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DIHAD HUMANITARIAN COLLEGE

MASTER’S DEGREE IN

SUSTAINABLE HUMANITARIAN ACTION

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Teaching Method:
Hybrid

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Credits:
60 ECTS

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Duration:
16 Months

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Modules:
9

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Download the Brochure

College and University

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Brief

Acknowledging the pivotal role of education in fostering sustainable progress, DIHAD Humanitarian College embarked on a groundbreaking initiative focused on promoting sustainable development, resilience, and equity, while instilling a sustainable mindset in future generations – the first-ever Master’s Degree Program in Sustainable Humanitarian Action.

The DIHAD Humanitarian College proudly introduced in 2022, the world’s first Master’s Degree Program in Sustainable Humanitarian Action. This innovative program was meticulously crafted to equip students with essential concepts, practical knowledge, and a sustainable outlook to tackle the multifaceted challenges of humanitarian work. DIHAD College resembles a beacon of hope and inspiration in the field of education and Humanitarianism.

Teaching Methods

  • Physical lectures
  • Online lectures
  • Seminars
  • Study visits
  • Conferences

Objective

  • Obtain key concepts and practical knowledge in sustainable humanitarian action in addition to gaining insights on how to adapt to the future of humanitarian work.
  • Acquire a sustainable mindset to deliver sustainable projects.
  • Attain critical humanitarian management skills and knowledge.

Curriculum | 2026/2027

M01: INTERNATIONAL HUMANITARIANISM

Subjects

  • Foundations and Principles of Humanitarian Action
  • The International Humanitarian System
  • Humanitarian Action: The Issues and the Actors
  • Humanitarian Global Coordination and Architecture
  • The Politics and Neutrality of Humanitarian Aid

ECTS: 5 ECTS Delivery Method: Online

M02: INTERNATIONAL AFFAIRS AND DIPLOMACY

Subjects

  • Global Trends and International Tensions
  • Humanitarian Diplomacy and Multilateral Engagement
  • Negotiation, Mediation, and Conflict Resolution
  • Foreign Policy and Humanitarian Action

ECTS: 6 ECTS Delivery Method: Online

M03: INTERNATIONAL HUMANITARIAN LAW (IHL) AND ETHICS

Subjects

  • Foundations and Contemporary Challenges of the (IHL)
  • Compliance, Accountability, and Justice in Humanitarian Contexts
  • Ethics and Moral Responsibility in Humanitarian Action

ECTS: 5 ECTS Delivery Method: Online

M04: HUMANITARIAN LEADERSHIP

Subjects

  • Strategic Leadership Foundations and Emotional Intelligence
  • Leading with Influence, Presence, and Inclusion in Humanitarian Contexts
  • Adaptive Leadership and Systems Thinking for Humanitarian Challenges
  • Executive Crisis Leadership and High-Stakes Decision-Making

ECTS:  8 ECTS Delivery Method: Optional Physical in ROME

M05: STRATEGIC HUMANITARIAN OPERATIONS AND MANAGEMENT

Subjects

  • Localization and Community Engagement
  • Sustainable Logistics and Supply Chain
  • Humanitarian Financing and the Aid Economy
  • Crisis Communication, Media, and Narrative
  • Conflict Sensitivity & Peacebuilding
  • Climate Adaptation & Environmental Resilience

ECTS: 7 ECTS Delivery Method: Online

M06: HUMANITARIAN FUTURES AND STRATEGIC FORESIGHT

Subjects

  • Managing Humanitarian Systems in a Changing World
  • Strategic Planning and Innovation for Sustainable Humanitarian Action
  • Scenario Planning and Risk Anticipation for Complex Crises
  • Foresight and Futures Thinking in Humanitarian Contexts

ECTS: 6 ECTS Delivery Method: Online

M07: INNOVATION AND DIGITAL TRANSFORMATION IN HUMANITARIAN ACTION

Subjects

  • Digital Transformation and Emerging Technologies in Humanitarian Action
  • Human-Centered Innovation and Design for Humanitarian Solutions
  • Data for Humanitarian Impact
  • Ethics, Risks, and Governance in the Digital Humanitarian Space

