university training and education in humanitarian action formations universitaires en action ...

178 Pages·2010·9.72 MB·English

The Geneva centre for education and research in humanitarian action HUMANITARIAN STUDIES 0
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(CERAH) is a joint programme between the University of Geneva and the
E T U D E S H UM AN I TAIR E S 0
Graduate Institute of International and Development Studies (IHEID). 2
CERAH works in partnership with the Swiss Agency for Development and
Cooperation of the Federal Department of Foreign Affairs, the International
Committee of the Red Cross and Médecins sans Frontières Suisse.
For twelve years, CERAH has responded to the growing need for post-
graduate training of humanitarian workers through interdisciplinary and
bilingual (French/English) programmes in the multicultural environment
of Geneva’s international community.
In collaboration with several Faculties of the University of Geneva, the
IHEID and Geneva-based humanitarian organisations, CERAH offers four
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programmes : Master and Certificate of advanced studies in humanitar- O
ian action, thematic seminars and case studies, elective courses and short TI
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training programmes in the field. More than two hundred graduates have A
completed the Master course since 1998. N
UNIVERSITY TRAINING AND EDUCATION
A
IE
RR
AI IN HUMANITARIAN ACTION
Le Centre d’enseignement et de recherche en action humanitaire de ITTA
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Genève (CERAH) est un programme commun de l’Université de Genève AN
et de l’Institut de Hautes Études Internationales et du Développement UMMA FORMATIONS UNIVERSITAIRES
(IHEID). Le CERAH travaille en partenariat avec la direction du développe- HU
H
ment et de la coopération Suisse (DDC), le Comité International de la Croix N N EN ACTION HUMANITAIRE
Rouge (CICR) et Médecins sans Frontières (MSF-Suisse). IO
N
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Depuis douze années, le CERAH contribue à apporter une réponse au OT
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besoin croissant des professionnels de l’humanitaire de recevoir des for- TA
A
mations post-graduées, en proposant des enseignements interdiscipli- CN
UE
naires et bilingues (Anglais/Français) dans l’environnement international et DS
multiculturel de Genève. D ERE
En collaboration avec plusieurs Facultés de l’Université de Genève, l’IHEID NAI
AT
et des organisations humanitaires et internationales basées à Genève, le I
GS
CERAH propose quatre types de formation : un Master et un Certificat of NR
IE
advanced studies en action humanitaire, des séminaires thématiques NV
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études de cas, et des formations courtes sur le terrain. Plus de 200 profes- AN
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sionnels de l’humanitaire ont obtenu un Master depuis sa création. T
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Jean-Daniel Rainhorn
Jean-Daniel is the director of CERAH and professor in international health
and humanitarian action at the Graduate Institute of International Studies
and Development (IHEID) in Geneva. He holds medical degree from
Université Paris VII. In the 1970s, Jean-Daniel worked as a general prac-
titioner and participated in several humanitarian missions. Following
the specialisation in international health, he was appointed director of
the Centre de Recherche et d’Etude pour le Développement de la Santé
(CREDES) in Paris, where he coordinated numerous health develop-
ment projects, particularly in Bulgaria, Ivory Coast, Mauritania, Romania,
Russia and Vietnam. In 1994, Jean-Daniel became the head of the post-
graduate diploma in international health at Paris XI University. In 2004, he
was appointed director of the Geneva humanitarian master programme
(PIAH), which later became CERAH. Jean-Daniel worked in various uni-
versities, including CERDI/University of Auvergne, France (1999/2003),
Hanoi School of Public Health, Vietnam (1999/2003), Senghor University
in Alexandria, Egypt since 2002. He is Takemi fellow of the Harvard School
of Public Health and the author of several works dedicated to health issues
including social health inequalities and social exclusion.
Amna Smailbegovic
Amna leads CERAH research programme on the role of higher education
in the professionalization of humanitarian workforce. She is a graduate
of the University of Geneva, where she obtained a Master of Advanced
Studies in Humanitarian Action in 2007. Amna started her humanitar-
ian career in 1995 and worked for Italian NGO CESVI, the World Food
Programme and Oxfam Great Britain. She has extensive experience man-
aging and coordinating humanitarian responses to armed conflict, popu-
lation displacement, poverty and deprivation in countries such as Bosnia
and Herzegovina, Lao PDR, East Timor, Cambodia, Kenya, Uganda and the
Democratic Republic of the Congo (DRC). Her interest in quality of human-
itarian programmes and in challenges of staff development lead her to
pilot programme learning and knowledge management activities for
Oxfam UK in the DRC. Before joining CERAH in 2008, Amna worked with
the Global Humanitarian Forum, where she contributed to development
of the programme on humanitarian implications of climate change.
