CCCM Trainer Manual FINAL 0

CAMP COORDINATION &
CAMP MANAGEMENT
CORE
TRAINER MANUAL
The CCCM-CORE project is a new component of the CCCM and CORE which offers the
opportunity for humanitarian stakeholders worldwide to agree on and deliver an introductory
framework for humanitarian training.
Coordinated by: In Partnership with:

Camp Coordination and Camp Management - CORE
Trainer Manual
Acknowledgements
Shelter Centre continues to support the Camp Coordination and Camp Management Cluster through
the development and delivery of CORE (Common Operational Recovery Essentials), a commonly
agreed basic technical humanitarian training, accessible and adaptable to all humanitarian
stakeholders worldwide.
CORE aims to improve communication and coordination as well as enhance national capacity and
preparedness in the event of humanitarian disasters. The latest addition to CORE is a 5-day intensive
CCCM focused course that concentrates on the roles and responsibilities of the CCCM cluster and its
key relationships and links with other clusters and stakeholders in a humanitarian response. This
course incorporates Emergency Shelter, WASH, Early Recovery and Protection leading to Disaster
Risk Reduction efforts.
The CORE Camp Coordination & Camp Management training material was developed with the
generous support of the European Commission Humanitarian Aid Department (ECHO) and the
Department for International Development (DFID). The views expressed herein should not be taken to
reflect the official opinion of these organisations.
The training material was prepared by the Shelter Centre team, in partnership with Humanitarian
Benchmark Consulting and Red R India. Additional feedback and support was provided by the CCCM
Cluster and Cluster representative from the UNHCR, IOM and NRC.
Image credits
All images are used with the permission of Shelter Centre and the CCCM Cluster.
Coordinated and designed by:
In Partnership with: Funded by:
CORE Camp Coordination & Camp Management Trainer Manual | Page ii

Participant & Trainer information
Participants information:
Name Organisation Email

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CORE Camp Coordination & Camp Management Trainer Manual | Page iii
CCCM-CORE Workshop Agenda
CORE Camp Coordination & Camp Management Trainer Manual | Page iv

Table of Contents
Contents
CCCM-CORE Workshop Agenda ............................................................................................. iv

Background, purpose and outcomes ........................................................................................ vi
Equipment list ........................................................................................................................... viii
Print list ...................................................................................................................................... ix
Example certificate of completion .............................................................................................. x
Example workshop evaluation form .......................................................................................... xi
Example trainer evaluation form ..............................................................................................xiv
DAY 1.......................................................................................................................... 1
1.0. Welcome and context setting .............................................................................................. 2
1.1. Assessment and disaster cycle ........................................................................................... 3
1.2. Scenario exercise ................................................................................................................ 5
1.3. Group work presentations ................................................................................................... 6
1.4. 4W and Information Management ....................................................................................... 7
1.5. Daily summary and feedback .............................................................................................. 9
1.6. Homework on finding resources ........................................................................................ 10
DAY 2........................................................................................................................ 11
2.1. Humanitarian principles ..................................................................................................... 12
2.2. Humanitarian coordination ................................................................................................ 14
2.3. Scenario exercise .............................................................................................................. 16
2.4. Group work presentations ................................................................................................. 17
2.5. Supply Chain Management ............................................................................................... 18
2.6. Daily summary and feedback ............................................................................................ 20
2.7. Voluntary presentations .................................................................................................... 21
DAY 3........................................................................................................................ 22
3.1. Camp coordination and camp management ..................................................................... 23
3.2. Shelter ............................................................................................................................... 25
3.5. National and cultural context ............................................................................................. 29
DAY 4........................................................................................................................ 33
4.1. Monitoring and Evaluation ................................................................................................. 34
4.2. Care and Maintenance: WASH response ......................................................................... 36
CORE Camp Coordination & Camp Management Trainer Manual | Page v

4.5. Cross-cutting issues .......................................................................................................... 40
DAY 5........................................................................................................................ 44
5.1. Early recovery and livelihood ............................................................................................ 45
5.2. Disaster Risk Reduction .................................................................................................... 47
5.4 Group work presentations .................................................................................................. 50
5.5. Parking lot ......................................................................................................................... 51
5.6. Wrap up session................................................................................................................ 51
5.7. Feedback session ............................................................................................................. 51
GLOSSARY .............................................................................................................................. 52
CORE Camp Coordination & Camp Management Trainer Manual | Page vi

Background, purpose and outcomes
New displacement realities show an increasing need for technical camp management and
coordination support to field operations and the need for CCCM expert capacity to be available on
short notice for emergency deployments. The CCCM cluster has struggled to deploy the appropriate
level and profile of cluster coordinators and cluster support teams in a timely manner, especially when
large scale emergencies have occurred simultaneously in different geographical areas. The CCCM
Cluster also has difficulties retaining expertise such as camp managers and cluster coordinators due
to the remoteness and stressful nature of working in camps, and the desire for career advancement.
There also often exist significant difficulties in communication between those working in the technical
field roles and governments and national actors important in CCCM activities, as they do not share
the basic understanding of humanitarian and in particular CCCM principles.
The CORE Project offers an opportunity for all humanitarian stakeholders to agree together and
deliver a common basic technical training on the key aspects of a humanitarian response in order to
provide sustainable and scalable capacity building at a country level. The CORE Project primarily
targets governments and national actors to provide a basic technical overview of the humanitarian
sector to allow more effective communication and coordination between agencies and staff working in
an active technical role.
As discussions on preparedness evolve, urban displacement and the use of collective centers receive
increased attention, in part due to the frequency and impact of natural disasters as well as better
awareness from national authorities. The CCCM Cluster also assists in developing strategies and
training to build capacity at the national level, through national partners, national authorities, local
organisations, Red Cross societies and international NGOs not present at global level.
The CCCM-CORE training focuses on supporting CCCM stakeholders, including national partners,
national authorities and local organisations, in how to better use camp managers within the
humanitarian architecture. Content relates specifically to CCCM and the humanitarian architecture, as
well as to other CCCM trainings and resources. Delivery is selected to support populations at risk,
CCCM operations and other CCCM capacity building. National training capacity will be strengthened
through the mentoring of national trainers and the adaptation and translation of content. Trainings are
supported through knowledge resources and the CCCM website.
Existing CORE training supports humanitarian stakeholders to have a common understanding of the
humanitarian architecture. CCCM-CORE results from the review of contents to enhance multi-sectoral
coordination in camps and camp-like settings. While specific CCCM trainings are intended mostly for
camp managers and camp coordinators; CCCM-CORE targets non-CCCM professionals that assist
populations in camps and camp-like settings by increasing their understanding that CCCM involves
supporting at field level, the contributions of a number of clusters, including early recovery, protection,
shelter and WASH. CCCM-CORE therefore offers non-CCCM professionals a humanitarian context to
assist them in efforts within the collective CCCM response.
The target audience:

Regional technical staff from local and national branches of government:
Line ministries
Emergency task forces
National NGOs
International NGOs
International organisations
United Nations Bodies
Donors
CORE Camp Coordination & Camp Management Trainer Manual | Page vii
Humanitarian actors
Secondary audiences may include M&E, HR staff and other interdisciplinary staff who are likely to
operate directly or indirectly in a humanitarian camp programme.
Training aims:
To enable non-humanitarian practitioners to understand the key concepts required for the
project management of a shelter response
To increase the ability of non-humanitarian practitioners to assist and contribute to the effective
implementation of a humanitarian camp programme
To bring together actors with various experience in humanitarian operations to share their
experience
CORE is scalable by employing a tiered approach where Master Trainers lead Training of Trainers
(ToT) courses, in which successful trainers and their host agencies receive joint accreditation,
enabling them to act as humanitarian trainers, and initiate future CORE Training courses.
CORE is adaptable, accessible and franchised to national stakeholders ensuring the content
remains demand-led and valued. All content is open source and is delivered in national languages.
CORE is adaptable to different national training contexts.
CORE is sustainable and targets the development of local trainers supporting the humanitarian
capacity and preparedness within a country, leaving a sustainable local training capacity. By using
local trainers to train local participants it is possible to reduce the costs of a training programme by as
much as 75% from traditional models.
CORE Camp Coordination & Camp Management Trainer Manual | Page viii
Equipment list
The following is a list of equipment required for delivering a CORE 101 Camp Coordination and Camp
Management training workshop.
NOTE: Depending on where the programme is being delivered a number of these items may be
unavailable, requiring alternatives to be arranged:
Data projector
1 A4 ring binder per participant
Screen/white wall at venue
5 flip charts (50 sheets of paper for each) and flip chart stand
10 flip chart pens
Extension cords, electrical outlets and adaptors for local power sockets
Computer
Printer (black and white)
1 ream blank A4 paper
1 ream coloured A4 paper
Hole punch (matching binder size)
Stapler with extra staples
Masking tape (5 rolls minimum)
Name tags (participants and trainers)
Post-it notes (multi coloured)
Speakers
Blue-tack
Ballpoint pens (1 per participant)
USB data stick
CORE Camp Coordination & Camp Management Trainer Manual | Page ix

Print list
All documents are to be printed, hole-punched and stapled prior to the workshop.
Where possible all documents should be printed in colour.
Participant documents:
Document Name No. of Copies Additional Information
CORE Camp Coordination & Camp 1 per participant + 2 Document formatting to be checked to
Management - Participant Manual extra ensure correct print layout
CORE Camp Coordination & Camp 1 per participant + 2 Document formatting to be checked to
Management Conflict & Disaster Scenarios extra ensure correct print layout
CORE Camp Coordination & Camp 1 per participant + 2 Editable document available in excel
Management Workshop Agenda extra format.
CORE - Reference and Video Resource 1 per participant + 2 Document to be attached as

