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Humanitarian Professional Certification: Enhancing Competence and Recognition

This report explores the importance of certification for humanitarian professionals, the core competencies required, and the need for collaboration with universities. It also outlines recommendations for the creation of an International Humanitarian Professional Association.

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Humanitarian Professional Certification: Enhancing Competence and Recognition

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  1. Who are the Humanitarian Professionals? • What is certification? Why bother? • Core Competences. What are they? • Improving the fit with universities • Why is the creation of an IHPA the priority starting point? • Summary of the recommendations included in the report

  2. Demographics All Workers = 595,000. Relief Workers = 210,800. 6% pa growth P 11

  3. Oxfam GB Employees = 4.41% of workforce P15

  4. 595,000 aid workers P 15

  5. Where are they from? P 5

  6. Slide to be uploaded

  7. 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

  8. 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

  9. Certificates Accredited by whom? Core curriculum developed by whom? Certified by whom Training groups, accredited trainers Recognised Certificate Training Curriculum Competency Portfolio Certified Professional P 47

  10. Certified Training • Level 1 Basic need to know (Entry) • Level 2 Project management (1-2 years) • Level 3 Country Manager (5 years) • Masters level degree

  11. Existing initiatives • 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 P 22 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

  12. History

  13. Core Competencies: Skills and Behaviours Managing Yourself Working with Others Achieving Results Using Resources P 34

  14. Core Competencies: Skills and Behaviours • Managing Yourself • Resilience

  15. Core Competencies: Skills and Behaviours • Working with Others • Cultural Sensitivity

  16. Core Competencies: Skills and Behaviours • Achieving Results • Assessing Needs

  17. Core Competencies: Skills and Behaviours • Using Resources • Managing technology

  18. Core Competencies: Knowledge • Livelihoods, gender, protection and other cross-cutting issues. • The structure of the humanitarian sector • International humanitarian law • Quality assurance mechanisms • Safety and security issues • Humanitarian mandates and principles

  19. University Masters degrees • Liverpool/Bioforce • Oxford Brookes • The University of Leicester • University of East Anglia • University of Hertfordshire UK • University of Salford • London University • University of Glamorgan • Vilnius University • Noha Universities across Europe • Australian National University • University of New South Wales • Deakin University • Royal Roads University • Tufts University

  20. Age of degree programmes

  21. Average annual enrolment

  22. First choice course P 27

  23. Humanitarian standard for masters degrees Public Health IHL Project Management Human Rights

  24. 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

  25. Which type of associations below do you think are the most important to establish?

  26. 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

  27. Employer Recognition • Sponsoring employers • Encourage certification • Require certification? • Ensures transferability of skills between organisations

  28. What might the system look like? National Spin off 3 2 5 6 1 Professional Association Accredited training groups Trainer accreditation 4 7 Criteria for membership Certified training 8 Employers P 55

  29. Proposal Summary • Professional Association • Certified Training • Certification Routes • Core Competencies • Accredited Trainers • Academic Association • Core Curriculum • Employer Recognition

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