ECTS: 8 ECTS Delivery Method: Physical in Dubai

M08: HUMANITARIANISM IN TRANSITION

Subjects

  • The Evolving Landscape of Humanitarian Action
  • Rethinking Humanitarian Principles and Systemic Reform
  • Rebuilding Trust and Legitimacy in Humanitarian Action
  • Shaping the Future of Humanitarianism: New Models and Narratives

ECTS: 8 ECTS Delivery Method: Physical in Dubai

M09: MASTER THESIS (MT)

Subjects

  • Election, Preparation, and VIVA of the Master’s Thesis

ECTS: 7 ECTS Delivery Method: Hybrid

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The Faculty

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H.E. Amb. Prof. Abdulsalam AlMadani

Chairman of DIHAD Sustainable Organisation and Chairman of DISAB; Roving Ambassador of the Parliamentary Assembly of the Mediterranean (PAM) for the GCC Region

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H.E. Amb. Gerhard Putman-Cramer

Ambassador, Permanent Delegation of the Parliamentary Assembly of the Mediterranean to the United Nations and other International Organisations in Geneva

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Mr. Amin Awad

President of the Foundation Council, DCAF Genève Center for Security Governance; Former United Nations Assistant Secretary-General and Crisis Coordinator for Ukraine; Senior Fellow, Advanced Leadership Initiative, Harvard University

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Ms. Ann Encontre

Former Director, the Ethics Office, United Nations High Commissioner for Refugees (UNHCR), Geneva

Mr.-Claus-Sorensen

Mr. Claus Sorensen

Senior Adviser on Resilience,
Humanitarian Aid and Crisis Response, Norwegian Refugee Council; Former Director-General, ECHO

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Eng. Khaled Al Attar

Director-General of DIHAD Sustainable Organisation

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Dr. Khaled Khalifa

Senior Advisor and Representative to the GCC Countries, United Nations High Commissioner for Refugees (UNHCR)

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Ms. Magda Ninaber van Eyben

Senior Humanitarian Aid Advisor

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Mr. Mario Stephan

Head of Philanthropy Diversification and Impact,
Doctors without Borders / Médecins Sans Frontières (MSF)

Director of Philanthropic Partnerships, Center for Civilians in Conflict

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Professor Dr. Michael A. Köhler

Grand Bargain Ambassador; Professor at the College of Europe, Bruges; Deputy Director-General, European Commission (ret.)

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Dr. Mukesh Kapila

Professor Emeritus,
Global Health & Humanitarian Affairs, University of Manchester; Senior Adviser to the Parliament Assembly for the Mediterranean (PAM); Adviser on the Strategic and Technical Advisory Group for Antimicrobial Resistance for the World Health Organization (WHO)

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Dr. Paolo Petrocelli

Director General,
Stauffer Center for Strings; Founder & President, Euro Mediterranean Music Academy – EMMA for Peace; Honorary President & Co-Founder, Italian Youth Association for UNESCO

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Prof. Randolph Kent

Director, Humanitarian Futures; Director and Senior Research Associate, Royal United Services Institute; Visiting Professor, African Leadership Centre; King’s College, London

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Drs. Yannick du Pont

Member of the Development Cooperation Committee at the Dutch Advisory Council on International Affairs; Founder of Spark, Amsterdam

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H.E. Amb. Dr. Zoran Jolevski

Former Minister of Defense; Vice Rector, European University – Skopje; Senior Fellow, Harvard University; an Ambassador to the United States and Secretary General of the Cabinet of the late President Boris Trajkovski

Guest Lecturers

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Mr. Adrian Kitimbo

Research Officer,
UN Migration Agency (IOM); Research Associate at GIBS, University of Pretoria

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Dr. Andrea Atzori

CEO, Doctors with Africa CUAMM UK

Ms. Bérangère Böell (1)

Ms. Bérangère Böell

United Nations Resident Coordinator for the UAE

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Ms. Clare Dalton

Advisor, Policy Planning Department, United Arab Emirates Ministry of Foreign Affairs

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Mr. David Harland

Executive Director of the Centre for Humanitarian Dialogue;
Member of the United Nations Secretary-General’s High-Level Advisory Board on Mediation, United Nations

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Ms. Dina L. Storey

CEO, Optimum Green Ventures, COO, HawanaWater, Executive Advisor and Subject-Matter, Expert Climate Change and Sustainability | Former Director of Sustainability Operations Expo 2020 Dubai

