Bachelor of Business Administration in Disaster Relief Management

Purpose

The qualification aims to provide individuals working in or interested in working in the field of Disaster Relief with the knowledge, skills and competencies expected of professionals in the national and international professional field of Humanitarian Assistance; more specifically in the field of Disaster Relief and Reconstruction. In particular, individuals will be equipped to coordinate and manage the increasingly business-like operations of voluntary organisations and the close partnerships between the voluntary sector and government.

The disaster response professional manages and facilitates the support of people affected by disasters at financial, technical and logistical levels, fostering humanitarian standards and the rights of primary stakeholders in order to save lives and enhance the empowerment, well-being, dignity, community building and social and economic independence of disaster survivors. This individual operates in the local, national and international fields of Humanitarian Assistance and Disaster Relief, for International Organisations (IOs), Non-Governmental Organisations (NGOs) and Governmental Organisations (GOs) in all regions where disaster response professionals are required.

Learners achieving the Bachelor of Business Administration: Disaster Relief Management (BBA: DRM) will be able to

• Demonstrate an understanding of the disaster response environment as applied to the external environment, networks and chains.
• Apply knowledge and understanding of change management within the disaster response context.
• Apply principles of research to investigate disaster response issues.
• Organise and provide leadership in business and organisational processes.
• Analyse financial and legal business aspects to support operational efficiency.
• Apply human resource management principles in support of the operational strategy of a disaster response organisation.
• Use and apply social and communicative competencies as they apply to interpersonal and organisational liaison.

Rationale

Disaster response can be defined as 'the aid and action designed to save lives, alleviate suffering and maintain and protect human dignity during and in the aftermath of manmade or natural disasters'. In practice, disaster response covers a range of activities, including the setting up shelters, camp management, logistics and facility and project management. In almost all humanitarian activities, training of local staff is essential, as is the awareness of and responsibility to stimulate, build capacity, be culturally sensitive and perform value-oriented action.

Within the field of Humanitarian Assistance the following trends can be distinguished

• Natural crises or natural disasters occur world-wide, at any time, thus requiring rapid reaction and adequate disaster response. Man-made crises have occurred throughout the ages and are unlikely to cease. These events and their aftermath will continue to require competent disaster responses.
• An accountability approach is required to manage the international scale of budgets and funds and the number of international non-government organisations (INGOs) available for humanitarian aid. According to Global Humanitarian Assistance 2007/2008, the total budget for humanitarian aid reached 8.9 billion US dollars in 2006. Transparent and responsible management of these finances is necessary for donor organisations and the primary stakeholder.
• Due to the large number of assisting private and public aid organisations, good interaction and harmony between organisations is often lacking in the field, thus hindering humanitarian assistance.
• More inclusive, culturally sensitive and grounded approaches that are fully accountable to primary stakeholders are needed in modern times to provide humanitarian assistance. Top-down, expatriate-driven approaches to humanitarianism are no longer acceptable.
• Logistics make up a larger part of the operations nowadays which are organised in a more business-like fashion.

The above trends reflect the need to professionalise the field of disaster relief.

The need to professionalise the field enables the development of operational-level technical and leadership skills and earmarks it as a career, which is emphasised by the fact that no undergraduate qualifications are presently available, but are required.

The Research article "ELRHA (Enhancing Learning and Research for Humanitarian Assistance) and Scoping study on the Professionalisation of the Humanitarian Sector" - Peter Walker - Director of the Feinstein International Famine Centre at the Friedman School of Nutrition Science and Policy, Tufts University, Medford, Massachusetts, United States of America - Published April 2010, serves as a strong motivation for the establishment of an undergraduate qualification in the field of Humanitarian Assistance which supports professionalisation and the enabling of career access directly into this field.

There is a worldwide demand for professionals who are able to make a participatory analysis of the needs of the primary stakeholder in the event of a disaster, using a participatory approach. This conclusion and strong recommendation comes forward in the evaluations of the more recent disasters such as the Malaysian and Japanese tsunamis. In addition, labour market research in the field of Humanitarian Assistance (Hobeon 2008) emphasises the need for skills and competencies enabling:

• Logistical services management.
• Project management.
• Localised management and capacity building.
• Financial transparency and accountability as per governance and management practices.
• Training and development management relating specifically to the training of local staff and volunteers involved in humanitarian assistance interventions.

Professional management skills within this context focus particularly on the integration of knowledge and skills of the affected communities in operational plans and the transfer of such knowledge and skills to others, for the effective and efficient management and organisation of complex processes in logistics and facilities in the affected regions. The qualification enables the attaining of the relevant skills required to administer and manage processes, projects and interventions in the provision, coordination and management of relief services at different levels of competency, including:

• Project coordinator/administrator.
• Logistics planner/coordinator.
• Internal organisation head.
• Service centre manager/coordinator.
• Cluster programme manager (shelter, food, water, sanitation, as per the UN Cluster Concept approach).
• Disaster risk reduction operator/planner.
• Programme development administrator.
• Aid programme coordinator.

