now - The Sphere Project

SPHERE LEARNING WORLDWIDE
2010 REPORT
Contents
Foreword .................................................................................................................... 3
Executive summary .................................................................................................... 4
Introduction ................................................................................................................. 4
I.
Types of Trainings, Learning Events and Activities ............................................. 6
Sphere workshops ......................................................................................... 7
Sphere Sessions in other trainings ................................................................ 8
Sphere in courses of academic and training institutions ................................ 8
Presentations at conferences ........................................................................ 9
Learning outside of classroom setting ........................................................... 9
5.1 Inclusion of Sphere in e-learning tools........................................................... 9
5.2 Disaster simulation exercises ...................................................................... 10
5.3 On-the-job coaching .................................................................................... 10
6)
Promotional tools, translations and research: .............................................. 10
6.1 Promotional tools ......................................................................................... 10
6.2 Translation ................................................................................................... 10
7)
Training of trainers (ToT courses) ............................................................... 11
8)
Follow-up meetings for Sphere practitioners ............................................... 12
1)
2)
3)
4)
5)
II.
Geographical outreach: ..................................................................................... 13
1)
Learning activities worldwide ....................................................................... 13
2)
Strengthening Sphere capacities in the aftermath of disasters: Haiti and
Pakistan ................................................................................................................ 16
III.
Target groups ................................................................................................. 18
1)
Participants by type of organisation ......................................................... 18
2)
Participants by profile ............................................................................... 19
3)
Training tips for different audiences ......................................................... 21
Conclusion ................................................................................................................ 23
Acknowledgment ...................................................................................................... 24
Appendices
1) Appendix 1: Training and learning events in detail
See: Training and learning events in detail
2) Appendix 2: Examples of training materials used
See: Examples of training materials used
2
Foreword
This Training Report – the third of its kind in as many years – comes at the time of the launch
of the 2011 edition of the Sphere Handbook. While this report reflects on what has been
achieved so far, additional challenges and opportunities will present themselves in the years
to come as people become familiar with the content of the new Handbook.
Training, as part of the learning approach adopted by Sphere, is clearly identified as a
strategic priority in Sphere‟s „Strategy 2015‟ – ‘Strengthen the capacities (people and tools)
of the sector to adopt Sphere more widely’. While the Training Report highlights the
significant scope of activities, it should be remembered that this is only what has been
reported; what else is going on unreported in the sector, about which we have no
information?
It is important to understand Sphere training and learning events as integrated with Sphere
„companion‟ standards, other Quality and Accountability initiatives within the sector and
within other relevant trainings rather than in isolation. This vision reveals the reality of
Sphere. It is also significant to note that Sphere‟s use in the academic sector is on the
increase, thus clearly providing another fundamental source of learning about quality and
accountability.
Training materials on Sphere are being revised this year to reflect the content of the 2011
edition of the Handbook. When reporting on the training activities of 2011, it is anticipated
that there will be renewed interest in Sphere and its role within the sector.
John Damerell
Project Manager
Geneva, June 2011
3
Executive summary
This report is the third edition of the Sphere Project office‟s annual overview on Sphere
learning worldwide. It captures the scope of Sphere learning and training activities developed
throughout 2010, informs the Sphere Project office and Sphere trainers of potential gaps in
training outreach and approaches, and shares methodologies and tips to facilitate learning
activities around Sphere.
Sphere learning in numbers:
 339 learning activities on Sphere, including 148 Sphere workshops, in different countries
covering all five continents: 37% in Latin America and the Caribbean, 25% in Asia, 15%
in Europe, 9% in North Africa and the Middle East, and 7% in Africa without the Middle
East.
 A total of 50 training sessions in Haiti from February 2010 to May 2011.and around 20 in
Pakistan from August to November 2010 to respond to the unprecedented disasters that
hit these countries.
 An estimate of 8472 people trained or briefed on Sphere worldwide. 1
Workshops remained the main teaching tools used to train on Sphere. These trainings
increasingly included presentations on other related Quality and Accountability initiatives,
contributing to greater clarity among humanitarian actors on how to use these initiatives in
conjunction with each other. These stand-alone workshops were complemented by the
integration of Sphere sessions into other relevant trainings, which sensitized a wider group of
practitioners.
Courses or events in universities and training institutions that integrated Sphere followed suit.
They formed the third-largest group of learning activities on Sphere, highlighting the key role
these institutions play in Sphere dissemination.
To a lesser extent, alternative learning activities took place in the form of Sphere courses in
e-learning modules, coaching and simulation exercises. There is a need extend Sphere
learning beyond classroom training and to explore new learning methodologies which reach
out to the widest possible audience.
Short presentations on the Sphere Handbook were also given on the occasion of
conferences. In parallel to training activities, a couple of promotional activities, translations
and research were carried out.
Training of trainers‟ courses on the Sphere Project continued to be an important teaching
vehicle.
Refresher courses for practitioners were held and resulted in renewed commitments to
advance the Sphere Minimum Standards.
All these learning activities were instrumental in raising awareness of humanitarian workers,
who remain the main audience of Sphere learning events, but also of governments, clusters,
students, the media, military officers and communities. It is crucial to increase learning
efforts aimed at this public; not traditionally targeted by Sphere learning activities, their
increasing role in humanitarian action now makes it paramount to sensitize them on Sphere.
Finally, it is essential to tailor-make learning activities to the specific needs of the audience
targeted. This report presents tips on how to do so.
1
These figures are based on 104 responses to a survey the Sphere office sent to trainers who had participated in Sphere ToT
courses from 2000 to mid 2009 and feedback from some Sphere groups.
4
Introduction
 Why publish Sphere Project Training Reports?
Sphere training and learning activities developed by the Sphere Project‟s community of
trainers around the world are a core component of the Sphere Project. They are a
fundamental means to promote increased awareness on the Sphere Handbook and to help
humanitarian actors to gain the necessary knowledge and practical skills to apply it
effectively.
Since 2008, the Sphere office has produced global reports on Sphere learning on an annual
basis. The aim is to assess the scope of Sphere training and learning activities taking place
worldwide and to inform the Sphere Project office and Sphere trainers of potential gaps in
learning outreach and approaches, in order to help design a more strategic approach for the
future. The goal is also to provide a space to share methodologies which improve learning
around Sphere.
This third edition on Sphere learning around the world gives an overview of Sphere training
and learning activities developed throughout 2010. It also presents some methodological tips
Sphere trainers are using to ensure that training events meet the needs of the audience
targeted.
