Read our case study on the Contextualised Training Programme on the Minimum Standards for Camp Management in Ukraine and Neighbouring Countries, delivered between May 2022 and February 2023.

In response to the full-scale war in Ukraine in 2022, many first responders had little to no humanitarian experience but were faced with the challenging task of addressing complex operational and protection issues, including the planning and management of displacement sites. Strengthening local knowledge and skills to provide an effective humanitarian response aligned with humanitarian principles and sector standards became crucial.

The project aimed to design and deliver a contextualised, easily accessible training programme on the Minimum Standards for Camp Management for staff and volunteers from local organisations, municipalities, community-based groups, and faith-based organisations involved in managing displacement sites.

If you’d like to give financially to support projects for disaster-affected communities all over the world, you can do so here. 

يحدد هذا التقرير الموجز لتقييم احتياجات التعلم وتقييم قدرات المنظمات الوطنية الثغرات في القدرات واحتياجات التعلم بين المستجيبين الأفراد والمنظمات المشاركة في الاستجابة للأزمة في السودان

إن فهم هذه الثغرات أمر ضروري لتطوير برامج تدريب مستهدفة، يمكن أن تعزز المهارات والمعارف المطلوبة لمواجهة التحديات المعقدة التي يفرضها النزاع

كما قام تقييم احتياجات التعلم وتقييم قدرات المنظمات الوطنية بتقييم نقاط القوة الموجودة لدى المستجيبين، بحيث يمكن لكل من ريدر أن توصي بأفضل الطرق التي يمكن للشركاء في المجال الإنساني الاستفادة من هذه القدرات على أفضل وجه

استخدام النتائج لتدريب المستجيبين للكوارث على الموضوعات الأكثر إلحاحاًالتأكد من صحتها.

خلفية: يعاني السودان من واحدة من أشد الأزمات الإنسانية في التاريخ الحديث بسبب الصراعات الطويلة وعدم الاستقرار السياسي والانهيار الاقتصادي والكوارث الطبيعية.  أدى الصراع بين القوات المسلحة السودانية (SAF) وقوات الدعم السريع (RSF)، الذي تصاعد في أبريل 2023، أدى إلى انتشار العنف والنزوح على نطاق واسع، مما أدى إلى إرباك قدرات الاستجابة الوطنية.  

تم إجراء تقييم احتياجات التعلم وتقييم قدرات المنظمات الوطنية من قبل منظمة RedR UK والأكاديمية الإنسانية للتنمية لتحديد الثغرات المعرفية وأوجه القصور في المهارات ومتطلبات تعزيز القدرات لدى العاملين في المجال الإنساني والمنظمات الوطنية في السودان. وكان الهدف من هذا الجهد المشترك هو إثراء تصميم برامج التدريب والتوجيه المستهدفة لتعزيز فعالية العمليات الإنسانية. ورغم أن التقييمات أجريت مع مجموعة محددة من 22 منظمة غير حكومية وطنية و76 مستجيبا فرديا، فإن الاتجاهات التي تم تحديدها في أولويات التعلم والتحديات التنظيمية واحتياجات تعزيز القدرات ذات صلة وثيقة بالمنظمات غير الحكومية الوطنية “الناشئة” و”المتوسعة” والجهات الفاعلة الإنسانية العاملة في السودان. 

المنهجية: استخدمت التقييمات نهجًا منظمًا يجمع بين أساليب جمع البيانات الكمية الأولية (الاستطلاعات الإلكترونية) والنوعية الأولية (مقابلات مع المخبرين الرئيسيين ومناقشات مجموعات التركيز)، بالإضافة إلى تحليل البيانات الثانوية (السياسات التنظيمية). تم تحليل البيانات باستخدام البرامج الإحصائية والتحليل المواضيعي، مع التدقيق المتبادل لضمان صحتها. 

النتائج الرئيسية

تم تحديد العديد من التدريبات المختلفة كحاجة مثل:

التنسيق

تقييم الاحتياجات

الأمن الشخصي

الحماية الإنسانية

التخطيط للمشاريع

المساءلة أمام الفئات المتأثرة

تطوير القدرات البشرية

التشغيل و الإدارة

الاستدامة

الإدارة المالية

This Learning Needs Assessment identifies capacity gaps and learning needs amongst humanitarian responders in Lebanon.