It is envisaged that individuals entering the field of disaster relief will progress towards management positions once the relevant experience and exposure in the field within the different areas associated with disaster relief management has been obtained. South Africa, with its specific location and role in the SADC region, has been involved in and is positioned to, provide relevant support services, both within Africa and to countries beyond the continent.

This qualification therefore enables the development of relevant skills and competencies required for the provision of professional services, thereby benefiting disaster response organisations and countries receiving assistance and services from these organisations and humankind.

• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
• Independent learning skills.

Competency in the use of computers is strongly recommended.

Recognition of Prior Learning

This Qualification can be achieved wholly or in part through the Recognition of Prior Learning (RPL). Credits may be granted to learners who:

• Can demonstrate competence in the relevant Exit Level Outcomes stipulated in the Qualification.
• Have acquired the skills and knowledge without attending formal courses.

Or

• Have developed the necessary competency as a result of workplace and experiential learning.

RPL may also be used by learners who are not in possession of a NQF Level 4 or equivalent qualification to gain access to the Qualification.

Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes.

Access to the Qualification

• National Senior Certificate (NSC) granting access to Bachelor's Degree studies.
• Entry is also possible through the recognition of age, experience or other prior learning equivalents completed in a related field of study in the fields of Business or Social Sciences.

All the given modules are compulsory.

Modules at NQF Level 5

• Introduction to Disaster Relief, 15 Credits.
• Basics of Disaster Relief Operations, 20 Credits.
• English Communication 1, 10 Credits.
• French 1, 10 Credits.
• Spanish 1, 10 Credits.
• Humanitarian Organisation and Personnel 1, 20 Credits.

Total Credits at NQF Level 5: 85.

Modules at NQF Level 6

• English Communication 2, 10 Credits.
• French 2, 10 Credits.
• Spanish 2, 10 Credits.
• Introduction to Research, 10 Credits.
• Project Cycle Management, 20 Credits.
• Humanitarian Organisation and Personnel 2, 20 Credits.
• Logistics Management, 20 Credits.
• Financial Management, 15 Credits.
• Disaster Response Relationships and Role-Players, 20 Credits.
• Project Management 1, 20 Credits.
• Field Research 1, 20 Credits.

Total Credits at NQF Level 6: 175.

Modules at NQF Level 7

• Strategic Management and Disaster Response Operations, 20 Credits.
• Project Management 2, 20 Credits.
• Field Research 2, 20 Credits.
• Minor Peacebuilding and Peacemaking, 20 Credits.
• Minor Community Building, 20 Credits.
• Research Methodology, 20 Credits.

Total Credits at NQF Level 7: 120.

Modules at NQF Level 8

• Practical Research project (Dissertation), 40 Credits.
• Experiential Learning (Internship), 60 Credits.

Total Credits at NQF Level 8: 100.

1. Demonstrate an understanding of the disaster relief environment in relationship to the external environment, networks and chains.
2. Apply knowledge and understanding of change management within the disaster response context.
3. Apply principles of research to investigate disaster relief issues.
4. Provide leadership in business and organisational processes.
5. Analyse financial and legal business aspects to support operational efficiency.
6. Apply human resource management principles in the operational strategy of a disaster response organisation.
7. Demonstrate social and communicative competence in interpersonal and organisational liaison.

Critical Cross-Field Outcomes

The qualification addresses the following Critical Cross-Field Outcomes

• Effective communication is demonstrated in the application of written and spoken languages of English, French or Spanish in the learning environment and in an operational context as applied to business administration and project management functions.
• The identification and solving of problems are demonstrated in terms of resolving of conflict through negotiation skills within a humanitarian assistance context.
• The collection, analysis, organising and critical evaluation of information is demonstrated in the planning and execution of learning and practical requirements as well as research within the learning and operational environments.
• Teamwork is developed and supported in the execution of learning outputs as well as in the use and application of skills and knowledge within the operational environment and humanitarian assistance contexts.
• The use of science and technology is demonstrated through the use and application of financial and project management control principles applicable to the operational environment and the essential use of information technology, especially when in the field.
• The understanding of relevant linkage between different role-players, organisations and communities within a humanitarian assistance context demonstrates an understanding of the world as a set of interrelated systems.
• Self-organisation and management skills are developed and supported within the context of the learning and humanitarian assistance workplace/practical environment.
• Personal development and good citizenship are demonstrated in the application of good foundational knowledge and responsible, ethical conduct at all times.

Associated Assessment Criteria for Exit Level Outcome 1

1.1 A historical overview of disaster relief is provided in terms of its development and impact relating to relief and aid to populations/communities in need.

1.2 The disaster response environment is explained in terms of national and international role-players, organisations, networks and relationships as well as the aid chain and relationships between these organisations.

• Range: National and international role players include but are not limited to: World Bank, United Nations Organisations, International Non-Governmental Organisations (INGOs), specific Aid organisations such as International and National Red Cross/Red Crescent.

1.3 Situations relevant to the provision of a range of disaster relief operations are identified and the aid chain explained in terms of situational changes and trends.

