The Humanitarian Action Qualifications Framework: a quality assurance tool for the Humanitarian Sector

  • Bastiaan L. Aardema University of Groningen, Netherlands
  • Cristina Churruca Muguruza University of Deusto, Spain
DOI: https://doi.org/10.18543/tjhe-1(2)-2014pp429-462
Keywords: humanitarian action, emergencies, disasters, sectoral qualifications frameworks, sectoral profiles, meta-profiles, lifelong learning, learning outcomes, competences

Abstract

The article presents the European Universities on Professionalisation on Humanitarian Action (EUPRHA) Project as an initiative that seeks to contribute to the professionalisation and quality assurance of the humanitarian sector. Its purpose is to explain the approach and the process leading to the development of the Humanitarian Action Qualifications Framework as an example of good practice for other sectors aiming at improving the recognition of qualifications as a precondition of academic and professional mobility. With this aim, it introduces the educational and humanitarian trends that led to this project: the move from transnational qualifications frameworks of which the European Qualifications Framework for Lifelong Learning (EQF) is the best example to sectoral qualifications frameworks and the increasing demand from the sector seeking to determine the competencies and required skills of a professional humanitarian aid worker. Based on the EQF and the Tuning methodology the framework will act as a translating device to make national and sectoral qualifications more readable and promote humanitarian workers’ and learners’ mobility between countries and organisations. It will facilitate inter-system transparency and recognition of (non-)formal and informal learning by linking occupations, skills, competences, and qualifications, thus benefiting the Humanitarian Sector as a whole.

Published online: 4 July 2014

Downloads

Download data is not yet available.

Author Biographies

Bastiaan L. Aardema, University of Groningen, Netherlands

Bastiaan Aardema, MA, MSc, works as academic staff member for the Joint Master programme in International Humanitarian Action at the University of Groningen in the Netherlands. Since 2004 he has been intensively involved with curriculum development, quality enhancement and TUNING within the framework of NOHA (Network on Humanitarian Action) and its European universities. In the EU funded project ‘European Universities on Professionalisation on Humanitarian Action (EUPRHA)’, he is co-leading with the University of Deusto (Spain) the work package that focuses on the development of a European Qualifications Framework for the humanitarian sector. Its intent is to provide a bridge between the already established humanitarian frameworks in the professional sector and the specific demands of the educational sector in terms of lifelong learning.

Cristina Churruca Muguruza, University of Deusto, Spain

Cristina Churruca Muguruza, PhD in International Relations, is lecturer and researcher at the Human Rights Institute of the Faculty of Social and Human Sciences at the University of Deusto (Spain) where she teaches international relations and humanitarian action and peace building. She is Director of the Joint Master’s Erasmus Mundus in International Humanitarian Action at this university, and Coordinator of the NOHA Master’s Consortium of Universities on Humanitarian Assistance and of the EUPRHA (European Universities on Professionalization on Humanitarian Action) Network. Her current areas of research are human security, protection and peace building. She combines her teaching and research work with the promotion of joint curriculum development and quality assurance in humanitarian action and participation in joint recognition and accreditation initiatives supported by the European Commission, national accreditation agencies and the European Consortium for Accreditation.

References

Borton, John. Future of the Humanitarian System: Impacts of Internal Changes. Humanitarian Horizons. Berkhamsted, UK, November 2009. http://www.humanitarianfutures.org/wp-content/uploads/2013/06/2009-Future-of-the-Humanitarian-system-impact-of-internal-changes.pdf.

Child Protection in Emergencies (CPIE) Competency Framework. Inter-agency Initiative of the Child Protection Working Group, 2010. http://www.unicefinemergencies.com/downloads/eresource/docs/2.6%20Child%20Protection/Inter-agency_CPIE_Competencies_Final__colour-1[1].pdf

Code of Conduct for the International Red Cross and Red Crescent Movement and Non-Governmental Organizations (NGOs) in Disaster Relief. Geneva: IFRC & ICRC, 1994. http://www.icrc.org/web/eng/siteeng0.nsf/htmlall/code-of-conduct-290296.

Coles, Mike, and Tim Oates. European Reference Levels for Education and Training. An Important Parameter for Promoting Credit Transfer and Mutual Trust. Study commissioned to the Qualifications and Curriculum Authority, England. CEDEFOP Zones of Mutual Trust, March 2004. http://www.cpi.si/files/CPI/userfiles/Datoteke/Novice/EKO/Reference_levels_QCA_study_fnal_ provisional_version_15_July_2004.pdf.

Competency Development Planning Guide. CARE USA, 2003. http://careweb.care.org/help/devplan/CompBook.doc.

Core Humanitarian Competencies Framework. Keeping Crisis-Affected People at the Centre of What We Do. CBHA, 2012. http://www.thecbha.org/media/website/file/Competencies_Framework_2012_colour.pdf.

“Council Resolution of 27 June 2002 on Lifelong Learning (2002/C 163/01).” Official Journal of the European Communities, no. C 163 (June 27, 2002). http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2002:163:0001:0003:EN:PDF.

