Actualízate en el Human and Sustainable Development para que lleves al éxito cualquier proyecto de Cooperación Internacional para el Desarrollo”

La falta de coordinación y coherencia entre los donantes y las organizaciones globales supone todo un desafío para la Cooperación Internacional en el Desarrollo Sostenible. Las diferentes perspectivas y prioridades pueden derivar en políticas fragmentadas y enfoques desarticulados que no logren abordar los retos en este campo, para perjuicio de las comunidades objetivo. Del mismo modo, es relevante involucrar a múltiples partes interesadas, incluyendo al sector privado y a la sociedad civil, en aras de conseguir alianzas que posibiliten alcanzar las metas fijadas. 

Es por ello que la Cooperación Internacional para el Desarrollo requiere de profesionales que lideren un cambio gracias a las estrategias más innovadoras para promover un Human and Sustainable Development. Así, esta Postgraduate diploma se posiciona como una fantástica solución para potenciar estos elementos en el marco de los proyectos de desarrollo. De hecho, propiciará que el profesional de Humanidades se maneje con suma habilidad a la hora de contribuir a crear procesos de empoderamiento y espacios de participación activa democrática para grupos como la infancia. Esto redundará en transformaciones de políticas y del modelo de toma de decisiones que se orienten a conseguir sociedades más prósperas, sostenibles y equitativas. 

Esta valiosa especialización proporcionará al alumno todas las facilidades que pueda imaginar gracias a su cómodo formato online. Es más, ni siquiera deberá ceñirse a horas predeterminadas de estudio, ya que la gestión de los tiempos académicos podrá administrarla él de la manera que considere adecuada de acuerdo con sus obligaciones personales. Asimismo, se servirá de la experiencia de prestigiosos expertos en Human and Sustainable Development a través de sus lecciones, disponibles las 24 horas del día en el Campus Virtual.

En adición, unos reconocidos Directores Invitados Internacionales impartirán unas rigurosas Masterclasses.

Unos prestigiosos Directores Invitados Internacionales ofrecerán unas exclusivas Masterclasses para ahondar en los últimos avances en Desarrollo Humano y Sostenible”

Esta Postgraduate diploma en Human and Sustainable Development contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en Desarrollo Humano y Sostenible 
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información práctica sobre aquellas disciplinas indispensables para el ejercicio profesional 
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje 
• Su especial hincapié en metodologías innovadoras  
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual 
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Benefíciate de una metodología educativa reconocida a nivel internacional que te proporciona en el Campus Virtual los recursos digitales más avanzados sobre Human and Sustainable Development”

El programa incluye en su cuadro docente a profesionales del sector que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.  

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales.  

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos. 

Crea procesos de empoderamiento y espacios de participación activa democrática para grupos como la infancia"

Diseña acciones y programas encaminados a la toma de conciencia sobre algunas situaciones de injusticia y al cambio de valores para combatirlas"

The syllabus of the Postgraduate diploma has been designed on the basis of a duration of 600 hours that the student will distribute in his own academic time. In fact, it will be positioned at the center of an individualized educational itinerary in which each of the concepts of Human and Sustainable  Development will be deepened in a repeated and directed way based on videos, interactive diagrams and other resources. This is known as  Relearning and increases the efficiency of the student's academic experience, which also enhances their critical spirit.

Specialize from anywhere through an individualized educational itinerary on Human and Sustainable Development condensed into 600 hours”

Module 1. People's Development: Introduction and Challenges

1.1. Development

1.1.1. Introduction
1.1.2. What Is Meant by Development?
1.1.3. Sociological Theories for Development

1.1.3.1. Development through Modernization
1.1.3.2. Development through Dependency
1.1.3.3. Neoinstitutional Development Theory
1.1.3.4. Development through Democracy
1.1.3.5. Theory of Development through Cultural Identity