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Dr. Eric de Roodenbeke

International Consultant; Past Chief Executive Officer,
International Hospital Federation (IHF)

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H.E. Hon. Gennaro Migliore

Board Member and Director, Centre for Global Studies – CGS

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Mr. Giuseppe Saba

Chief Executive Officer of Dubai Humanitarian; Founder of UNHRD Network and former Network Coordinator

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Ms. Hatice Beton

Executive Director & Co-Founder of the G20 & G7 Health and Development Partnership

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Mr. James DR Brown

Disaster Response & Humanitarian Assistance Specialist; UK Member of the United Nations Disaster Assessment & Coordination (UNDAC) Team; Visiting Lecturer in Disaster Response

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Dr. Manal Taryam

CEO and Board Member of Noor Dubai Foundation

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Dr. Marie McAuliffe

Head, Migration Research and Publications Division;
Editor, World Migration Report, Department of Policy and Research, International Organization for Migration (IOM)

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H.E. Nickolay Mladenov

Director General of the Anwar Gargash Diplomatic Academy

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H.E. Panos Moumtzis

Executive Director and Former United Nations Assistant Secretary General, Global Executive Leadership Initiative (GELI)

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Ms. Sajeda Shawa

Head of United Nations Office for the Coordination of Humanitarian Affairs (UN OCHA) Office in the UAE

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Dr. Sama Al-Shawi

Legal Advisor, International Committee of the Red Cross (ICRC), UAE

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H.E. Amb. Sergio Piazzi

Secretary-General, Parliamentary Assembly of the Mediterranean (PAM)

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Mr. Stephen Anderson

Director, World Food Programme (WFP) UAE Office and Representative to the GCC Region

Former Director, World Food Programme (WFP) UAE Office and Representative to the GCC Region

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H.E. Xavier Castellanos Mosquera

Under Secretary General for National Society Development and Coordination, The International Federation of Red Cross and Red Crescent Societies (IFRC)

Outcomes

By joining DIHAD Humanitarian College you’ll have a chance to upskill your humanitarian talents and obtaining a degree in Sustainable Humanitarian Action. The program provides candidates with a chance to meet top names in the field which qualifies people from around the world to prepare and respond to crises wherever they are, in addition to refining leadership skills in aims to deliver relief to people on a worldwide scale and altering society.

DIHAD Humanitarian College also builds a highly skilled workforce equipped to prepare and respond more effectively and efficiently to catastrophes from all kinds by curating and sharing top notch humanitarian knowledge and building a network of aspiring future pioneers of hope.

Admission Requirements

  • Candidates must have obtained a Bachelor’s degree program with a minimum of 3.0 GPA on a scale of 4.0.
  • Candidates are required to have a recognized qualification in the English language; for example, a score of 6.0 in IELTS or an equivalent of 500 in TOEFL.
  • A minimum of 2 years of experience in the humanitarian field or a minimum of 2000 certified volunteering hours in the humanitarian field.
  • All qualified applicants must pass a personal interview with the committee.
  • Letter of recommendation.
  • Passport copy.

Career Opportunities

The Master’s Degree in Sustainable Humanitarian Action offers a wide range of career opportunities. The program will qualify graduates to start or boost their existing careers within Non-Governmental Organisations, International Humanitarian Organizations, United Nations agencies, National Government Authorities, Red Cross/Red Crescent Movement, Humanitarian Foundations and Charities, Academic Institutions, or the Private Sector. This will ultimately give students the chance to become specialists in humanitarian sustainability and a wide range of career opportunities become available such as field project/program officers, managers and directors, consultants, and even corporate social responsibility (CSR) departments in private companies.

Our Students’ Feedback

1-Applications

11352+

Applications
02-Students

128

Students
3-Nationalities

93

Nationalities
4-Organisations

125

Organisations
5-Bachelor

63

Bachelor’s
6-Masters

59

 Master’s
7-Doctorate

6

Doctorate/PhD
8-Total

1012

 Total Years of Experience
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Shortage of ‘Human Resources for Health’ in Developing Countries

Supported by Noor Dubai

Subtitle:

The shortage of health workers in developing countries may undermine the attainment of the Sustainable development goals, universal health coverage and undermine control of epidemics/pandemics. So how do we improve the number and quality of health workers in developing countries?