 How was it done?
This report does not claim to give a complete picture of all the Sphere training events that
took place in all organisations and institutions around the world. It focuses mainly on the
activities of former participants of Training of Trainers courses (ToTs) and on some of the
Sphere focal points.
The findings are based on 104 replies to a survey on Sphere learning activities in 2010. The
Sphere office sent the survey questionnaire to all of the trainers who had participated in a
ToT course between 2000 and mid-2009 and to Sphere groups. The questionnaire focused
on:
 Gathering general information on Sphere trainers‟ activities (including the type of events
facilitated, the target groups, the location/context and the content of the sessions).
 Collecting learning tips for different target audiences.
 Limitations of the report
The actual number of Sphere learning activities of former ToT participants probably exceeds
what is recorded in the report. We invite the organisers and trainers of activities not included
in this report to contact the Sphere Project office.
5
I.
Types of Trainings, Learning Events and Activities
339 learning activities on the Sphere Project were reported to the Sphere Project office.
A wide range of actors organised these events.
6
1) Sphere workshops
Sphere workshops made up the majority of activities held in 2010. The previous annual
training reports highlighted the same findings; this indicates that workshops remain the main
means used to spread Sphere knowledge.
148 Sphere workshops were reported, attended by 2,968 people.2
The duration of these workshops ranged from half
a day to five days. Most of them were general
Sphere workshops including an introduction to
Sphere, the Humanitarian Charter, the Code of
Conduct, the Common Standards, the technical
chapters and practical exercises.
Sphere training in Basra, Iraq, organised by Janaen Charity Organisation and OCHA
Increasingly, Sphere trainers also include presentations on other Quality and Accountability
(Q&A) initiatives within their workshops. This was the case in 14% of the workshops. These
trainings generally covered the Humanitarian Accountability Partnership (HAP) standard or
the Livestock Emergency Guidelines and Standards (LEGS) or the Interagency Standards for
Education in Emergencies (INEE) Standard, which are Sphere companions.
Combining presentations on the Sphere Project with other related Q&A initiatives is indeed
an effective way of showing how these initiatives can complement each other on the ground.
There is a need to develop some standard presentations to introduce these different
initiatives together.
A few courses focused on presenting specific technical chapters (4% of the workshops).
Other trainers put the emphasis on promoting learning about the use of Sphere in Disaster
Risk Reduction (DRR) (4%), in the Project Cycle Management (3%) or in gender
mainstreaming (1%).
Participants of the workshop Trocaire and NANGO, held in Harare,
Zimbabwe, with the support of the Irish Aid.
2
See details in Appendix 1
7
2) Sphere Sessions in other trainings
Complementing stand-alone Sphere trainings with Sphere sessions embedded into other
related training courses is crucial. It is an excellent way of weaving Sphere learning into the
learning patterns of humanitarian stakeholders and of showing specifically how it can be
included within the different phases of humanitarian interventions. Sphere sessions
incorporated into existing trainings held by humanitarian agencies were the second main
teaching methodology used to train about Sphere. One hundred and eleven (111) trainings
targeting 2,496 people included a presentation on Sphere. (See the appendices for the
details).
3) Sphere in courses of academic and training institutions
Presentations and courses on Sphere in universities and training institutions formed the thirdlargest group of events. These presentations targeted students on humanitarian action, wellseasoned humanitarian workers and governments. This finding confirms the active role these
institutions played in the dissemination of Sphere and highlights the need to strengthen
partnership with them.
In the majority of the cases, these activities
took the shape of short presentations of one
hour or more within other courses. These
included courses on nutrition, food security
in emergencies, humanitarian action,
accountability, international cooperation,
disaster
management,
project
cycle
management and NGO management
delivered within Masters in Humanitarian
assistance, International Cooperation, and
Risk Management courses.
Students in a Sphere course, Birmingham University, United Kingdom.
8
Some institutions dedicated several days within their programme to Sphere learning. This
was notably the case of the Instituto per gli Studi di Politica Internazionale (ISPI) which holds
a four-day course covering the whole Sphere Handbook within its Advanced Diploma in
Management of Humanitarian Interventions. The course is open to professionals and aims at
making Sphere known to field operators.
4) Presentations at conferences
Short presentations on the Sphere Handbook at international conferences and meetings,
were other means used to train on the Sphere Handbook.3 These included Q&A round
tables, operational inter-agency meetings, meetings with partners and conferences on
health, climate change and refugee rights.
The majority of these presentations lasted a couple of hours and provided a general
introduction to the different sections of the Handbook. A few of them focused on the
Humanitarian Charter, the use of Sphere in disaster risk reduction or community participation
according to the Sphere standards.4 Some of them covered both Sphere and HAP
standards.
In India, the Government and Sphere India
organised a series of conferences,
throughout the country to raise the
awareness of various stakeholders on the
minimum standards. These included the
Government,
NGOs,
community-based
organisations, the media and universities.
Some events were held at the village level.
Participants Sphere conference organised by Sphere India in Jaipur
5) Learning outside of classroom setting
Sphere learning can be disseminated in many other ways than traditional classroom
workshops or meetings. The annual Sphere Training Report offers an opportunity to explore
different approaches that can be used to diversify learning methodologies around the Sphere
standards and to adapt to new trends. Learning events outside of classroom settings
reported in 2010 were as follows (see the appendices for details):
5.1 Inclusion of Sphere in e-learning tools
Some e-learning courses incorporating Sphere learning were reported. In Spain, The
Institute of Studies on Conflicts and Humanitarian Action (IECAH) integrated a two-hour
introductory course on the Sphere Project and the Handbook within its e-learning course on
assessment and management of quality of humanitarian action. The e-learning course also
includes a practical exercise with a case study on Sphere.
3
See details in Appendix 1
The El Salvador Sphere group gave a presentation on community participation according to the Sphere standards during an
event the World Food Programme organised to validate the operational guidelines of the Food for Work programme it put in
place for the population affected by Huracan Ida in El Salvador.
4
9
5.2 Disaster simulation exercises
The Sphere Handbook was used in the annual three-day simulation exercise on disaster
management organised by Harvard University in the Harold Parker State Forest in North
Andover, Massachussets, USA. The participants spent two nights in the forest, where they
were subjected to a disaster and conflict scenario. Among their assignments, they were
asked to prepare and implement a detailed service delivery plan for water and sanitation
which follows Sphere minimum standards.