1.1.4. Stakeholders Involved in Development

1.1.4.1. According to its channeling
1.1.4.2. According to their Shape

1.1.5. Poor or Impoverished Countries

1.1.5.1. What Is Meant by “Impoverished”?

1.1.6. Economic, Social and Sustainable Development
1.1.7. UNDP
1.1.8. Bibliography

1.2. Power, Dynamics and Actors in the International Society

1.2.1. Introduction
1.2.2. Power Elements
1.2.3. The International Society
1.2.4. International Society Models

1.2.4.1. Static
1.2.4.2. Dynamic
1.2.4.3. Global

1.2.5. Characteristics of the International Society

1.2.5.1. It Is a Global Benchmark Company
1.2.5.2. It Is Distinct from the Interstate Society
1.2.5.3. International Society Requires a Relational Dimension
1.2.5.4. International Society Enjoys a Common Order

1.2.6. Social Structure  of the Society
1.2.7. International Society Structure

1.2.7.1. Spatial Extension
1.2.7.2. Structural Diversity
1.2.7.3. The Cultural Dimension of the International Society

1.2.8. Polarization of the International Society

1.2.8.1. Concept

1.2.9. Degree of Institutionalization of the International Society
1.2.10. Bibliography

1.3. Free Trade

1.3.1. Introduction
1.3.2. Unequal Interdependence between Countries
1.3.3. Transnational Companies

1.3.3.1. What are they?

1.3.4. Current Trade Situation

1.3.4.1. Transnationals and Free Trade

1.3.5. The WTO

1.3.5.1. Concept
1.3.5.2. Brief History
1.3.5.3. The WTO's Activities Are Built Around Three Pillars

1.3.6. Rounds, Conferences and Lobbying
1.3.7. Fair Trade Relations
1.3.8. CONGDE (Spanish coordinator for NGO development activities) 

1.3.8.1. CONGDE Proposals

1.3.9. Corporate Social Responsibility
1.3.10. A Global Pact
1.3.11. Fair Trade

1.3.11.1. International Definition

1.3.12. Bibliography

1.4. Sustainable Development and Education

1.4.1. Introduction
1.4.2. Education on Sustainable Development and Education for Sustainable Development

1.4.2.1. Main Differences

1.4.3. Sustainability

1.4.3.1. Concept

1.4.4. Sustainable Development

1.4.4.1. Concept

1.4.5. Components of Sustainable Development
1.4.6. Principles of Sustainable Development
1.4.7. Education for Sustainable Development (ESD)

1.4.7.1. Definition

1.4.8. History of Education for Sustainable Development

1.4.8.1. Concept

1.4.9. Redirect Education
1.4.10. Guidelines for Sustainable Development
1.4.11. Bibliography

1.5. Sustainable Development Goals (SDGs)

1.5.1. Introduction
1.5.2. Millennium Development Goals

1.5.2.1. Background

1.5.3. Millennium Campaign
1.5.4. MDG Results
1.5.5. Sustainable Development Goals

1.5.5.1. Definition
1.5.5.2. Who Is Involved?

1.5.6. What Are the SDGs?

1.5.6.1. Features

1.5.7. Differences between the MDGs and the SDGs
1.5.8. Sustainable Development Agenda

1.5.8.1. The 2030 Agenda
1.5.8.2. Are the SDGs Legally Binding?

1.5.9. Monitoring the Achievement of the SDGs
1.5.10. Bibliography

1.6. Theories about Sustainable Development

1.6.1. Introduction
1.6.2. Development Participants
1.6.3. Problems of Education for Sustainable Development

1.6.3.1. Skills

1.6.4. The UN and Its Development Work

1.6.4.1. The History of the UN
1.6.4.2. The UN and Sustainability

1.6.5. Agenda 21: UN Agenda 21

1.6.5.1. Objectives of Agenda 21

1.6.6. UNDP

1.6.6.1. History of UNDP
1.6.6.2. UNDP Goals

1.6.7. Other Theories to Support Sustainable Development

1.6.7.1. Degrowth

1.6.8. Alternative Theories to Sustainable Development

1.6.8.1. Ecodevelopment

1.6.9. Bibliography

1.7. Civil Society, Social Movements and Transformation Processes

1.7.1. Introduction
1.7.2. Concept of Social Movement
1.7.3. Goals of Social Movements
1.7.4. Structure of Social Movements
1.7.5. Definitions of Leading Authors
1.7.6. Collective Challenge
1.7.7. The Search for a Common Goal
1.7.8. Evolution of Social Movements
1.7.9. Participation and Consolidation of Democracy
1.7.10. Most Important Social Movements in Recent Years in Europe
1.7.11. Bibliography

