Professionalising the Humanitarian Sector a Scoping Study
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Job Description and Person Specification
Job Description and Person Specification Overview and Terms Job title Programme Support Manager Date reviewed June 2011 Purpose To manage the support services, including administration, logistics and liaison, for the RedR South Sudan programme to operate in Juba, South Sudan and Nairobi, Kenya Regional Representative Responsible to Working with Colleagues and staff in South Sudan programme and Kenya office, International Programme Desk, L&D team, Admin and Finance staff in UK, other relevant contacts Responsible for IT Officer, Drivers, Guards and other support staff in Nairobi, with a dotted line relationship with Logistics Assistant, Guards and Drivers in Juba. Nairobi, Kenya with frequent travel to Juba, South Sudan Location Post Full -time Period Fixed t erm until 31 March 2013 Salary Kes 3,000,000 gross per annum Benefits Annual leave, medical cover, insurance etc Other As defined in our standard contract terms RedR and the work we do Each year millions of people around the world feel the effects of natural disaster and conflict. RedR is an international charity that improves the effectiveness of disaster relief, helping save and rebuild the lives of people affected by disaster worldwide. We do this by delivering essential training and support to relief organisations and their staff, and by supplying skilled professionals to humanitarian programmes. Our work helps to ensure that the right people with the right skills are responding to global emergencies, and enables both local and international relief workers to react to the needs of those affected by disaster, efficiently and safely. In response to recent humanitarian catastrophes, we currently have training and local capacity building programmes in North Sudan in response to the increasing destabilisation of the region and in Pakistan, addressing the ongoing challenges of efficient response to the current humanitarian situation relating to flooding and insecurity. -
88309 Rwanda Omslag
Assessment of the Impact and Influence of the Joint Evaluation of Emergency Assistance to Rwanda Lessons from Rwanda – Lessons for Today Rwanda – Lessons for Today Lessons from Following the 1994 Genocide in Rwanda the Danish Ministry of Foreign Affairs initiated a comprehensive evaluation of the international response. The findings were highly critical of nearly all the international actors. Ten years after the genocide the Ministry commissioned this assessment of the impact and influence of the evaluation. It concludes that the evaluation con- tributed to increased accountability among humanitarian organizations and that it had important influences on several major donor policies. But, despite a greater willingness by the international community to intervene militarily and to undertake more robust peacekeeping missions, these remain the exception rather than the rule where mass killings of civilians threaten or are even underway. The evaluation’s main conclusion – that “Humanitarian Action cannot substitute for political action” – remains just as December 2004 valid today as 10 years ago. Lessons from Rwanda – Lessons for Today ISBN: 87-7667-141-0 Lessons from Rwanda – Lessons for Today Assessment of the Impact and Influence of Joint Evaluation of Emergency Assistance to Rwanda John Borton and John Eriksson December 2004 © Ministry of Foreign Affairs December 2004 Production: Evaluation Department, Ministry of Foreign Affairs Cover: Kiure F. Msangi Graphic production: Phoenix-Print A/S, Aarhus, Denmark ISBN (report): 87-7667-141-0 e-ISBN (report): 87-7667-142-9 ISSN: 1399-4972 This report can be obtained free of charge by contacting: Danish State Information Centre Phone + 45 7010 1881 http://danida.netboghandel.dk/ The report can also be downloaded through the Ministry of Foreign Affairs’ homepage www.um.dk or directly from the Evaluation Department’s homepage www.evaluation.dk Responsibility for the content and presentation of findings and recommendations rests with the authors. -
The Emergency Shelter Process with Application to Case Studies in Macedonia and Afghanistan
1 The Emergency Shelter Process with Application to Case Studies in Macedonia and Afghanistan by Elizabeth Babister and Ilan Kelman www.shelterproject.org [email protected] [email protected] Research completed at: The Martin Centre University of Cambridge 6 Chaucer Road Cambridge, England CB2 2EB U.K. January 2002 2 Contents All sources are provided in footnotes. 1. Introduction...................................................................................................................................2 2. Methodology.................................................................................................................................3 3. Shelter as a Fundamental Human Need: The State of the Art ......................................................4 3.1 The Implied Right to Shelter ..................................................................................................4 3.2 The Fundamental Need for Shelter.........................................................................................4 3.4 How Those in Need are Recognised by the Implementers of Relief......................................8 3.5 Emergency Shelter Responses Experienced by Forced Migrants ........................................10 3.6 Conclusions to Shelter as a Fundamental Human Need.......................................................13 4. The Emergency Shelter Process .................................................................................................15 4.1 The Emergency Shelter Sector .............................................................................................18 -