DAC Statistical Reporting Directives. OECD, November 12, 2010. http://www.oecd. org/dac/stats/38429349.pdf.

DFID Core Competency Framework. Department for International Development, UK government, August 30, 2010. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/214008/competency-framework.pdf.

Dictionary of Competencies. Validated by the IDRH, confidential. MSF, April 28, 2011.

EUPRHA Concept Paper. EUPRHA, March 2012. http://www.euprha.org/wp-content/uploads/2012/08/EUPRHA-Concept-Paper.pdf.

“EUPRHA Library.” Accessed March 6, 2014. http://www.euprha.org/library/.

“European Qualifications Framework.” Accessed March 2, 2014. http://ec.europa.eu/eqf/home_en.htm.

European Qualifications Frameworks, National Qualifications Frameworks, Higher Education, State of Play. EUCEN, n.d. http://www.eucen.eu/EQFpro/GeneralDocs/FilesFeb09/STATEofPLAY.pdf.

Explaining the European Qualifications Framework for Lifelong Learning. Luxemburg: European Commission, 2008. http://ec.europa.eu/eqf/documents?id=74.

Field Matrix of Competencies. Competency Profiles Grouped by Levels of the International Field Function Grid (IFFG). MSF, 2012.

GHA Report 2012. Somerset, UK: Global Humanitarian Assistance, Development Initiatives, 2012. http://www.globalhumanitarianassistance.org/wp-content/uploads/2012/07/GHA_Report_2012-Websingle.pdf.

González, Julia, and Maria Yarosh. “Building Degree Profiles. The Tuning Approach.”Tuning Journal for Higher Education, no. 1 (November 2013): 37–69.

Hahn, Karola, and Damtew Teferra. “Tuning as Instrument of Systematic Higher Education Reform and Quality Enhancement: The African Experience.” Tuning Journal for Higher Education, no. 1 (November 2013): 127–63.

Herlinger, Chris. “Saving Human Lives Is No Place for Amateurs. An Interview with Jan Egeland.” In With Courage, in Hope. Five Years After the Tsunami, 175–80. Geneva: ACT International, 2009. http://issuu.com/actalliance/docs/with-courage-in-hope.

Humanitarian Competencies Study. Emergency Capacity Building Project, Staff Capacity Initiative, April 2006. http://www.ecbproject.org/downloads/resources/humanitarian-competencies-study-report.pdf.

Humanitarian Coordination Competencies. Inter-Agency Standing Committee, 2009. http://www.humanitarianinfo.org/iasc/downloaddoc.aspx?docID=5090&type=pdf.

“Humanitarian Logistics Certification Program: Competence Model Approach.” Accessed March 3, 2014. http://www.hlcertification.org/mod/page/view.php?id=12.

Implementing the Community Lisbon Programme. Proposal for a Recommendation of the European Parliament and of the Council on the Establishment of the European Qualifications Framework for Lifelong Learning. Brussels: Commission of the European Communities, September 5, 2006. http://www.encore-edu.org/ENCoRE-documents/com_2006_0479_en.pdf.

International Qualifications. Luxemburg: CEDEFOP, 2012. http://www.cedefop. europa.eu/EN/Files/4116_en.pdf.

Introduction to Local Level Staff Competencies. Integrated Competency Development (ICD) Resources. World Vision International, 2012. http://www.wvi.org/guidancefordevelopmentprogrammes.

“Joint Statement by the Council and the Representatives of the Governments of the Member States Meeting within the Council, the European Parliament and the European Commission (2008/C 25/01) The European Consensus on Humanitarian Aid.” Official Journal of the European Union, no. C 25/1 (January 30, 2008). http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:025:0001:0012:EN:PDF.

Keevy, James, Borhene Chakroun, and Arjen Deij. Transnational Qualifications Frameworks. Draft. Torino: European Training Foundation, 2010.

_____. Transnational Qualifications Frameworks. Luxemburg: European Training Foundation, 2011. http://www.etf.europa.eu/webatt.nsf/0/720E67F5F1CC3E1DC125791A0038E688/$file/Transnational%20qualifications%20frameworks.pdf.

Knowledge, Skills, and Attitudes (KSAs) for the Public Health Preparedness and Response Core Competency Model. Association of Schools for Public Health (ASPH) & the Centers for Disease Control and Prevention (CDC), September 2012. http://www.asph.org/userfiles/KSA.pdf.

Markowitsch, Jörg, and Karin Luomi-Messerer. “Development and Interpretation of Descriptors of the European Qualifications Framework.” European Journal of Vocational Training, no. 42/43 (October 2007): 33–58.

Meeker, Jessica, Abigail Perry, Carmel Dolan, Colleen Emary, Kate Golden, Caroline Abla, Anne Walsh, Ali Maclaine, and Andrew Seal. “Development of a Competency Framework for the Nutrition in Emergencies Sector.” Public Health Nutrition 17, no. 3 (2013): 689–99.