5.3 On-the-job coaching
A group of humanitarian organisations in Venezuela worked together to coach the
representatives of the State of Zulia in designing an emergency plan based on the Sphere
Project. Thirty-five (35) people participated in the process, including members of the Civil
Protection units of the State of Zulia, the Fire Department, Caritas, the Red Cross, the
International Organisation for Migration (IOM) and the United Nations High Commissioner for
Refugees (UNHCR).
6) Promotional tools, translations and research:
A number of tools were developed or used to accompany Sphere learning and/or increase
awareness about Sphere.
6.1 Promotional tools
In collaboration with Oxfam, CWS P/A prepared leaflets on water and sanitation standards
for the community affected by the floods in Pakistan and field staff working in the disaster
areas. They designed posters and T-shirts with a Q&A message about Sphere and HAP
standards to raise awareness of communities, local NGOs, the government, international
NGOs (INGOs) and United Nations (UN) agencies.
The Sphere deployment mission in Haiti also produced and distributed posters and
presentation booklets to several national and international NGOs, UN agencies and
governmental institutions.
6.2 Translation
To support the dissemination of Sphere in Haiti, World Vision translated the Code of
Conduct. Oxfam Canada coordinated the translation of the 2004 edition of the Sphere
Handbook into Creole, funded by members of the Policy Action Group on Emergency
Response (PAGER Canada). It is now translating the 2011 edition of the Sphere Handbook
into Creole.
10
7) Training of trainers (ToT courses)
Nine Sphere ToT courses were organised, in Bolivia, Brazil, Chile, Cuba, Ethiopia,
Indonesia, the Philippines, Spain
and Venezuela. They were
delivered in English, Spanish and
Portuguese,
contributing
to
strengthening the community of
Portuguese-speaking pools of
trainers.
Sphere ToT in Philippines organized by Lutheran World Relief and Church World Service (CWS)
Six ToTs were open to participants from all over the world while four were national courses.
This was the case of the ToT in the Philippines which used an interesting approach.
Convened to develop a pool of national Sphere trainers, the course was tailor-made to
address specific needs and challenges faced by stakeholders in the application of Sphere in
their country. Regional trainers participated in the training, which demonstrates the
increasing knowledge on Sphere and related skills within the region.
These ToTs followed the overall structure recommended by the Sphere office, but trainers
enriched it with additional items, tools or exercises they had developed. The ToT in Bolivia
allocated a space to discuss the common standard of participation in all phases of the project
cycle and used a field-school exercise on disaster management. The facilitators of the ToT in
Ethiopia developed some pedagogical materials to facilitate teaching around the
Humanitarian Charter and on the project cycle management. (See Annex 2, Examples of
training materials used).
The ToTs were of varied duration. While some of them, such as the ToT organised by the
Sphere Project, lasted around eight days or more, others ran for a shorter period.
For example, the IOM in Venezuela organised a threeand-a-half-day “Sphere training for facilitators” for
representatives of governmental institutions and of civil
society involved in risk management and emergency
response. It was designed to give these institutions
access to facilitators with strong knowledge on Sphere
and able to disseminate it at the basic operational level.
Sphere training for facilitators held in Venezuela by IOM
A member of the Sphere office participated in the ToT in Ethiopia as an observer, enabling a
rich interaction with the ToT participants. A specific time was allocated for group work to
enable participants to provide feedback on the type of assistance they would like to receive
from the Sphere Project office. They particularly mentioned tools to accompany the revised
Handbook, a new video and a revised website. All the input and questions collected informed
the revision of the Sphere Project‟s learning and communication strategy.
11
8) Follow-up meetings for Sphere practitioners
Follow-up meetings offer a good opportunity to refresh and strengthen knowledge of Sphere
and to identify additional learning needs.
In Latin America, 28 representatives of the Sphere
community of practitioners in Venezuela met for the
first time for two days to update their knowledge on
the Sphere Project and to share experience and
learning on their use of the Handbook.
Sphere meeting in Venezuela, organised by IOM
The meeting was organised by IOM Venezuela and the Venezuelan Red Cross. At the end of
the event, a group of trainers committed to create a network of the Sphere community in
Venezuela. Its goal will be to train, disseminate and apply Sphere in their institutions and to
reach a solid buy-in from the public authorities.
In Asia, representatives of Sphere India, a Sphere Board member and a Sphere focal point
held two „lessons-learned‟ trainings for the Caritas India Emergency Response Support
team. The objective of the meetings was to capture how the staff had put into practice the
learning acquired through Sphere trainings conducted one year ago, to identify gaps in
capacities or knowledge and ways to enhance the learning.
12
II.
Geographical outreach:
Sphere trainers continued to be very active all over the world in 2010. Sphere learning
activities were organised in 76 countries covering five continents. These events took place
in different contexts and scenarios. However, our data seem to indicate that most of the
trainings were held in disaster-prone areas while only a few took place in conflict-affected
countries.
Sphere workshop in Sudan
Sphere workshop in South Korea
1) Learning activities worldwide
In 2010, due to the disasters that affected these countries, the learning effort on the Sphere
Project seemed to concentrate on Haiti and Pakistan. Apart from these two specific cases,
Sphere learning activities mainly took place in Latin America and the Caribbean and in South
Asia and South-East Asia. This would indicate a need to strengthen Sphere learning efforts
in West Africa and Central Africa, North America and South- East Europe.
Activities per region
13
North Africa and
the Middle East
North Africa and
the Middle East
Total
East and
Southern Africa
East and
Southern Africa
Total
West and Central
Africa
West and
Central Africa
Total
Dubai
Egypt
Iraq
Jordan
Lebanon
Morocco
Occupied Palestinian
Territories
Saudi Arabia
Sudan
Syria
Tunisia
UAE
1
2
5
1
3
2
South America
South America
Total
Central America and
the Caribbean
1
1
1
4
2
1
3
1
1
2
2
Canada
1
United States
2
North America
Total
5
1
3
1
4
3
32
Burundi
Democratic Republic of
Congo
Djibouti
Ethiopia
Kenya
Mozambique
South Africa
Swaziland
Tanzania
Uganda
Zimbabwe
North America
3
Bolivia
6
Brazil
2
Chile
9
Colombia
1
Ecuador
5
Peru
4
Suriname
1
Venezuela
13
41
Belize
2
Costa Rica
4
Cuba
Dominican
Republic
1
El Salvador
8
Guatemala
Haiti
Central America
and the Caribbean
Total
4
6
54
Honduras
2
Nicaragua
3
Panama
2
86
20
Gambia
Ghana
Mali
Niger
Senegal
2
1
1
1
1
5
14
Central Asia
Kyrgyzstan
1
1
Central Asia Total
East Asia
South Korea
1
East Asia Total
South Asia
1
India
30
Afghanistan
1
Nepal
2
Pakistan
26
South Asia Total
South East Asia
59
Indonesia
8
Malaysia
1
Myanmar
2
Philippines
5
Sri Lanka
3
Thailand
2
Vietnam
2
South East Asia Total
West Asia
23
Iran
1
West Asia Total
1
Central Europe
Germany
2
Western Europe
France
1
Eastern Europe
Romania
1
Italy
2
Spain5
Switzerland
1
UK
8
(blank)
1
Western Europe Total
Northern Europe
32
45
Denmark
1
Finland
2
Northern Europe Total
South East Europe
3
Bosnia Herzegovina
South East Europe Total
Oceania
Oceania Total
Australia
1
1
1
1
5
A significant number of events were held in Spain, and were mainly presentations within courses in academic and training
institutions.
