12.10/01/2026

Forward

Competency standards are intended to represent recommended minimum standards required for specialist practice. The United Nations Inter-Agency Coordination Group on Mine Action has endorsed that competency standards for Explosive Ordnance Risk Education practitioners are identified, structured and agreed in a Test and Evaluation Protocol (T&EP). The IMAS Review Board has developed and approved the document in collaboration with the EORE Advisory Group. This is the first T&EP for EORE practitioners and it will be reviewed and amended, when needed, as part of the IMAS review process and approved by the IMAS Review Board.

Introduction

This T&EP has been developed to provide standardized competencies for all explosive ordnance risk education (EORE) practitioners and ensure a minimum level of competence to effectively deliver EORE. The T&EP is accompanied by a simplified training management plan to provide guidance on the training required to reach each level. While comprehensive training is necessary to start, it does not replace on-the-ground mentoring and work experience that will only enhance the competencies.

This T&EP also introduces the EORE sector to the use of levels. Each level reflects the skill set EORE practitioners should have depending on their role and responsibility. EORE Level 1 is the first and minimum level to be considered an EORE practitioner. As levels increase, so do the competencies in line with increasing responsibilities. Level 4 is the highest level. A detailed description of each level is provided in Clause 6.

1. Scope

This T&EP provides guidance on the minimum competencies EORE practitioners should have. It identifies the required knowledge, skills and attitudes of personnel performing EORE activities.

2. Informative references

A list of informative references is given in Annex A. References provide cross-referencing to other standards and guidance, and they form an integral part of the provisions of this T&EP. Informative references provide a list of documents that may be consulted for a clearer understanding of this T&EP.

3. Terms and definitions

A complete glossary of all the terms, definitions and abbreviations used in the International Mine Action Standards (IMAS) series is given in IMAS 04.10.

3.1
attitude
inclination of mind and behaviours towards things, persons and situations, acquired through experiences and training

3.2
community liaison
liaison with women, girls, boys and men in explosive ordnance affected communities to exchange information on the presence and impact of explosive ordnance, create a reporting link with the mine action programme and develop risk reduction strategies

Note 1 to entry: Community liaison aims to ensure that the different community needs and priorities are central to the planning, implementation and monitoring of mine action operations.

Note 2 to entry: Community liaison is based on an exchange of information and involves men, women, boys and girls in the communities in the decision-making process, (before, during and after demining) in order to establish priorities for mine action. In this way mine action programmes aim to be inclusive, community focused and ensure the maximum involvement of all sections of the community. This involvement includes joint planning, implementation, monitoring and evaluation of projects.

Note 3 to entry: Community liaison also works with communities to develop specific interim safety strategies promoting individual and community behavioural change. This is designed to reduce the impact of explosive ordnance on individuals and communities until such time as the hazard is removed.

3.3
competence
competency
combination of knowledge, skills and attitudes necessary to perform a task

3.4
competency standard
level of competencies required to undertake a given task effectively and safely

3.5
explosive ordnance risk education practitioner
EORE practitioner
any individual who is responsible for implementing EORE projects or tasks

3.6
explosive ordnance
EO
interpreted as encompassing mine action’s response to the following munitions:

• mines;
• cluster munitions;
• unexploded ordnance;
• abandoned ordnance;
• booby traps;
• other devices (as defined by CCW APII);
• improvised explosive devices

Note 1 to entry: Improvised explosive devices (IEDs) meeting the definition of mines, booby traps or other devices fall under the scope of mine action when their clearance is undertaken for humanitarian purposes and in areas where active hostilities have ceased.

3.7
explosive ordnance risk education
EORE
activities which seek to reduce the risk of injury from EO by raising awareness of women, girls, boys and men in accordance with their different vulnerabilities, roles and needs and promoting behavioural change. Core activities include public information dissemination, education and training.

3.8
knowledge
facts, information, principles or understanding acquired through experience, research or education

3.9
mine action organization
MAO
organization (government, military, commercial or non-governmental organization/civil society) responsible for implementing mine action projects or tasks

Note 1 to entry: The mine action organization may be a prime contractor, subcontractor, consultant or agent.

Note 2 to entry: Mine action organizations include explosive ordnance clearance and improvised explosive device disposal organizations.

3.10
national mine action authority
NMAA
government entity, often an inter-ministerial committee, in a country affected by explosive ordnance, charged with the responsibility for broad strategic, policy and regulatory decisions related to mine action

Note 1 to entry: In the absence of a NMAA, it may be necessary and appropriate for the UN, or some other body, to assume some or all of the responsibilities, and fulfil some or all of the functions, of an NMAA.

3.11
skill
ability to perform a task or activity with a specific intended outcome, acquired through education, training, experience or other means

3.12
test and evaluation protocol
T&EP
provides advice and information relevant to activities associated with the testing of competence and equipment

3.13
training authority
entity or organization responsible for the design, and/or organization, and/or delivery, and/or accreditation of training

4. Conformance

In T&EP, the words “should” and “may” are used to convey the intended degree of compliance.