Walk the Talk: Review of Donors' Humanitarian Policies on Education
WALK THE TALK Review of DonoRs’ HumanitaRian Policies on eDucation Design and layout: Amund Lie Nitter Cover photo: Hanne Bjugstad @Save the Children Photographs: Hanne Bjugstad, Jonathan Hyams, Georg Schaumberger, Hedinn Halldorsson, Luca Kleve-Ruud, Susan Warner, Prashanth Vishwanathan, Andrew Quilty, Vincent Tremeau, Becky Bakr Abdulla, Christian Jepsen, Ingrid Prestetun, Truls Brekke, Shahzad Ahmad, David Garcia Researched and written by: this study was commissioned by the Norwegian Refugee Council (NRC) and Save the Children and written by Elizabeth Wilson, Brian Majewski and Kerstin Tebbe (Avenir Analytics Ltd). Acknowledgements Particular thanks are due to Matthew Stephensen, Silje Sjøvaag Skeie, Nadia Bernasconi (Norwegian Refugee Council), Anette Remme (Save the Children), and Elin Martinez (formerly at Save the Children). The report has benefitted from additional input by the following: Phillippa Lei, Sylvi Bratten, Clare Mason, Bergdis Joelsdottir, Øygunn Sundsbø Brynildsen and Gunvor Knag Fylkesnes (Save the Children) and Petra Storstein, Sine Holen, Laurence Mazy, Mirjam Van Belle, Therese Marie Uppstrøm Pankratov, Elizabeth Hendry, and Ella Slater (NRC), Dean Brooks (formerly at NRC and now INEE) Ronit Cohen, (formerly INEE and now Save the Children), and Thomas Norman (independent consultant). The study was financed by: the Norwegian Ministry of Foreign Affairs, Norwegian Refugee Council and Save the Children Norway. Disclaimer: The analysis of donor policies and practices in this report represent the best judgment of the review team based on careful analysis of available data and do not necessarily represent the opinions of NRC or Save the Children. The Norwegian Refugee Council (NRC) is an independent, international, humanitarian non- governmental organization which provides assistance, protection and contributes to durable solutions for refugees and internally displaced people worldwide. -
Redr Australia E-News Bulletin October 2011
RedR Australia e-news bulletin October 2011 From the office UN Secretary General’s visit to Australia United Nations Secretary General Ban Ki-Moon and his wife visited Australia briefly in September. The Governor General hosted a dinner in their honour at Yarralumla in Canberra. It was pleasing to have RedR Australia on a guest list of just 30 people, including current MPs, the Australian Federal Police, various women’s development groups which the Governor General supports, and three aid agencies with direct UN links. There was an opportunity to chat one-on-one with the Secretary General, who was still processing his visit to Kiribati and his realisation that the sea poses such a threat via tsunami and/or sea level rise. I was able to outline the RedR Australia role, to which he said how difficult he expects it to be to mobilise sufficient capable people in the years ahead. Some of the other guests introduced themselves to me, seeking to find out more about RedR. This included two of the Governor General’s own staff. Funnily enough, I had a couple of the RedR brochures in my pocket….. Alan McLean, CEO Foreign Minister invited to speak at 2011 Annual General Meeting Elizabeth Taylor, Chair of RedR Australia, has invited Foreign Minister Kevin Rudd to be guest speaker at the Annual General Meeting of RedR Australia, in Melbourne on Monday 24 October. The invitation read, in part: “As I am sure you know, RedR Australia recruits, selects, trains, prepares, deploys and supports some wonderful Australians who make excellent humanitarian contributions to United Nations relief agencies arising from international disasters and emergencies. -
Newsletter014.Pdf
Number 14 • June 1999 R ELIEF AND R EHABILITATION NETWORK RRN 14 newsletterImproving aid policy and practice in complex political emergencies Editorial: Mapping Gender Violence In this issue... n Sierra Leone, rebel forces rape women far there is to go. Governments excel at and girls as spoils of war and to punish proclaiming their commitment to women’s Ithem for their perceived support of human rights while pursuing policies that Articles .................. 1 opposing forces. In Pakistan, women victims undermine women’s rights. Thus, while of sexual violence face serious bias if they governments have condemned the use of ♦ Editorial: Mapping Gender take their cases to court: laws and those who rape in war they fail to investigate and Violence ............................ 1 apply them devalue women’s testimony and prosecute rape as a war crime. States also ♦ Markets, Migration and expose them to prosecution for illicit sex if neglect the threat of sexual violence against Forced Prostitution ............ 2 they cannot prove rape. Not so long ago, refugee women. The physical design of ♦ Gender, HIV/AIDS and these problems would have gone without camps forces women to search far afield for notice. Rape in war was treated as an inevita- firewood, thus risking attack. Moreover, Emergencies ...................... 4 ble, if unfortunate, facet of war; women were policies governing rations reinforce women’s ♦ Microfinance after blamed for sexual violence, and husbands subordinate status by handing out supplies Hurricane Mitch ................ 7 were excused for beating their wives. to male heads of household only. Women More than 50 years after the Universal dependent on men for basic food and News .................. -
