{
  "url": "https://openlegislation.uk/eu-regulation-2014-1244/annex-II",
  "json_url": "https://openlegislation.uk/eu-regulation-2014-1244/annex-II.json",
  "legislation": "eur/2014/1244",
  "legislation_title": "Commission Implementing Regulation (EU) No 1244/2014 of 20 November 2014 laying down rules for the implementation of Regulation (EU) No 375/2014 of the European Parliament and of the Council establishing the European Voluntary Humanitarian Aid Corps (‘EU Aid Volunteers initiative’) (Text with EEA relevance)",
  "legislation_url": "https://openlegislation.uk/eu-regulation-2014-1244",
  "path": "annex/II",
  "kind": "annex",
  "number": "II",
  "heading": "Training curriculum",
  "text": "Module title\nDays of face-to-face training\nTarget group/status\nKey learning outcomes: the participants shall …\nMain competences addressed\n1)\nGeneral introduction to the Union, its external relations and crisis response system\n0.5\nAll groups/mandatory\nUnderstand and describe the EU and its basic functioning and principles;\nUnderstand and explain EU external action, including Common Foreign and Security Policy and crisis response system as well as the EU's comprehensive approach to external crises;\nUnderstand and explain the role of the Directorate-General for Humanitarian Aid and Civil Protection in humanitarian aid and civil protection, including its field network;\nUnderstanding humanitarian contexts and applying humanitarian principles\n2)\nIntroduction to humanitarian action, the Union humanitarian aid policy and the EU Aid Volunteers initiative\n1.5\nAll groups/mandatory\nThe Union humanitarian aid policy and the EU Aid Volunteers initiative\nUnderstand the EU Aid Volunteers initiative including its communication plan, how it works and what they can do to stay part of it;\nFace their placement with realistic expectations;\nAct autonomously and create their own ‘volunteering experience’;\nUnderstand how their public action and behaviour affect the image of the EU Aid Volunteer initiative and the mission they will join; and\nBe aware of the ‘do's and don'ts’ during deployment concerning issues such as communication with media, publishing information on social media, participation in demonstrations, etc.\nUnderstanding humanitarian contexts and applying humanitarian principles\nAutonomy\nDemonstrating leadership\nManaging one's own expectations\nVolunteering mind-set\nCommunication\nGeneral framework of humanitarian action\nProvide definitions of humanitarian aid;\nName three humanitarian principles;\nUnderstand and describe the key elements of the international system of disaster risk reduction, response and humanitarian aid and recovery;\nUnderstand and describe the roles and responsibilities of key international stakeholders in disaster, pre- and post-disaster areas;\nUnderstand and explain the UN's central and overall coordination role in promoting a coherent international response to humanitarian crises;\nKnow about regional mechanisms for cooperation in disaster management;\nUnderstand and explain the requirements, constraints and objectives of the various stakeholders and the challenges of coordinating stakeholders in humanitarian action, linking disaster relief and rehabilitation and building resilience;\nUnderstand changing aid and development paradigms, resilience approach; and\nPost-2015 international agenda.\nUnderstanding humanitarian contexts and applying humanitarian principles\nAccountability\nAchieves and transmits results of action and capacity building\nWorking with others\nInternational humanitarian law\nName the main points of I-IV Geneva Conventions of 1949 and the 1977 Additional Protocols;\nUnderstand the role of international humanitarian law (IHL) in the international humanitarian system and its applications to concrete emergency situations;\nHave a basic understanding of international disaster response law and international human rights law; and\nKnow the main points of the European Consensus on humanitarian aid and the European Consensus on development aid.\nUnderstanding humanitarian contexts and applying humanitarian principles\nAccountability\nIntroduction to the sectors of humanitarian aid\nKnow and describe the specific needs of the following sectors of humanitarian aid:\nFood and nutrition;\nHealth;\nWASH;\nDisaster risk reduction;\nProtection;\nShelter;\nRefugees and IDPs;\nLivelihoods;\nLinking relief, rehabilitation and development (LRRD);\nResilience;\nGender; and\nConflict prevention.