is responsible for the maintenance and cleaning of personal staff kits.
4.4. Coordination
Coordination is a structured, recursive process where two or more people work together toward a common goal
typically an intellectual endeavor that is creative in nature by sharing knowledge, learning and building
consensus. Coordination does not require leadership and can even bring better results through
decentralization and egalitarianism. Teams that work collaboratively can obtain greater resources, recognition
and reward when facing competition for finite resources. Structured methods of collaboration encourage
introspection of behavior and communication. These methods specifically aim to increase the success of teams
as they engage in collaborative problem solving. Forms, rubrics, charts and graphs are useful in these situations
to objectively document personal traits with the goal of improving performance in current and future projects.
4.4.1. Partners
UN, Governmental Ministry, National Mine Action Center, Local Authority, NGOs, CBOs UN: DEMD Mine
Action office. The main agencies that are involved in Mine Action are:
• UNMAS
• UNICEF
• UNDP
Governmental Ministry: Ministry of Education: In EORE especially education to children is one of key
activities. To include EORE as school curriculum, EORE plays key role. Schools and kinder gardens are the
main points to disseminate information about mines.
DEMD Mine Action Office: Is the focal point of mine action in government, it coordinates activities done by
operational side, also has authorization to start Mine Action Project.
4.5. Safety & Security
Landmines abandoned munitions and military equipment, unexploded ordnance and other explosive remnants
of war (ERW) pose a hazard to people in more than 82 countries around the world. People who work in areas
that have experienced armed conflict may be confronted with the threat posed by landmines, unexploded or
abandoned ordnance, abandoned military vehicles and equipment, and other explosive remnants of war

(ERW)Landmines may block access to project sites or pose a direct threat to safety even years after a conflict
has officially ended. When working in such areas, organization and individuals must be aware of the physical
threats posed by a huge variety of armament left during and after armed conflict.
4.5.1. Recognizing Dangerous Areas
Mined areas are often not visibly different from mine free areas, as they may not be marked with any warning
signs. As a rule, mines are often impossible to see they are usually buried or concealed in undergrowth.
4.4.2. Warning Signs
We should be aware of the most common types of warning signs used in areas where you live and work, and
always keep an eye out for these signs. But, the lack of clear warning signs does not mean an area is safe.
People sometimes remove warning signs; signs may be temporary, may have not been maintained or may
never have been erected.
4.4.3. Basic Safety Advice
• All mines/ERW and unexploded ordnance, booby traps and fuses are very powerful explosives, capable
of killing or inflicting sever wounds to people and destroying vehicles.
• They can pose threat years after a conflict has ended their active for a long time.
• They can explode at even the slightest touch.
• Over time, they can change color and: shift position because of exposure to and the effect of weather.
• Most affected areas are not marked with official warning signs or even improvised signs.
4.4.4. Safety Advice for EPSS
• Collecting detailed information on the mine/ERW threat in the area of operations and updating this
information regularly. Consider keeping a visual brief available (a map or spreadsheet identifying
dangerous areas.).
• Maintaining updated and verified contact details of mine action centers and agencies, United Nation
security officers, local police and medical facilities.
• Ensuring that the staff that may be at risk receive mine / ERW awareness training and are familiar with
mine/ERW safety procedures.
• Ensuring that the staff receives first-aid training, and that vehicles are equipped with first aid and
trauma care kits.
• Equipping vehicles and staff with effective communication equipment and mapsand providing training
in their use.

Chapter 5-Monitoring
Monitoring is the regular observation and recording of activities taking place in a project or programmed. It is
a process of routinely gathering information on all aspects of the project. To monitor is to check on how
project activities are progressing. It is observation systematic and purposeful observation. Monitoring also
involves giving feedback about the progress of the project to the donors, implementers and beneficiaries of the
project.
Reporting enables the gathered information to be used in making decisions for improving project performance.
Monitoring provides information that will be useful in:
• Analyzing the situation in the community and its project.

• Determining whether the inputs in the project are well utilized.
• Identifying problems facing the community or project and finding solutions.
• Ensuring all activities are carried out properly by the right people and in time.
• Using lessons from one project experience on to another.
• Determining whether the way the project was planned is the most appropriate way of
solving the problem at hand.