Field Level Learning in Sri Lanka Case Study 2007
Learning Support & Capacity Building Programme 30 Alfred Place, Colombo 03, Sri Lanka T1 : +94 (0)11 257 4182 T2 : +94 (0)11 493 8896 Fax:+94 (0)11 493 8897 E [email protected] W www.redr.org.uk FIELD LEVEL LEARNING IN SRI LANKA CASE STUDY 2007 Learning Support & Capacity Building (LSCB) Programme in Sri Lanka DLSO Case Study Paula Thomson December 2007 1 Introduction In response to the Tsunami (26 December 2004) which resulted in massive loss of life and property along the Sri Lankan coast line, RedR UK, in affiliation with the Consortium of Humanitarian Agencies Sri Lanka (CHA) established a Learning Support and Capacity Building Programme (LSCB). Formal humanitarian training programmes and District (field level) Learning Support Offices (DLSO) form the backbone of the programme. The concept of providing resources and structured support for humanitarian learning was new to Sri Lanka. This case study considers the goals, roles, principles and approaches of the District Learning Support Offices (DLSO) operating in 4 districts in Sri Lanka against good practice field level learning. Interviews and an examination of literature about good practice field level humanitarian inform the case study. Background Why a Learning Support and Capacity Building Programme in Sri Lanka? Humanitarian agencies’ response to the tsunami disaster that struck Sri Lanka on 26 December 2004 causing the displacement of 500,000 people has featured inadequate, inconsistent and inappropriate humanitarian responses, with compromised quality in the delivery of services 1 . Government and NGOs remain inadequately prepared to respond to the rapidly changing needs of posttsunami reconstruction and recovery activities. -
Cluster Book 9 Printers Singles .Indd
PROTECTING EDUCATION IN COUNTRIES AFFECTED BY CONFLICT PHOTO:DAVID TURNLEY / CORBIS CONTENT FOR INCLUSION IN TEXTBOOKS OR READERS Curriculum resource Introducing Humanitarian Education in Primary and Junior Secondary Education Front cover A Red Cross worker helps an injured man to a makeshift hospital during the Rwandan civil war XX Foreword his booklet is one of a series of booklets prepared as part of the T Protecting Education in Conflict-Affected Countries Programme, undertaken by Save the Children on behalf of the Global Education Cluster, in partnership with Education Above All, a Qatar-based non- governmental organisation. The booklets were prepared by a consultant team from Search For Common Ground. They were written by Brendan O’Malley (editor) and Melinda Smith, with contributions from Carolyne Ashton, Saji Prelis, and Wendy Wheaton of the Education Cluster, and technical advice from Margaret Sinclair. Accompanying training workshop materials were written by Melinda Smith, with contributions from Carolyne Ashton and Brendan O’Malley. The curriculum resource was written by Carolyne Ashton and Margaret Sinclair. Booklet topics and themes Booklet 1 Overview Booklet 2 Legal Accountability and the Duty to Protect Booklet 3 Community-based Protection and Prevention Booklet 4 Education for Child Protection and Psychosocial Support Booklet 5 Education Policy and Planning for Protection, Recovery and Fair Access Booklet 6 Education for Building Peace Booklet 7 Monitoring and Reporting Booklet 8 Advocacy The booklets should be used alongside the with interested professionals working in Inter-Agency Network for Education in ministries of education or non- Emergencies (INEE) Minimum Standards for governmental organisations, and others Education: Preparedness, Response, Recovery. -
Education Cannot Wait Facilitated Multi-Year Programme, Afghanistan 2018-2021
PROGRAMME DOCUMENT: Afghanistan EDUCATION CANNOT WAIT FACILITATED MULTI-YEAR PROGRAMME, AFGHANISTAN 2018-2021 Table of Contents Contents Programme Information Summary ............................................................................................................... 2 I. Analysis of Issues/Challenges .............................................................................................................. 5 II. Strategy and Theory of Change ......................................................................................................... 12 III. Results and Partnerships ................................................................................................................ 18 IV. Programme Management & Target Locations ............................................................................. 34 V. Results Framework .............................................................................................................................. 39 VI. Monitoring And Evaluation .............................................................................................................. 49 VII. Multi-Year Work Plan and Budget .................................................................................................. 51 VIII. Governance and Management Arrangements ............................................................................. 57 IX. Legal Context and Risk Management ........................................................................................... 63 X. ANNEXES ............................................................................................................................................. -
