This document summarizes a presentation on open badges across the humanitarian sector. The presentation discusses themes such as lifelong learning, recognition being as important as delivery of learning, and how badges can build help networks. It provides examples of how organizations like Doctors Without Borders and UNICEF are using online learning and badges. The presentation envisions a future where a humanitarian passport initiative could provide recognition of skills through open badges, connected to various skills frameworks and quality standards.

1. Badge Summit
June 24, 2017
Open Badges
across the Humanitarian Sector

2. Themes for this presentation
Learning is lifewide
Learning is an intersection (more than 1-way street)
Recognition is at least as important as delivery
External standards help recognition
Quality vs. accessibility & agility: “fit for purpose”
Badges have a social life: they build help networks
We’re telling an emergent story (MSF->HLA->…?)

3. Replay of themes
Learning is lifewide
Learning is an intersection (more than 1-way street)
Recognition is at least as important as delivery
External standards help recognition
Quality vs. accessibility & agility: “fit for purpose”
Badges have a social life: they build help networks
We’re telling an emergent story (MSF->HLA->?)

4. Humanitarian Work (MSF)
Context:

5. Doctors Without Borders

6. MSF missions around the world
• Medical programs in more than 60 countries
• More than 25,000 field positions
• More than 7.3 million patient consultations in 2010

7. PapuaNewGuinea©Ron
Haviv
Not just Doctors: Logistics, Finance, HR…

8. ©Jean-PIerr
eAmigo
International Staff : National Staff = 1 : 10
Somalia©FredericCourbet/
Panos

9. National Staff
• International staff learn from their local colleagues
“I learned more in one year in Afghanistan than I would have
in decades at home.”
•National staff increasingly becoming international
•National staff development: crucial for long-term
sustainability

10. MSF: a federated structure

11. MSF: People Management Report (2014)
FINDINGS
Inconsistent recruitment and rotation
Low development skills of many line managers
Under-utilization of national staff
RECOMMENDATIONS
An online portfolio
Online mentoring and coaching;
JIT Online resources – e.g. quick tip sheets

12. Changes in progress
Modernized Learning & Development Policies
Values: inclusivity, accessibility, flexibility,
learner-centredness
Increased sharing and collaboration
eCampus (LMS): OCBA and OCG
Intersectional working committees (e.g. KM)

13. Learning & Development is Changing
Context:

14. Volatile ~ Uncertain ~ Complex ~ Ambiguous (and Dangerous)
A VUCA world
sceptrefellows

15. Technology skills are in demand, but they change fast!
slideshare.net/linkedin

16. The future of jobs
World Economic Forum: Future Of Jobs 2016
Across nearly all industries, the
impact of technological and other
changes is shortening the shelf-life
of employees’ existing skill sets.
Overall, social skills—such as
persuasion, emotional intelligence
and teaching others—will be in
higher demand across industries
than narrow technical skills
Top 10 Skills in 2020
1. Complex problem solving
2. Critical thinking
3. Creativity
4. People management
5. Coordinating with others
6. Emotional intelligence
7. Judgment & decision making
8. Service orientation
9. Negotiation
10.Cognitive flexibility

17. WEF: Recommendations for Action
Make HR more strategic – get in front of trends
Inform decisions with data analytics
Implement more flexible, virtual work models
World Economic Forum: Future Of Jobs 2016
SHORT TERM
LONG TERM
Break down educational silos:
• Humanities/Sciences, education/work (WIL, etc.)
Incentivize lifelong learning (time, motivation, means)
Collaborate across sectors

18. Escaping from the credit hour
Competency Based Learning
hbr.org
“… high-quality learning pathways
that are affordable, scalable, and
tailored to a wide variety of current
and emergent industries, based on
competencies, not courses.”
ingegno.in

19. www.coursera.org/account/accomplishments/verify/HDDAGRLXE4 verify.edx.org/cert/5d882acb67b64425a3355cd73954dd6c
Disruption: MOOCs and micro-credentials

20. 70: 20: 10 L-i-f-e-w-i-d-e learning
deakinprime.com / wikipedia.org

21. Tools evolving
Peers
with
common
interests
Info mgmt
& comm tools
Personal
Learning
Networks
Info &
Resources
Learning
Communities
Peers with
common
interests
Expert
Sources
Online
Tutoring
Guided
Courses
MSF Worker
Personal Learning
Environments
Social Learning
Environments
Learner-centred /Socio-Constructivism

22. Paper silos: Issues with certification today
freedesignfile.com/92259
Transparency issues
• “Dumb” paper often needs other
documents, e.g. syllabus
• Proxy only – not the whole story
• Easy to forge
Physical issues
• Difficult to share, easy to lose
Recognition issues
• Lack of context - no links to supporting
evidence
• Experiential learning not valued
• Lack of granularity
• Lack of alignment, transfer,
articulation, “stackability”

23. Recognition as a human right
“… all kinds of learning and training outcomes deserve
to be valued and validated, regardless of where and
how they were obtained”unesco.org