Chapter 6-Evaluation
Evaluation is a process of judging value on what a project or Programme has achieved particularly in relation
to activities planned and overall objectives. It involves value judgment and hence it is different from
monitoring (which is observation and reporting of observations).
6.1. Purpose of Evaluation
Evaluation is important to identify the constraints or bottlenecks that hinder the project in achieving its
objectives. Solutions to the constraints can then be identified and implemented Evaluation also enables the
project planners and implementers to assess the benefits and costs that accrue to the intended direct and
indirect beneficiaries of the project. If the project implemented is, for example, the protection of a spring,
evaluation highlights the benefits to the people who fetch and use water and the cost to the people whose land
is wasted and whose crops are destroyed during the process of water collection.
6.2. The Process of Evaluation
Evaluation can and should be done: (a) before, (b) during, and (c) after implementation
A. Before project implementation, evaluation is needed in order to

• Assess the possible consequences of the planned project(s) to the people in the community over a
period.
• Make a final decision on what project alternative should be implemented.
• Assist in making decisions on how the project will be implemented.
B. During project implementation
Evaluation should be a continuous process and should take place in all project implementation activities.
• This enables the project planners and implementers to progressively review the project strategies
according to the changing circumstances in order to attain the desired activity and project objectives.
C. After project implementation
This is to retrace the project planning and implementation process, and results after project implementation.
This further helps in:
• Identifying constraints or bottlenecks inherent in the implementation phase.

• Assessing the actual benefits and the number of people who benefited.
• Providing ideas on the strength of the project, for replication.
• Providing a clear picture of the extent to which the intended objectives of the project have been
realized.

6.3 Impact evaluation
This covers an evaluation of the actual impact of the EORE activity within the target audience. As with the
post-session research qualitative and quantitative methods can be applied. Informal interviews can be
conducted in the communities sometime after the activity.
Has the situation improved? Do people remember the messages and use them?
Participatory observation could give very good indications. The EORE team spends some days in the village
observing the day-to-day behavior. If KABP surveys have been conducted in the need’s assessment phase, a
picture of the high-risk behavior in the community prior to the EORE activities should exist. Conducting
another KABP survey should give some indication of whether the high-risk behavior, knowledge about
mines/ERW etc. has improved.
6.4 Performance evaluation
This evaluation could also be named internal evaluation and aims towards constantly improving
the way we perform our tasks. The team will evaluate themselves after every performance on an informal
basis. But a more formalized evaluation is also needed.
The EORE Team and the EORE coordinator and eventually the team leader will sometimes, when monitoring
the teams in the field, use a monitoring form.
In addition, there will be Quality Assurance done by the NMAO &EORE coordinator and feedback given to
the (EPSS) EORE project.

Chapter – 7 Reporting
There are several report formats that the EORE team will carry with them.
Report formats
7.1. Activity report (see annex 1)
• Describes the activities of the EORE team; number of people attending session, age group and gender,
methods used etc. This form is to use for reporting to(EPSS) HQ and the National Mine Action
Office (NMAO)in/Addis Ababa and Sub offices.
7.2 Accident Report Form (See Annexes 2 )

The form is used to describe the type and level of accidents etc.
7.3 Victim and Incident report (see annex 3 for an example
Describes mine/ERW incidents and mine/ERW accident victims, both survivors and killed.
This form is used for reporting to NMAO, Copied to (EPSS) HQ
7.4 Dangerous Situation Report Form
This form is used for reporting to (EPSS) Operations for Demining or EOD response, and to NMAO/DEMD
for data gathering.
7.5 Internal QA Report (see annex 4 for an example)
The organization (EPSS) will conduct internal QA within 21 working days of the life cycle task.
7.6 Monitoring Report Form

Help to describe as what is going on actually on the ground

Annexes
Annexes 1: EORE Activity Report
EPSS GRANT NUMBER:

WEEKLY REPORTING TEMPLATE –EORE
Name of Partner
Location of EORE Session
No of EORE Session for specific location
Date(s) of EORE
Completed by (name of the EORE assessor )
Reporting Period
SECTION 1: EORE SITUATION ANALYSIS

please insert the activity narrative report in this section
SECTION 2: PROGRESS AGAINST INDICATORS

Please update as relevant to your organisation’s activities. Please note: do not double count persons reached by the same
activity in previous months
Reached on weekly and monthly basis Cumulative
Girl Boy Elderl
Performance s s Wome Me y Elderly(F) Tota Girl Boy Wome Me
Targets 0-17 0-17 n n (M) l s s n n
persons of
concern receiving
EORE
Refugee persons of
concern
Internally
displaced persons
Refugee returnees
Migrants
Host community
members
# of conflict
affected districts
( Woredas)
surveyed
# of Coordination
meetings attended
including MA-
AoR in Ethiopia
#of EORE sessions

delivered(targets
reached)
# of EORE
conducted via
electronic media
(Radio messages)
# of EORE
materials
distributed(posters
and leaflets)
# of IDP sites
(visited by EORE
team)
EORE- Child
protection
# of EORE
conducted at Child
friendly centres
(CFSs)
# of EORE
conducted at
Schools
Victims referral
& Psychosocial
intervention
# of EO survivors
receiving
PSS/counselling
# of physical
rehabilitations
undertaken
Community
Structures
Number of
functional
EORE committee
structures
Number of
members of
functional EORE
committees
Number of
community
awareness and
sensitization
campaigns/ on
conflict prevention
and peaceful co-
existence.