Manuals extra Participant Manual annex
CORE Camp Coordination & Camp 1 per participant + 2 Binder Cover and Spine Image
Management - A4 Binder Cover and Spine extra optional. Use only if A4 Binder allows
Image
NOTE: First 5 documents to be hole-punched and placed in A4 ring binder
CORE Camp Coordination & Camp 1 per participant + 2 To be distributed prior to each session
Management PowerPoint Manual extra
Trainer documents:
Document Name No. of Copies Additional Information
CORE Camp Coordination & Camp 1 copy Document formatting to be checked to

Management - Trainer Manual ensure correct print layout
CORE Camp Coordination & Camp 1 copy Document formatting to be checked to

Management Conflict & Disaster Scenarios ensure correct print layout
CORE Camp Coordination & Camp 1 copy Editable document available in excel
Management Workshop Agenda format.
CORE Camp Coordination & Camp Management Trainer Manual | Page x

Example certificate of completion
CORE Camp Coordination & Camp Management Trainer Manual | Page xi

Example workshop evaluation form
CORE Camp Coordination & Camp Management Trainer Manual | Page xii
CORE Camp Coordination & Camp Management Trainer Manual | Page xiii
Example trainer evaluation form
CORE Camp Coordination & Camp Management Trainer Manual | Page xiv
DAY 1
Sessions:
1.0 Welcome and context setting
1.1 Assessment and Disaster Cycle
1.2 Scenario exercise
1.3 Group work presentations
1.4 4W and Information Management
1.5 Daily summary and feedback
1.6 Homework on finding resources
The CCCM-CORE project offers, for the first time, an opportunity for humanitarian stakeholders to
agree together and deliver together a common basic technical training, as a foundation to capacity
building and disaster risk CORE 101 Camp Coordination & Camp Management Trainer Manual | Page 1
reduction
1.0. Welcome and context setting
Module Overview:
This module is used as an introduction to both the CORE project and CCCM-CORE training
workshop. The module is an important opportunity to set clear objectives, get to know one another,
bring up expectations and concerns and set out how to the trainer and participants will work together
through the workshop. Furthermore, ground rules are to be set for a constructive learning
environment and general administration points regarding session timing, smoking, etc will be
discussed.
Suggested Module Agenda
Activity Time Key Questions Tasks Trainer Notes
Hand out materials and introduce

15 min N/A
Welcome training team
Introduction to the
CORE project and 15 min What is CORE? Introduce the CORE objectives
website
N/A Ensure that each participant

introduces themselves to the
Participant group and presents their
introductions
20 min expectations of the training.
Provide an overview of the
training
N/A Outline the structure and

Agenda overview 15 min
expectation of the training.
Ensure mobile phones are off (or

Admin and general
10 min N/A on silent), time keeping, no
rule
laptops
Introduction to
Overview the topics to be
todays 15 min N/A
discussed
programme
Total Time 90 min
CORE Camp Coordination & Camp Management Trainer Manual | Page 2

1.1. Assessment and disaster cycle
Module Overview:
This module firstly presents the disaster cycle and its stages. Three different levels of disaster are
clearly defined: (a) level 1: localised multiple casualty emergency, (b) level 2: multiple casualty
emergency with a large number of casualties and (c) level 3: mass casualty emergency. The
participant is then instructed on the different stages of assessment (preliminary assessment, rapid
assessment, joint assessment, monitoring & evaluation), how assessment informs the different
levels of planning, and its effectiveness. Furthermore, this module explains what needs to be
assessed in order to plan a more effective response and coordinate the stakeholders involved.
Finally, this module introduces the monitoring and evaluation stage of disaster assessment.
Key Learning Objectives:

At the end of this session participants will be able to:
Explain the cyclical nature of disaster management and the three levels of disaster
Identify the range of common assessments undertaken in disaster response
Identify what needs to be assessed in order to inform response and identify stakeholders
Key Learning Points:

Assessment is a continuous process in all stages of the disaster cycle to ensure well informed
decisions
Three common types of disaster assessment are: preliminary assessment; rapid assessment;
and joint assessment
Assessment and understanding of interrelated categories is needed for an effective response
Risks and hazards including immediate needs, security, demographic details of the affected
and host population, damage to infrastructure and property, actors and coping capacity and
resources form key parts of the assessments

What is the disaster cycle? Ensure participant understanding

of the disaster cycle
Introduction to the
10 min Can you outline the different
disaster cycle
stages of the disaster cycle? Overview the different stages of
a disaster cycle
Overview the stages of the

What is the assessment assessment cycle
Introduction to the
10 min cycle?
assessment cycle
Discuss the effectiveness of the
assessment cycle
When does assessment Overview the common factors of Use examples of any
take place in the disaster assessments assessment strategy
cycle? adopted from personal
Ensure participants experience
What are the main strategies understanding of populations
of assessment? assets and capacities post-
disaster
What needs to be
What to assess? 15 min considered for an effective Discuss how to recognize
response? relevant stakeholders
Ensure participant understanding

of disaggregation and
participation
Discuss cross-cutting issues in

post-disaster assessment
What are the main

information sources in Discuss strategies of Monitoring
assessments? and Evaluation
Monitoring and What are the main methods Ensure participant awareness
Evaluation
15 min of assessment? that Monitoring and Evaluation
takes place during all stages of
What are the main tools the disaster cycle.
used to carry out
assessments?
Discussion and Do you have any questions? Ensure participant understanding

10 min
summary of the module
Total Time 60 min

1.2. Scenario exercise
General advice
Note to trainer: It is essential in this exercise that you prepare in advance, tailoring it to regional
priorities and suiting the needs of the participants.
In this exercise, you must lay out the training room properly, to provide a suitable environment.
Consider:
How you might tailor this information to meet regional priorities

Which information you might disclose to each group e.g. To team 1, you could disclose
information only about population, and to team 2 you could disclose information only about
industry, agriculture and trade.
You may not wish to disclose any extra information in the first exercise, but hold it back in-
case participants ask you for these figures
Daily Exercise Structure
Each day of training will feature a role-playing exercise designed to simulate different aspects of a
humanitarian response. Though the goals and situations will be different day-to-day, each exercise
will be based on the same general scenario. Part of the exercise is to make assumptions drawn from
your own experience. Assumptions that affect others should be agreed within the team and other
teams.
For a better understanding of the camp situation and issues according to varying environmental and
political contexts, two scenario settings for the scenario exercises have been created. The trainer can
choose the most appropriate scenario based on where the training is held, the experience of the
participants and the regional and situational context. The two scenarios are as follows:
Camps in a natural disaster setting

Camps in a conflict setting
Daily exercise session time-plan
13:00 13:10 10 minute introduction to the scenario and days challenges.
13:10 14:30 team discussions and preparation of responses
14:30 15:00 coffee
15:00 15:45 team presentations and group discussion

1.3. Group work presentations
The trainer will have already organised the participants into five groups, according to the Scenario
exercise chosen, and will allow the next hour for group presentations and discussion.
Please see the appropriate Scenario Manual for further detail
Please use the space below to list the groups, their roles, and any notes regarding their
presentations.
Group 1
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Group 2
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Group 3
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Group 4
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Group 5
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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1.4. 4W and Information Management
Module Overview:
This module familiarises the participant with the role of Information Management (IM) in disaster
coordination and management. The concept of IM is given; a concise definition and its aims in
disaster coordination are clearly presented. The participant will also be instructed on the sources of
information that are available, as well as the type of data that needs to be tracked. Furthermore, this
module presents the common tools that are employed to coordinate information. A distinction is made
between tools that are used for collecting data and those employed for sharing data.

Describe the concept of Information Management

Explain the role of Information Management in disaster coordination and management
Identify the available sources of information
Identify the type of data that needs to be tracked 4W (Who, What, Where and When)
Identify the common tools that are used to coordinate information

IM is the collection and management of information from multiple sources and its distribution
to multiple audiences
IM strives to ensure an accurate base-line data about the camp population, which informs
ongoing disaster coordination and management.
IM involves the tracking of data concerning Who, What, Where and When along with
changing needs analysis, contact lists, and agency profiles and capacities
There are many effective tools available for the collection and sharing of information such as
Data Tracking Matrices (DTM)

Introduction to What is IM?