15
2) Strengthening Sphere capacities in the aftermath of disasters: Haiti and
Pakistan
2010 was marked by two unprecedented disasters in Haiti and Pakistan. While the
community of trainers continued to be very active in the other parts of the world, particular
efforts were made to increase Sphere capacity in these two countries.
Haiti
After the earthquake in Haiti, at the beginning of 2010, DanChurch
Aid (DCA) in collaboration with the Sphere office, saw the need to
send resource persons to Haiti to strengthen the capacity of the
humanitarian community to provide the affected population with a
response in line with Sphere and HAP standards. Two short
deployments in February and April 2010 were done. In June a
long term mission started, hosted initially by RedR and Bioforce „s
Disaster Response Support Service (DRSS). After the closure of
this office in October 2010, the Sphere Project was hosted by
World Vision Haiti‟s Earthquake Response Programme from
December 2010 until May 2011.
Participants in Sphere trainings in Haiti held after the earthquake
A total of three Sphere specialists consecutively participated in the process and undertook a
considerable amount of work to raise awareness about Sphere. Advocacy for the effective use of
Sphere to local government, humanitarian national and international agencies and trainings were their
main activities. They were directed to agencies with institutional interest and commitment to integrate
Sphere standards within their work. A total of 50 training sessions were conducted from February 2010
to May 2011. Most of the trainings were short workshops ranging from half a day to a full day and a
half in order to adapt to the identified needs of the humanitarian agencies involved in the response.
Two Sphere Training of Trainers workshops were also conducted for a total of 47 participants,
deployed in the 10 Haitian administrative departments and coming from 22 national, international and
government agencies working in Haiti.
A total of 947 people were trained during this period, and included staff from more than 109 agencies,
Government, NGOs, international organisations and journalists in the main quake-affected locations.
From the trained participants, 92 % were national staff and 35 % women.
The mission reports indicate that the humanitarian stakeholders in Haiti had varying knowledge,
practice and engagement on the Sphere Project. National organisations generally lacked knowledge
about Sphere and other Quality and Accountability initiatives but were keen to learn about them. On
the other hand, some international agencies who were already familiar with Sphere did not implement
it for various reasons such as:
- lack of capacity-building process on Sphere within the organisation which had incorporated Sphere
standards and indicators into their assessment, proposals and log-frames;
- non-integration of the minimum standards into the programmes from the beginning of the response;
and
- prioritization of programme coverage above quality.
Others considered that Sphere was not applicable to the Haitian context due to a common
misconception that Sphere is about reaching quantitative indicators. These findings emphasizes the
need to communicate more strongly on what constitutes the core of the Sphere Project, which is the
right to life with dignity and the minimum standards in disaster response.
Finally, an Haiti Sphere Group was constituted by the Sphere trainers. The primary purpose of the
Haiti Sphere Group is to promote the Sphere Project and Handbook through advocacy and training
activities in order to improve the quality and accountability of humanitarian response in the country.
Reports on the Sphere support mission in Haiti can be found soon on the Sphere Project website:
6
http://www.sphereproject.org/content/view/676/57/lang,english/.
6
In parallel to the Sphere deployment, a number of organisations also delivered Sphere workshops for their staff and partners
working in Haiti. This was notably the case of Plan Honduras, Concern Worldwide, and Secours Catholique.
16
Pakistan
After the floods in Pakistan, Church World Service Pakistan/Afghanistan
(CWS P/A), as a partner of the Sphere Project in Asia and HAP Member
Agency, undertook a significant amount of activities to advocate for the
use of Sphere and HAP standards within the humanitarian community
involved in the disaster response.
It offered orientation sessions on Sphere and HAP, distributed Sphere
Handbooks in Urdu in disaster-affected areas and organised Q&A round
tables with clusters and other humanitarian stakeholders. Great efforts
were made to tailor-make and contextualize the trainings and orientation
sessions in order to meet the specific needs of the target audience.
From August to October 2010, CWS P/A trained and sensitized more
than 400 people with limited or no previous knowledge of Sphere. The
participants represented different capacities: INGOs, partners of INGOs
(Community-based organisations (CBOs) and NGOs), government
authorities, ministries and community members. The participants‟
feedback was very positive. CWS also organised a three-day Sphere
workshop for its senior management to improve Quality and
Accountability in the Disaster Management Programme through
implementation of Sphere. During this “Internalization of Sphere
standards”, disaster management programme tools were reviewed
according to Sphere standards
Poster prepared by CWS
CWS also provided technical advice and guidance to humanitarian aid workers, notably to the Water
Sanitation and Hygiene (WASH) cluster‟s Strategic Operational Framework to ensure that the WASH
provisions were in line with the Sphere standards. It broadcast radio notices on Quality and
Accountability messages to sensitize communities in affected areas on their rights to assistance.
It also mobilized the participants of previous Sphere ToT based in Pakistan.
CWS-P/A further urged the donor community to collaborate with local and global representative
institutions and agencies on Quality and Accountability to ensure a dignified relationship between aidgivers and aid-receivers in the coming days and months in Pakistan.
In parallel, it prepared a Q&A research to explore the compliance, gaps and challenges and way
forward against the implementation of Sphere and HAP standards in flood response.
Reports on CWS P/A activities can be found on the Sphere Project website.
7
7
Other organisations such as Concern Worldwide, RedR, Islamic Relief, UNDP, NDMA. reported Sphere workshops for their
staff working in the country.
17
III.
Target groups
1) Participants by type of organisation
The humanitarian sector includes an increasing array of actors. It is critical to share Sphere
learning with all the stakeholders who influence humanitarian action to ensure that they
respect and serve the right to life with dignity of the affected populations.
