The world of humanitarian assistance changes rapidly. Education and training products related to HA/DR must change accordingly or risk obsolescence, particularly in those topics which are complex and dramatically impacted by changes in politics, economics, society, technology and the environment such as combined civil-military response.

Making appropriate, meaningful change in these products requires a thorough examination of all elements, keeping or revising those that stand the test of time, deleting those that don't and adding new elements where appropriate. The nature of curriculum development and review is a process of brainstorming, benchmarking, selection, development, implementation, testing and evaluation.

COE staff used this process to update the Combined Humanitarian Assistance Training (CHART) course. Feedback collected from students and instructors helped to guide the CHART curriculum team, who also drew upon the recommendations of a consultant who specializes in adult education.

The first step was to define CHART (see sidebar) and then revisit the overall goals, objectives and other parameters that mold CHART into an off-the-shelf product.

 

Goals

1. Achieve 40/60 mix of civilian and military (national & international) audience

2. Develop and distribute a standardized curriculum

3. Familiarize civilian and military personnel with each other's roles and responsibilities in disaster management and humanitarian assistance

4. Facilitate networking and develop cooperative strategies among the audience participants

The length of the course was well defined by the Office of the Assistant Secretary of Defense for Special Operations/Low Intensity Conflict, which provides policy direction to COE - a five-day program was necessary to sufficiently cover all of the necessary subjects for a basic course.

 

Program

Day 1  Key Elements: Identify the elements of a humanitarian response.

Day 2  Policies and Standards: Identify the relevant global policies and standards that dictate the mandates and constraints of a humanitarian response.

Day 3  Operational Components: Describe the components of the operational environment.

Day 4  Special Emphasis/Skills: Explore in detail the areas of special interest.

Day 5  Fundamental Aspects: Integrate the fundamental aspects of a humanitarian response.

The revised course debuted 3-7 December 2001 in Honolulu, Hawaii to a class of 60 students. It was an eclectic mix: first responders and administrators from the City and County of Honolulu and Kauai County, non-governmental organization representatives, past and present members of the US State Department, US Army and Navy officers, members of the military medical corps from New Zealand, Australia, and Vietnam.

 

Summary

Case Study
The case study was developed into a more robust training tool. One overall case study scenario serves as the basis for exercises throughout the course. Several new exercises were added.

Materials
A course outline replaced copies of the slide presentations. At the end of the course, each student was presented with a CD-ROM of the course contents.

Exams
A daily exam tested retention of the course material and reinforced COE's commitment for CHART to be a serious educational and training tool.

New Modules
Two new modules were added which reflect the adaptation to changing circumstances and new knowledge: SPHERE standards and terrorism. (SPHERE standards have been taught all along; the manner in which they are presented in the new CHART is what is new with the students participating heavily in the instruction.)

 

C- Combined: The target audience of 40% civilian / 60% military - including non-U.S. participants

H- Humanitarian: Efforts, including both natural disasters and complex emergencies

A-Assistance: That segment of humanitarian response where the military-civilian efforts overlap

R- Response: Mechanisms, case studies, gaming, actual forms, etc. used in humanitarian crises

T- Training: Addressing both the cognitive and the practical - feel, know, do!

 

CHART FAQs

Q:  Can you provide a shorter version of the CHART and/or otherwise adapt it to my organization's needs?

A: No. CHART is a complete, “off-the-shelf”, packaged course with pre-set goals and objectives, content and timelines. As an alternative, the Center offers a Training Assistance Program, where your organization determines the goals and objectives and works with Center personnel to customize the course, including content and length of time. For more information on the TAP program, contact Winnie Yamaguchi at phone 808-433-1427 or email Winnie.Yamaguchi@coe-dmha.org.

Q: The professional day is currently focused on medical issues, such as triage, water and sanitation, and behavioral health. Are professional days under development for other professions beyond medical/public health?

A: Yes. Chaplains, lawyers and veterinarians have approached the Center about developing modules that address their particular needs for use in place of the health and medical focus currently in place. The emphasis to date however has been placed on revising and improving the CHART before adding alternative professional days.

Q: Why are very broad topics addressed, such as sovereignty?

A: The CHART course gives a broad perspective of the issues attendant to complex contingency operations. If students take away the broad perspective, they are better able to adapt and to plan for mission “shift” and not be subject to mission “creep”. Mission creep cannot be planned for, but mission shift can, by anticipating likely changes based on knowledge of other influencing factors.