Understanding these gaps is essential for developing targeted training programmes, that can enhance the skills and knowledge required to address the complex challenges posed by the recent crisis. 

The LNA also assessed the existing strengths among humanitarians, so RedR can recommend the best ways that humanitarian partners can leverage best these capabilities. 

Using the findings to train responders on the most urgent topics

RedR conducted this in-depth and detailed Learning Needs Assessment to better inform the ongoing training response to the crisis in Lebanon. The overarching questions that this Learning Needs Assessment seeks to assess are:

• What are the current capacity gaps and learning needs amongst humanitarian responders to the on-going response Lebanon?
• What are the capacity strengths amongst responders involved in the humanitarian response efforts?
• How can humanitarian partners best utilise these strengths?
• How can RedR UK respond to the needs of the response in ways that are most appropriate and relevant?
• What are the capacity needs for future programming of RedR and other partners?

It enables RedR to tailor our response to the evolving needs of the crisis. By understanding the specific learning needs and capacity gaps, RedR can provide training that is most relevant and impactful, thereby enhancing the overall response in Lebanon. 

Key findings

The main findings of this learning needs assessment are:

• Demographics of Respondents: The majority of respondents (86%) are based in Lebanon, with a significant representation of women (71%). Most respondents have substantial experience in the humanitarian sector, with 63% having over five years of experience.
• Training Topic Priorities: Respondents identified several priority training topics essential for improving their response capabilities:
  • Development of an Inclusive Emergency Response
  • Mental Health and Psychological Support Services
  • Collective Shelter Management
  • Safety and Security Management
  • Proposal Writing
  • Data Collection, Protection, and Analysis
• Specific Needs: There is a pressing need for training in mental health services due to the psychological impact of recent conflicts. Collective shelter management training is also critical, given the influx of displaced persons into temporary shelters. Additionally, safety management training is vital as aid workers face significant risks.

This Learning Needs Assessment & organisational capacity assessment summary report identifies capacity gaps and learning needs among individual responders and organisations engaged in responding to the crisis in Sudan.

Understanding these gaps is essential for developing targeted training programs, that can enhance the skills and knowledge required to address the complex challenges posed by the conflict. 

The LNA & OCA also assessed the existing strengths among responders, so both RedR and HAD can recommend the best ways that humanitarian partners can leverage best these capabilities. 

Using the findings to train disaster responders on the most urgent topics

Background

The Learning Needs Assessment (LNA) and Organisational Capacity Assessment (OCA) were
conducted by RedR UK and the Humanitarian Academy for Development (HAD) to identify the
knowledge gaps, skill deficiencies, and capacity-strengthening requirements of humanitarian
workers and national organisations in Sudan. The aim of this joint effort was to inform the design
of targeted training and coaching programmes to enhance the effectiveness of humanitarian
operations. While the assessments were conducted with a specific cohort of 22 NNGOs and 76
individual respondents, the trends identified in learning priorities, organisational challenges, and
capacity-strengthening needs are highly relevant to other NNGOs and humanitarian actors
operating in Sudan.

Methodology

The assessments used a systematic approach, combining primary quantitative
(online surveys) and primary qualitative (Key Informant Interviews and Focus Group Discussions)
data collection methods, in addition to analysis of secondary data (organisational policies). The
data was analysed using statistical software and thematic analysis, with cross-checking to
ensure validity.

Key findings

Various trainings were identified as a need such as:

• Coordination
• Needs Assessment
• Personal Safety
• Protection
• Project Planning
• Accountability to Affected Populations
• Human Resource Development
• Operations and Management
• Sustainability
• Financial Administration

This Learning Needs Assessment identifies capacity gaps and learning needs among engineers and technical specialists engaged in response efforts in Libya.

Understanding these gaps is essential for developing targeted training programs, that can enhance the skills and knowledge required to address the complex challenges posed by the conflict. 

The LNA also assessed the existing strengths among engineers, so RedR can recommend the best ways that humanitarian partners can leverage best these capabilities. 

