Professionalisation of Humanitarian Action

CENDEP is engaged in this 3 year project which is funded by the European Commission's Lifelong Learning Programme.

It was developed by NOHA and is managed by Deusto University (Bilbao, Spain) in response to a need identified to articulate the role of the Higher Education sector in Humantarian Action. The aim is to develop a Qualifications Framework within Europe, and to include in this debate the voices of the humanitarian organizations, agencies and universities from all European countries.

Therefore, the EUPRHA project seeks to create an area for debate among all stakeholders, laying the foundations for the articulation of a Qualifications Framework for the Humanitarian Action taking stock of the new global humanitarian trends, and the existing capacities and potentialities of the sector across Europe. EUPRHA brings together 30 European Universities, 2 Global Humanitarian Associations and NOHA Alumni.

Oxford Brookes University was chosen as the UK member of this project and has taken on the responsibilty as lead member for Workpackage 2 Mapping and Potentialities.

Work Package 2

Work Package 2 will develop a map of humanitarian action education in Europe. This mapping exercise will identify the actors in humanitarian action including those who are providing humanitarian action education. This includes:

  • University studies at a variety of levels,
  • Adult education programmes,
  • NGO internal programmes,
  • Private and state training providers, and
  • Accredited prior learning (work based experience).

It will also seek to understand the client base.

The mapping process will identify in more detail the humanitarian actors in each country and document the kind of knowledge, skills and competencies they require of their staff. This will involve collection of primary data and a desk study that draws on existing research from higher education organisations and from the NGO sector.

The mapping process will also map the variety of humanitarian training programmes that exist within each of the EU countries, covering those categories 1-5 above and the categories of grouping of competencies that they claim to address. It will also document in each country the particular focus and policies of national institutions that influence the direction and delivery of humanitarian programme education in each country.

From these exercises an analysis will allow the project partners to identify potentialities of the humanitarian action education in Europe, i.e. discovering the opportunities for enhancing humanitarian education in countries where capacity is low and drawing on regions where capacity is higher or where cultural fit allows for transference of skills and capacity building.


Research staff