1.8. Participatory Community Development

1.8.1. Introduction
1.8.2. Community

1.8.2.1. On Whom Does the Success of a Community Depend?

1.8.3. Concept of Participatory
1.8.4. Community Development Concept
1.8.5. Defining Features of Community Development
1.8.6. Processes to Achieve Community Development

1.8.6.1. Participatory Diagnosis
1.8.6.2. Development Plan
1.8.6.3. Participatory Planning
1.8.6.4. Community Development Plan

1.8.7. Twelve Lessons in Participatory Community Development
1.8.8. Key Stakeholders
1.8.9. Bibliography

1.9. Human Development Index

1.9.1. Introduction
1.9.2. Human Development Index

1.9.2.1. IDH Principles
1.9.2.2. HDI Goals
1.9.2.3. Limitations of a IDH
1.9.2.4. Types of Indicators

1.9.3. Human Development Features
1.9.4. Methodology for Calculating the HDI
1.9.5. Others Human Development Indexes

1.9.5.1. Inequality-Adjusted Human Development Index
1.9.5.2. Gender Inequality Index
1.9.5.3. Multidimensional Poverty Index (MPI)

1.9.6. UNDP- United Nations Development Programme
1.9.7. Conclusions
1.9.8. Bibliography

1.10. Local Associations for Development

1.10.1. Introduction
1.10.2. What Is a NGDO?
1.10.3. State Development Movements
1.10.4. Zero Poverty

1.10.4.1. Objectives
1.10.4.2. Action Strategy
1.10.4.3. Member Organizations

1.10.5. NGDO Coordinator Spain

1.10.5.1. Objective
1.10.5.2. Strategic Plan
1.10.5.3. Strategic Lines of Action

1.10.6. Automatic Coordinators
1.10.7. Social Action Groups
1.10.8. Bibliography

Module 2. International Development Cooperation

2.1. International Development Cooperation

2.1.1. Introduction
2.1.2. What Is the International Development Cooperation?
2.1.3. Objectives and Purpose of International Development Cooperation
2.1.4. Objectives of International Cooperation for Spanish Development
2.1.5. Evolution of the Spanish International Development Cooperation
2.1.6. Origins and Historical Evolution of International Cooperation
2.1.7. Europe's Reconstruction Plans in the Bipolar Conflict
2.1.8. The Processes of Decolonization in the Postwar Years
2.1.9. Crisis of the International Development Cooperation
2.1.10. Changes in the Conception of International Development Cooperation
2.1.11. Bibliography

2.2. Modalities and Instruments of International Development Cooperation

2.2.1. Introduction
2.2.2. Main Tools of International Development Cooperation

2.2.2.1. Development co-operation
2.2.2.2. Education for Development
2.2.2.3. Technical Assistance, Training and Research
2.2.2.4. Humanitarian Action

2.2.3. Other Cooperation Tools

2.2.3.1. Economic Cooperation
2.2.3.2. Financial Help
2.2.3.3. Scientific and Technological Cooperation
2.2.3.4. Food Aid

2.2.4. Modalities of the International Development Cooperation
2.2.5. Types of Modalities

2.2.5.1. Modality According to the Origin of the Funds

2.2.6. Types of Aid According to the Stakeholders Channelling International Development Cooperation Funds

2.2.6.1. Bilateral
2.2.6.2. Multilateral
2.2.6.3. Decentralized Cooperation
2.2.6.4. Non-Governmental Cooperation
2.2.6.5. Business Cooperation

2.2.7. According to the Geopolitical Situation and Level of Development of Donor and Recipient Countries
2.2.8. Depending on the Existence or Non-Existence of Limitations on the Application of Funds
2.2.9. Other Cooperation Tools Co-Development