Ensure participant understanding
Information 5 min
of IM
Management (IM)
What is the role of IM in Detail how IM ensures accurate

IM in Disaster
disaster coordination and data about camp population,
Coordination and 15 min
management? which informs disaster
Management
coordination and management
What are the available Introduce the Who, What, Where

sources of information? and When of Information
Available sources
management
of information and
What type of data should be
type of data that 20 min
tracked? Discuss the significance of a
needs to be tracked
Changing needs analysis,
(4W)
contact lists, and agency profiles
and capacities
Common tools used What tools are used to Introduce Data Tracking Matrices
to coordinate 15 min coordinate information? (DTM) alongside other
information coordination tools
N/A Ensure participant understanding

Module Overview 5 min
of the module
Total Time 60 min

1.5. Daily summary and feedback
This section consists of summary, debriefing and wrap-up of the day module. The aim of the activity is
to allow an opportunity for the participants to express their opinions, understanding and ideas
regarding the topics discussed throughout the day. This debriefing will allow you to identify areas
which require further clarification and discussion.
Suggested activity:
This activity can be either completed by individuals, or pairs of two, depending on the size of the
whole group.
Ask the participants, to come up with 3 key learning points they have learnt during the day.
Ask the participant to make a group of 2 (if starting with pairs, then 4) and add another 3 key
learning points (which must not be repeated)
This group should then meet with another group and create a list of 10 key points they have
learnt that day.
The groups will then present their list of key learning points to the other participants.
Please use the following space to write notes regarding participant feedback, as well as any
topic that needs to be further explored in the Parking Lot at the end of the training

1.6. Homework on finding resources
The participants should be tasked with finding digital resources and repositories for information
regarding humanitarian response.
Direct the participants to websites such as:
CCCM (Camp Coordination and Camp Management) Cluster - http://www.globalcccmcluster.org/
CCCM (Camp Coordination and Camp Management) Toolkit - http://www.cmtoolkit.org/
Humanitarian Response - https://www.humanitarianresponse.info/
Relief Web - http://reliefweb.int/
Shelter Centre Library - http://sheltercentre.org/library

DAY 2
Sessions:
2.1 Humanitarian principles
2.2 Humanitarian coordination
2.5 Supply Chain Management
2.7 Voluntary presentations
The CCCM-CORE project offers,

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| Page 11 to
building and disaster risk reduction
2.1. Humanitarian principles
Module Overview:
This module demonstrates how Humanitarian law provides the framework for humanitarian action.
Emphasis is put on the role of International Law in being able to fill the gaps in national law; examples
of Human Rights Law, Humanitarian Law and Refugee Law are employed to demonstrate how this is
achieved. The module then proceeds to give an insight into the Red Cross Code of Conduct. This is
followed by a detailed presentation of The Sphere Project, which includes a brief history and
provides information on its core components. This module finishes by presenting the Humanitarian
Accountability Partnership and highlighting its objectives as well as the IDP guiding principles.

Describe the legal framework relating to humanitarian work and which different types of law
are involved
Explain the role of the Red Cross Code of Conduct for humanitarian actors
Describe how the Sphere Project draws from international law to create a minimum set of
standards, as an expression of human rights, in disaster response
Describe the role of the Humanitarian Accountability Partnership
Describe the role of the IDP Guiding Principles

The legal framework of humanitarian work is impacted by International Humanitarian Law,
International Human Rights Law, International Refugee Law and National Law
The Red Cross Code of Conduct seeks to safeguard high standards of behaviour and
maintain independence and effectiveness in disaster relief. It is voluntary and enforced only
by the will of organisations
The Sphere Project defined core standards which are the benchmark for ensuring humane
and fair humanitarian assistance. It consists of three elements: a handbook, a broad process
of collaboration, and an expression of commitment to quality and accountability
The Humanitarian Accountability Partnership aims to champion the rights and dignity of
disaster survivors and make humanitarian action accountable to its intended beneficiaries.
The main IDP Guiding Principles aim to ensure basic Human Rights to the IDPs, including the
equality before the law, non discrimination and reaffirm the primary responsibility of the
national authorities

What are the branches of Consider and discuss the aspects

international law that of your last response that were
govern humanitarian governed by customary law
action?
Overview the essential foundations
Overview of of humanitarian action, the
10 min
legal framework branches of international law and
the principles that govern
humanitarian law
Describe core key messages of

each law involved
Introduction of What are the basic

Detail the Red Cross Code of
Red Cross Code 10 min principles of the Red
Conduct
of Conduct Cross Code of Conduct?
What is your Overview the sphere initiative

understanding of the
right to dignity? Overview the basic protection
principles
The Sphere
Project
20 min Overview the minimum standards
Emphasize that the overarching

aim of the project is to bring back
dignity to the affected population
Humanitarian
Accountability What is HAP?
Partnership 5 min Overview the HAP initiative
(HAP)
What are the main IDP

IDP Guiding Overview the IDP Guiding
10 min Guiding Principles
Principles principles
Which principles do you

Discussion and find most important Ensure overall understanding of the
5 min
summary towards informing module
humanitarian action?
60 min
Total Time

2.2. Humanitarian coordination
Module Overview:
This module begins by defining coordination as the harmonious and effective working together of
people and organisations towards a common goal. The participant is instructed on the principle aims
of coordination. The module proceeds to present main actors involved in a disaster response; these
include (but are not exclusive to) government, coordination agencies, donors, local and international
NGOs, the host community and the affected population. This module also details the humanitarian
reform process, when and how it began and its basis and aims. It describes the humanitarian cluster
system, what actors and agencies are involved and how the humanitarian cluster coordinates with the
development cluster throughout the disaster response process.

Identify the main actors, stakeholders and aims of coordination in humanitarian response
Describe the coordination process and what constitutes good response coordination
Define humanitarian reform and its three pillars
Specify the key coordination links between the humanitarian clusters and the development
sector

Coordination is the harmonious and effective working together of people and organisations
towards a common goal
Coordination is the responsibility of all working in a humanitarian response
Good coordination results from: clear objectives and strategies; commitment to the process;
agreed responsibilities; and good information exchange
The three pillars of the humanitarian reform process are: humanitarian coordination;
humanitarian financing; and the cluster system
In 2005 the cluster system was endorsed to ensure sufficient global capacity; provide
predictable leadership; strengthen accountability; improve coordination; and prioritise all
levels of humanitarian response

What is the purpose and

operative framework for
humanitarian response? Create a diagram describing the
Context and aims
10 min coordination system in your last
of coordination
What are the aims of a humanitarian response
coordinated approach?
What is an effective List effective and ineffective ways of

coordination strategy and coordinating a humanitarian response
process?
The coordination Outline of the duties of coordinating and
15 min
process What are the different coordinated bodies
levels of stakeholder
coordination? Outline of the main mechanisms of an
inclusive and participative process
The humanitarian What is the humanitarian Ensure understanding aims and pillars of
reform process 20 min reform process? the Humanitarian Reform Process as well
as the Provider of Last Resort
What is the Cluster

Define the cluster system approach aims
system?
and benefits
The cluster system 20 min How is the Cluster system
List global cluster system and cross
activated, coordinated and
cutting themes strategic leadership
evaluated?
Discuss how the cluster system endorses

What are the key
Humanitarian sufficient global capacity, predictable
coordination links between
development 15 min leadership, the strengthening of
cluster system and the
coordination accountability and the improvement of
development sector?
coordination
What are the main

Discussion and challenges faced in Ensure participant understanding of the
10 min
summary humanitarian module
coordination?
Total Time 60 min

General advice
Consider:
How might you tailor this information to meet regional priorities

Which information might you disclose to each group e.g. To team 1, you could disclose
teams.

14:30 15:00 coffee

presentations.
Group 1
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Group 2
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Group 3
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Group 4
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Group 5
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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2.5. Supply Chain Management
Module Overview:
This module introduces the most important concepts of supply chain management which are
resources, management and recovery. The participants will learn about the main resources required
in a humanitarian response and how to assess and manage them. The module defines logistics and
introduces how to organise an efficient distribution chain. It also explains the different types of items
that are typically stockpiled, how to manage stock piles, as well as their benefits and disadvantages.

Identify the key concepts of supply chain management

Identity the different types of resources and how to develop a resource management plan
Describe what logistics planning entails and what the distribution chain is
Cite the benefits and disadvantages of stockpiles and how to manage them

Effective supply chain management ensures that the right commodities of the right quality
are delivered to the right place at the right time in the right quantities and at the right price
The main resources required in humanitarian response are: funding; capacity; logistics and
storage; and transport
Logistics = Supply + Materials Management + Distribution
Effective stockpiling allows a rapid response to a major emergency

What is supply chain Overview the main resources required in

Key concepts of management and humanitarian response
Supply Chain 10 min how does it fit into
Management emergency Ensure understanding of evolving demands
response? and needs in humanitarian response
What are the key

Describe the main resources required in
considerations in
Resources 15 min humanitarian management as funding,
resource
capacity, logistics, storage and transport
management?
What are the key

Present participants with this equation:
Logistics considerations for
10 min logistics in disaster
Logistics = Supply + Materials management
+ Distribution
response
What are the key

considerations,
Explain how effective stockpiling allows a rapid
Stockpiles 15 min benefits and
response to major emergencies
disadvantages of
stockpiling?
Discussion and N/A Ensure participant understanding of this

10 min
summary module
Total Time 60 min

to allow an opportunity for the participants to express their opinions, understanding and ideas
regarding the topics discussed throughout the day. This debriefing will allow you to identify areas
which require further clarification and discussion.
Suggested activity:
Split the participants into small groups and ask them to draw at least 8 key learning points
discussed throughout the days exercises. No words can be used
Each group will present their flip chart and other participants will guess what key learning
points these drawings represent

2.7. Voluntary presentations
The following 30 minutes will be set aside for any participants who want to take the opportunity to
discuss their personal experiences working in humanitarian response.
Notes:

DAY 3
Sessions:
3.1 Camp coordination and camp management
3.2 Shelter
3.5 National and cultural context
The CCCM-CORE project offers,

CORE Camp for the first time,
Coordination & Campan opportunity
Management forTrainer
humanitarian
Manualstakeholders
| Page 22 to
3.1. Camp coordination and camp management
Module Overview:
This module introduces to the concept of Camp Coordination and Camp Management (CCCM) and
how it acts as a coordination mechanism to serve specific purposes at inter-camp (within a camp) and
intra-camp (among several camps) levels. While describing the framework of a CCCM program, the
module also elaborates on the four different levels of intervention global, national, regional/field and
camp. While explaining the goals and priorities of the cluster it also details out how CCCM acts as a
cross-cutting sector and the links with the other clusters. It also elaborates the role, responsibilities
and accountability of the key stakeholders in CCCM. The module outlines the CCCM needs
assessment and Displacement tracking matrix as a tool for an effective CCCM response. The module
concludes with the six CORE standards for CCCM.