LEARNING to LIVE TOGETHER.Pdf
LEARNING TO LIVE TOGETHER Education for Conflict Resolution, Responsible Citizenship, Human Rights and Humanitarian Norms LEARNING TO LIVE TOGETHER Education for Conflict Resolution, Responsible Citizenship, Human Rights and Humanitarian Norms Edited by Margaret Sinclair Published by: Protect Education in Insecurity and Conflict (PEIC) Education Above All Doha, Qatar - Revised edition (2013) Copyright © 2013 Protect Education in Insecurity and Conflict (PEIC) All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a database and retrieval system or transmitted in any form or any means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of both the owner of copyright and the above publishers. Designed & Printed by: Qatar Foundation Publishing Center (QFPC) Digital Print House (DPH) T. +974 445 42597 This book is produced using paper that is made from wood grown in managed, sustainable forests. It is natural, renewable and recyclable. The logging and manufacturing process conform to the environmental regulations of the country of origin. Photo credits The Publisher would like to thank the following for their kind permission to reproduce thier Photographs: Mine risk education, Afghanistan, ICRC: Cover, Plan: 10,52, 78, 126, 172, 202, 216, 256, Humanitarian education, Colombia, ICRC: 56, Peace education programme, Indonesia, Qamar-ul Huda, USIP: 57, Youth as Agents of Behavioural Change initiative (skills and values based education fostering a culture of nonviolence and peace), IFRC: 259 CONTENTS A MESSAGE FROM PEIC 5 PREFACE 6 PART ONE. OVERVIEW 10 1. What is “Learning to Live Together”? 13 2. -
Essays from the Edge of Humanitarian Innovation
ESSAYS FROM THE EDGE OF HUMANITARIAN INNOVATION Year in Review 2017 UNHCR Innovation Service From the editors: Year in Review 2017 In the humanitarian and innovation communities, the collective sense of urgency reached new heights this year. Never before has innovation been so important in light of growing needs and fewer resources. Whilst new technologies and platforms continued to advance, we refocused our efforts to the future. Experimentation, research, and refugee voices were central to the new direction. We continued to argue that innovation did not, and does not, equate technology. UNHCR’s Innovation Service was instead focused on behaviour and mindset change - a small nudge team interested less in drones and more in better decision- making. 2017 was also the year that we killed our Innovation Labs and invested in a more holistic approach to innovation, diversity, and collaboration in a way that we hadn’t before. This past year, our programmes and trainings gave UNHCR staff the opportunity to innovate and test new projects and processes across the world. The availability (or lack thereof sometimes) of data continues to have a profound impact on our work at the Innovation Service. If you were to look at the themes found in our year in review, they would be focused on data, storytelling, listening, predicting, and monitoring. In our new publication, we’ve highlighted these themes through stories from the field, stories from refugees, stories on failure, stories on where we’ve been and a look at where we’re going. From research to organisational change, and experiments, take a look back at what UNHCR’s Innovation Service was up to in 2017. -
Humanitarian Futures Programme, King’S College, London May 2012 HFP HUMANITARIAN Futures Programme
Humanitarian Futures s Pt rogramme n e m e g d e l w o n k c a CoMMerCiaL-HuManitarian engageMent in tHe Horn oF aFriCa Crisis: a sCoPing study oF tHe resPonse in Kenya and soMaLia Humanitarian Futures Programme, King’s College, London May 2012 HFP HUMANITARIAN Futures programme plan1ning from the future s s t t acknowledgements n n e e is report was written by Rukhe Zehra Zaidi, Independent Consultant, Samuel Carpenter and Joanne Burke, Humanitarian m m Futures Programme, King’s College, London. e interviews on which this scoping study is based were conducted by Rukhe Zehra e e Zaidi in London and Nairobi during October – November 2011. e Humanitarian Futures Programme gratefully acknowledges g g d d the financial support of Vitol Foundation to undertake this study. e e l l w w o o n n k k c c a a HF2 P s Contents t n e summary 4 t n acronyms and abbreviations 6 o C 1 introduction 7-8 e Horn of Africa crisis in context 7 Rationale and focus of the scoping study 7 Scoping methodology 8 Structure of the report 8 2 Commercial–humanitarian engagement in the Horn of africa crisis 9-18 Commercial-humanitarian engagement: current patterns and trends 9 e case of Kenya 9 e case of Somalia 13 3 Preliminary findings: patterns and trends of engagement 19 4 Pathways for future engagement 20-21 How can we do this better – now and in the future? 20 annex 1 - List of interviewees 21 annex 2 - supplemental resources 22 notes 22-23 Figures Figure 1: Waving off KRCS assistance deliveries every Saturday 10 Figure 2: K4K corporate pledge day 11 Figure 3: Somalia reference map 14 Figure 4: Non-Food Items airlifted into Mogadishu, Somalia 15 Figure 5: WFP food distribution in Doolow, Gedo Region, Somalia 17 3 y 1.