2.2.9.1. Co-Development Interventions

2.2.10. Bibliography

2.3. Multilateral OrganizationsOrganismos multilaterales

2.3.1. The International Development Cooperation System
2.3.2. International Development Cooperation Stakeholders
2.3.3. Stakeholders in the Official Development Assistance System
2.3.4. Relevant International Organization (IO) Definitions
2.3.5. Characteristics of International Organizations

2.3.5.1. Types of International Organizations

2.3.6. Advantages of Multilateral Cooperation
2.3.7. Contributions of International Organizations to the Multilateral System
2.3.8. Multilateral Financial Institutions (MFIs)

2.3.8.1. Characteristics of MFIs
2.3.8.2. Composition of MFIs
2.3.8.3. Types of MFIs

2.3.9. Bibliography

2.4. Sources of International Development Cooperation

2.4.1. Introduction
2.4.2. Difference between Governmental and Non-Governmental Cooperation
2.4.3. Multilateral Financial Institutions
2.4.4. The International Monetary Fund
2.4.5. United States Agency for International Development USAID

2.4.5.1. Who are They?
2.4.5.2. The History of USAID
2.4.5.3. Intervention Sectors

2.4.6. The European Union

2.4.6.1. Objectives of the EU
2.4.6.2. General Objectives of EU External Action

2.4.7. Non-Financial Multilateral Institutions

2.4.7.1. List of Non-Financial Multilateral Institutions
2.4.7.2. Actions by Non-Financial Multilateral Institutions

2.4.8. United Nations Organization
2.4.9. Bibliography

2.5. Spanish Cooperation Master Plan 2018-2021

2.5.1. Introduction
2.5.2. Action and Management Challenges for Spanish Cooperation
2.5.3. What Is a Master Plan?

2.5.3.1. Spanish Cooperation Master Plan
2.5.3.2. Areas Composing the Fifth Spanish Cooperation Master Plan

2.5.4. Goals of the Master Plan

2.5.4.1. General Objectives of the V IADC Master Plan

2.5.5. Geographic Priorities for Action under the Master Plan of the IADC
2.5.6. The 2030 Agenda

2.5.6.1. What Is Agenda 2030?
2.5.6.2. Development of Agenda 2030
2.5.6.3. General Specifications
2.5.6.4. Implementation of Agenda 2030

2.5.7. Bibliography

2.6. Humanitarian Action

2.6.1. Introduction
2.6.2. Humanitarian Aid in the International Context
2.6.3. Tendencies in Humanitarian Action
2.6.4. Main Goals of Humanitarian Action
2.6.5. First Strategy for Humanitarian Action in Spanish Cooperation
2.6.6. The Financing of Humanitarian Action and Its Evolution
2.6.7. Principles of International Human Rights Law and Humanitarian Action
2.6.8. Summary
2.6.9. Bibliography

2.7. Gender Approach in International Development Cooperation

2.7.1. Introduction
2.7.2. What Is the Gender Approach?
2.7.3. Why Is It Important to Incorporate the Gender Approach in Development Processes?
2.7.4. Gender Approaches in International Development Cooperation
2.7.5. Strategic Lines of Work on the Gender Approach in International Development Cooperation
2.7.6. Objectives of the Fifth Master Plan for Spanish Cooperation Regarding the Promotion of Men's and Women's Rights and Opportunities
2.7.7. Priority Equality Goals in the Spanish Development Cooperation
2.7.8. Sectoral Gender Strategy in Spanish Development Cooperation
2.7.9. Gender Mainstreaming Guide
2.7.10. Bibliography

2.8. Focus on DD Resources In International Development Cooperation

2.8.1. Introduction
2.8.2. Human Rights
2.8.3. Human Rights Approach to Development Cooperation
2.8.4. How the Human Rights Approach Emerged
2.8.5. Elements Provided by the Human Rights Approach HH. to International Development Cooperation

2.8.5.1. New Frame of Reference: International Human Rights Standards
2.8.5.2. New Look at Capacity Building
2.8.5.3. Participation in Public Policy
2.8.5.4. Accountability

2.8.6. Challenges of the Human Rights Approach in Development Cooperation Interventions
2.8.7. Challenges in Project Identification and Formulation
2.8.8. Challenges in Project Execution
2.8.9. Challenges in Project Monitoring and Assessment
2.8.10. Bibliography