An estimated 8472 people were trained or briefed on the Sphere Project in 2010. The actual
number of participants may be higher. Some training reports indicated that the participants
trained heard about the Sphere Project for the first time. This finding underlines the
persistent need to continue raising awareness about the Sphere Project. The graph below
gives more details on the audiences targeted.
As the graph shows, in the majority of cases, the learning events gathered together several
types of organisations instead of targeting a single one. This is indeed a good way of
encouraging communication between different actors on issues of common interest.
Highlights on Sphere trainings mixing different stakeholders:
Mixing staff from local NGOs with United Nations staff
During a Sphere workshop in Basra organised for Iraqi NGOs, field coordinators of the United Nations Office for
the Coordination of Humanitarian Affairs (OCHA) based in the country were invited to join in for a simulation
exercise on coordination.
Mixing technical with the academia
The IOM in Venezuela held a Sphere workshop on the Wash Chapter of the Sphere Handbook. It mixed technical
staff with members of academic institutions. The result was very positive. The academic institution played a key
role in presenting what the Sphere Handbook recommends in concrete situations on the ground described by the
technical staff.
Governments and NGOs working together
Sphere India organised a joint Sphere training for the government and NGOs at the National Institute for Disaster
Management which contributed to a rich exchange.
Governments and community leaders
World Vision organised joint workshops for its staff and community leaders on Sphere Standards and other
Quality and Accountability standards in El Salvador, Ecuador and Romania.
18
Some learning events targeted a specific audience. The majority of them were addressed to
humanitarian NGOs, who are the traditional audiences for Sphere learning activities.
A few trainers focused on governments and community-based organisations. It is important
to reach out to governments who have the primary responsibility to protect their citizens.
Getting the affected populations knowledgeable on Sphere standards is essential too as it is
a key component of accountability. However, it seems that learning events for affected
populations are still limited in number.
Sphere sessions were also organised for other strategic groups like the clusters, who play a
key role in the coordination of humanitarian affairs, notably the Wash and Shelter clusters in
El Salvador, Haiti, Pakistan and Sri Lanka.
Sphere trainers put some effort into raising the awareness of the military and the media.
This was the case for officers deployed in United Nations peacekeeping missions and media
agencies in Bolivia, the Dominican Republic, Haiti and Dubai. These groups were not
traditionally targeted in Sphere learning but their increasing role in humanitarian action make
it crucial to sensitize them on the minimum standards.
2) Participants by profile
An efficient selection of participants is an important element to ensure that the learning
acquired is fully maximised and generates changes of practices within the organisations
sending participants to Sphere learning events.
The majority of the Sphere learning activities were not addressed to a single type of profile
but to a diverse audience with a variety of profiles. A few of them, however, specifically
targeted senior management, technical staff, junior staff or volunteers.
Targeting top and senior management in learning activities is indeed crucial to making an
impact on the policies of the organisations involved in humanitarian response. After
participating in a group work to design a shelter according to the Sphere standards, the El
Salvador Ministry of Shelter decided to redesign the shelters that had been built for affected
families in conformity with the Sphere standards. This was the result of a workshop held by
the El Salvador Sphere group in 2010 for the government in response to hurricane Ida.
19
It is also important to ensure that policies are translated into practice and that technical staff
is made aware of Sphere and receive adequate training on it.
Some trainers made recommendations to guarantee a wider application of Sphere standards
within an organisation. They advised delivery of in-house training to ensure that knowledge
and skills are transferred to more than one person within the organisation.
For inter-agency learning events, they suggested inviting more than one individual from the
same institution and targeting people whose position should allow them to use the Sphere
standards. They also recommended asking for even a small financial contribution from
participants to increase their ownership of the process.
20
3) Training tips for different audiences
To ensure that the Sphere standards are applied, it is crucial to tailor-make the training to
suit the specific needs of the audience targeted. This section gives a few trainers‟ tips.
For all types of audience
DO
Focus on the field/area of work of the
participants and use examples and case
studies relevant to the local context.
Take successful examples from participants‟
experience. For less successful examples, take
case studies outside of the countries and
organisations where participants are working.
DON’T
Use the same exercises regardless of the
audience.
Expect people who say they know Sphere to be
fully aware of all its components.
Assume that all participants have field
experience.
Use local languages as much as possible.
Make it practical
Practical exercises (simulation, group work, case
studies, role plays, games where appropriate) are
a must to make the Sphere Handbook tangible.
Give a lecture or theoretical course by the book
without showing its applicability to the emergency
work.
Restrict capacity-building to classroom training.
Hold long sessions. Overload the programme.
Two-way communication
Encourage participants to share their ideas and
experience with the rest of the group. Respect
their views.
Record all their organisational experiences which
may be useful for other organisations and
audiences.
Forget to allow space for questions and
participation from the audience.
Consider that you know it all and underestimate
the knowledge of the group.
Forget your role as a neutral facilitator. Criticize
participants‟ comments.
Let participants decide whether the Sphere
Handbook is a useful tool for their work.
Content
Overlook some of the chapters.
Stress the importance of the Humanitarian
Charter and the Core Standards, including in
technical trainings.
Overstress the indicators, at the cost of the
standards.
Sell Sphere as a technical recipe.
Present Sphere background including the
criticisms that are made. It helps to understand its
use and how to apply it.
Forget to make the link between Sphere and
other initiatives.
Present the Handbook as a tool meant to judge
humanitarian actors rather than a tool which will
complement their work and give them some
guidance.
21
Tips for trainings with governments
DO
Contextualize the training, adapt it to the country,
the type of emergencies. Refer to national
standards.
Share success stories of working with governments
elsewhere.
DON’T
Emphasize immediately the contentious
points.
Always challenge their systems and processes.
Try to find the strengths in each and improve
collaboration.
Do have a mix of participants from the government
and humanitarian sector for a greater collaboration
on common matters.
Get the decision-makers on board.
Emphasize the primary role of government and the
complementary role of other humanitarian actors.
Always remain neutral.
Tips for trainings with communities or community-based organisations (CBOs)
DO
Use local language and local translations of the
Handbook.
Start with what is practised within the
commmunities in everyday life in case of
emergencies and show what can be done with
the Sphere Handbook. Use the knowledge and
skills of the participants as additional resources in
the training. This increases ownership and
interest.
Privilege continous learning rather than one-off
training events.
Learn again every day.