\nUnderstanding humanitarian contexts and applying humanitarian principles\nDemonstrating leadership\nCodes of conduct and standards\nKnow and apply Sphere core standards and protection principles;\nKnow and apply People in Aid Code;\nKnow and apply the Humanitarian Accountability Partnership (HAP) Standard in Accountability and Quality Management;\nKnow and apply International Non-Governmental Organisations (INGO) Accountability Charter;\nKnow and interpret the definition of accountability according to HAP;\nName the six HAP benchmarks;\nName the nine principles of INGO Charter; and\nUnderstand and exercise accountability towards the final beneficiaries of humanitarian aid.\nUnderstanding humanitarian contexts and applying humanitarian principles\nAccountability\nDemonstrating leadership\n3)\nManaging personal safety, health and security\n1.5\nAll volunteers/mandatory\nKnow and follow security strategies and procedures;\nUnderstand the importance of following organisations' safety procedures when deployed;\nKnow how to prepare before deployment;\nBe able to identify, prevent and mitigate risks during a mission;\nBe able to act in situations where threat occurs;\nHave basic first-aid skills; and\nHave basic stress management and psychological first-aid skills.\nManaging personal safety, health and security\nSelf-awareness and resilience\nAutonomy\n4)\nProject management, Introduction Level 1 (Introduction to the lifecycle of humanitarian aid missions/ projects)\n1.5\nJunior professionals\nDescribe the main stages of the project cycle and the specific principles applied to these in the context of humanitarian aid;\nDevelop an outline for a basic project application;\nCarry out a basic needs assessment under the supervision of a more senior colleague;\nDraw up an implementation plan for a simple project in their area of expertise, in consultation with more senior colleagues;\nDevelop basic tools for financial management of a project;\nIdentify the main roles and tasks for other persons needed in the project;\nDevelop an approach to monitoring of a simple project; and\nOutline an evaluation approach for a simple project.\nManaging projects in humanitarian contexts\nAccountability\nDemonstrating leadership\nAchieves and transmits results of action and capacity building\n5)\nProject management, Advanced Level 2 (Introduction to the lifecycle of humanitarian aid missions/projects and programmes)\n1.5\nSenior professionals\nApply their experience of project cycle to the sector of humanitarian aid in which they will be active;\nUnderstand and be capable of applying the principles of humanitarian aid to the project cycle when it comes to involvement of local communities, accountability, specific attention being paid to gender issues and vulnerable groups;\nCarry out needs assessment for a project in his/her area of expertise;\nDevelop a project application;\nDraw up an implementation plan for a project in their area of expertise;\nDevelop tools for financial management of a project;\nIdentify the main roles and tasks for other persons needed in the project;\nIdentify the briefing and guidance needs;\nCarry out a risk assessment for the project;\nDevelop an approach to monitoring the project;\nOutline an evaluation approach for the project;\nUnderstand the key principles for successful reporting; and\nIdentify the main requirements for financial and administrative reporting.\nManaging projects in humanitarian contexts\nAccountability\nDemonstrating leadership\nAchieves and transmits results of action and capacity building\n6)\nInter-cultural awareness (and transversal issues)\n1\nAll volunteers/mandatory\nUnderstand the importance of demonstrating cultural sensitivity;\nUnderstand the possible negative consequences of behaving in a stereotyped manner;\nDescribe what stereotypes are and how they are conveyed;\nDescribe the different reactions in the context of a new culture (withdrawal, resentment, feeling of superiority, over-identification, etc.);\nUnderstand the main features of culture and how these are translated into practice;\nUnderstand the importance of non-verbal communication;\nUnderstand differences in communication styles and adjust communication;\nDescribe and apply the key principles of giving constructive feedback;\nBe aware of the importance of developing and implementing gender-sensitive behaviour; and\nUnderstand the main principles of mainstreaming.