2.9. Human Mobility and Migration

2.9.1. Introduction
2.9.2. Migration

2.9.2.1. First Human Movements
2.9.2.2. Types of Migrations
2.9.2.3. Causes of Migrations

2.9.3. Migratory Processes in the Era of Globalization

2.9.3.1. Improved Living Conditions
2.9.3.2. Vulnerability and Migration

2.9.4. Human Safety and Conflict
2.9.5. Challenges of the International Asylum System
2.9.6. The OHCHR
2.9.7. Human Rights Based Migration Strategy
2.9.8. Bibliography

Module 3. Education for Human and Sustainable Development

3.1. Education for Human and Sustainable Development

3.1.1. Introduction
3.1.2. Economic, Social and Sustainable Growth
3.1.3. Sustainable Development , Sustainability and Education
3.1.4. Education on Sustainable Development and Education for Sustainable Development

3.1.4.1. Main Differences:
3.1.4.2. Sustainability
3.1.4.3. Sustainable Development

3.1.5. Education for Sustainable Development (ESD)
3.1.6. Bibliography

3.2. Development Education and Its Evolution

3.2.1. Introduction
3.2.2. Development Education Goals

3.2.2.1. Purpose of Developmental Education activities
3.2.2.2. Purpose of Development Education

3.2.3. Dimensions of Development Education
3.2.4. The History of Development Education
3.2.5. Redirect Education
3.2.6. Guidelines for Sustainable Development
3.2.7. Exercises to Introduce the Concept of Sustainable Development

3.2.7.1. Take Everything Today or Everyone Takes it  I
3.2.7.2. Take Everything Today or Everyone Takes it  II
3.2.7.3. Observations on the Game:“Take Everything Today or Everyone Always Takes”

3.2.8. Bibliography

3.3. Development Education Intervention Strategies

3.3.1. Formal, Non-Formal and Informal Education
3.3.2. Redirect Education
3.3.3. Components of Education for Sustainable Development
3.3.4. Guidelines for Sustainable Development
3.3.5. Problems
3.3.6. Framework for Teaching or Discussing Environmental Issues
3.3.7. Skills
3.3.8. Perspectives
3.3.9. Bibliography

3.4. Challenges of Development Education in Spain and in the World

3.4.1. Introduction
3.4.2. Components of ESD (Education for Sustainable Development)

3.4.2.1. Values

3.4.3. Challenges and Barriers for ESD

3.4.3.1. Challenges Faced by ESD

3.4.4. Bibliography

3.5. Education, Participation and Social Transformation

3.5.1. Introduction

3.5.1.1. The Administration During Change

3.5.2. Process to Generate Change

3.5.2.1. Make the Decision to Act
3.5.2.2. Support Your Decision with a Reason
3.5.2.3. Prepare a Communication Strategy to Share Your Vision with Stakeholders and the Community
3.5.2.4. Prepare Final and Intermediate Goals
3.5.2.5. Establish Programmatic Assessment Methods and Responsibilities
3.5.2.6. Review and Revise Final and Interim Goals
3.5.2.7. Rewards and Celebrations

3.5.3. Exercises to Create Community Sustainability Goals through Public Participation

3.5.3.1. Know Your Neighbours
3.5.3.2. Generate Consensus
3.5.3.3. Your Community through a Sustainability Lens
3.5.4. Bibliography

3.6. Stakeholders of Development Education

3.6.1. Introduction
3.6.2. Stakeholders: General State Administration
3.6.3. Actors Ministry of Foreign Affairs and Cooperation: Secretary of State for International Cooperation and Ibero-America and the Caribbean (SSICIAC)
3.6.4. Stakeholders: Ministry of Education and Science
3.6.5. Other Ministries:
3.6.6. Cooperation Council
3.6.7. NGDO
3.6.8. Stakeholders: Coordination of Non-Governmental Development Organizations of Spain (CONGDE) 
3.6.9. Stakeholders: In Europe 
3.6.10. Other Stakeholders: 