No of community
level EORE
conducted
targeting
(community
representatives,
community &
religious leaders)
etc
# of community
care coalitions
CCC-receiving
EORE.
Number of EORE
public campaigns
conducted at
Market places
# of social
workers, law
enforcement staff
and health service
providers
receiving EORE
# of EORE
sessions that has
been surveyed,
monitored
and evaluated
# of Feedbacks
received after
EORE from
beneficiaries
# of post and pre-
test conducted for
EORE session
# of community
representatives an
d religious leaders
reached via EORE
# of EORE
facilitators signing
code of conduct
EORE targeting
Youth
# of youth who
have access to
information on EO
# Of youth who
received EORE

training and
attended an
awareness session.
EORE- IEC
materials
No of POC
schools, food
distribution sites,
Markets, CFS, IDP
sites that received
EO-IEC materials
No of post
distribution
monitoring
conducted
SECTION 3: Referrals made to protection service providers/ After EO-Incidents
Case Male Female TOTAL TOTAL Case

referred to CUMULATIVE CUMULATIVE referred
BOYS GIRLS From
Medical service
or hospital
ICRC
RADO
Handicap
International
UNMAS
EPSS
Ethiopian Red
cross society
Other…./specify
Section4: Have any cases of physical injury as a result of Explosive Ordnance been reported in areas of intervention?
☐Yes ☐No ☐Don’t Know
If Yes Specify, i. Type Injury ____________________________ ii. How many ____________________________
i. Type Injury ____________________________ ii. How many ___________________________
i. Type Injury ____________________________ ii. How many __________________________

4.1 Are there any structures responding to these reports/issues
If yes please specify: (Tick all that apply)
☐Police ☐NMA ☐Local security ☐CBOs ☐ICRC ☐Other (Specify ________________________)

Indicate what type of response (e.g legal, health care, psychosocial, etc.):
4.2 Are communities accessing these structures to respond to EO incidents?

If no, please explain why_________
5. Human Interest stories /HIS/or case stories reported during the reporting period/please specify
Annexes 2: Accident Report Form

Accident Report Form

1
General Information
1.2
1.1 1.5
IMSMA ID Field Date of Report
ID
1.4
1.3
Accident ID
MAC
1.6 1.10
Organization Name Report Received
1.7
Reported By
1.8
Position
1.9
Team
2
Verification Information
2.1 2.3
Verified By Date of Verification
2.2
Organisation Name
3
Accident Information
3.1 3.4
Data Source Date of Accident
3.2 3.5
Type of Accident * Time of Accident hrs
3.6
Total
3.3 Number
Area Marked *
of
Victims
3.7
No of
3.8
Animal Accident* Victims
Reported
3.9
Number of Animals
3.10
Accident Description
4
Location Information
4.1
Nearest Town This
information
Sector* indicates
the country
structue
level that
shows the
location of
the
Accident.
AoR*
Province
District
City/Area
4.2
Distance
from m
Nearest
Town

4.3
Direction
from
Nearest
Town
4.4
Coordinates
Fixed
System
by
Degree Decimal
Latitude (XX.XXXXXX) - WGS84
Degree Decimal
Longitude (XX.XXXXXX) - WGS84
4.5
Nearest Reference Point
5
Device Information
5.1
Devices
Group Role Type (Model) Comments

Annexes 3: Victim/incident Report Form
1
General Information
1.5
1.1 1.2 Date of
IMSMA ID Field ID
Report
1.3 1.4
Victim ID MAC
1.10
1.6 Report
Organisation Name
Received
1.7
Reported By
1.8
Position
1.9
Team
2
Verification Information
2.3
2.1 Date of
Verified By
Verification
2.2
Organisation Name
3
Victim Information
This
information is
to be used to
link the report
to the correct
Accident in
IMSMA
3.1
Associated Accident ID
or Accident Field ID
3.2 3.4
Name Date of Birth

