Research, Innovation and best practices in humanitarian education and training

Organiser

Feinstein International Center, Tufts University, Peter Walker, Director

Facilitator

Peter Walker

Abstract

This session is principally concerned with exploring how well humanitarian education and training is driven by evidence. We will approach this from two perspectives. First, what should be and are the linkages between current field research in humanitarian crises and what is taught in academia, and second, what are the linkages between humanitarian training and the evidence base around its effectiveness.

Aims and Purpose

The purpose of the session is to explore the relative values of academic, research based educational and vocational training for humanitarian workers and to solicit feedback from the audience on ways of improving the evidence base for both and on the perceived importance of having such an evidence base.

Session format

The session will consist of three short presentations. One from a northern university, one from a southern university, one from a northern training institution. Following the presentations there will be a facilitated discussion of the panel and the audience focussing on the key questions aid out below.

Key questions for debate

1. What is the desired role for university based education in humanitarian studies? Should it be analytical or vocational? Can it be at the undergraduate or just graduate level?
2. Should university level education draw primarily on current research or more from accepted documented learning and practice?
3. Is present day humanitarian research sufficiently generalisable that it can for the basis of teaching or is it so case specific that it can only be used as illustrative material?
4. How do we understand the training return on investment for both the learners and the organisations: What needs to surround and support a training course to make training investments worthwhile and the value of that investment measurable?
5. More specifically, how can we bridge the gaps between a) the identification of a training need b) the training activity itself c) the transfer of a new knowledge into practice and d) the impact of this new knowledge/practice on the quality of the work?

Speakers