24. UNESCO
Guidelines for Recognition, Validation and Assessment (RVA)
Equity and inclusiveness
The right to access and engage in any form of learning and have learning outcomes made visible and valued.
Equal value of formal, non-formal and informal learning
Competences from non-formal and informal learning on par with those obtained formally
Centrality of individuals
Respect and reflect individuals´ needs, and their participation should be voluntary
Improve the flexibility and openness of formal education and training
Diverse forms of learning, taking learners’ needs and experiences into account
Quality assurance
Relevant, reliable, fair and transparent
Stakeholder partnerships
Shared responsibility from design through implementation and evaluation

25. Opening up Education
bit.ly/OpeningUpEd
a) issuing a certificate, diploma or
title
b) acknowledging & accepting
credentials, such as a badge, a
certificate, a diploma or title
issued by a third-party

26. Humanitarian Learning and Development
Context:

27. UNICEF Agora – an early innovative learning portal
agora.unicef.org

28. OCB Career Management Portal
career.msf.be

29. OCB: Career Pathing

30. OCB: Technical skills, transversal competencies

31. OCB: Skills frameworks = career pathways
IRFFG
(Roles, 5 levels)
Coordinators
Activity Managers &
Clinical Medical
Specialists
Supervisors
Skilled Positions
Basic Skilled Positions
Technical skills
(Levels 1-5)
Medical (24)
Logistics (19)
HR (9)
Finance (8)
Supply (8)
Transversal skills
(Levels 1-4)
Commitment to MSF’s Principles
Cross-cultural Awareness
Analytical Thinking
Strategic Vision
Behavioural Flexibility
Stress Management
Results and Quality Orientation
Service Orientation
Planning & Organising
Initiative & Innovation
Capacity to Negotiate
Teamwork & Cooperation
Leadership
People Management & Development
Security Awareness & Management
Networking & Building Relationships
Language skills
EU scale
Basic:
A1-A2
Independent: B1-B2
Proficient:
C1-C2

32. Principles
• Balance needs of
organization and
individual
• Support the career
lifecycle
• Recognize all
authentic learning
• Interoperate with
other MSF systems
• Interoperate with
external systems
(OCB)

33. “micro-portfolios”
Open Badges

34. Clear progress markers
 motivating learners, supporting advisors
Flexible learning pathways
 granular, incremental, multi-source, laddered,
remixable
Visual branding
 issuers and earners
Online trust system
 demonstrate skills & capabilities
 proof of performance
 backed by issuer
A digital representation of an accomplishment, interest or affiliation that is visual, available online and
contains metadata including trusted links that help explain the context, meaning, process and result of an
activity.
As an open artefact, the earner can present the badge in different contexts from which it was earned.
Micro-credential – portable record of learning
What is an Open Badge?

35. Mapping badgespace
credentials
digital badges
certifications
Open
Badges
micro-
credentials
CC BY Doug Belshaw dougbelshaw.com
Standards-based
& interoperable
No image
requirement

36. Tracking humanitarian logistics learning delivery
Oxfam

37. DisasterReady.org (Open Badge Passport)

38. DisasterReady.org
openbadgefactory.com/references

39. Some badged learning pathways

40. Taking badges to scale
Open Badge Networks

41. The Cities of LRNG network

42. Colorado – a cross-sectoral network
DPS presentation

43. 192,000 workers in Scotland
Social Services - Regulator & Sector Council
badges.sssc.uk.com/badges
 Work based qualifications: enter with little
education, achieve a degree
 Open Badges to recognized informal learning
 Potential for formalized RPL later

44. Aspirational project (DigitalMe)
“Open Badge Network” (EU)
openbadgenetwork.com
“Badge the World”

45. One company mapping talent globally
bit.ly/IBM_HeatMap

46. ePIC 2015 Barcelona

47. External outreach: ePortfolio and Identity Conference

48. Related Initiative: MSF’s PLE: “TEMBO”
(OCBA)

49. Building a Learning & Recognition Network

50. VIDEO: “Why do we need the Humanitarian Leadership Academy?”
vimeo.com/156274688

51. Our mission is to enable people around the world to
prepare for and respond to crises in their own countries
51

52. Power of Collaboration
The power of collaboration, an
innovative approach in the sector,
means that we build networks of
knowledge and experience that we
share worldwide.
It is not just learning top – down,
it is learning and sharing from the
grassroots upwards.

53. How the Academy Works
Academy Centres
(live)
•Kenya
•Philippines
•Middle East
•Bangladesh
Collaboration
Centres
•Learning
•HPI - Recognition
•HPI - Quality
Kaya digital
platform
Partners

54. The Audience

55. Who needs the learning?

56. Flexible & scalable learning
Level 1 - Democratizing Access
• Open & self-guided learning
• Communities of Learning
Level 2 – Structured & Supported Learning
• Guided learning pathways
• Peer feedback & coaching
Level 3 – Localised & In-Person Learning
• Local learning experiences
• Certification pathways
Learning pathways can include self-paced learning
content, social engagement with experts and other learners
and localised in-person training opportunities

57. Open Up Content – collaborate and co-develop
Aggregate first:
Share learning content across the sector
Co-develop and invest in new content by
bringing together:
• Subject matter experts
• Instructional designers
• Instructional technologists
• Translators