In IMAS, “shall” is used to indicate requirements, methods or specifications that are to be applied in order to conform with the standard. This term is not used in T&EP, as their contents are purely advisory.

“Should” is used to indicate the preferred requirements, methods or specifications. “May” is used to indicate a possible method or course of action.

5. Competency standards

5.1 Purpose

The purpose of competency standards is to define the minimum competency level practitioners conducting EORE activities should have to effectively fulfil their roles and responsibilities. It is the responsibility of mine action organizations engaging EORE practitioners to identify the required competencies for specific positions, respecting the minimum competencies an EORE practitioner should have. This document also enhances capacity by providing a tool for planning and assessing the personal development of staff.

5.2 Application

This document should be applied to improve the safety and effectiveness in the delivery of EORE activities. It is designed to benefit a range of stakeholders, including:

• EO-affected communities, by providing a common level of competence for organizations and individuals delivering EORE;
• individuals working in mine action, by providing internationally recognized mine action EORE qualifications enabling the transfer of competencies and professional development;
• mine action organizations, through the development of internationally recognized standards. Additionally, this document aims to support organizations in their recruitment and selection processes by providing a tool to assess an individual’s competence;
• national mine action authorities, by providing a recognized standard by which to measure the performance of an individual or an organization. Application of this T&EP should enhance the process of measuring national capacity development and assist in the development of national mine action training standards. In the absence of such standards, it should be used to provide a common understanding of the competence of EORE staff;
• donors and contracting agencies, including the UN, by providing a framework for the development and assessment of professional capacity of individuals and organizations, either from a funding or international aid perspective; and
• the mine action sector, by recording and evaluating the competency of personnel and organizations to ensure effective planning and evaluation, staff development and capacity building. Additionally, using this T&EP improves the quality management process by enhancing the assessment of staff training and competency.

5.3 Use of competency standards

Competency standards should be used to support the NMAA, or mine action organization acting on their behalf, in defining the competency levels for EORE practitioners. They can also provide a basis for developing policy, formally acknowledging staff competence, identifying the requirements for training, detailing operational processes, developing standard operating procedures and defining contractual obligations.

6. Competency categories and requirements

Different entities may use different titles and have different expectations. To ensure a cohesive understanding of the competency needed for the performance of an EORE practitioner, four levels were developed.

• Level 1: Professionals within or outside the mine action sector who received training on how to deliver a basic EORE briefing, orientation or lesson, which includes recognition of explosive ordnance types relevant to the context, dangerous behaviours to avoid, safe behaviours to adopt, and a call to action. Examples of Level 1 EORE practitioners can be other humanitarian and development workers, public officials (such as police officers), teachers, healthcare workers or community members (such as farmers, social leaders, etc.). Quality management of Level 1 EORE practitioners is regularly undertaken by a mandated mine action organization
• Level 2: Personnel typically within the mine action sector conducting EORE. They have undertaken  a training course on EORE activities and techniques on how to successfully deliver EORE activities. Level 2 practitioners are typically full-time EORE personnel who implement EORE activities, such as EORE officers or agents, under the supervision of an EORE team leader. They are employed by a mine action organization or a mine action authority.
• Level 3: Personnel typically within the mine action sector conducting and supervising EORE activities. They tend to have more experience, either directly in the mine action sector or more generally in the humanitarian and/or development sector than Level 2 practitioners. They supervise the implementation of activities directly with the community. An example of a Level 3 practitioner is an EORE team leader. They are employed by a mine action organization or a mine action authority.
• Level 4: Personnel within the mine action sector, with advanced technical competencies in EORE and a broader knowledge of the other Mine Action pillars, as well as project and team management skills, normally acquired through continuous training and work experience. They have an excellent understanding of EORE and have prior practical experience in EORE, often in diverse contexts and geographic locations. They represent their entity at the national, regional and/or global level. Activities conducted by Level 4 practitioners include:
  • managing EORE projects throughout the project cycle – including quality management and monitoring, evaluation, accountability and learning;
  • developing EORE standard operating procedures;
  • strategy development, including building networks and alliances to promote and advance EORE work;
  • developing training and providing technical advice.
  • elevating the profile and professionalizing EORE.

Example of Level 4 practitioners are EORE coordinators, EORE project managers, EORE advisors or EORE specialists. They are employed by a mine action organization or a mine action authority.

Different positions within the same organization may encompass components of the same levels, so it is up to the organization to determine at what level each position should be, and to adapt the training to the level and position accordingly. For example, positions identified at the same level may require focusing on different specific topics. In addition, training content should be adapted to the specific characteristics of the operational context, particularly in situations of active conflict where the effects of conflict are highly fluid and changeable.

Beyond the competencies given in Annex B, organizations undertaking EORE activities may require additional competencies, for which personnel must be appropriately trained and qualified. In this case, the organization should undertake training in the desired competencies in addition to the technical EORE training, or ensure the individual already possesses the competency at the hiring stage. Examples of such competencies include the use of the relevant software or applications, or the use of information technology, such as mobile phones.