MSF OCBA Performance Management System Handbook 12/2011. MSF OCBA internal document. MSF, December 2011.

Multi-Stakeholder Meeting on the Creation of a Humanitarian Learning and Development Passport. Doha: ELRHA & Qatar Foundation, 2012. http://www.elrha.org/uploads/ Multi%20stakeholder%20Meeting%20on%20Humanitarian%20Professionalisation-%20Doha%20Report.pdf.

Public Health Preparedness & Response Core Competency Model. Association of Schools for Public Health (ASPH) & the Centers for Disease Control and Prevention (CDC), December 27, 2010. http://www.asph.org/userfiles/PreparednessCompetencyModelWorkforce-Version1.0.pdf.

“Recommendation of the European Parliament and of the Council of 23 April 2008 on the Establishment of the European Qualifications Framework for Lifelong Learning.” Official Journal of the European Union, no. C 111/01 (May 6, 2008). http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EN:PDF.

“SQF Humanities and Arts: Outcomes.” Accessed March 4, 2014. http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes.html.

Swords, Sara. Behaviours Which Lead to Effective Performance in Humanitarian Response. A Review of the Use and Effectiveness of Competency Frameworks Within the Humanitarian Sector. Research report. People In Aid, June 2007. http://www.peopleinaid.org/pool/files/pubs/competencies-report---final.pdf.

Taylor, Glyn, Abby Stoddard, Adele Harmer, Katherine Haver, Paul Harvey, Kathryn Barber, Lisa Schreter, and Constance Wilhelm. The State of the Humanitarian System. London: ALNAP, 2012. http://www.alnap.org/pool/files/alnap-sohs-2012-lo-res.pdf.

“The Fundamental Principles of the International Red Cross and Red Crescent Movement,” October 31, 1986. http://www.icrc.org/eng/resources/documents/red-cross-crescent-movement/fundamental-principles-movement-1986-10-31.htm.

The State of Art of Humanitarian Action. A Quick Guide on the Current Situation of Humanitarian Relief, Its Origins, Stakeholders and Future. EUPRHA, 2013. http://www.euprha.org/wp-content/uploads/2013/09/EUPRHA-Report.-The-State-of-Art-of-Humanitarian-Action-2013.pdf.

“Tuning Educational Structures in Europe.” Accessed March 3, 2014. http://www.unideusto.org/tuningeu/.

“Tuning Methodology.” Accessed March 2, 2014. http://www.unideusto.org/tuningeu/tuning-methodology.html.

Tuning Sectoral Framework for Social Sciences. Final Report Public Part. Bilbao: University of Deusto, Tuning SQF Project, August 15, 2010. http://www.unideusto.org/tuningeu/images/stories/sectoral_framework/2007_10347_FR_ Tuning_SQF_PUBLIC_PART.pdf.

Tuning Sectoral Qualifications Frameworks for the Humanities and the Arts. Final Report 2010-2011. Bilbao: Tuning Project, 2012. http://www.unideusto.org/tuningeu/images/stories/HUMART/SQF_HUMART_Final_Report_2010-2011.pdf.

UN Competency Development - a Practical Guide. United Nations, Office of Human Resources Management, April 2010. http://www.un.org/staffdevelopment/developmentguideweb/image/OHRM_CDG.pdf.

UNICEF Competency Definitions. UNICEF, 2009. http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf.

Wagenaar, Robert. “Columbus’ Egg? Qualifications Frameworks, Sectoral Profiles and Degree Programme Profiles in Higher Education.” Tuning Journal for Higher Education, no. 1 (November 2013): 71–103.

Walker, Peter, and Daniel G. Maxwell. Shaping the Humanitarian World. Abingdon, Oxon: Routledge, 2008. http://books.google.nl/books?id=qvKSAgAAQBAJ&dq=Walker,+Peter+and+Daniel+Maxwell+%282009%29+Shaping+the+Humani tarian+World+Abingdon:+Routledge&lr=.

_____, and Catherine Russ. “Fit for Purpose: The Role of Modern Professionalism in Evolving the Humanitarian Endeavour.” International Review of the Red Cross 93, no. 884 (December 2011): 1193–1210. doi:10.1017/S1816383112000276.

_____. Professionalising the Humanitarian Sector: A Scoping Study. ELRHA, April 2010. http://www.elrha.org/uploads/Professionalising_the_humanitarian_sector.pdf.

Published
2014-07-04
How to Cite
Aardema, Bastiaan L., and Cristina Churruca Muguruza. 2014. “The Humanitarian Action Qualifications Framework: A Quality Assurance Tool for the Humanitarian Sector”. Tuning Journal for Higher Education 1 (2), 429-62. https://doi.org/10.18543/tjhe-1(2)-2014pp429-462.
Issue
Vol. 1 No. 2 (2014): Competence-based learning: a global perspective
Section
Articles

Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:

1. Authorship:

The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.

2. Copyright and Code of conduct:

a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.

b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).

c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.

d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.

e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.

3. Users:

Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.