\nInter-cultural awareness\nWorking with others\nCommunication\nManaging one's own expectations\n7)\nScenario-based exercise\n3\nAll volunteers/mandatory\nThis component is aimed at testing how the participants have acquired the key learning outcomes of previous modules and test their ability to:\nAnalyse the context of an imaginary humanitarian intervention and identify the main security risks for the organisation and its staff;\nEstablish procedures to mitigate security risks;\nImplement security guidelines;\nGather, analyse and communicate information in a rapid assessment;\nCoordinate with other stakeholders;\nSet up project logframe and identify funding for projects to facilitate recovery or to mitigate disaster risks;\nWork in a team, implement and evaluate a simple project plan; and\nCommunicate project progress and outcomes to stakeholders.\n8)\nCommunication and advocacy\n1\nAll groups/optional\nUnderstand the importance of ethical considerations in the context of humanitarian aid advocacy;\nApply cultural sensitivity to communication and advocacy;\nCarry out a mapping of stakeholders/beneficiaries in the context of humanitarian aid and identify what communication channels are best suited to reaching them;\nDraw up a communication strategy; and\nCritically review communication strategies and identify improvements.\nCommunication\nDemonstrating leadership\nInter-cultural awareness\n9)\nPsychological first aid (PFA)\n1\nAll groups/optional\nIdentify the four domains where human emotions are expressed through the stress cycle in the aftermath of a disaster, emergency or other traumatic event;\nDefine two different types and scope of disaster and emergency;\nDescribe two disaster behavioural health response principles;\nDemonstrate competency in at least three of the PFA skills taught in the training;\nIdentify the modalities by which PFA can be delivered; and\nIdentify the populations for which PFA is appropriate.\nManaging personal safety, health and security\nSelf-awareness and resilience\n10)\nTraining of multipliers\n2\nSenior professional volunteers/optional\nName the principles of adult learning and apply them;\nName the stages of the training cycle and the key requirements for each stage;\nFormulate aims and learning outcomes of training courses;\nKnow and practise learner-centred approach to delivery of training;\nApply various training skills and techniques;\nSelect appropriate methods, reading materials and resources for training related to humanitarian work; and\nDevelop tools for evaluation after the training.\nAchieves and transmits results of action and capacity building\nCommunication\n11)\nVolunteer management\n1\nSenior professional volunteers/optional\nUnderstand and implement legal frameworks for volunteer management;\nPlan the work of local volunteers in the receiving country;\nOrganise recruitment and selection of volunteers;\nSet up and implement systems for the regular supervision, support and management of volunteers;\nPlan induction and short training sessions for volunteers, as relevant;\nSet up systems that ensure the safety and security of local volunteers;\nEnsure that management in the local organisation has taken formal responsibility for the volunteers, with an appropriate line-management and reporting system; and\nSet up and monitor systems.\nAchieves and transmits results of action and capacity building\nDemonstrating leadership\nWorking with others\nInter-cultural awareness\n12)\nOrganisational development\n2\nSenior professional volunteers/optional\nName some key characteristics of capacity building;\nName and describe a range of different organisation development interventions;\nDescribe different elements of organisational assessment (OA);\nAssess a local organisation's strengths and weaknesses;\nBe able to carry out needs assessment for capacity building;\nAssist local organisations in developing new policies; and\nDevelop capacity indicators for monitoring organisational development.\nAchieves and transmits results of action and capacity building\nDemonstrating leadership",
  "extent": "E+W+S+N.I.",
  "status": null,
  "version": "current",
  "annotations": [],
  "outstanding_effects": [],
  "provenance": {
    "source": "legislation.gov.uk",
    "source_url": "https://www.legislation.gov.uk/eur/2014/1244/annex/II",
    "retrieved_at": "2026-11-01T14:47:08.584909+00:00"
  },
  "licence": "Open Government Licence v3.0",
  "licence_url": "https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/",
  "attribution": "Contains public sector information licensed under the Open Government Licence v3.0. Source: legislation.gov.uk, The National Archives."
}