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DETAIL: Humanitarian Learning Standards

Explore the standards and key actions.

Standard 1: ANALYSIS

Relevant learning needs are identified and prioritised

Key actions

A learning provider will:

  • 1.1 periodically identify humanitarian learning needs using evidence
  • 1.2 prioritise which learning needs to address
  • 1.3 identify competencies that need to be developed using relevant competency frameworks when available
  • 1.4 analyse target learners’ existing competencies to identify gaps
  • 1.5 analyse target learners’ characteristics, learning preferences and requirements

Standard 2: DESIGN

Learning programmes are designed and prepared according to identified needs

Key actions

A learning provider will:

  • 2.1 develop learning objectives to cover gaps in competencies
  • 2.2 choose appropriate modalities to deliver learning programmes
  • 2.3 make sure content, materials and activities are suitable and up-to-date using existing resources when available
  • 2.4 take into account target learners’ existing knowledge, skills and experience
  • 2.5 make sure learning programmes are appropriate for the target learners’ characteristics, cultures and contexts
  • 2.6 incorporate methods and tools to assess learning
  • 2.7 validate learning programmes and materials

Standard 3: DELIVERY

Learning programmes are delivered effectively

Key actions

A learning provider will:

  • 3.1 deliver learning programmes as agreed
  • 3.2 make support available to learners throughout the programme to help them to meet the learning objectives
  • 3.3 draw on learners’ knowledge and experience during the learning programme
  • 3.4 implement learning programmes that are responsive to learners’ progress
  • 3.5 have in place reasonable measures to mitigate safety and security risks to learners

Standard 4: ASSESSMENT

Learning is assessed against the learning objectives

Key actions

A learning provider will:

  • 4.1 make sure assessments are fair, consistent and appropriate
  • 4.2 promptly share results of assessments with learners
  • 4.3 provide recognition of learning achievement
  • 4.4 record evidence-based results

Standard 5: RESOURCES

Resources for learning programmes are appropriate, sufficient and well managed

Key actions

A learning provider will:

  • 5.1 identify the resources needed to implement learning programmes effectively
  • 5.2 follow procedures for procuring, maintaining and managing the resources needed
  • 5.3 have in place reasonable measures to mitigate safety and security risks to staff and other resources

Standard 6: COMMUNICATION

Communication effectively supports learning services

Key actions

A learning provider will:

  • 6.1 use and maintain appropriate and accessible communication channels
  • 6.2 use clear and accessible language for all communications
  • 6.3 ensure information about learning services is relevant, accurate and available when needed
  • 6.4 listen and respond appropriately to communications

Standard 7: ADMINISTRATION

Administration systems effectively support learning services

Key actions

A learning provider will:

  • 7.1 provide effective administrative and logistical support before, during and after learning programmes
  • 7.2 implement systems to enrol target learners onto appropriate learning programmes
  • 7.3 store personal information using secure and appropriate data-management procedures
  • 7.4 share personal and confidential information only as agreed

Standard 8: EVALUATION AND ACCOUNTABILITY

Evaluation and accountability mechanisms effectively support learning services

Key actions

A learning provider will:

  • 8.1 systematically monitor and evaluate learning services
  • 8.2 use transparent and accessible methods to receive honest feedback
  • 8.3 record and deal with concerns and complaints
  • 8.4 use lessons learnt to improve and update learning programmes through periodic review
  • 8.5 make information about the quality of your learning services available and transparent
  • 8.6 treat learners, staff and other stakeholders in a way that promotes inclusivity, anti-discrimination and well-being

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