DON’T
Be too technical. At the same time, do not
underestimate the knowledge and experience of
CBOs
Tackle more than two issues per training day.
Hesitate to stay with the participants
Tips for trainings an audience with no or limited field experience
DON’T
DO
Hold a one-day-training session on general
humanitarian issues before working on the
Handbook.
Exercises to digest the learning easily.
Daily reviews of the previous days.
Tips for trainings with students
DO
Show the practical use of Sphere, share field
examples which bring the use of Sphere alive.
Present Sphere background including its
criticisms. It helps to understand its use and how
to apply it.
DON’T
Spend too much time on lecturinge.
Forget to present other Q&A initiatives in the
sector that could allow participants to understand
Sphere better.
Leave a space for debate and reflection on
Sphere, its relevance, its limitations.
22
Conclusion
“Strengthening the capacities (people and tools) of the sector to adopt Sphere more widely”
is one of the main strategic objectives of the Sphere Project Strategy 2015.
Thanks to the commitment of several organisations and trainers, a significant number of
people were trained or briefed about Sphere in 2010, including humanitarian workers,
governments, community-based organisations and other groups such as the media and the
military which, although not traditionally trained on Sphere, today are increasingly influencing
humanitarian action.
At the same time our data, although indicative seem to show that a proportion of
humanitarian workers are still unaware of the Sphere Minimum Standards. Some reports
indicated that participants were hearing about Sphere for the first time.
At the regional level, the information collected may suggest a need to increase learning
efforts in West and Central Africa, North America and Central Asia and South-East Europe.
It is therefore crucial to continue to seek efficient means to widely disseminate Sphere
minimum standards. Strengthening the existing partnership with Sphere focal points,
companions and Q&A initiatives is essential if this goal is to be reached, as is the
development of new partnerships with key players such as academia and training institutes.
Within these different groups, it is crucial to target the persons who can effectively transfer
the knowledge to the rest of the organisation‟s staff and contribute to changing practices. It is
also essential to contextualize the learning events and adapt them to the participants to allow
for direct application of the learning on the ground.
Sphere workshops remain the main currently used learning approaches. Without leaving
aside these important methodologies, it is important to diversify capacity-building methods
around Sphere to encompass a wider set of learning styles and contexts and to reach the
widest possible audience. E-learning could be a particularly good alternative in this respect,
given the wide audience it can reach. It is equally important to continue to seek opportunities
to incorporate Sphere learning within existing humanitarian trainings.
The findings of this Learning Report also show that complementing Sphere learning by
additional capacity-building events and coaching during emergency operations is very useful.
It is also important to organise refresher meetings for practitioners to enable them to update
their knowledge and to share good practices.
The revised Sphere learning strategy drew on some of these conclusions.
23
Acknowledgment
Trainers
-
-
-
-
-
-
-
Abid Fauzia,
RedR, Pakistan
Abidin Iswar, IBU
Foundation,
Indonesia
Aiolfi Luca; ISPI,
Italy
Ali Saima ,
Church World
Service (CWS)
Pakistan/Afghanist
an, Pakistan
Aung Thura,
Radanar Ayar
Rural
Development
Association,
Myanmar
Arteaga Galarza
Daniel Rodrigo,
Banco
Interamericano de
desarrollo y Banco
Mundial, Ecuador
Ayoub Dr.Ali,
Human Appeal
International,
United Arab
Emirates (UAE)
Ballarin
Francesca, Istituto
per gli Studi di
Politica
Internazionale
(ISPI), Italy
Bansal Gen.,
Sphere India,
India
Barahona
Edgardo, Centro
de Referencia en
Preparación
Institucional para
Desastres,
(CREPD), El
Salvador
Bera Suparna,
Red Cross,
Guyana
-
-
-
-
-
Bergmann Nicole,
AWO
International,
Germany
Bird Simon,
Medair, Thailand
Boisen Axel,
Engineers without
Borders, Denmark
Caravotta George,
Sphere India,
India
Castro Alexei, Red
Cross Society,
Nicaragua
Dr. Bhanu,
Pooravanchal
Gramin Vikas
Sansthan (PGVS),
India
Bhatti Shabana,
CWS, Pakistan
Blumentha
Sharon, Workers‟
Samaritan
Federation,
Germany
Brennan Eithne,
Trocaire,
Zimbabwe
Brenes William
Guzmán, Cruz
Roja, Panama
Cancelliere
Giorgio, ISPI, Italy
Casas Osorio
Sara, Cruz Roja,
España
Castañeda
Alejandro,
Organisación
internationacional
para
las
Migraciones
(OIM), Venezuela
Castro Alexei, Red
Cross, Nicaragua
-
-
-
-
-
-
-
Chung
Jisun,
Korea
NGO
Council
for
Overseas
Cooperation
(KCOC), Republic
of Korea
Cirugeda
Pilar,
Spain
CWS SHA team,
Pakistan
Dechamps
Sebastien,
Secours
Catholique Caritas France
Delattre Sandrine,
Independent
Consultant
De Valon Astrid,
Trocaire, Kenya
Djoko Sudira
Catur, Masyarakat
Penanggulangan
Bencana
Indonesia (MPBI),
Indonesia
D'Yong Arnaldo,
Venezuela
Downham Rory,
Bioforce, France
Duroy Lori,
Enablers Asia,
Thailand
Dutta Enakshi,
Catholic Relief
Service (CRS),
India
Eboma Paul,
Caritas,
République
démocratique du
Congo
Edwards Jane,
Haven
Foundation,
Thailand
Elsaadany Sahar,
RedR, Pakistan
24
-
-
-
-
-
Escalier Mario,
Bolivia
Falcao Viren,
Sphere India,
India
Faller Martin,
International
Federation of the
Red Cross and
Red Crescent
Societies, Jordan
Färm Merja, Finn
Church Aid,
Finland
Farrah Nabia,
CWS, Pakistan
Fauor Hikmat,
CRS, Lebanon
Faye
Ebou,
Concern
international,
Gambia
Franco
Marco,
Cruz Roja, Mexico
Fraser Lydia, Red
Cross, Guyana
Frize Jacqueline,
Independent
Fudlallah
Hasunah, CRS,
Lebanon
Galadima Hadjara,
Oxfam, Niger
Garcia Patricia,
Act for Peace,
Australia
Garzona Erwin,
Habitat para la
Humanidad, Costa
Rica
Giannone Paul,
Center for Global
Health, United
States
Gonzalez Pineda
Agustin, Predes,
Peru
Gora Vikas,
Sphere India,
India
Guachalla
Francisco,
UNICEF, Bolivia
-
-
-
-
-
Gustiana Ridwan,
IBU Foundation,
Indonesia
Hadrill David,
Hamdan Rita,
CRS, Lebanon
Hamid, IOM, Iraq
Hassan Nawal,
CRS, Lebanon
Harrag Mohamed,
Red Crescent,
Morocco
Hasib Abdul,
Action Aid, India
Herrera Rodolfo,
Federación
Luterana Mundial,
El Salvador
Iarola Rosario,
Independent
Consultant
Jalil Abdul
Jayakumar C.,
National Disaster
Management
Authority, India
Joshi Mihir,
Sphere India,
India
Kacchotiya
Narendra Singh,
Sphere India,
India
Kalimuthu
Arumugham,
Sphere India,
India
Kamalraj,
UNICEF, India
Kumar Nanda,
Sphere India,
India
Iqbal Shaukat,
CWS, Pakistan
Jalil Abdul, Sphere
India, India
Jean Pierre Moise,
Protection civile,
Haiti
Jisun Chung,
World Vision,
Republic of Korea
-
-
-
-
-
-
-
Johnson Dr.