At the end of this session participants will be able to
Distinguish the different levels of CCCM: Camp Coordination, Camp Administration and
Camp Management
Describe the difference phases of the Camp Life Cycle
Cite the main factors to take into account during a site selection
List and describe the humanitarian sectors involved in a camp site
Identify the means of ensuring accountability in sites
Explain why the compliance to spheres and other humanitarian standard and guidelines
affect CCCM planning and implementation

The camp life cycle is made up of three phases: camp planning, camp management and
maintenance; and camp closure
When a site is selected and a camp is planned, many factors have to be taken into account,
such as social, cultural, geographical and topographical concerns. However, the first
consideration should concern the safety from hazards
CCCM deals with camp and camp-like settings such as collective centres, transit centres,
unplanned camps and planned camps
Camp closure should be linked to durable solutions, be planned from the very beginning of a
camp operation and involve the affected community
Future eventualities and different scenarios need to be anticipated at the beginning stages,
including provision for population growth, repairs and upgrades and supplies of sustainable
resources
There are four levels of CCCM intervention: global, national, field/regional and camp
CCCM links heavily with the Protection, Health, Education, WASH, Shelter and Early
Recovery clusters
To ensure accountability, it is necessary to place the affected population at the heart of the
decisions and actions. It involves the participation and protection of the affected community
The Sphere standards and the UNHCR Handbook for Emergencies provide the source for
international standards in CCCM

What are the Distinguish the different levels

different levels of of CCCM as Camp
CCCM? Coordination (CC), Camp
Administration (CA) and Camp
The framework of a
10 min Management (CM)
CCCM programme
Discuss Roles &
Responsibilities between
CA/CC/CM
What are the Describe the three phases of

different phases of the Camp life cycle as camp
the camp life cycle? planning, camp management
and camp closure
The camp life cycle 15 min
Discuss exit strategy, and
considerations for camp
closure relating to legal,
material environmental and
political concerns
The link between What are the other Explain how the CCCM links
CCCM and other sectors? with Protection, Health,
sectors Education, WASH, Shelter and
Early Recovery clusters
10 min
Introduce coordination roles
particularly relating to camp
closure on exit strategy
Who are the key

Discuss the importance of
stakeholders?
setting up Protection
Key stakeholders roles, Monitoring in Camps
Why is the notion of
responsibilities and 15 min
accountability
accountability Introduce practical examples
important to the
of operational protection
Care & Maintenance
activities
Phase?
Sphere standards for How do Introduce the UNHCR

CCCM humanitarian Handbook for Emergencies
10 min guidelines affect and the Sphere standards as a
CCCM planning and source for the international
implementation? standards of CCCM
Total Time 60 min

3.2. Shelter
Module Overview:
This module outlines the key components of Shelter and highlights why it is important for displaced
persons after conflict or natural disaster, and establishes its role within a humanitarian architecture. It
details the key messages of the Shelter cluster along with its roles and responsibilities and its critical
links with other clusters. Also included is information on key stakeholders; the Sphere Project
standards, tools and resources; and inter-cluster involvement and communication.

Describe the stages and process of shelter recovery after disasters
List the range of shelter and resettlement response options
Explain the role of Non-Food Items (NFIs) in post-emergency shelter and settlement

Shelter recovery is a process, not a product. Adequate shelter ensures dignity
The sheltering process is a series of strategic interventions that assist communities in their
journey from inadequate, unsafe, insecure shelter to adequate, safe and secure housing
The provision of shelter is an opportunity to have a positive effect on other humanitarian
needs
All effected populations will have individual and household non-food items. The choice of
NFIs to distribute will vary according to each response and will be closely linked to climatic
conditions
Post disaster settlements can be divided into four groups

What is the Shelter Ensure participant

Shelter and
10min sector? understanding of the basics of
settlements
shelter and settlements
What options are Describe the categories of

available in Shelter displaced people apparent in
response? your last humanitarian
Shelter response response
15min
options
Overview response options for
displaced and non-displaced
populations
Sphere standards for What are the Sphere Overview Sphere minimum
shelter 15min standards for standards for shelter
Shelter? programmes
What are Non-Food Overview non-food items and

Overview of Non-Food Items? climatic considerations for
15min
Items (NFI) non-food items distribution
Discussion and N/A Ensure participant

5 min
summary understanding of the module
Total Time 60 min

General advice
Consider:

teams.

14:30 15:00 coffee

presentations.
Group 1
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Role: ........................................................................................................................................................
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3.5. National and cultural context
Module Overview:
This module initially presents the components that shape cultures; this includes (but is not exclusive
to) traditions, lifestyle, religion and education. The participants are then instructed on the ways in
which governmental response is achieved, as well as how the humanitarian community can help
when a disaster occurs. The module proceeds to describe how the cultural context influences
vulnerabilities based on social conditions and how groups might be marginalized after disaster.
Finally, it also discusses cultural sensitivity towards religious and spiritual beliefs during disaster
recovery.

Describe in what areas of humanitarian response governments operate

Describe the role of the government in CCCM
Compare how social conditions after a disaster may marginalize and make groups more
vulnerable depending on the context
State the importance to create a sensitive context toward cultural and religious beliefs during
disaster recovery

Governments, either with or without assistance of humanitarian agencies, are responsible for
legislation, resource allocation, and rational planning
Concerning CCCM, the government is responsible for Camp Administration
Social structure and social conditions such as gender and other cross-cutting issues are
important considerations and impact vulnerability and capacity
Cultural sensitivity is an important factor particularly with respect to religious groups and
must be considered

How does the national Overview national government structures

and governmental
context affect a Understand governments role in post-
National
20 min humanitarian disaster situations
context
response?
Overview humanitarian assistance to
governments in disaster
What does shape our

cultures (Traditions,
Discuss how disasters negatively affect local
lifestyle, religion,
cultures
education, economics,
conflict, gender,
Examine the religious or spiritual
language, and
considerations
environment)?
Cultural Overview cultural context and social
30 min What are the key points
context structure
and cross-cutting
issues to consider in
Discuss from your experience how you have
project delivery?
engaged vulnerable people in your projects
Discuss how cultural sensitivity has
What are flexible,
influenced your projects
adaptive solutions to
overcome potential
barriers?
Discussion N/A Ensure participant understanding of the

10min
and summary module
Total Time 60 min

to make space for the participants to express their opinions, understanding and ideas about the topic
of the day and the activities they undertook. This debriefing will allow you to identify areas of the topic
which require further clarification.
Suggested activity:
Participants will form three or four groups

The activity will take a form of quiz. Trainer will design a set of 10 questions to which KLOs
or KLPs will be the answer, each time asking one question
The group which answers the question correctly will achieve a point
At the end, points will be counted and you will go through the KLPs and KLOs with the
participants

Notes:

DAY 4
Sessions:
4.1 Monitoring and Evaluation
4.2 Care and Maintenance: WASH response
4.5 Cross-cutting issues
agree together and deliverCORE Camp
together Coordination
a common basic&technical
Camp Management
training, as aTrainer Manual
foundation | Page 33
to capacity
4.1. Monitoring and Evaluation
Module Overview:
This module commences by presenting Monitoring and Evaluation as part of the Assessment Cycle
which also contains a preliminary assessment, rapid assessment and joint assessment. The
participant is given key insight into the purpose of Monitoring and Evaluation, as well as what it
addresses. The module then proceeds to give greater detail on Monitoring; including its aim, purpose
and the ways in which it is achieved. The same is then done with Evaluation.

Differentiate the concepts of Monitoring and Evaluation and explain their respective
characteristics
Describe the purposes and goals of Monitoring and Evaluation activities
Place the role of Monitoring and Evaluation within the Disaster Assessment Cycle

Monitoring and evaluation has a number of purposes and goals; these include determining
accountability, risk management, and providing a record for analysis for the present and
future
A number of tools or methods can be used to monitor and evaluate during humanitarian
response
Evaluation addresses multiple issues such as relevance, efficiency, effectiveness, impact and
sustainability
Monitoring and evaluation has a specific place and role within the Disaster Cycle.
Internal evaluation and external evaluation are two distinct processes

Monitoring and Where is Monitoring and

Evaluation as Evaluation in the Discuss the role of Monitoring and
part of the 10 min assessment cycle? Evaluation as part of the assessment
assessment cycle
cycle
What are the key points In four groups prepare a presentation

of monitoring? on one of the following Monitoring and
Evaluation tools, emphasizing the
What are the advantages and disadvantages:
Monitoring 20 min methodologies available Questionnaires
for monitoring? Observation
Data entry and management
Focus groups
What are the

Overview key aims and purposes of
Evaluation 20 min methodologies available
evaluation
for evaluation?
Discussion and N/A Identify the main evaluation lessons

summary learnt from your last project.
10 min
Ask how these lessons might improve
future projects.
Total Time 60 min

4.2. Care and Maintenance: WASH response
A main phase of the camp life cycle is Care and Maintenance. This module will look at WASH as an
example of a Care and Maintenance activity.
Module Overview:
The Care and Maintenance of the infrastructures is essential to ensure the security and dignity of the
displaced population. This module commences by highlighting the principle components that
compose a WASH (Water, Sanitation and Hygiene) programme. The participant will be instructed on
the link between WASH and other sectors such as Health, Education, Nutrition and Gender. The
module proceeds to present water related diseases and the ways in which a WASH programme helps
their prevention. Finally the participant will also be introduced to the Sphere Standards for WASH.