Context:

The World Health Organization in its 2006 World Health Report reported that over 4 million more health workers are needed globally to prevent crisis in the health sector. Out of which Africa alone needs 1.5 million workers. Thus 36 of the 57 countries in the continent have critical shortages of human resources for health.

Globally all countries are challenged by worker shortage, skill mix imbalance, maldistribution, negative work environment, and weak knowledge base. However, it is worse in the poorest countries mostly of Africa and Asia where the workforce is under assault by HIV/AIDS, epidemics, out-migration, poor working environment, demotivation, undertraining and inadequate investment.

The critical shortage of health workers in developing world especially Africa is a major impediment to achievement of health/developmental goals, and could hinder the ability to control epidemics and pandemic outbreaks. In many developing countries this shortage not only affects provision of life saving interventions like childhood immunization, maternal services and prevention/treatment of the major infectious diseases –HIV, Malaria and Tuberculosis; but also hampers response to serious epidemics and pandemics like Ebola, Hemorrhagic fevers, Yellow fever and Covid-19. In addition to this the increasing aging population and change of life style in these developing countries results in rising burden of chronic diseases and non-communicable diseases like diabetes mellitus, hypertension, cancers etc needing more well trained health personnel’s and facilities.

This shortage is made worse within these countries by a vicious cycle of outbreaks of epidemics that further deplete the workforce and emigration of health workers to other parts of the world. The gross mal-distribution of the workers where by majority of health workers are in the urban areas but most of the population lives in rural areas in these countries, aggravates the situation. Furthermore the opportunities for continuous medical education and self-development is generally limited.

Thus, this human resource for health crisis in the developing countries especially Africa is not only about the quantity of the health workers and their distribution but also their quality. Due to weak educational systems and training facilities, occasioned by poor investment, health workers in many of these countries are not only inadequately trained but also lack the continuous medical education to handle emerging life threatening emergencies and chronic health conditions.

The crisis is partly caused by underfunding from governments due to competing developmental demands with very weak economies. This results in fewer ill-equipped training institutions, undertraining, under-recruitment, lack of facilities, demotivation, brain drain etc. The pull of higher salaries in industrialized countries and the push of poor working conditions at home along with political and social strife drive thousands of health workers to jobs abroad each year. This ever increasing brain drain from these poor weak countries to richer nations of the West and Middle East compound an already bad situation.

Challenge statement:

The SDG goal 3 (Ensuring health living and promoting wellbeing for all for all ages), the universal health coverage and ability to withstand epidemics and pandemics like Covid-19 cannot be achieved in many countries if the human resources for health crisis in these countries is not tackled.

So how can we address this gross shortage of health workers in developing countries especially Africa in terms of not only the number of the health workers, but their distribution and their expertise (knowledge and skills?). What innovative and technological approach can be applied to address this big challenge?

The digital literacy divide between e-learners: how to narrow the gaps?

Supported by Médecins Sans Frontières (MSF)

Title: The digital literacy divide between e-learners: how to narrow the gaps?

Concept: In a world that everyone is using the digital sphere to communicate and learn, there is still a gap between the e-learners as some have high digital literacy while many still have more limited literacy.

MSF’s e-Learning team (TEMO) aims at reaching 95% of the organization’s staff and not only 25% with high digital literacy, access to computers, access to internet, etc.

Challenge: In this scenario and in order for all staff to have access to distance learning and eLearning Solutions like Tembo can offer, what are proposals and ideas to promote digital literacy for the e-learners to narrow the gaps?

Overcoming Challenges to the Inclusion of Beneficiaries with Disabilities in Emergencies

Supported by International Humanitarian City

Keywords: Emergency Preparedness & Response; Disabilities

Introduction:
IHC for the 2020 Humanitarian Hackathon decided to focus the attention on a group of vulnerable populations affected by Disabilities. The purpose of this challenge is to stimulate people to think outside the box and come up with possible innovative tools that the humanitarian community can offer to people exposed to emergencies and having different kinds of disabilities. In particular, mobility and communication/ability to attract attention are two crucial factors when it comes to the immediate aftermath of a disaster as well as the short and long-term living situation the affected disabled population may find themselves in. The purpose is to integrate and enrich the humanitarian prepositioned stocks with appropriated equipment and aid and therefore strengthen the emergency preparedness and have tools ready for their use in the response phase. The aim is to involve the Humanitarian Hackathon 2020 participants and transform their ideas in humanitarian aid for the benefit of the disabled. Looking at the list of the humanitarian relief items stocked within various humanitarian hubs it appears that no specific items are kept in stock specifically to support the differently-abled living in areas affected by disasters.