Kirsten McGill
University,
Canada
Jorgensen
Lars
Bru,
Engineers
without Borders,
Denmark
Joshi
Mihir,
Sphere
India,
India
Kaireh Youssouf
Said, Red Cross,
Djibouti
Khaleel Ali, IOM,
Iraq
Khalifa
Khaled,
UNOCHA, UAE
Kumar
Raman,
Sphere
India,
India
Kumar
Nanda,
Sphere
India,
India
Lampião
Jorge,
Ayuda
Obrera
Suiza,
Mozambique
Langa
Alfredo,
Instituto
de
Estudios
sobre
Conflictos
y
Acción
Humanitaria
(IECAH), Spain
Lee
Kyungshin
(Faye),
Korea
NGO Council for
Overseas
Cooperation
(KCOC), Republic
of Korea
Levaditis
Alexandra, World
Vision,
South
Africa
Leman
H.
Iskandar, MPBI,
Indonesia
Lloyd
Anne,
Independent
consultant
25
-
-
-
-
-
Luzze
Fredrick,
DanChurchAid,
Denmark
Maani
Monique,
UNAMI, Iraq
Magaña Pinto
Giovanni,
Federación
Luterana Mundial,
El Salvador
Mahajan Vikrant,
Sphere
India,
India
Manggala Brata,
IBU Foundation,
Indonesia
Marín
Haydée,
Consultora
Independiente
Marissa Vanie,
IBU Foundation,
Indonesia
Martínez Dax,
Plan Internacional
Honduras
Martínez Belkis
Rivera, Red
Cross, Panama
Mary Berna,
Sphere India
Mathew Jimmy,
Sphere India,
India
Medlotfi Khanfir,
Red Crescent,
Tunisia
Medrano
Magdalena
(PAAC), Sphere
focal point, Bolivia
Moataz
AbdelGhaffar,
Red
Crescent, Egypt
Mohamed Mostafa
Ibrahem Shereen,
Red
Crescent,
Egypt
Montellano
Patricia,
FUNDEPCO
–
BENI, Bolivia
Mulyana Dadan,
IBU Foundation,
Indonesia
-
-
-
-
Muñoz Sandra, El
Salvador
Mutiso Stephen,
Trocaire, Ethiopia
Myendo Elizabeth,
Trocaire, Ethiopia
Nakuagelewi ata
DEAGBO
Boniface, Caritas
Congo,
Republique
démocratique du
Congo
Narayanan
Uma
, CWS
P/A, Pakistan
Ncube
Pios,
UNOCHA, South
Africa
Norcutt
Anders,
Enablers
Asia,
Thailand
Nussbaum
Camille, Instituto
de Estudios sobre
Conflictos
y
Acción
Humanitaria
(IECAH), Spain
Ocharan Jacobo,
Independent
Consultant, Spain
Omude Emoru
Francis, Trocaire,
Ethiopia
Ortega
Raymundo, Red
Cross, Panama
Osman Moustafa,
Osman
Consulting, UK
Palacios Delgado
John Herbidson,
Independent
Consultant
Paradisi Stefania,
ISPI, Italy
Parisetti Piero
Calvi; ISPI, Italy
Peter L. Sphere
India, India
-
-
-
-
-
Plaizier Mark
Prazopa,
UNOCHA,
Switzerland
Prusty NM,
Sphere India,
India
Pugh Daniel,
Independent
Consultant
Puthumai Fr.,
Sphere India,
India
Quezada Luis,
Cruz Roja
Salvadoreña, El
Salvador
Ramírez Luis,
Cruz Roja,
Venezuela
Raza Mansoor,
CWS, Pakistan
Rey Francisco,
IECAH –
Codirector, Spain
Rihani Nacif
Robert Sylvie,
Independent
Consultant
Rocita Oya, MPBI,
Indonesia
Rossbach
Manuela, Bochum
University,
Germany
Rout Jonathan,
LWR, India
Roy Subhashis,
Lutheran World
Relief ( LWR),
India
Rufini Gianni,
ISPI, Italy
Rusimbi JeanBerchmans, Act
Alliance, Burundi
Sahayam Joseph,
Sphere India,
India
Salazar Cristina,
El Salvador
Salma Rehena,
Sphere India,
India
26
-
-
-
-
Sanchez David,
Save the Children,
Bolivia
Santos Porras
Borja, Agencia
Española de
Cooperación
Internacional para
el Desarrollo
(AECID) - Oficina
de Acción
Humanitaria,
España
Sasiharan
Luxmanan,
UMCOR, Haiti
Savage Kevin,
World Vision,
Switzerland
Sciacovelli
Valeria, ISPI, Italy
Sekar K., Sphere
India, India
Serra Lasa
Irantzu, Red
Cross, United
States
Sharma V.K,
Sphere India,
India
Shammala Ibtisam
Abu, UNICEF,
Occupied
Palestinian
Territories
Shenoy Rekha,
Sphere India,
India
Subhashis
Roy,
Lutheran
World
Relief, India
-
-
-
-
-
-
Sofyan, MPBI,
Indonesia
Shiripinda Mbiri,
Goodhope,
Zimbabwe
Sidibé Boukari
Haoua, Mercy
Corps, Niger
Schmidt Axel,
Workers‟
Samaritan
Federation,
Germany
Storbeck Adrian,
World Food
Programme, El
Salvador
Stork Carsten
ASB(ArbeiterSamariter-Bund
Deutschland ),
Germany
Sulaiman Syed,
Concern
Worldwide,
Pakistan
Sundaray Dipjyoti,
Aide Et Action,
India
Sungtae Kim,
World Vision,
Republic of Korea
Sunil, Sphere
India, India
Sunna Lina, Al
Raya
International,
Jordan
Taschereau JeanPierre, Red Cross,
Canada
-
-
-
-
-
Twisa Burton,
Concern
Worldwide,
Pakistan
Ul Haq Naveed,
CWS-P/A,
Pakistan
Urgoiti Ana,
Independent
Consultant
Villarroel Martin,
Save the Children,
Bolivia
Watson Cathy,
Livestock
Emergency
Guidelines and
Standards
(LEGS), Ethiopia
Wigley Barb, HAP
International,
Switzerland
Wooster Kelly,
Wooster
Consulting,
International
Wooster Paul,
RAPID-UK and
Wooster
Consulting
Wulansari Ranti
IBU Foundation,
Indonesia
Zaman Zubin,
OXFAM, India
27
Organisers
Academic and training institutions
-
Bioforce, France