Describe the key components of a WASH response

Describe how WASH related diseases are transmitted and prevented in Camp settings
Explain the Hygiene Improvement Framework and essential barriers to the spread of
diseases
Identify how the WASH sector integrates with other sectors in humanitarian response
Distinguish he non-food items (NFIs) used specifically for a WASH response

The aim of hygiene improvement is to improve health and ensure that there are no outbreaks
of water and sanitation related disease
In an on-going, long lasting emergency, it is crucial that the WASH programme involves
enabling components and capacity building of national and local partners
Hygiene promotion involves a planned systematic attempt to enable people to take action to
prevent or mitigate WASH diseases; It is critical to ensure appropriate usage, maintenance
and provision of water and sanitation facilities along with safe practices and behaviour
WASH links closely with the following sectors: protection, nutrition, gender, shelter, CCCM,
health and education
The NFIs for WASH need to blend both generic stockpiles and culturally appropriate material
to ensure protection and well being. WASH NFIs consist of sanitary products, buckets, water,
cleaning tab and other items related to the prevention of WASH related diseases
In the Sphere Handbook, hygiene promotion, water supply, excreta disposal, vector control,
solid waste management and drainage form the components of WASH response
.
.

What are the main Present an example of a hygiene

components of the promotion subject to the group
The components
10 min WASH programme?
of a WASH
Overview the main components of a
programme
WASH programme
What is the link between Overview health and sanitation related

The link between
WASH and health? diseases, positive effects of a WASH
WASH and 10 min
intervention and indicators for hygiene
health
promotion
What are the diseases Overview classification of water-related

Water related that can be contracted diseases
10 min
diseases through water
consumption?
What is the transition

chain?
Transmission
Ensure participant understanding of how
chain for What are barriers to
10 min pathogens are spread and how to prevent
sanitation related transmission?
their transmission (F-Diagram)
diseases
What are the WASH
NFIs?
What are the Sphere Overview the Sphere core and minimum
standards for WASH? standards for WASH programmes
Sphere standards
10 min Each group should present a standard, its
for WASH
three key indicators and three key actions
from the WASH standards in the 2011
Sphere handbook
Discussion and N/A Ensure participant understanding of the

10 min
summary module
Total Time 60 min
CORE 101 Camp Coordination & Camp Management Trainer Manual | Page 37
General advice
Consider:

teams.
14:30 15:00 coffee

presentations.
Group 1
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
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Role: ........................................................................................................................................................
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4.5. Cross-cutting issues
Module Overview:
This module introduces the concept of cross-cutting issues. It initially defines what these issues are
(Gender, Age, Disabilities, HIV/Aids, Environment and Human Rights), and why they are classed as
cross-cutting issues rather than sectors. This module also defines the challenges in addressing core
cross-cutting issues in humanitarian response and demonstrates that cross-cutting issues must be
considered at all stages of disaster response. Finally, the participants are instructed on who is
responsible for ensuring that cross-cutting issues are adequately addressed during a humanitarian
response.

At the end of this session participants will be able to
Define cross-cutting issues

Identify the role of cross-cutting issues within humanitarian response
Describe the actions required for addressing cross-cutting issues and who is responsible for
addressing them

Cross-cutting issues impact directly across the majority of sectors such as gender, age,
disabilities, HIV/aids, environment and human rights
Cross-cutting issues must be considered at all stages of the Disaster Cycle
The responsibilities for ensuring all cross-cutting issues are addressed in a humanitarian
response lies with respective sectors, cross-cutting specialists, coordinators, and IASC
clusters

Key
Activity Time Tasks Trainer Notes
Questions
What is the
Ensure participant understanding of the steps
definition of a
Programme and 5 min involved in a project cycle, as well as effect
programme and
project cycle programme and project strategy
a project?
What is problem Use the problem analysis diagram in project

Problem analysis 20 min
analysis? evaluation
Logical What is logical

Discuss the use of a logical framework matrix in the
framework 15 min framework
strengthening of a project design
analysis analysis?
What is
Operations effective
15 min Overview key aspects of programme support
support operational
strategy?
Discussion and N/A Divide into four groups and assign four operational
summary activities to each group
5 min
Write a brief terms of reference (TOR) for the activity
and present back to the group
Total Time 60 min

to make space for the participants to express their opinions, understanding and ideas about the topic
of the day and the activities they undertook. This debriefing will allow you to identify areas of the topic
which require further clarification.
Suggested activity:
Write on pieces of paper different KLPs the participants have learned during the day. The
number of the papers should correspond to the number of participants. Each KLP should be
noted approximately 4 times (depending on the size of the group)
Participants will select one piece of paper each
Their task will be to find by meeting with others telling them what their own KLP is and finding
out the KLP of the other
All those having the same KLP and form groups
The task of each group will then be to write a list of KLPs other than their own which they
have met while finding their team members
Each group will read their list aloud

Notes:

DAY 5
Sessions:
5.1 Early recovery and livelihood
5.2 Disaster Risk Reduction
5.5 Parking lot
5.6 Wrap up session
5.7 Feedback session
CORE
agree together and deliver Camp aCoordination
together common basic& Camp Management
technical training, asTrainer Manualto| Page
a foundation 44
capacity
5.1. Early recovery and livelihood
Module Overview:
This module defines early recovery and presents its principle aims, which are to generate self
sustaining, nationally owned resilient processes for post crisis recovery. It demonstrates the roles of
both the Early Recovery cluster and the early recovery network. Participants are then instructed on
livelihoods in Early Recovery. The term livelihood is defined as the capabilities, assets and activities
required for generating income and securing a means of living. The concept of Sustainable
livelihoods is also introduced; this includes (but is not exclusive to) increased income, increased well
being, and reduced vulnerability. The module then proceeds to highlight the importance of sustainable
livelihoods throughout early recovery. Finally, the participants are instructed on the aims of early
recovery and how it contributes to Disaster Risk Reduction.

Explain the concept of early recovery and identify its principle aims
Identify the roles of the early recovery cluster and the early recovery network
Describe the concept of sustainable livelihood and demonstrate its importance for early
recovery

Early recovery is a multidimensional process of recovery that aims to generate self sustaining,
nationally owned resilient processes for post crisis recovery
The early recovery network makes early recovery a common concern and avoids limiting it to
the work of one cluster
Livelihoods comprise of the capabilities, assets and activities required for generating income
and securing a means of living
A sustainable livelihood includes (but is not exclusive to) increased income, increased well
being, and reduced vulnerability
The livelihood recovery programmes address the following: replacing lost assets and
sustaining those that remain; restarting livelihood activities; strengthening and diversifying
livelihoods; sustaining continuing livelihood activities throughout; contributing to disaster risk
reduction through more resilient livelihoods
What is the concept of Ensure understanding of early recovery

Principle aims of early recovery? as a multidimensional process aiming to
Early Recovery 10 min generate self sustaining, nationally
and Livelihood owned resilient processes for post crisis
recovery
Examine how the Early Recovery

The Early What are the roles of
network describes early recovery as a
Recovery Cluster 20 min the Early Recovery
common concern and avoids its
and Network cluster and network?
limitation to the work of one cluster
How is sustainable
Sustainable Introduce the livelihood recovery
20 min livelihood related to
Livelihood programme
early recovery?
Ensure participant understanding of the

Discussion 10 min N/A
module
Total Time 60 min

5.2. Disaster Risk Reduction
Module Overview:
This module starts off by demonstrating that risk is a product of hazard and vulnerability. It provides
examples of both natural hazards and security hazards, and the different means of assessing and
quantifying them in order to accurately calculate risk. Also included is a description of how to manage
different types of risk once the risk has been assessed, and how to maintain sustainability throughout
the risk management process. The module concludes with a case study of risk management from Sri
Lanka after the 2004 tsunami.

Identify the main objectives of disaster risk response and its importance in a CCCM response
Describe and identify potential factors for disaster risks in camp settlements
List key considerations in addressing disaster risk factors in camp settlements

The Disaster Cycle is split into three stages: disaster mitigation, preparedness (pre-disaster)
and disaster response (post-disaster)
Risk is calculated in the following way: disaster risk = hazard x vulnerability/capacity.
Vulnerability and capacity are key to understanding the links between disasters and
development
The risk triangle explains how changes in hazard, exposures and/or vulnerability alter the
amount of risk involved
Human impacts for similar levels of exposure differ as the disaster risk is lower in highly
developed countries compared to that in underdeveloped countries
Participatory engagement should be implemented to communicate and implement disaster
risk reduction plans in communities at risk
What are the three stages of Introduce the three stages of the
Disaster cycle 10 min the disaster cycle? disaster cycle
What is the link between Introduce vulnerability and

Relationship
disaster and development? capacity as key to understanding
between disaster 20 min
the link between disaster and
and development
development
Disaster risk How do humanitarian actors

Calculate risk using the following
reduction and calculate risk?
20 min equation disaster risk = hazard
Humanitarian
x vulnerability/capacity
response
Discussion and N/A Ensure participant understanding

10 min
summary of the module
Total Time 60 min

General advice
Consider:

teams.