3.3
Mother's Name
3.6
3.5
Gender *
Nationality
3.7 3.8
Population Group * Other
3.10
3.9 If 3.11
If
If Mine Action Personnel *
Military * Civilian *
3.12
Address
3.13
Contact Details
3.14 3.15
Occupation * Other
4
Injuries Information
4.2
4.1 If killed, location of
Killed/Injured *
death *
4.3
Other
4.4
Loss of
4.5
Left Other
Right Side
Side Injuries
Eyesight Eyesight
Head/Neck
Hearing Hearing
Back
Arm Arm
Hand/Finger Hand/Finger Pelvis/Buttocks
Above Knee Above Knee

Leg Leg Lower L
Below Knee Below Knee
Foot/Toes Foot/Toes
4.6
Injuries Description
5
Other Information
5.2
5.1 Time to First Medical Facility
First Medical Facility *
in (minutes)
5.3 5.4
Other Time to Hospital in (minutes)
5.5
Hospital Name
5.6
Activity at time of accident *
5.7
Other
5.8
How ofthen did the victim go there? *
5.9
Did the victim know that area was dangerous? *
5.10
Reason for entering the area *
5.11
Other
5.12
Did the victim see the object ? *
5.13
Did the victim receive MRE ? *

Annexes 4: D Dangerous Situation Report Form
Situation Report
Dangerous Situation Report
Customize this template on your device with the 1st Reporting App.
Go to 1stReporting.com to learn more.
Reported By: Date of Report:
Title/Role: Report No.:
Department: Time:
Facility Location: Incident Location:
** Emergency Situation **
YES N
O
If yes, what authorities have been notified?
Police Fire Ambulance Other:
Dangerous/Hazardous Situation Description
Immediate Actions Taken
Corrective Recommendations

Signature of Report Creator This Report Was Completed On:

Use the 1st Reporting app to customize and complete this template in the field or from your office.
Get it on Google Play, The Apple App Store, or at 1stReporting.com
Annexes 5: Internal QA Report Form

Internal Quality Assurance (IQA) Report Template
Section A
IQA details
Name of counter
Name:
signatory if applicable:
Section B
Qualification and sampling details

Centre
Centre Name
Number:
Qualification
Qualification Title:
Code:
Components/LOs
sampled
☐ Observation ☐ Product ☐ Questioning ☐ Professional
Assessment methods
discussion
sampled
☐ Learner statement ☐ RPL ☐ Project/Assignment ☐ Simulation
☐ Witness testimony ☐ Case study ☐ Other <please list>
Assessor details
Name:
Qualified assessor: Yes/*No CPD /Certificates Yes/No
checked
*If not qualified, provide name of a qualified assessor who is
countersigning and making assessment decisions
Section C
LearnersSampled
Any plagiarism
Name Learner Number Accurately Assessed
concerns
Yes/No Yes/No
Yes/No Yes/No
<additional lines can be added> Yes/No Yes/No
Section D
IQA Feedback
To include areas for development and bestpractice (not expected practice),referring to learner and qualification components

as appropriate
Assessor assessment Consider: Are the activities interesting and engaging for learners, Is the level of
planning: activity correct, (need to think of other examples here.
Assessor assessment Consider the accuracy and consistency of assessment decisions,

decisions:
Assessor feedback Consider: Are any actions SMART, suitability of language, have they identified
to learners: opportunities to further improve the learners
Assessor comments on IQAfeedback above
Co
mpl
etio
n
SMART actions date
By whom By when
and
IQA
sign
atur
e

Signatures
IQA (to confirm feedback Dat
and actions agreed with e:
the assessor):
Assessor (to confirm Dat
feedback and actions e:
agreed):

Annexes 6: Monitoring Report Form
Monitoring Sheet
Project Details
Project Title:
Implementation Period:
Cluster:
Organization:
ERF Ref. Number:
Locations Visited:
Dates Visited:
Members of Team
Visiting:
Progress of Activities
Review progress per the work plan submitted by the implementing organization with their initial application
On pace to succeed
Modest delays per plan, but acceptable
Progress is a concern
Remarks:
Context: Is the project addressing priority needs?