Sabine Jiekak
Sabine is a law graduate who specialised in human rights in Cameroon in
2005. Her interest and commitment to human rights and humanitarian-
ism lead her early on to work in training of international development vol-
unteers and in capacity building of local development agents on human
rights issues. Sabine obtained a Master of Advanced Studies in humani-
tarian action at the University of Geneva in 2009. Upon graduation, she
worked with the WHO based Special Programme for Research and Training
in Tropical Diseases, where she supported special programme activities in
the external relations and governing bodies unit. In CERAH, Sabine Jiekak
is research associate and works on the global survey of humanitarian edu-
cation programmes.

HUMANITARIAN STUDIES 0
1
E T U D E S H UM AN I TAIR E S 0
2
UNIVERSITY TRAINING AND EDUCATION
IN HUMANITARIAN ACTION
FORMATIONS UNIVERSITAIRES
EN ACTION HUMANITAIRE
Jean-Daniel Rainhorn
Amna Smailbegovic
Sabine Jiekak
With the support of the Swiss Agency for
Development Cooperation (SDC)
Avec le soutien de la Direction du développement
et de la coopération (DDC)
w
Centre d’enseignement et de recherche
en action humanitaire de Genève – CERAH
Geneva Center for education and research
in humanitarian action - CERAH
20, rue Rothschild
CH - 1211 Genève 21 - Switzerland
Tel : [phone] - Fax : [phone]
[email protected]
http ://www.cerahgeneve.ch/
©2010 The University of Geneva and The
Graduate Institute, Geneva. All Rights Reserved.
The University of Geneva and The Graduate Considerable care has been taken to ensure the
Institute, Geneva allow fair use of this information contained in this book is correct
copyrighted material for non-commercial and and accurate at the time of publishing. However,
educational purposes, provided that any and all The University of Geneva and The Graduate
references are fully attributed to The University Institute, Geneva can accept no responsibility
of Geneva and The Graduate Institute, Geneva for the completeness, validity and currency of
and this publication. Excepted from fair use are any information contained in this publication.
articles by P. Dominicé, T.A. Hammed, R. Kent, We do not endorse any programme listed in
F.A. Lopez, W. Westhof, and photographs by this book nor assume any responsibility for
Magnum, PhotoPhilanthropy and Médecins the validity of the degrees awarded by the
Sans Frontières. Their use and reproduction institutions included in this publication.
is not allowed without express permission by
authors. Commercial use and reproduction of Conception and realisation graphique : Atelier A43
the material in this book is not allowed. Impression : ATAR
2
w
HUMANITARIAN STUDIES 0
1
E T U D E S H UM AN I TAIR E S 0
2
ACkNOwlEDGEMENTS 5
PREFACE 6
SirJohnHolmes
INTRODUCTION
la formation universitaire en action humanitaire :
une réponse adaptée aux besoins ?
University education in humanitarian action :
an appropriate response to needs ? 8
Jean-DanielRainhorn,AmnaSmailbegovic,SabineJiekak
l’humanitaire comme paradigme de la formation
Humanitarian action as an educational paradigm 22
PierreDominicé
And whatever happened to social anthropology ?
Reflecting on education programmes for the humanitarian practitioner 27
RandolphKent
lessons learned: The benefits and limits of e-learning
in humanitarian education 31
WayneWesthoff
Bridging the Gap in Humanitarian and Refugee Studies in Africa : The Role of
the Centre for Peace and Conflict Studies, University of Ibadan, Nigeria 34
TaslimA.Hammed
Hard ethics in humanitarian work 38
FernandoAlmansaLopez
HUMANITARIAN MASTER PROGRAMMES
MASTERS EN ACTION HUMANITAIRE 43
OTHER POST-GRADUATE PROGRAMMES
AUTRES FORMATIONS POST-GRADUéES 125
SHORT AND PROFESSIONAl COURSES
FORMATIONS COURTES ET FORMATIONS PROFESSIONNEllES 141
UNDERGRADUATE AND OTHER PROGRAMMES OF INTEREST
PROGRAMMES DE 1ER CYClE ET AUTRES FORMATIONS 161
3
PhotograPhs
Paollo Pellegrin / Magnum Photos
Destruction in downtown Port-au-Prince, earthquake aftermath. Haiti, January 2010 5
Cédric Gerbehaye / Agence VU / Médecins sans Frontières
Camp de déplacés de Nyanzale, Nord kivu. Democratic Republic of the Congo, 2008 15
Huub Verhagen / Médecins sans Frontières
Drug and food distribution to a patient. Abkhazie, Georgia, 2001 19
Anne Holmes for Emergency war Victims Hospital / PhotoPhilanthropy
Abdul Qayom, aged 9, examines an x-ray showing the damage
to his thumb caused by a mine explosion. kabul, Afghanistan, 2007 20
Alexander Glyadyelov / Médecins sans Frontières
A homeless lying on the pedestrian path. Russian Federation, 2003 25
Marti Johnson for Touch the world Uganda / PhotoPhilanthropy
Healing water at the community well. Uganda, 2008 43
Massimo Dall’Argine for Operare per / PhotoPhilanthropy
Children living in a slum along the railroad tracks. Dhaka, Bangladesh, 2005 125
Médecins sans Frontières
Cholera patient in a medical facility. Zimbabwe, 2008 141
Marti Johnson for Touch the world Uganda / PhotoPhilanthropy
Displaced life is still life. Adak, Northern Uganda, 2009 161
4
©PaolloPellegrin/MagnumPhotos
DestructionindowntownPort-au-Prince,earthquakeaftermath.Haiti,January2010
ACkNOwlEDGEMENTS
This book was made possible thanks to the sup- tributed articles for this book and shared their
port, contributions and collaboration of a number thoughts, ideas and experiences on different
of institutions and individuals. issues in humanitarian education. We thank you all
We are particularly grateful to the Swiss Agency once again.