14:30 15:00 coffee
presentations.
Group 1
Role: ........................................................................................................................................................
Participants: ...........................................................................................................................................
..................................................................................................................................................................
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Group 2
Role: ........................................................................................................................................................
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Role: ........................................................................................................................................................
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5.5. Parking lot
This session is dedicated to any topic, query or discussion in need of elaboration. The trainer should
also take the opportunity to ask the participants if they need any further explanation regarding any
aspect of the training.
Please use the space below to record which areas needed further development in the group:
5.6. Wrap up session

The wrap-up session allows the trainer to summarise the CCCM-CORE workshop, clarify the most
significant aspects of CCCM humanitarian response, and describe how such response is currently
active in the field.
5.7. Feedback session

This section consists of summary, debriefing and wrap-up of the technical training. The aim of the
activity is to make space for the participants to express their opinions, understanding and ideas about
the topic of the day and the activities they undertook. This debriefing will allow you to identify areas of
the topic which require further clarification.
st
1 Suggested activity:
Participants form small groups of 3-4

Each time receives a flipchart and a pen
You will measure 10 minutes during which the groups have to put down maximum number of
KLPs which they have learned in the training week
When time is up, each group will present their KLPs and the winners with the highest number
of correct KLPs will be announced
Or
nd
2 Suggested activity:
This activity can be either completed by individuals, or pairs of two, depending on the size of the
whole group.
Ask the participants, to come up with 10 KLPs they have learnt during the training
Ask the participant to make a group of 2 (if starting with pairs, then 4) and add another 10
KLPs (which must not be repeated)
This group should then meet with another group and create a list of 20 KLPs they have learnt
in the training adding 10 more
The groups will then present their list of key learning points to the other participants

GLOSSARY
The Sphere Handbook Glossary
(http://www.sphereproject.org/handbook/glossary/)
Access
The word is used, firstly, in relation to the proportion of the population that can use a
service or facility. Unrestricted access means that there are no practical, financial,
physical, security-related, structural, institutional or cultural barriers to accessing services
or facilities. Access can refer to the general population (universal access), or to
equitable access of people with specific needs.
It may also be used to refer to the ability of aid agencies to gain secure access to
populations in need.
Accountability
There is no one sector-wide definition of accountability. The Sphere Project understands
accountability as the responsible use by humanitarian agencies of the resources at their
disposal. To achieve this, agencies need to
explain how their programmes conform with best practice and commonly agreed
commitments (for example, evidence-based standards accepted across the sector)
by sharing results and reasons for action and non-action in a particular context in
a transparent way.
involve stakeholders in their work. With regard to affected populations, this means
taking into account their needs, concerns and capacities at all stages of
humanitarian response, respecting their right to be heard and to be involved in
decisions affecting their lives, and providing them with the means to challenge
agencies decisions.
(See also Quality.)
Age
Children are people between 0 and 18 years of age. This category includes infants (up to
1 year old) and most adolescents (1019 years). It overlaps with that of youth (1524
years).
Adolescents are people between the ages of 10 and 19.
Youths are people between 15 and 24 years. The end of adolescence and the beginning
of adulthood vary in different societies. In emergency situations, adolescents have needs
that are different from those of younger children and adults.
Adults are people from 25 to 60 years.
Elderly people are people over 60 years.
Armed Conflict
See Conflict.
Assessment
Assessment is the process of establishing (i) the impact of a disaster or conflict on a
society; (ii) the priority needs and risks faced by those affected by disaster; (iii) the
available capacity to respond, including coping mechanisms of the affected population;
(iv) the most appropriate forms of response given the needs, risks and capacities; and (v)
the possibilities for facilitating and expediting recovery and development. An appropriate
response depends on an understanding of the political, social and economic context
within which aid is to be provided. It also depends on adequate evidence of needs and
risk factors, including information derived from consultation with those affected by
disaster. (See also Core Standard 3: Assessment.)
Initial assessment is a preliminary enquiry following a sudden disaster or report of a
new crisis. Its purpose is to determine whether there is, or could be, a problem that
merits an immediate life-saving response and/or an assessment of the situation, and to
provide preliminary indications of the type and scale of external assistance, if any, that

might be needed. It relies primarily on secondary data, i.e., existing reports and contacts
with observers in the area, possibly together with a few rapid field visits.
Rapid assessment is conducted through a visit to a number of sites to collect primary

(new) data through key informant and group interviews and, sometimes, through
questionnaires to a limited number of households. Its purpose is to gain a sufficient
understanding of the situation to decide on the type, scale and timing of response
needed, if any. A rapid assessment would normally produce a report within a week (when
the area is small and/or the population homogeneous) and up to 6 weeks (when the area
or population affected is large or heterogeneous).
In-depth assessment is undertaken using either: (i) a combination of rapid appraisal

methods and a household survey based on probability sampling; or (ii) rapid appraisal
methods including multiple in-depth interviews with small groups of people representing
distinct subgroups within the affected population. The aim in both cases is to generate a
relevant household profile for each distinct subgroup within the population; a detailed
understanding of the current situation; and the prospects for recovery for each subgroup.
In-depth assessments take a substantial investment in time and resources, often adopt
representative cross-sectional random sampling, and have the objective of giving a better
understanding of the situation in all sectors.
Capacity-building
Capacity-building is the strengthening of knowledge, ability, skills and resources to help
individuals, communities or organizations to achieve agreed goals. In the context of this
Handbook, capacity-building refers in particular to disaster-affected populations.
Capacity is the combination of all those attributes available to achieve agreed goals.
Child-friendly spaces and schools

These are safe spaces and schools where communities create nurturing environments for
children to access free and structured play, recreation, leisure and learning activities.
Child-friendly spaces may provide health, nutrition and psychosocial support and other
activities that restore a sense of normality and continuity. They are designed and
operated in a participatory manner, and may serve a specific age group of children or a
variety of age ranges. Child-friendly spaces and schools are important throughout crises,
from emergencies to recovery.
Climate change
This is a change of climate patterns that can be attributed directly or indirectly to human
activity, that alters the composition of the global atmosphere, and that is not due to the
natural climate variability observed over comparable time periods.
Complex emergency
A complex emergency is a humanitarian crisis in a country or region in which authority
has totally or substantially broken down due to multiple causes and where peoples lives,
wellbeing and dignity are affected. The crisis may have been caused by human activity
(i.e., conflict or civil unrest) and/or by natural factors (e.g., drought, flood, hurricanes).
Conflict
Conflict refers to violent fighting between two or more parties that threatens the safety
and security of communities or of the general population. This includes situations of
repression through coercion or fear backed by the threat of violence, as well as acts of
violence up to and including the level of armed conflict.)
According to international humanitarian law, the term armed conflict is used to refer to
situations where hostilities reach a threshold synonymous with war. Although rarely
questioned when applied to conflicts between states, the term often comes under debate
when used in relation to internal conflict. In essence, it involves armed parties at a higher
and more sustained level of violence than situations of internal disturbances and
tensions, such as riots, isolated and sporadic acts of violence or other acts of a similar
nature (Article 8.2(d), Rome Statute of the International Criminal Court). The
International Committee of the Red Cross (ICRC) has a special mandate in International

Humanitarian Law and provides technical guidance on this question.
Conflict sensitivity
Conflict sensitivity entails acknowledgement that humanitarian work could unintentionally
increase existing conflicts or create new ones. Careful context analysis and programme
design can reduce the potential for assistance to increase conflict and insecurity
(including during natural disasters). Do No Harm is one of a range of methodologies for
conflict sensitivity (see also Protection Principle 1: Do-no-harm and Core Standard 4:
Design and response).
Core Standards
The Core Standards describe processes that are essential to achieving all the Sphere
Minimum Standards. They are a practical expression of the Principles of the Sphere
Humanitarian Charter, and are fundamental to the right of people affected by conflict or
disaster to assistance that supports life with dignity.
Crisis
See Disaster.
Cross-cutting themes
Cross-cutting themes focus on particular areas of concern in humanitarian response and
address individual, group or general vulnerability issues (see also Vulnerability).
Dignity
Dignity entails more than physical well-being. It implies the capacity to make ones own
deliberate choices and consequently to be acknowledged as a free subject. It reflects the
integrity of the person and is seen as the source from which all human rights derive (see
also The right to life with dignity, Humanitarian Charter point 5).
The foundation of life with dignity is the assurance of access to basic services, security
and respect for human rights. Equally, the way in which humanitarian response is
implemented strongly affects the dignity and well-being of disaster-affected populations
(see Core Standard 4: Design and response, Guidance note 3).
Disability
Disability results from the interaction between persons with physical, mental, intellectual
or sensory impairments and barriers of attitude and the environment that prevent their
full and effective participation in society on an equal basis with others. People with
disabilities are diverse; in any humanitarian response, their unique capacities, socioeconomic,
educational, family and other background and resources need to be
considered.
Disaggregated data
These are statistics separated according to particular criteria, most commonly sex and
age. Sex-disaggregated data means separate population statistics for males and females.
Age-disaggregated data separates population statistics by age groups.
Disaster
A disaster is a serious disruption of the functioning of a community or a society involving
widespread human, material, economic or environmental losses and impacts that exceeds
the ability of the affected community or society to cope using its own resources and
therefore requires urgent action. In the Handbook, we use the word disaster to refer to
natural disasters as well as to conflict, slow- and rapid-onset situations, rural and urban
environments and complex political emergencies in all countries. The term thus covers
natural and man-made disasters and conflicts and encompasses related terms such as
crisis and emergency.
Disaster preparedness
Disaster-preparedness refers to activities and measures taken in advance of a disaster to
ensure an effective response to the impact of hazards, including issuing timely and
effective early warnings and the temporary evacuation of people and property from

threatened locations. It is often called simply preparedness and can also apply to the
state of readiness to respond as demonstrated by organizations, NGOs or government
departments.
Disaster risk reduction