Scenarios:
The most frequent emergency scenarios are due to natural disasters such as floods, Tsunamis, Earthquake, cyclones, volcano eruptions, fire-forest etc…in addition to conflict areas. Hackathon participants are invited to think about the disabled population in those scenarios, and particularly, how the disabled can attract rescue teams or humanitarian workers providing assistance. Options for innovative solutions may focus on preventive measures, especially for the populations most exposed to risks and living in prone and hazard areas and subject to frequent natural disasters. Other innovative solutions may focus more on the immediate response following disasters when the affected population is forced to vacate their accommodation, which is appropriately equipped for their disability and moved into newer and less familiar areas. How can we help them?

Below are some tips for the various potential disabilities.

Suggestions:

  • Overall, items that could be useful to most disability categories could be:
  • A Tools to attract attention (which can be distributed to all vulnerable people affected)
  • A disability-friendly app
  • Stool bags compatible with a foldable wheelchair toilet seat
  • Clear masks for lip-reading for the rescue teams
Improving Small Farmers Access to Knowledge About Crop Production Techniques through E-Agriculture

Supported by International Humanitarian City

In several humanitarian response areas, are blessed with diverse climatic conditions for almost all crops (cereal, fruit and vegetable crops), besides ample opportunity to grow high value vegetables as off season in certain zones and pristine climatic niches as well production of certain fruits and vegetables seedling in low, high and walk in tunnels.

Moreover, there is also immense scope of growing short duration vegetable in three successive seasons i.e. summer, winter and autumn such as tomato, broccoli and potato. The small farmers in general are neither aware of the opportunities of effective utilization of their physical , financial and human resources nor know the ways and means to utilize their available resources. Thus they follow the hit and trial rules to grow crops which often incur heavy losses to them.

DISTANCE LEARNING CHALLENGES IN DEVELOPING COUNTRIES IN A POST COVID-19 WORLD

Supported by Dubai Cares

COVID-19 exacerbated pre-existing gaps in Developing Countries, which were already strained, underserved and faced significant tech capacity limitations, causing serious learning disruptions.

Context

The world has been brought to a standstill by the impact of COVID-19. Airports, restaurants, movie theaters and other elements of the social environment have been disrupted by this virus’ contagion. While watching movies and dining in public are not essential to our lives, work and education are.

Education systems and learning have been heavily disrupted by COVID-19. At its apex, school closures reached over 180 countries. Currently, according to the UNESCO Education Impact Tracker, there are still 34 country wide school closures and over half a billion affected child learners. “The medium and long-term implications of the learning crisis [has] forced 1.6 billion learners worldwide out of the classroom” (UNESCO). This is especially true for education in developing countries, which were already facing poor economic conditions while also coping with low literacy, numeracy, enrollment and proficiency.

In July, UNESCO estimated “that about 24 million learners, from pre-primary to university level, are at risk of not returning to school in 2020 following the education disruption due to COVID-19. Almost half of them are found in South and West Asia and sub-Saharan Africa. University students are affected the most, due to the costs related to their studies. Pre-primary education is the second most affected while at primary and secondary level 10.9 million students are at risk, 5.2 million of whom are girls.”

As closures forced students and parents home, the need for connectivity and hardware arose. “Today half of the world’s population (3.6 billion people) still lack an internet connection.” Many countries with low economic development and lack of connectivity, adapted via national broadcasts over TV and Radio, “yet the benefits of internet-based solutions vis-à-vis radio and TV solutions are considerable: connected digital technologies allow for the possibility of two-way communication, real-time interaction, gamified learning, and much more. Investments poured into efforts to make digital tools the principal hubs of learning, rather than brick-and-mortar school sand classrooms” (UNESCO).