for Development and Cooperation / Direction du A number of friends and colleagues from both
développement et de la coopération (DDC) for academia and humanitarian organisations read
their generous support. drafts of the Introduction and helped us enor-
A special thank you goes to all Universities that mously with their comments and suggestions.
participated in this project and to directors of their Thank you all.
humanitarian programmes. We thank you for your We thank Magnum, PhotoPhilanthropy and
enthusiasm, patience and persistence demon- Médecins sans Frontières who graciously agreed to
strated throughout the process. contribute their photographs to this publication.
Prof. Pierre Dominicé from Switzerland, Dr. Finally, we are thankful to our colleagues and
Randolph Kent from the United Kingdom, Dr. friends from CERAH, the University of Geneva and
Taslim A. Hammed from Nigeria, Dr. Wayne The Graduate Institute, Geneva, who have ren-
Westhof from the United States and Dr. Fernando dered support, time and advice and so made this
Almansa Lopez from Spain generously con- book a reality.
5
PREFACE
The need for professional aid workers is greater With the growth of the sector, the need for profe-
than ever. Rapid and effective international ssionalism among aid workers has become critical.
responses to sudden and slow onset disasters While idealism and commitment to beneficiaries
rely on the capability of everyone in the national are still necessary requirements, managing com-
and international humanitarian community, in the plex humanitarian responses and activities in
affected countries and beyond, to work together today’s world also demands multidisciplinary skills,
effectively and efficiently. We must now deepen intercultural sensitivity, and the ability to perform
and widen the expertise in the sector in the face at the highest level in challenging circumstances.
of ever more immense challenges.
Concurrent to the growth of the humanita-
Some 70% of humanitarian work is still related rian sector, therefore, professional humanita-
to conflict. In addition, natural hazards linked to rian education has been gaining currency in the
By sir John holmes climate events such as typhoons, cyclones, and humanitarian system. Today, a growing number
hurricanes are happening more frequently, and of university courses in humanitarian action are
Under-secretary-general for with greater intensity, while those unrelated to cli- offered worldwide and the number of applicants
humanitarian affairs and mate change, such as earthquakes and tsunamis, to humanitarian posts who have benefited from
Emergency relief Coordinator cause greater damage and loss of life because of these programmes is increasing. If we are to meet
urbanization and population growth, as we saw the challenges of the years to come, training the
Le secrétaire général adjoint
so tragically illustrated in Haiti. The recent global aid workers of tomorrow must continue.
des Nations Unies aux affaires
humanitaires et Coordonnateur food crisis, which has not gone away at all in many This book presents a comprehensive worldwide
des secours d’urgence de l’oNU poor developing countries, population growth in overview of humanitarian education programmes
many poor parts of the world, and demographic offered to mid-career and entry-level humanitar-
shifts causing many more people to live in high ian workers. I fully recommend this first edition
risk areas, are all drivers of humanitarian need – to all practising humanitarian workers interested
and work. in updating their skills, for all aspiring humanitar-
Individually these so-called mega trends are driv- ian workers, and for all humanitarian organisa-
ing up humanitarian needs by creating greater tions worldwide.
poverty and unemployment; increased frequency March 2010
and intensity of disasters; new kinds of con-
flicts; and more weather driven displacement.
Combined, they threaten to create chronic vulner-
ability and migration on a scale we cannot readily
imagine now.
To meet these needs, the humanitarian sector is
growing in size and complexity. A 2010 study on
the state of the humanitarian system by ALNAP
(the “Active Learning Network for Accountability
and Performance in Humanitarian Action”) esti-
mated that there are at least 600,000 humanitar-
ian and development workers in the field, and the
number is increasing by 6% annually.