Ensure the intervention is still the right course of action for the given context
The activities are very appropriate for the given context

Needs have changed somewhat since the project was funded, but still mostly appropriate
Significant reprogramming is required to ensure the projects relevance to the context
The project is not at all appropriate for the given context
Remarks:
Community perspectives: What was the level of involvement of the community in planning and
implementing the project?
The success of programs frequently depends on the degree to which beneficiaries are engaged and given a voice
Highly involved
Partially involved
Not at all involved
Not able to determine during this visit
Remarks:

Annexes 7: Feedback Report
Training Feedback Form
Trainee Name: Training Center
Name:
Job Role Center Id :

Batch id :
Enrolled:
Training Start
Date:
Trainee’s
A) About Trainer and Training (Kindly tick one option )
Trainer’s name: Enrolment No :
Particulars Strongly Agree Disagree Strongly
The Trainer is Knowledgeable Agree Disagree
Adequate time is provided for questions & discussion, and

clearing doubts
The topics mentioned in the Course outline are taught in the

class
The trainer demonstrates the use of Tools & Equipment to

conduct the training ( if applicable )
B) About The Training Venue ( Kindly tick one option )
Classes are conducted as require on time
Particulars Excellent Good Average Poor
The training/room/place is secured and safe

The training/room/place s good in terms of space, lighting and
seating
arrangement
C) Awareness on EORE( Kindly tick one option )
Particulars Yes No
Were you briefed about EORE in the beginning of the course

Have you watched the EORE Animation Video
Have you been provided theEORE booklet/ Pamphlet at the beginning of the course Are
you aware of the Training Course importance
Are you aware of the use the Assessment /feedback
Are you the benefit of the training after successful completion of course
D) ( Kindly tick one option )

What lesion you learned about ERW after the
What lesion you learned about ERW after the Excellent Good Average Poor
How
t would you rate the training overall
Trainee’s Signature…………………………………………… Date ………………………………………………………………
Website: www.ethiopss.com Gmail: infoepss2021@gmail.com

EPSS Standared Operating Procedures Mannaual

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EPSS Standared Operating Procedures Mannaual

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ETHIO-PROFESSIONALS’ SECURTY SOLUTIONS

STANDARED OPERATING PROCEDURES (SOPs) MANNUAL

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com

I. EPSS Vision, Mission and Goals…………………......................................................7

Chapter 1: Overview of EORE Standard Operating Procedures…………………………..11

Chapter 2: Needs Assessment ……………………………………………………………….19

2.2 Session ………………………………………………………………………………..19

2.3 Target groups and methods……………………………………………………………20

3.2.2 Mural and Billboards……………………………………………………………24

Chapter 4: Implementation of EORE Program and Projects…………………………………28

4.1 Mobile teams……………………………………………………………………….28

6.1 Purpose of Evaluation……………………………………………………………32

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 3

Annexes 1: EORE Activity Report Form ...........................................................................41

Annexes 5: Monitoring report Form ..................................................................................51

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 4

ASTD -The American Society for Training and Development

DPs- Direct Presentations

EPSS-Ethio-professional’s Security Solutions

EOD- Explosive Ordnance Disposal

ERW- Explosive Remnants of War

EORE- Explosive Ordinance Risk Education

FGDs- Focus Group Discussions

HMA-Humanitarian Mine Action

KABP-Knowledge, Attitude, Belief and Practice

SOP- Standard Operating Procedure

SWOT- Strength, Weakness, Opportunity, Threats, respectively

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 5

Ethio-Professionals’ Security Solutions (EPSS), here after called the “Organization” or

Ethio-Professionals’ Security Solutions (EPSS) is a licensed entity established by well

To provide Security Risk Management, Security Officers Core Certification (training),

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 6

EPSS’ motto is “All your security needs under one roof”

I. Vision, Mission, and Goal

• EPSS is committed to providing exceptional safety and security services by delivering

We take responsibility in realizing your safety and security needs.

II. EPSS Objective

1. Assess and generate robust information/evidence on safety and security issues in

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 7

III. EPSS Core Value

Accountability and Trust

Diversity, Equity and Inclusion

Excellence and Professionalism

We exceed the expectations of our community through a dedication to excellence in

EPSS Strategic Priorities

We will be vigilant in preventing loss and damage of infrastructure and personnel.

IV. EPSS Structure and Leadership

Ethio-Professionals’ Security Solutions is run by a board of directors lead by president and

Ethio-Professionals’ Security Solutions headquarters is located in Addis Ababa ,Ethiopia and

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 9

Figure1. EPSS organizational Structure

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 10

Chapter 1: Overview of EORE Standard Operating Procedures

A standard operating procedure (SOP) is a step-by-step instructions guide to help an

1.1. Why do EPSS Need Standard Operating Procedures (SOP)?

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 11

1.2 Objective of SOPs

1.3 Explosive Ordnance Risk Education

Explosive Ordnance Risk Education, or EORE, refers to educational activities aimed at

1.4 Objectives of EORE

According to EPSS Strategy, the objectives of EORE are to

Website: www.ethiopss.com Gmail: infoepss2021@gmail.com Page 13

1.5 Methodologies and Tools

EORE encompasses following three activities