3.6.10.1. Media 
3.6.10.2. Networks, Associations and Social Movements 

3.6.11. Actors: Universities 
3.6.12. Bibliography 

3.7. Education for Development in the Formal, Non-Formal and Informal Spheres 

3.7.1. Redirecting Existing Education 

3.7.1.1. Points to Consider 
3.7.1.2. Education as a Great Hope for a Sustainable Future 

3.7.2. The Story of Professor Mafalda 

3.7.2.1. Context 
3.7.2.2. Structure 
3.7.2.3. Attributes of Global Citizenship 
3.7.2.4. Practical Recommendations According to Some Determining Factors 

3.7.3. Bibliography 

3.8. Comparative Development Education Strategy of the Cooperation 

3.8.1. Introduction 
3.8.2. Concept of Non-Formal Education 
3.8.3. EPD Activities in Non-Formal Education 
3.8.4. Informal Education 
3.8.5. Areas in Informal Education 

3.8.5.1. Media 
3.8.5.2. Advocacy Awareness Campaigns 
3.8.5.3. Studies, Research and Publications 
3.8.5.4. Internet and Social Networks 

3.8.6. Recommendations 
3.8.7. Bibliography 

3.9. Education for Development. Action Areas According to the Cooperation Master Plan 

3.9.1. Introduction 
3.9.2. Education Strategy for the Development of the Fifth Master Plan of the Spanish Cooperation 
3.9.3. Objectives of the Master Plan for Development Education 
3.9.4. Sectoral Strategies of the Master Plan for Development Education 

3.9.4.1. PAS 
3.9.4.2. Strategies 

3.9.5. AECID's Strategic Lines for Development Education 
3.9.6. Generation of Global Citizenship on Social Networks 
3.9.7. Bibliography 

3.10. Development Education Projects Worldwide 

3.10.1. Introduction 
3.10.2. Social Economy "Zafra Local" of the NGDO , Páramo Movement, Cooperation and Development 

3.10.2.1. What Is This Project Based On? 
3.10.2.2. Project Objectives 
3.10.2.3. Local Currency as the Backbone of the Project 
3.10.2.4. Examples in Spain 
3.10.2.5. Examples in Europe 
3.10.2.6. Two Formats 
3.10.2.7. Currency to Support Local Commerce 
3.10.2.8. Currency to Favor Local Commerce 
3.10.2.9. Solidarity Currency 
3.10.2.10. Fair Currency 
3.10.2.11. Participatory Process 

3.10.3. Bibliography

Module 4. Humanitarian Action and International Development Cooperation

4.1. Humanitarian Action

4.1.1. Introduction
4.1.2. What Is Humanitarian Action?

4.1.2.1. Concepts/Definition

4.1.3. Definition of Humanitarian
4.1.4. What Is Humanitarian Aid for?
4.1.5. Goals of Humanitarian Action
4.1.6. Beneficiaries of Humanitarian Action
4.1.7. The Concept of Aid
4.1.8. Emergency Aid

4.1.8.1. Lines of Action for Emergency Aid

4.1.9. Humanitarian Aid

4.1.9.1. Differences between Humanitarian Aid and Humanitarian Action

4.1.10. Conclusions
4.1.11. Bibliography

4.2. Humanitarian Action and International Development Cooperation

4.2.1. Introduction
4.2.2. History of Humanitarian Action

4.2.2.1. Modern Humanitarianism
4.2.2.2. Evolution

4.2.3. Ethical and Operational Principles of Humanitarian Action
4.2.4. Humanitarian Principles

4.2.4.1. Dilemmas that Contribute

4.2.5. Humanity

4.2.5.1. Definitions and Dilemmas

4.2.6. Impartiality

4.2.6.1. Definitions and Dilemmas

4.2.7. Neutrality

4.2.7.1. Definitions and Dilemmas

4.2.8. Independence

4.2.8.1. Definitions and Dilemmas

4.2.9. Universality

4.2.9.1. Definitions and Dilemmas

4.2.10. Conclusions
4.2.11. Bibliography

4.3. Contents and Specific Objectives of Humanitarian Action I

4.3.1. Introduction
4.3.2. Humanitarian Action and Development Cooperation

4.3.2.1. Classical Humanitarianism and New Humanitarianism
4.3.2.2. Linking Emergency and Development

4.3.3. LRRD Approach

4.3.3.1. Concept of Continuum and Contiguum

4.3.4. Humanitarian Action and LRRD
4.3.5. Preparedness, Mitigation and Prevention
4.3.6. Reducing Vulnerabilities and Strengthening Capacities
4.3.7. Bibliography