The aid sector is also growing financially. The 2010
Consolidated Appeal (CAP) was the largest ever. It
requested US$7.1 billion to cover operations in 12
countries and one region, compared to a request
of US$ 2.1 billion in 2001. All the signs are that this
growth will continue in the years ahead.
6
Les organisations humanitaires ont plus que Performance in Humanitarian Action), il y aurait
jamais besoin de professionnels qualifiés. En effet, au moins 600.000 travailleurs dans le domaine de
la rapidité et l’efficacité des réponses internation- l’humanitaire et du développement et ce nombre
ales aux crises humanitaires, qu’elles surviennent augmente de 6% par année.
brutalement ou qu’elles progressent lentement,
Le secteur de l’aide croît également financière-
repose avant tout sur les capacités des acteurs,
ment. Le “Consolidated Appeal” (CAP) de 2010
tant au niveau international que dans les pays
a été le plus important jamais lancé. Il demand-
affectés et leur région, à travailler ensemble de la
ait $7,1 milliards pour couvrir les opérations
meilleure manière possible. Chacun sait qu’il est
dans douze pays et une région, comparé à une
maintenant devenu indispensable d’approfondir
demande de $2,1 milliards en 2001. Tout porte à
et d’élargir les expertises dans le domaine humani-
croire que cette croissance se poursuivra dans les
taire tant les défis auxquels il faut faire face sont de
années à venir.
plus en plus immenses et complexes.
Avec la croissance du secteur humanitaire, le
Aujourd’hui, environ 70% de l’activité humani- besoin de professionnalisme est devenu crucial.
taire concerne encore les conflits. De surcroît, les Bien que l’idéalisme et l’engagement vis-à-vis
risques naturels liés aux événements climatiques des bénéficiaires restent des conditions néces-
comme les typhons, les cyclones ou les oura- saires pour travailler dans l’humanitaire, la gestion
gans se font plus fréquents et plus intenses, alors de réponses et d’activités humanitaires de plus
que ceux qui n’ont pas de liens avec les change- en plus complexes rend nécessaire des com-
ments climatiques, tels que les tremblements de pétences multidisciplinaires supplémentaires, une
terre et les tsunamis, occasionnent de plus en sensibilité interculturelle particulière et la capac-
plus de dégâts et de victimes en particulier du ité d’agir au plus haut niveau dans des circons-
fait de l’urbanisation et de la croissance démo- tances difficiles.
graphique, comme nous avons encore pu le
Pour faire face à l’expansion des besoins du sec-
constater de manière tragique en Haïti dernière-
teur humanitaire, les études humanitaires pren-
ment. La récente crise alimentaire, qui ne s’est
nent donc de plus en plus d’importance pour
nullement atténuée dans certaines régions du
les professionnels engagés dans l’humanitaire.
monde, la croissance démographique dans de
Aujourd’hui, un nombre croissant de programmes
nombreux pays pauvres et en voie de dévelop-
universitaires en action humanitaire est proposé
pement et les mouvements de populations qui
dans le monde et le nombre de candidats à des
entraînent un nombre croissant de personnes
offres d’emplois dans l’humanitaire ayant béné-
à vivre dans des zones à haut risque, sont tous à
ficié de ces programmes d’enseignement aug-
l’origine d’une augmentation des besoins et des
mente. Si nous voulons relever les immenses
activités humanitaires.
défis des années à venir, nous devons continuer
Individuellement, ce qui est habituellement à former les travailleurs humanitaires de demain.
appelé “mega tendances” contribue à augmenter
Cet ouvrage présente une vue d’ensemble des
les besoins humanitaires en créant plus de pau-
programmes universitaires en études humani-
vreté et de chômage, en augmentant la fréquence taires proposés dans le monde aux professionnels
et l’intensité des désastres, en étant à l’origine de de l’humanitaire au début ou au cours de leur car-
nouvelles formes de conflit et d’une augmenta- rière. Je recommande vivement cette première
tion des déplacements de population dus au cli- édition à tous les travailleurs humanitaires désirant
mat. Lorsqu’elles se cumulent, elles menacent de mettre à jour leurs connaissances, à tous ceux qui
créer un état chronique de vulnérabilité et des aspirent à entrer dans ce domaine ainsi qu’à toutes
phénomènes migratoires à une échelle qu’il est les organisations humanitaires dans le monde.
difficile d’imaginer aujourd’hui.
Mars 2010
Pour faire face à ces nouveaux besoins, le
secteur humanitaire croît aussi bien en effectif
qu’en complexité. Selon l’étude réalisée en 2010
sur l’état du système humanitaire par l’ALNAP
(Active Learning Network for Accountability and
7