Using the findings to train disaster responders on the most urgent topics

Subsequently, RedR conducted this in-depth and detailed Learning Needs Assessment to better inform the ongoing training response to the disaster in Libya. The overarching questions that this Learning Needs Assessment seeks to assess are:

• What are the current capacity gaps and learning needs amongst humanitarian responders to
  the Libya floods?
• What are the capacity strengths amongst humanitarians responding to the floods?
• How can humanitarian partners best utilise these strengths?

It enables RedR to tailor our response to the evolving needs of the crisis. By understanding the specific learning needs and capacity gaps, RedR can provide training that is most relevant and impactful, thereby enhancing the overall response in Libya. 

Key findings

Various trainings were identified as a need such as:

• coordination
• needs assessment
• water management
• WASH
• flood effect on structures and infrastructures
• Rapid Damage Assessments
• Accountability to Affected Populations
• Humanitarian principles
• protection
• personal safety and security.

There is a shift in needs now that Libya is no longer in an emergency phase but is now in a transitional phase. Some of the trainings that are more of a priority now are DRR and climate
change.

This Cross Cutting Issue (CCI) Guidance Framework is a compilation of the key tools, resources and guidance that organisations can use to strengthen integration of CCIs in WASH programming throughout the humanitarian program cycle.

This compilation was the result of a consultative process with key stakeholders and review of available resources in February 2024. It consolidates the work of Working Groups developing cross-cutting approaches, and reflects the current priority issues for WASH in Ukraine.

It enables WASH actors in Ukraine to readily access support, aggregating existing guidance and best practices in WASH thematics.

This framework will guide you on how to meaningfully ensure participation, minimize existing barriers and ensure safe and equitable access to WASH interventions.

Why do cross-cutting issues matter?

Integrating CCIs into WASH programming makes humanitarian services and responses safer, more effective and more timely by proactively identifying and mitigating the barriers and risks that people face in accessing assistance.

By addressing CCIs in all stages of the programme cycle it anchors protection mainstreaming principles into the WASH response ensuring adherence to the right to WASH services and human-rights. Integrating CCIs into WASH in Ukraine will contribute to ensuring ‘the most vulnerable people affected or displaced by the war can access basic WASH services and materials to maintain basic hygienic practices, with a focus on people with disabilities including children with disabilities and persons of older age, women and girls, and minority groups.’ Failing to address CCIs in WASH compromises the effectiveness of the response.

Humanitarian inclusion standards for older people and people with disabilities.

RedR developed the Humanitarian inclusion standards for older people and people with disabilities as part of the ADCAP (Age and Disability Capacity Building Programme) consortium. 

The Humanitarian inclusion standards for older people and people with disabilities are designed to help address the gap in understanding the needs, capacities and rights of older people and people with disabilities, and promote their inclusion in humanitarian action.  

The standards are designed both to strengthen the accountability of humanitarian actors to older people and people with disabilities, and to support the participation of older people and people with disabilities in humanitarian action. You can use them as guidance for programming, and as a resource for training and advocacy, particularly for creating more inclusive organisational policies and practice. 

Publication structure

We derived nine key inclusion standards from the Nine Commitments of the Core Humanitarian Standard on Quality and Accountability (CHS), and seven sets of sector-specific inclusion standards:

• protection
• water, sanitation and hygiene
• food security and livelihoods
• nutrition
• shelter
• settlement and household items
• health
• education

Each chapter presents a set of standards with key actions to meet the standard, guidance notes to support the delivery of the actions, tools and resources, and case studies.

The sector inclusion standards are structured around three key areas of inclusion:  

The sector-specific inclusion standards are intended to be used in conjunction with the Key inclusion standards. 

RedR training in inclusion standards

The ADCAP materials informed the design of RedR’s Gender, Age and Disability training course, which we’ve delivered in the UK, Nepal, Myanmar, Kenya and Sudan. The training provided the knowledge and tools to help mainstream gender, age and disability into all interventions. We’re helping organisations move beyond simply the desire to be inclusive, and into the reality of meeting minimum standards of inclusion. They can do this by considering the intersectionality of identities that can compound our experiences and behaviours.  

The Urban Competency Framework (UCF) outlines the key competencies and accompanying behaviours that all those working in humanitarian response need in order to work effectively in urban settings.  

