Transcript Professionalizing the Humanitarian Sector

Who are the Humanitarian Professionals?
•
What is certification? Why bother?
•
Core Competences. What are they?
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Improving the fit with universities
•
Why is the creation of an IHPA the
priority starting point?
•
Summary of the recommendations
included in the report
Demographics
All Workers = 595,000. Relief Workers = 210,800. 6% pa growth
P 11
Oxfam GB Employees
= 4.41% of workforce
P15
595,000 aid workers
26,239
181,561
Dev
Relief
384,200
P 15
H Prof
Where are they from?
P5
Slide to be uploaded
Definitions
• Certificate

Official document recording a particular fact, event or
level of achievement – different in US from UK.
• Certification

A declaration of an individual’s professional
competence, based on passing a voluntary
assessment created by the professional group in
which the person works.
• Accreditation

A process of external quality review used by those
bodies that approve the orgs that provide certification
P 62
Certification Routes
• Curriculum-based

Completion of subject-based professional education
• Competency-based

Demonstrate mastery of a common body of knowledge
through examinations, education and experience
• Portfolio-based

(Accreditation of Prior Learning)
Extensive documentation. Show competencies are covered
through education and/or experience
P 41
Certificates
Accredite
d by
whom?
Training
groups,
accredited
trainers
Core
curriculum
developed by
whom?
Certified
by whom
Training
Recognised Certificate
Curriculum
Competency
Portfolio
P 47
Certified Training
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•
•
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Level 1 Basic need to know (Entry)
Level 2 Project management (1-2 years)
Level 3 Country Manager (5 years)
Masters level degree
Existing initiatives
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Humanitarian Competencies Project (HCP), WVI
IFRC Field School Training module
CARE
BIOFORCE
SCF
HLA/CILT/LLA/Fritz
HPCR/PHAP
InterAction/INSSA
LINGOS/PM4NGOs
RedR
UNDP
A volunteer teacher helps children with their studies at a child-friendly space in the Kiliveddy Transit Centre for IDP families
in Mutter Division, Trincomolee District, Sri Lanka.
Credit: Brennon Jones/IRIN
P 22
History
Core Competencies: Skills and
Behaviours
Managing
Yourself
Working
with Others
Using
Resources
Achieving
Results
P 34
Core Competencies: Skills and
Behaviours
Managing Yourself
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Resilience
Core Competencies: Skills and
Behaviours
Working with Others
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Cultural Sensitivity
Core Competencies: Skills and
Behaviours
Achieving Results
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Assessing Needs
Core Competencies: Skills and
Behaviours
Using Resources
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Managing technology
Core Competencies: Knowledge
• Livelihoods, gender, protection and other crosscutting issues.
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The structure of the humanitarian sector
International humanitarian law
Quality assurance mechanisms
Safety and security issues
Humanitarian mandates and principles
University Masters degrees
• Liverpool/Bioforce
• Vilnius University
• Oxford Brookes
• Noha Universities across
• The University of Leicester
• University of East Anglia
• University of Hertfordshire UK
• University of Salford
• London University
• University of Glamorgan
Europe
• Australian National University
• University of New South
Wales
• Deakin University
• Royal Roads University
• Tufts University
Age of degree programmes
Average annual enrolment
110
100
80
50
50
45
34
18
15
15
15
8
2
0
20
40
60
80
100
120
Students
First choice course
Managing people and organisations
Theories of Risk & Crisis
Contemporary World Development
Integrated Emergency Management and Resilience
Principles of Disaster Mitigation and Reconstruction (30 credits)
Social Impact Studies in the Project Cycle (12 Units)
The Economic Development Record
Personal Preparedness for Disasters
Foundations of Human Security and Peace-building
Disaster and Emergency Management in Theory
Complex Emergencies
P 27
Humanitarian standard for masters
degrees
Public
Health
Project
Management
IHL
Human
Rights
An Academic Study Association
• Forum for core competencies
• Push the research
• Internationalize the field
• http://www.ihsa.info
Rescue workers treat an injured survivor in Leogane, Haiti, Jan 2010
Credit: Phuong Tran/IRIN
Which type of associations below do you
think are the most important to establish?
A Humanitarian Professionals’
Association
• Of, for and by the people
• Sets standards
• Certifies members
• Can expel members
• Is independent
A child is weighed at a local dispensary in western Kenya.
Credit: Allan Gichigi/IRIN
Employer Recognition
• Sponsoring employers

Encourage certification

Require certification?

Ensures transferability of
skills between
organisations
What might the system look like?
National
Spin off
1
3
2
5
Accredited
training
groups
Professional
Association
4
8
7
Certified
training
Criteria for
membership
Employers
P 55
6
Trainer
accreditation
Proposal Summary
1. Professional Association
2. Certified Training
3. Certification Routes
4. Core Competencies
5. Accredited Trainers
6. Academic Association
7. Core Curriculum
8. Employer Recognition