• Range: Situations may include but are not limited to: Man-made and natural disasters, growing political tension and conflict, direct crises situations.

1.4 Humanitarian principles are explained in terms of stakeholder accountability.

• Range: Humanitarian principles include but are not limited to: "Do no Harm", Red Cross/Red Crescent, United Nations (UN) and NGO Codes of Conduct, Sphere Project - Humanitarian Charter and Minimum Standards.

Associated Assessment Criteria for Exit Level Outcome 2

2.1 Concepts of change management processes are explained as applied in disaster response management.

• Range: Concepts of change management include but are not limited to: Plan, Do, Check, Act (PDCA)-Cycle, linear and cyclic phase concepts, strategic implementation concepts - top-down and bottom-up approaches.

2.2 Personal value systems and traits are evaluated in terms of social responsibility, cultural differences and diverse power based relations within the disaster response environment.

• Range: Traits include but are not limited to: Empathy, diplomacy, resilience, patience in conflict and crises situations, service orientation and tolerance.

2.3 Changing views and policies are evaluated in terms of the impact on the disaster response organisation and its relationships to inform organisational policy options.

2.4 Approaches to the management of change are investigated in terms of the meeting of humanitarian imperative objectives within the context of retaining the primary stakeholder and local organisation ownership.

2.5 Change management principles are applied to inter-connect disaster response, rehabilitation and development programmes.

Associated Assessment Criteria for Exit Level Outcome 3

3.1 Quantitative and qualitative research principles are utilised to collect, analyse and evaluate data relevant to the internal and external environments impacting on conflict settings and natural disasters.

3.2 Selected humanitarian problems are analysed to determine objectives and alternatives in the application of humanitarian action plans and decision making.

• Range: Humanitarian problems include but are not limited to: Water, sanitation and hygiene promotion, food nutrition and food aid, health services, shelter, settlement and non-food items.

3.3 Humanitarian policy issues in terms of humanitarian problems are analysed in order to inform strategic, tactical and operational policy plans.

Associated Assessment Criteria for Exit Level Outcome 4

4.1 Local, national and international factors impacting on the organisation are analysed with regard to cultural, organisational and decision making structures.

4.2 Project management principles and techniques are applied in the planning, implementation and delivery of organisational disaster response/relief programmes or interventions.

• Range: Project management principles include: Project cycle - scoping, planning, implementation, control, closure and results orientated project management.

4.3 International Humanitarian Quality Standards are applied with regard to donor organisations and primary stakeholders.

• Range: International Humanitarian Quality Standards include but are not limited to Sphere Humanitarian Accountability Partnership (SPHERE, HAP).

4.4 Disaster relief issues relevant to operational activities are managed according to organisational standards, requirements and objectives.

• Range: Issues include but are not limited to: Shelter, water and sanitation, relief, food securing, preventive and curative health care.

Associated Assessment Criteria for Exit Level Outcome 5

5.1 International legal and regulatory requirements regarding the disaster response organisation are identified and evaluated to determine compliance requirements.

5.2 Internal processes are evaluated and recommendations made to ensure legislative compliance in accordance with identified requirements.

5.3 Key performance indicators are developed to measure appropriate operational control mechanisms within the field of disaster relief.

5.4 Administrative skills are utilised to set financial targets in line with organisational objectives.

5.5 Reliable and accurate information is collated in order to consolidate cooperation, coherence and interaction between local aid networks.

Associated Assessment Criteria for Exit Level Outcome 6

6.1 The principles of human resource management are explained in terms of internationally agreed human resource management standards.

6.2 Principles of human resource management are aligned with organisational strategy, objectives, culture and values.

6.3 Safety and security considerations and regulations are explained with regard to human resource management in the field of disaster response.

6.4 Human resource requirements are identified for the successful execution of a disaster response project or intervention.

6.5 Employees are recruited, selected and coached to meet the requirements of a disaster relief project or intervention.

6.6 Personal leadership style is analysed and compared to different styles of leadership as a component contributing to leadership effectiveness.

6.7 Capacity building interventions are designed and implemented to meet project or intervention execution requirements.

Associated Assessment Criteria for Exit Level Outcome 7

7.1 Multi-lingual communication is maintained, to accommodate cultural diversity.

7.2 Communication skills are applied to maintain effective interpersonal relations and a professional environment.

7.3 Effective written and verbal communication is used to meet internal, external, national and international liaison requirements in accordance with organisational requirements.

Integrated Assessment

Assessment of communication, language, literacy and numeracy competency are conducted in conjunction with other aspects, using authentic contexts wherever possible.

A variety of methods are used in assessment and tools and activities are aligned with the context in which the learner is working. Where it is not possible to assess the learner in the field, simulations, case studies, role-plays and other similar techniques are used to provide the appropriate context.

Theoretical and practical components are assessed together. During integrated assessments the assessor makes use of formative and summative assessment methods to assess combinations of practical, applied, foundational and reflective competencies.

It is required that learners are able to arrange for summative assessment in an appropriate natural environment.