In addition all EORE practitioners, should, regardless of levels, be  trained in basic first aid and psychological first aid (PFA). Basic first aid training is a duty of care  employers owe to their employees, in particular to field staff who are frequently deployed in vehicles and motorcycles, and work in areas where EO may be found. The TNMA 10.40/01 Medical Support may be used as a guidance to assess clinical competences required for basic care providers. PFA training is a step towards implementing the “do-no-harm” approach, a core principle of EORE. This is particularly relevant for EORE practitioners who work directly with communities affected and traumatized by conflict.

This T&EP addresses the following categories of competencies:

1. contextual (related to the broader mine action sector and environment in which it operates);
2. technical EORE;
3. community liaison;
4. information management;
5. quality management;
6. human resources;
7. safety.

For ease of reference, Table  1 in Annex B lists each competency with its category, a competency code and whether it is a knowledge, skill or attitude competency. It provides suggestions and guidelines for learning objectives and training session contents to frame the training. However, it is up to each trainer to adapt the training for their trainees according to the gaps and needs identified during the training needs assessment. In addition, training content should be adapted to the specific characteristics of the operational context, particularly in situations of active conflict where the effects of conflict are highly fluid and changeable.

EORE competencies are incremental and the four competency levels are therefore progressive qualifications, which denote increasing degrees of competence based on a combination of formal training and on-the-job experience. In order to qualify for receiving training at a given level, trainees need to be able to demonstrate they are fully competent in the lower levels (see Table 1). There is no pre-requisite for Level 1.

Table 1 – Pre-requisites for each competency level

7. Quality and audit process

Based on the selected performance criteria, appropriate assessment tools and procedures should be developed by the mine action organization to determine achievement  of competencies by the EORE practitioner. This may involve the development of written tests, practical exercises, assessed simulated tasks or procedures for assessment of actual performance during live operations. The mine action organization may also determine the validity of certificates as well as requirements for refresher training.

8. Responsibilities

8.1 Adaptation of competency standards by the NMAA

The NMAA, or organization acting on its behalf, should:

• adapt this protocol at the national level, as part of the national mine action standards;
• apply this T&EP to enable development of operational expectations; and
• develop or approve a process that enables an assessment of competence and quality management.

8.2 Mine action organizations

The mine action organizations should:

• ensure that specific staff roles have achieved the necessary level of competence;
• develop a system to measure the competency of their workforce. This assessment should be based on a performance criterion and describe what is to be accomplished to fulfil a set of competencies and how that is to be accomplished.

8.3 Training authority

The relevant training authority (training school, national mine action authority, UN entity, non-governmental organization, commercial company, military unit, etc.) should:

• compare the organization’s current procedures, competency assessment training and processes with the national policy and standards;
• develop or adjust procedures, competency assessment and training plans accordingly;
• identify appropriate trainer(s);
• enable the assessment of trainees;
• establish and maintain certificates so that training completion certificates explicitly list the disciplines and level on which the individual has been trained and is deemed competent;
• implement training in accordance with all other relevant requirements listed in IMAS 06.10.

Annex A (informative) References

1. IMAS 04.10, Glossary of mine action terms, definitions and abbreviations
2. IMAS 05.10, Information management for mine action
3. IMAS 06.10, Management of training
4. IMAS 07.12, Quality management in mine action
5. IMAS 12.10, Explosive ordnance risk education
6. Technical Note on Mine Action 12.10/01, Risk Education for IED
7. EORE Advisory Group website
8. GICHD EORE E-learnings

Annex B (informative) Competency list for EORE levels 1 to 4

Table B.1 list includes a training management plan with suggestions for achieving specific competencies and enhancing knowledge, as well as practical exercises designed to evaluate and develop trainees' skills and attitudes.

The learning objective and enabling learning objectives/session content are guidance only. Trainers should draw on their own experience, the context in which they are delivering the training, and the requirements of the trainees to develop the training.

NOTE: Table B.1 identifies each competency as knowledge (K), skill (S) or attitude (A), according to the definitions given in Clause 3. It also assigns a unique competency code (CC) to each competency.

Download Competency List for EORE Levels 1 to 4 [PDF] [Mircosoft Excel]

Amendment record

The IMAS series of standards are subject to formal review on a three-yearly basis. However, this does not preclude amendments being made within these three-year periods for reasons of operational safety and efficiency or for editorial purposes.

As amendments are made to this IMAS they are given a number. The date and general details of the amendment shown in the table below. The amendment is also shown on the cover page of the IMAS by the inclusion under the edition date of the phrase “incorporating amendment #.”

As the formal reviews of each IMAS are completed, new editions may be issued. In this case, amendments up to the date of the new edition are incorporated into the new edition and the amendment record table cleared. Recording of amendments then starts again until a further review is carried out.

The most recently amended IMAS are posted on the IMAS website at www.mineactionstandards.org.