Bochum University, Germany
Centre for Public Health Nutrition,
University of Westminster, United
Kingdom (UK)
Cideal, Spain
El Instituto de Estudios sobre
Conflictos y Acción Humanitaria,
(IECAH), Spain
FLASH (Formación en Logística,
Agua, Saneamiento e Higiene),
Spain
Harvard Humanitarian Studies,
United States
Instituto Universitario de Desarrollo
y Cooperación IUDC, Spain
Instituto Universsitario Ortega y
Gasset, Spain,
Istituto per gli Studi di Politica
Internazionale (ISPI), Italy
McGill University, United States
National Institute of Disaster
Management, India
Queens University Belfast, United
Kingdom
RedR UK, United Kingdom
Tata Institute of Social Sciences,
India
Universidad de Coruña, Spain
Universidad de Guayaquil, Ecuador
Universidad de Castellón, Spain
Universidad de Comillas, Spain
Universidad de Granada, Spain
University of Birmingham, UK
University of East Anglia, UK
Universidad Nacional Experimental
Politécnica de la Fuerza Armada
Bolivariana (UNEFA)
University
of
Tarumanagara,
Indonesia
Wash Institute, India
Governments
-
-
Agencia Española de Cooperación
Internacional para el Desarrollo
(AECID), Spain - Fondo de
Cooperación para el Agua y
Saneamiento, Spain
AECID - Oficina de Acción
Humanitaria, Spain
Agencia
Extremaña
de
Cooperación, Spain
Australian Defence Force, Australia
Axencia
Humanitaria
Gallega,
Cooperación
descentralizada,
Spain
Ayuntamiento de SS de los Reyes,
Spain
Dirección General de Cooperación
de Baleares, Spain
Fondo de Inversión Social y
Alcaldía de Santa Cruz Michapa,
Spain
Office for the Coordination of
Foreign Aid (OCFA), United Arab
Emirates
Protection civile, Haiti
Dirección Nacional de Defensa
Civil y Ministerio de Cooperación y
Extranjería, Cuba
Viceministerio de Defensa Civil
(VIDECI), Bolivia
28
Non governmental
organisations (NGOs)
-
-
-
ACT Alliance
Aktion
Deutschland Hilft
Asamblea de
Cooperación por
la Paz
Asociación
Salvadoreña de
Profesionales en
la Salud
Graduados en
Cuba
AWO international
Caritas
Catholic Relief
Service
CIECH Chile
Concern
Worldwide
Coordinadora
ONG castilla la
Mancha
Cruz Verde
Hondureña
CRWC, Indonesia
Church World
Service
Pakistan/Afghanist
an (CWS P/A)
DanChurchAid
-
-
Diocese of
Lodwar, Kenya
Dorcais Aid
International
Engineers without
border
ELAM El Salvador
FinnChurch Aid
FUNDEPCO
German Agro
Action
(Welthungerhilfe)
Haven Foundation
HelpAge
Human Appeal
International
IBU Foundation
Inter-Mondes
Belgique
Islamic Relief
Pakistan
Joint Office of
Trocaire, SCIAF
and CAFOD
Korea NGO
Council for
Overseas
Cooperation
(KCOC)
Lutheran World
Relief
Merlin
International organisations
-
European Union
International
Organisation
for
Migration (IOM)
UNICEF
United
Nations
Development
Programme (UNDP)
Food and Agriculture Organisation
(FAO)
Oficina del Coordinador Residente
del Sistema de Naciones Unidas
en Chile
OPS
United Nations Assistance Mission
for Iraq (UNAMI)
United Nations Mission in Sudan
(UNMIS)
World Health Organisation (WHO)
World Food Programme
-
-
-
-
Masyarakat
Penanggulangan
Bencana
Indonesia (MPBI)
NANGO
Norwegian
Refugee Council
Oxfam
Plan
Programa de
Asistencia
Agrobioenergetica
al Campesino
(PAAC)
Reproductive
Health
Acces,
Information
and
Services
in
Emergencies
(RAISE)
Save the Children
SDMA,India
Trocaire
UMCOR
Workers‟
Samaritan
Federation
World Vision
–
Red Cross
-
British Red Cross
Centro de Referencia
en
Preparación Institucional
para
Desastres, (CREPD),
Cruz Roja española
Croix Rouge, Djibouti
Cruz Roja Dominicana
Cruz Roja Nicaraguense
Cruz Roja Venezuela
Egyptian Red Crescent
Internatonional Federation of the
Red Cross and Red Crescent
Societies
Moroccan Red Crescent
29
Sphere focal points/partners
-
Church World Service P/A
Sphere focal point in Bolivia
Grupo Esfera El Salvador
Sphere India
Quality and Accountability (Q&A)
initiatives
-
Emergency
Capacity
Building
(ECB), Bolivia
The Livestock Emergency
Guidelines and Standards (LEGS)
Media
-
Dubai press club
Military
-
Australian Defense Force, Australia
Coordinación de la 22 Brigada de
Infantería del Ejército, Venezuela
CIVC Boinas Azules – UNEDU,
Ecuador
Front page pictures’credit
-
Picture 1: Sphere training in Haiti,
Anne Lloyd,
Picture 2: Sphere training in Seoul,
Republic of Korea, Kyungshin
(Faye) Lee,
Picture 3: Sphere training in El
Salvador, Henry Giovanni Magaña
Pinto
30