58. • A global portal of humanitarian learning – KayaConnect.Org
• Rapidly growing user base - currently >20K, from >190 countries
• Breadth of learning also expanding – currently >270 courses
Kaya – A Learning Marketplace

59. • Global to Local
• Contextualise global learning products to better suit national/local target audience needs.
• Develop a guide to contextualisation (based on learnings) to support the process.
• Focus on on Humanitarian and Volunteer Essentials pathways.
• Develop/translate to Arabic, Kiswahili (and Bangla?) and plan contextualised pathways
• Local to Global
• Contextualisation works both ways - DRRM identified as a need from global and local needs
assessments. Working closely with Kenya and Philippines ACs and partners to identify and explore
existing content for a global DRRM product for the sector.
Contextualisation

60. Open Up Access – MOOCs, SPOCs, localisation
Co-develop blended learning programmes:
• Massive Open Online Courses (MOOCs)
• Small Private Online Courses (SPOCs)
Co-develop sustainable & scalable, localised learning:
• Local & global learning content
• Engagement opportunities – webinars, training events,
coaching & mentoring
• Local trainers, facilitators & coaches
• Academia

61. Examples of new Programmes/MOOCs
Global Partners Local Partners
Innovation/Gamification
MOOC
ITCILO Kenya Academy Centre planning to run locally
with KRCS, iLabAfrica and ResilientAfrica
Network (Uganda)
Humanitarian Essentials
MOOC
ITCILO Engaging Philippines & Kenya Academy centres
Management Essentials
MOOC
Open University Kenya Institute of Management (KIM) – local
rollout in Kakamega
Social Leadership Sea Salt Learning TBD

62. Open Up Recognition – transfer, connect, leverage

63. Open Up Recognition – transfer, connect, leverage

64. Recognition
Understanding the humanitarian ecosystem 2017
Applying humanitarian principles in practice 2017
Legal frameworks for humanitarian action 2017
MEAL 2018
Cash Transfers Programming 2018
Needs Assessment 2018
The Collaboration Centre for Recognition of
Skills, Experience, and Learning in
Humanitarian Action (PHAP, CHS Alliance
and Academy) is developing professional
certifications. The PHAP Credentialing
Program aims to provide a set of credentials
developed in accordance with ISO standards.
The Humanitarian Passport Initiative is focusing on
the recognition of individual skills, learning and
experience through a Humanitarian Open Badge
Passport platform, aligned to competency frameworks
and quality standards and connected to social media
and other platforms by open protocols.

65. Humanitarian Passport Initiative

66. Standards, Competencies
Support for professionalizing the sector

67. Alignment: many skills frameworks!
euhap.eu

68. Professionals in Humanitarian Assistance and Protection (PHAP)
Early implementation of Open Badges
phap.org/digital-badges

69. Humanitarian Passport Initiative
Vision: an international recognition network“… a framework of the skills,
competencies and learning
necessary for humanitarian
workers at different levels.”

70. Humanitarian Passport Initiative
Vision: an international recognition network
PLE/PDE

71. Some Potential Participants...
Across agencies, across careers
Talent
Pipeline
Recruitment
Induction
Team Building
Performance Management
Talent Management
Experience
Achievements
Professional Development
Career Development
Leadership
Development
SME Specialization
Career Change
Outplacement
Coaching
and
Mentoring
Other
External Learning
MOOCs, Open Ed Resources,
Personal Learning Network,
Communities of
Practice
Demand
Supply
Career
Pathways
Skills
Marketplace
External
Recognition
Workplace
Assessments
&
Achievements
New
Mission?
New
Role?
HRIS/ERP
Systems
Performance
Management
System Talent
Management
System
Open
Badges
Humanitarian
Passport
(PLE)
Academic
Recognition?
New
Career?
External
Performance
Support
Google, YouTube
External repositories

72. Displayers
Connectors
A Platform Partnership
with Finland’s Discendum Oy
Humanitarian Passport

73. HPI Inter-agency Open Badges Pilot
June 30, 2017: workshop ideate Open Badges
from/for multiple agencies (what? how?)

74. Spectrum of engagement

75. Areas for recognition

76. One ideation workshop model (21C Skills Badging Challenge)

77. HPI Inter-agency Open Badges Pilot
June 30, 2017: workshop to ideate Open Badges
from/for multiple agencies (what? how?)
Summer 2017: pilot
Q3-4 2017: analyze, adjust
2018: communicate, collaborate, iterate, scale…

78. Dissemination: e.g. ePIC 2017, Open Recognition Day
openepic.eu

79. Replay of themes
Learning is lifewide
Learning is an intersection (more than 1-way street)
Recognition is at least as important as delivery
External standards help recognition
Quality vs. accessibility & agility: “fit for purpose”
Badges have a social life: they build help networks
We’re telling an emergent story

80. Are you a potential partner? HLA’s approach
80

81. The future is already here;
it’s just not very e
venly dis
tributed.
William Gibson
Final thought
en.wikiquote.org

82. Earn a badge!
bit.ly/2017Summit_CanCred

83. Don Presant
don@learningagents.ca
@donpresant