4.4. Contents and Specific Objectives of Humanitarian Action II

4.4.1. Victim Protection

4.4.1.1. The Right to Asylum and Refuge
4.4.1.2. Humanitarian Interference

4.4.2. International Monitoring/Follow-Up of Compliance
4.4.3. Witnessing and Reporting Human Rights Violations
4.4.4. Lobbying of NGOs

4.4.4.1. International Accompaniment and Presence

4.4.5. High-Level Political Action
4.4.6. Code of Conduct
4.4.7. ESFERA Project

4.4.7.1. The Humanitarian Charter
4.4.7.2. Minimum Standards
4.4.7.3. The Essential Humanitarian Standard
4.4.7.4. Assessment of Humanitarian Action
4.4.7.5. Why Assess Humanitarian Action?

4.4.8. Bibliography

4.5. Stakeholders in Humanitarian Action

4.5.1. Introduction
4.5.2. What Are the Stakeholders in Humanitarian Action?
4.5.3. The Affected Population
4.5.4. The Affected Governments
4.5.5. NGOs
4.5.6. The International Red Cross and Red Crescent Movement
4.5.7. Donor Governments
4.5.8. UN Humanitarian Agencies
4.5.9. The European Union
4.5.10. Other Stakeholders:
4.5.10.1. Private Sector Entities
4.5.10.2. Media
4.5.10.3. Military Forces
4.4.11. Bibliography

4.6. Main Challenges for Stakeholders and Humanitarian Action

4.6.1. Introduction
4.6.2. The World Humanitarian Summit

4.6.2.1. The Agenda for Humanity

4.6.3. The Main Reasons to Look to the Future
4.6.4. Increase the Weight and Capacity of Local Stakeholders

4.6.4.1. Charter for Change

4.6.5. Organizational Challenges for NGOs at the International Level
4.6.6. The Need for the United Nations to Consider Humanitarian Issues as a Global Issue
4.6.7. Bibliography

4.7. OCHA The Office for the Coordination of Humanitarian Affairs

4.7.1. Objectives
4.7.2. United Nations
4.7.3. The UN and Humanitarian Action
4.7.4. The Office for the Coordination of Humanitarian Affairs OCHA

4.7.4.1. The Origin of the OCHA
4.7.4.2. The Evolution of OCHA
4.7.4.3. The 2004 Humanitarian Reform
4.7.4.4. The Cluster Approach
4.7.4.5. OCHA's Coordination Tools
4.7.4.6. The Mission of OCHA
4.7.4.7. OCHA  Strategic Plan 2018-2021

4.7.5. Bibliography

4.8. The Office for Humanitarian Action OHA

4.8.1. Objectives
4.8.2. Spanish Agency for International Development Cooperation (AECID) 
4.8.3. Spanish Humanitarian Action
4.8.4. AECID and the Office for Humanitarian Action (OHA)
4.8.5. The Office for Humanitarian Action (OHA)

4.8.5.1. The Objectives and Functions of OHA
4.8.5.2. OHA Financing

4.8.6. Bibliography

4.9. Comparative of Humanitarian Action Strategies for Development

4.9.1. Objectives
4.9.2. Introduction
4.9.3. Spain's Participation in the World Humanitarian Summit

4.9.3.1. Summit Trends for AECID's Office of Humanitarian Action

4.9.4. The Fifth Master Plan for Spanish Cooperation 2018-2021
4.9.5. The START (Spanish Technical Aid Response Team) Project

4.9.5.1. Objectives and Purpose of the START Project
4.9.5.2. The START Project Team

4.9.6. Conclusions
4.9.7. Bibliography

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