This refers to the concept and practice of reducing the risk of disaster through systematic
efforts to analyze and manage causal factors. It includes reducing exposure to hazards,
lessening the vulnerability of people and property, wise management of land and the
environment, and improving preparedness for adverse events.
Do No Harm
Originally, the injunction Do no harm was developed to make aid agencies aware of the
fact that their humanitarian actions may aggravate (violent) conflict. It underscores
unintended impacts of humanitarian interventions, and is considered an essential basis
for the work of organizations in conflict situations. The concept has acquired a broader
meaning that warns humanitarian agencies to avoid unintended negative consequences in
any situation in which they operate in order that the humanitarian response might not
further endanger affected persons and might not undermine communities capacities for
peace-building and reconstruction. In its broader sense, it stipulates that humanitarian
agencies should have policies in place to guide them during planning, monitoring and
evaluation on how to handle sensitive information that can directly harm peoples safety
or dignity (see also Protection Principle 1).
Early recovery
Early recovery is a multi-faceted process of recovery that begins in a humanitarian
response setting. It is guided by development principles that seek to build on
humanitarian programmes and encourages sustainable development opportunities. It
aims to generate self-sustaining, nationally owned, resilient processes for post-crisis
recovery. It encompasses the restoration of basic services, livelihoods, shelter,
governance, security and rule of law, environment and social dimensions, including the
reintegration of displaced populations.
Education in emergencies
This refers to quality learning opportunities for all ages (including adults) in situations of
crisis. Education in emergencies provides physical, psychosocial and cognitive protection
that can sustain and save lives (see also ineesite.org).
Emergency
See Disaster.
Endemic
In the Sphere Handbook, endemic refers to the habitual presence of a disease or
infectious agent within a given geographic area.
Environment
The term environment encompasses all natural and human-made conditions and
processes that surround and influence living things through physical, chemical and
biological factors. These factors determine the life, development and survival of all
organisms. The environment includes natural resources that play an essential role in
support of human life. Examples are clean water, food, and materials for shelter and
livelihood generation. A healthy environment contributes to disaster response. On the
other hand, the term environmental degradation refers to unsustainable natural
resource exploitation and pollution that can further threaten disaster-affected
populations and ecosystems. Some examples include land degradation, deforestation,
desertification, wild-land fires and loss of biodiversity (see also Climate change).
Epidemic
This refers to the occurrence of a number of cases of a disease that is unusually large for
a given place and time. Synonym: Outbreak.

Food security
Food security exists when all people have physical, social and economic access at all
times to sufficient, safe and nutritious food to meet their dietary needs and food
preferences for an active and healthy life Food security has three main attributes:
Availability: this refers to the quantity, quality and seasonality of the food supply in
the disaster-affected area.
Access: this refers to the capacity of a household to safely procure sufficient food
to satisfy the nutritional needs of all its members.
Utilization: this refers to a households use of the food to which it has access,
including storage, processing and preparation, and distribution within the
household. It is also an individuals ability to absorb and metabolize nutrients that
can be affected by disease and malnutrition.
In the 2011 Handbook edition, food aid is mostly treated in the section Food security -
food transfers". The term Food aid has been replaced by "food transfers".
People can gain access to food by receiving either an in-kind food transfer, a cash
transfer or a voucher transfer. The term "food assistance" covers all three types of
transfer.
Gender
Gender refers to the roles, responsibilities and identities of women and men and how
these are valued in society. These vary in different cultures and change over time. Gender
identities define how society expects women and men to think and act. Gender roles,
responsibilities and identities can be changed because they are socially learned (see also
Sex).
Gender-based violence (GBV)

This is an umbrella term for any harmful act perpetrated against a persons will and that
is based on socially ascribed (gender) differences. The term GBV highlights the gender
dimension of these types of acts; for example, the relationship between females
subordinate status in society and their increased vulnerability. Men and boys are also
victims of GBV, especially sexual violence.
The nature and extent of specific types of GBV vary across cultures, countries and
regions. Examples include the following:
sexual violence: sexual exploitation/abuse, forced prostitution, forced/child
marriage;
domestic/family violence: physical, emotional/psychological and sexual violence
within the family/home; and
harmful cultural/traditional practices such as female genital mutilation, honour
killings, widow inheritance, and others. (IASC GBV Guidelines, 2005:7-8)
Guidance notes
These include specific points to consider when applying the Minimum Standards, Key
Actions and Key Indicators in different situations. They provide guidance on tackling
practical difficulties, benchmarks or advice on priority issues. They may also include
critical issues relating to the standards, actions or indicators, and describe dilemmas,
controversies or gaps in current knowledge.
Hazard
A hazard is a potentially damaging physical event, natural phenomenon or human activity
that may cause loss of life, injury or other health impacts, property damage, loss of
livelihoods and services, social and economic disruption or environmental damage.
Human rights
Human rights are rights that every human being is entitled to enjoy simply by virtue of
being human. They identify the minimum conditions for living with dignity that apply to
all of us. They are universal and inalienable: they cannot be taken away.
In an emergency context, certain human rights may be temporarily suspended, but only
in exceptional circumstances and under strict conditions. Rights such as those
concerning life, health and physical security are likely to be a priority for action in
emergencies, governed by the principle of non-discrimination. Human rights are codified

in the Universal Declaration of Human Rights (1948) and in various international legal
conventions concerning human rights.
Humanitarian action
The objectives of humanitarian action are to save lives, alleviate suffering and maintain
human dignity during and in the aftermath of man-made crises and natural disasters, as
well as to prevent and strengthen preparedness for the occurrence of such situations.
Humanitarian action has two inextricably linked dimensions: protecting people and
providing assistance (see Humanitarian response). Humanitarian action is rooted in
humanitarian principles humanity, impartiality, neutrality and independence.
Humanitarian response
Humanitarian response is one dimension of humanitarian action (see Humanitarian
action, above). It focuses on the provision of assistance in a given emergency situation.
Humanitarian civil-military coordination

Dialogue and interaction between civilian and military actors in humanitarian emergencies
is essential to help protect and promote humanitarian principles, avoid competition,
minimize inconsistency and, when appropriate, pursue common goals. Key elements are
information-sharing, task division and planning. Basic strategies range from coexistence
to cooperation. Coordination is a shared responsibility facilitated by liaison and common
training.
Impartiality
This refers to the principle that humanitarian assistance is provided solely on the basis of
need and in proportion to need without discrimination. (See also Non-discrimination and
Non-partisan.)
Internally displaced persons

Internally displaced persons are "persons or groups of persons who have been forced or
obliged to flee or to leave their homes or places of habitual residence, in particular as a
result of or in order to avoid the effects of armed conflict, situations of generalized
violence, violations of human rights or natural or human-made disasters, and who have
not crossed an internationally recognized state border." (Guiding Principles on Internal
Displacement, Introduction, para. 2.)
International human rights law

This is contained in the body of international treaties and established legal rules that
govern states obligations to respect, protect and fulfill human rights (see the UN Charter
of 1945 and the various human rights conventions listed under Key Documents related to
the Humanitarian Charter). While some civil and political rights may legitimately be
suspended (through derogation) at times of public emergency and in the interests of
national security, this is permitted only in extreme circumstances and within the strict
limits of necessity (see Article 4 of the International Covenant on Civil and Political Rights,
1966). The right to life, the prohibition of torture and certain other core rights can never
be suspended, even temporarily; and neither can the principle of non-discrimination.
During international or non-international armed conflict, international humanitarian law
(IHL) also applies (see: International humanitarian law). In addition, international criminal
law establishes certain acts as universal crimes, including war crimes, genocide and
crimes against humanity.
International refugee law

International refugee law is a set of rules and procedures that aims to protect, firstly,
persons seeking asylum from persecution and, secondly, those recognized as refugees
under the relevant instruments (see Annex 1: Key documents that inform the
Humanitarian Charter).
International humanitarian law (IHL)