As populations in cities continue to grow, global crises are increasingly urban in nature: humanitarian action must enhance its efficiency in these settings. 

Individuals, institutions, or organisations can use the UCF to assess suitability for working in urban crises, improve competencies, and ensure those involved in urban humanitarian action are effective. Learning providers can use it to develop courses and curricula based on the skills needed in urban humanitarian action. It can also be a tool for improving collaboration and encouraging an intersectoral approach between local authorities, humanitarians, built environment professionals, engineers, civil society and other key stakeholders. 

To learn more about how to use the UCF, and for a toolkit of resources to support using the framework, download a copy of our User Guide. 

The UCF was drafted through a consultative process, with input from urban specialists from around the globe. If you would like to read more about the initial research behind the first drafts of the UCF download a copy of the Research Report. 

Click here to read a case study on local urban response in the Philippines and learn how this relates to the UCF. 

This Learning Needs Assessment identifies capacity gaps and learning needs among engineers and technical specialists engaged in response and reconstruction efforts in Ukraine.

Understanding these gaps is essential for developing targeted training programs, that can enhance the skills and knowledge required to address the complex challenges posed by the conflict. 

The LNA also assessed the existing strengths among engineers, so RedR can recommend the best ways that humanitarian partners can leverage best these capabilities. 

Using the findings to train engineers

The findings from the LNA informed the development of a specialised training program focused on structural detailing and blast-induced damage assessments. This program aims to equip engineers and technical specialists with the necessary skills to conduct thorough and accurate assessments, ensuring that buildings are safe for occupancy and use. 

It enables RedR to tailor our response to the evolving needs of the crisis. By understanding the specific learning needs and capacity gaps, RedR can provide training that is most relevant and impactful, thereby enhancing the overall response to the infrastructure challenges in Ukraine. 

Key findings

The study revealed that technical capacity and confidence among respondents were relatively low in most areas. However, areas where respondents felt most confident included preparing technical documents (such as scopes of work and bills of quantity), construction quality assurance and control, and non-structural repairs. This indicates a strong foundation upon which further skills can be built. 

Major challenges identified included security issues due to the ongoing conflict, insufficient funding and resources, lack of specialists and skilled personnel, and inadequate tools and equipment. These challenges are compounded by the continuous threat of shelling, economic instability, and the complex logistics of working in a war zone. 

Priority learning areas identified included rapid damage assessments and classifications of buildings, understanding the blast effects on structures, performing load calculations and computer modelling, and conducting building and shelter construction/reconstruction. These areas were highlighted as critical for improving the technical capacity of engineers to effectively assess and repair damaged infrastructure. 

Recommendations

Based on the findings, the LNA recommends the development of a learning program with the following priority areas: 

• Building and Shelter Construction/Reconstruction: Training in this area will focus on the practical skills needed to rebuild and repair shelters and other structures safely and efficiently. 
• Rapid Damage Assessments and Classifications of Buildings: This training will provide engineers with the knowledge and tools to quickly assess the extent of damage and determine the safety of buildings. 
• Preparing Technical Documents: This will cover the creation of essential documentation such as scopes of work, bills of quantity, and scoring criteria, which are critical for project planning and execution. 
• Blast Effects on Structures: Understanding the impact of blasts on buildings is crucial for assessing structural integrity and safety. 
• Construction Quality Assurance and Quality Control: Ensuring that reconstruction meets the required standards and is carried out safely and effectively. 

Additionally, non-technical training areas such as project management, coordination with the international relief system, and monitoring and evaluation were highlighted as critical for enhancing the effectiveness of response efforts. These skills are essential for managing complex reconstruction projects, ensuring effective collaboration among stakeholders, and maintaining accountability and transparency. 

The LNA underscores the urgent need for targeted training programs to build the capacity of engineers and technical specialists in Ukraine. By addressing the identified gaps and leveraging existing strengths, RedR UK aims to support a more effective and resilient response to the infrastructure challenges posed by the ongoing conflict. This initiative will not only improve the immediate response but also contribute to the long-term recovery and stability of the affected communities, ensuring that rebuilding efforts are sustainable and provide safe, dignified living conditions for all.