“According to UN estimates, nearly 500 million students from pre-primary to upper secondary school did not have any access to any remote learning. Three quarters of these students lived in the poorest households or rural areas. More nuanced data showed finer disparities that traced and functioned to accentuate existing social, economic, gender and geographic fault lines. Analysis from Brookings shows that at the height of school closures, around 90 percent of high-income countries were providing some form of online remote learning, but only 25 per cent of low-income countries were doing the same” (UNESCO).

 

One of the flagship innovations responding to this at a global level is GIGA, an initiative launched by UNICEF and ITU in September 2019 to connect every school to the Internet and every young person to information, opportunity and choice. GIGA is supporting the immediate response to COVID-19, as well as looking at how connectivity can create stronger infrastructures of hope and opportunity in the “time after COVID.” The main objective of GIGA is to connect 2 million schools and 500 million children by 2025 and 5 million schools and 1 billion children by 2030, via funding of local infrastructure entrepreneurs and open source digital public goods.

Lastly, the long term effects of diminished education is worth considering, as “the World Bank has projected the financial cost of this learning loss to be as high as USD $10 trillion or 10% of global gross domestic product” (UNESCO). The human and economic impact of stunted education will ripple through the next decade as less educated students, workers and citizens will enter a world that is simultaneously regressing (climate change) and rapidly evolving (technology). Those that are already economically disadvantaged are at greater risk of getting left behind even more.

Challenge Statement:

As discussed above, distance learning is not always feasible due to low prevalence of connectivity and hardware in developing nations and economies, where the population is less able to purchase cell phones and laptops, while the public and private sectors are less likely to build connectivity infrastructure such as cell towers and Wi-Fi access points.

  • How can distance learning solutions be delivered to low income / remote / rural areas with low hardware saturation and lack of internet access so as not to exclude them from education services and systems they were already underserved by?
  • Think of innovative*, feasible and scalable solutions for learning disruption in developing countries

Things to keep in mind for solution design and review criteria:

  • Developing contexts often have limited access to transportation, clean water and sanitation
  • *Innovation does not necessarily mean very high tech and revolutionary. Sometimes the most innovative thing is using or reformulating something basic and abundant in a new and low cost way
  • Reflect on the sustainability of the design, as many solutions end up collecting dust after initial investment and intervention
  • Think through the replicability and scalability of the solution for global reach in similar environments
  • Contemplate potential cross-sectorial collaboration (telecom, government, and academia)
  • Consider the operational part of it: how is it going to work, under what umbrella, with what organizational or collaborative structure
  • Deliberate on the Who and How of funding your solution
Water Scarcity and Accessibility to Clean Water

Supported by UAE Water Aid

The UAE Water Aid Foundation, Suqia, under the umbrella of the Mohammed bin Rashid Al Maktoum Global Initiatives, works diligently to provide clean and safe drinking water to communities in dire need and that lack basic access to water. Thus, Suqia contributes directly to Goal 6, Clean Water & Sanitation, of the United Nations Sustainable Development Goals. It also has important contributions to goals 1 (no poverty), 3 (good health and well-being), 4 (quality education), 5 (gender equality) and 17 (partnerships for the goals).

Access to clean and safe water remains one of the most critical challenges faced by many around the world. While governments and societies work together to provide solutions to communities in need, the number of those who lack access to basic drinking water services continues to increase till date. According to recent statistics, the figure has reached a staggering 785 million in 2019. In many communities, people spend up to 6 hours each day collecting water. Not only does walking long distances while carrying 20 liters of water cause severe health issues, but it also keeps children out of school and wastes time that families could be using to earn an income.

Utilizing various solutions including artesian wells, water purification stations, water filters, water distribution networks and others, we were able to provide clean drinking water for more than 13 million people in 36 countries around the world.

The main challenge is in providing communities that need it the most. Often these communities are in remote locations difficult to get to and may be overseen in search of the places that require access to clean drinking water.

Although, the water infrastructure is not available, tele-communication networks are often available.

How can we utilize the tele-communication networks or mobile applications to support our goal of reaching out to communities in need? We are looking for a solution that would be easy to use where individuals can pin-point locations globally that face water shortage and lack easy access to clean drinking water. The solution would ideally identify the type of need in the area, the water quality, the approximate number of people living in the area, etc ..

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