Besides the provisions of human rights law, situations of armed conflict are also governed
by international humanitarian law (IHL). The specific provisions that apply depend on

whether the conflict is international or non-international (i.e., civil) in character. The
various instruments of IHL, including the 1949 Geneva Conventions and the 1977
Additional Protocols, regulate the conduct of hostilities and place duties on both state
and non-state armed actors (See Annex 1: Key documents that inform the Humanitarian
Charter).
Key Actions
These are suggested activities and inputs to help meet the Minimum Standards.
Key Indicators
These are signals that show whether a standard has been attained. They provide a way
of measuring and communicating the processes and results of Key Actions; they relate to
the Minimum Standard, not to the Key Action.
Livelihood
This refers to the capabilities, assets, opportunities and activities required to be able to
make ones living. Assets include financial, natural, physical, social and human resources
for example, stores, land and access to markets or transport systems (see also the
introduction to the Food security and nutrition chapter for a chapter-specific definition of
Livelihood). A households livelihood is sustainable or secure when it can cope with and
recover from shocks, and maintain or enhance its capabilities and productive assets (see
introduction to the Food security and nutrition chapter).
Mitigation
This refers to the lessening or limitation of the adverse impacts of disasters. It includes
physical infrastructural measures as well as improvements to the environment,
strengthening livelihoods or increasing public knowledge and awareness.
Malnutrition
The term malnutrition technically includes under- and over-nutrition. People are
malnourished if their diet does not provide adequate nutrients for growth and
maintenance, often due to economic, political and socio-cultural factors, or they are
unable to fully utilize the food they eat due to illness. Under-nutrition encompasses a
range of conditions, including acute malnutrition, chronic malnutrition and micronutrient
deficiencies. Acute malnutrition refers to wasting (thinness), and/or nutritional oedema,
while chronic malnutrition refers to stunting (shortness). Stunting and wasting are two
forms of growth failure. In the Food security and nutrition chapter, under-nutrition and
malnutrition are used interchangeably, but particularly revert to malnutrition when
referring to acute malnutrition and micronutrient deficiencies.
Minimum Standards
These are qualitative in nature and specify the minimum levels to be attained in
humanitarian response regarding the provision of food and nutrition.
Morbidity Rate
This term refers to the number of non-fatal cases of illness or injury occurring in a given
population at risk during a specified period of time.
Mortality Rate (MR)

This term refers to the number of deaths occurring in a given population at risk (e.g., an
emergency-affected population living in district X) during a specified period of time. In
emergencies, the MR is commonly expressed as deaths per 10,000 persons per day.
Non-discrimination
This refers to the principle that unfair distinctions should not be made between people or
communities on any grounds of status, including age, gender, race, colour, ethnicity,
national or social origin, sexual orientation, HIV status, language, religion, disability,
health status, political or other opinion, or other status. It does not mean that everyone
should be treated in the same way, but is about equality of access and outcomes,
allowing different types of assistance and support based on actual needs and capacities.

Non-partisan
This refers to actions that are not intended to favour or to imply support for any party or
parties to a conflict.
Participation
Participation refers to the processes and activities that allow intended beneficiaries to be
involved in the design, implementation and evaluation of projects. Real participation
includes all groups, including the most vulnerable and marginalized. It enables people
and communities to take part in decision-making processes and to take action on certain
issues that are of concern to them. It is a way of identifying and mobilizing community
resources and building consensus and support. Participation is voluntary.
Population
In the Sphere Handbook, depending on context, this term refers to individuals and groups
such as families and communities. It is often expressed as the disaster-affected
population.
Preparedness
See under Disaster preparedness.
Prevalence
This term refers to the number of affected persons present in a given population at a
specific time. In the Sphere Handbook, prevalence is a measure of the proportion of
individuals in a population who have a certain disease at a specific time.
Prevention
This refers to actions taken to avoid the adverse impacts of hazards and related disasters
upon people, property, livelihoods and the environment (see also Preparedness and Risk
reduction).
Protection
The terms refers to all activities aimed at obtaining full respect for the rights of the
individual in accordance with the letter and spirit of the relevant bodies of law, namely
Human rights law, International humanitarian law and Refugee law (IASC, 1999).
Protection therefore aims to ensure the full and equal respect for the rights of all
individuals, regardless of age, gender, ethnic, social, religious or other background. It
goes beyond the immediate life-saving activities that are often the focus during an
emergency.
Psychosocial support
This term refers to processes and actions that promote the holistic well-being of people
in their social world. It includes support provided by family, friends as well as the wider
community. Examples of family and community support during crises include efforts to
reunite separated children and to organize education in an emergency setting.
Quality
Quality has two meanings in the Sphere Handbook. Quality is about doing work well. In
the humanitarian sector, this means effectiveness (impact), efficiency (timeliness and cost
of a response or service) and appropriateness (taking account of needs and context). It
requires assessments and feedback from stakeholders on what an agency is doing well
and how it can learn how to do better. It means measuring outcomes against recognized
mechanisms and/or standards. (See also Accountability.)
Quality is also used to refer to goods provided to affected populations that suit their
purpose and are appropriate (e.g., food quality).
Resilience
This refers to the ability of individuals, communities or countries to anticipate, withstand
and recover from adversity be it a natural disaster or crisis. Resilience depends on the
diversity of livelihoods, coping mechanisms and life skills such as problem-solving, the
ability to seek support, motivation, optimism, faith, perseverance and resourcefulness.

Response
The term refers to the provision of emergency services and public assistance during or
immediately after a disaster in order to save lives, reduce health impacts, ensure public
safety and meet the basic subsistence needs of the people affected. Sometimes referred
to in the Handbook as intervention.
Risk
Risk refers to the likelihood that a hazard will happen, its magnitude and its
consequences. It relates to the probability of external and internal threats (such as
natural hazards, HIV prevalence, gender-based violence, armed attacks etc.) occurring in
combination with the existence of individual vulnerabilities (such as poverty, physical or
mental disability or membership of a marginalized group). Risk is mitigated by protection
against physical hazards, reduction of structural and non-structural risks, resources and
skills for response-preparedness, and resilience and coping skills (see also Risk
assessment).
Risk assessment
This is a methodology to determine the nature and extent of risk by taking into account
potential hazards and existing conditions of vulnerability that together could harm
people, property, services, livelihoods and the environment on which they depend. Risk
assessment should also take account of community capacity to resist or recover from the
hazard impact (see also Risk).
Safety
This is the state of being safe and refers to peoples physical and personal wellbeing and
integrity as well as to their freedom from physical, environmental, social, spiritual,
political, emotional or psychological harm.
Security
Security refers to a general environment of law and order; freedom from physical threats.
Sex
This word refers to the biological attributes of women and men. It is natural, determined
by birth and, therefore, generally unchanging and universal (see also Gender).
Sustainable
If something is sustainable, it is likely to be economically viable, environmentally sound
and socially just over the long term.
Sustainable development
This refers to development that meets the needs of the present without compromising
the ability of future generations to meet their own needs.
Targeting
This refers to the act of attempting the direct transfer (e.g., of food assistance) to one or
more specific group(s) at a specific time or place or in a specific form.
Under-nutrition
See Malnutrition.
Vulnerability
This term refers to physical, social, economic and environmental factors or processes that
increase the susceptibility of a community or individuals to difficulties and hazards and
put them at risk as a result of loss, damage, insecurity, suffering and death. Some people
may be disproportionately affected by disruption of their physical environment and social
support mechanisms in disaster or conflict because of discrimination or neglect in their
society. Vulnerability is specific to each person and each situation. However, some groups
commonly liable to increased vulnerability include unaccompanied children, persons with
disabilities, older people, single-headed households, children formerly associated with

armed forces and armed groups, and people suffering from ill health (including HIV and
AIDS).

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CAMP COORDINATION &

Coordinated by: In Partnership with:

Coordinated and designed by:

In Partnership with: Funded by:

CORE Camp Coordination & Camp Management Trainer Manual | Page ii

Name Organisation Email

Name Organisation Email

CORE Camp Coordination & Camp Management Trainer Manual | Page iv

CCCM-CORE Workshop Agenda ............................................................................................. iv

CORE Camp Coordination & Camp Management Trainer Manual | Page v

CORE Camp Coordination & Camp Management Trainer Manual | Page vi

The target audience:

CORE Camp Coordination & Camp Management Trainer Manual | Page ix

Document Name No. of Copies Additional Information

CORE - Reference and Video Resource 1 per participant + 2 Document to be attached as

NOTE: First 5 documents to be hole-punched and placed in A4 ring binder

Document Name No. of Copies Additional Information

CORE Camp Coordination & Camp 1 copy Document formatting to be checked to

CORE Camp Coordination & Camp 1 copy Document formatting to be checked to

CORE Camp Coordination & Camp Management Trainer Manual | Page x

CORE Camp Coordination & Camp Management Trainer Manual | Page xi

1.1 Assessment and Disaster Cycle

1.2 Scenario exercise

1.3 Group work presentations

1.4 4W and Information Management

1.5 Daily summary and feedback

1.6 Homework on finding resources

Suggested Module Agenda

Activity Time Key Questions Tasks Trainer Notes

Hand out materials and introduce

N/A Ensure that each participant

N/A Outline the structure and

Ensure mobile phones are off (or

Total Time 90 min

CORE Camp Coordination & Camp Management Trainer Manual | Page 2

Key Learning Objectives:

Key Learning Points:

CORE Camp Coordination & Camp Management Trainer Manual | Page 3

Activity Time Key Questions Tasks Trainer Notes

What is the disaster cycle? Ensure participant understanding

Overview the stages of the

Ensure participant understanding

Discuss cross-cutting issues in

What are the main

Discussion and Do you have any questions? Ensure participant understanding

Total Time 60 min

CORE Camp Coordination & Camp Management Trainer Manual | Page 4

How you might tailor this information to meet regional priorities

Daily Exercise Structure

Camps in a natural disaster setting

Daily exercise session time-plan

13:00 13:10 10 minute introduction to the scenario and days challenges.

13:10 14:30 team discussions and preparation of responses

14:30 15:00 coffee

15:00 15:45 team presentations and group discussion

CORE Camp Coordination & Camp Management Trainer Manual | Page 5

Please see the appropriate Scenario Manual for further detail

CORE Camp Coordination & Camp Management Trainer Manual | Page 6

Key Learning Objectives:

Describe the concept of Information Management

Key Learning Points:

CORE Camp Coordination & Camp Management Trainer Manual | Page 7

Activity Time Key Questions Tasks Trainer Notes

Introduction to What is IM?