Module 3 DUE: 5 June 2017

The Education Cluster’s Core Skills Course requires that all participants have a basic level of theoretical and practical knowledge and skills related to coordination prior to arriving.

We have therefore prepared FOUR modules with accompanying assignments to be completed and submitted according to the specified due dates.

Each module will contain a theory-based assignment as well as a practical, Information Management (IM)-based assignment. 

To qualify to attend the face-to-face portion of this course, you must complete and submit all assignments in Modules 1-4 on time.

All assignments and assignment-related questions should be sent to the Global Education Cluster at [email protected].

Module 3a (Theory): IASC Reference Module for the Implementation of the Humanitarian Programme Cycle (HPC)

Module 3a (Theory): IASC Reference Module for the Implementation of the Humanitarian Programme Cycle (HPC)


Theory: The Humanitarian Programme Cycle: Reference Module


  1. Read the entirety of the HPC Reference Module (see below or click on the link above)
  2. Complete the following post-reading quiz


What is the purpose of the “Humanitarian Programme Cycle (HPC)

  • Jointly define the overall shape of the response and understand what needs to be done at a given moment in line with agreed objectives in order to ensure a more coherent, effective and accountable response
  • Define the roles and responsibilities of international humanitarian actors and the way that they interact with each other, with national and local authorities, with civil society, and with people affected by crises
  • Assist the Humanitarian Coordinator and Humanitarian Country Team to improve the delivery of humanitarian assistance and protection through better preparing, prioritizing, steering and monitoring the collective response through informed decision-making
  • Provide a standard and adaptable set of tools for use in humanitarian crises globally
  • Influence programming and resource allocations of all actors – including United Nations (UN) agencies, non-governmental organizations (NGOs), civil society and governments
  • Ensure that humanitarian response delivers life-saving assistance to those in need
Select all that apply.

The Humanitarian Program Cycle applies to all humanitarian crises (except refugee crisis), but its process, timeline, tools and documents can be used flexibly and be adapted to the circumstances/needs of the particular emergency at hand

  • True
  • False

The Humanitarian Program Cycle distinguishes and provides different flexible timelines of implementation for which two types of emergencies?

  • War and Peace (Война и мир)
  • L3 and L4
  • Natural and man made
  • Response and Recovery
  • Sudden onset/escalations and Protracted
Select the correct answer.

List at least 3 main elements of the “Humanitarian Programme Cycle (HPC)”?

Which is not an element of the “Humanitarian Programme Cycle (HPC)”?

  • Emergency Response Preparedness
  • Needs Assessment and Analysis
  • Strategic Response Planning
  • Implementation and Monitoring
  • Resource Mobilization
  • Rest and Recuperation
  • Operational Peer Review and Evaluation
Select the correct answer.

Why are the assessment and/or secondary data collection and analysis and the development of the Humanitarian Needs Overview/MIRA Report so important?

  • The HNO/MIRA report will inform objectives, strategies and funding requirements in the HRP, which in turn serves as the basis for implementing and monitoring the collective response
  • The HNO/MIRA report are the primary document utilized for resource mobilization documents and their persuasiveness crucial for the entire funding of the humanitarian response
  • The HNO/MIRA report provides Cluster partners with clear guidance on strategies and activities to implement to address humanitarian crisis
Select the correct answer.

What is the purpose of the Humanitarian Response Plan (HRP)?

  • To set the direction and strategic objectives of the humanitarian response.
  • To indicate each cluster/sector’s contribution toward meeting the strategic objectives.
  • To provide strategic objectives, indicators and targets for monitoring progress.
  • To ensure the contextual, institutional and programmatic risks to the achievement of the strategic objectives are identified.
  • To link to the existing development plan (if applicable) and indicate how the response will provide a path into recovery and build resilience.
  • To mobilize resources for the humanitarian response
Select all that apply.

What are the Steps of Humanitarian Response Plan Monitoring?

  • Monitoring, Evaluation, Accountability and Learning
  • Inputs, Activities, Outputs, Outcomes, Impact
  • Preparation, Monitoring and Reporting
Select the correct answer.

What are some of the donor considerations to keep in mind as a Coordinator?

  • The credibility and accuracy of assessed needs
  • The strategy and response priorities
  • The perceived reasonableness/rationality of funding requirements
  • Perception of the ‘collectiveness’ of engagement under the programme cycle
Select all that apply.

Who is responsible for resource mobilization for the HRP?

  • The Humanitarian Coordinator
  • The Humanitarian Country Team
  • OCHA
  • Clusters/sectors
Select all that apply.

What are some possibilities for resource mobilization?

  • Briefings for donors on needs, strategy and funding requirements
  • Fundraising brochures/pamphlets, infographics, or other documents, which tell a compelling story focused on people in need and the impact of funding/underfunding
  • Live 8 concerts
  • Regular, up-to-date reporting on pledges and contributions
  • Applications to Common Funds (through OCHA)
  • Wait and See
  • Donor pledging conferences
Select all that apply.

List at least 2 main cross-cutting topics to consider in the Humanitarian Program Cycle to ensure quality and accountability of the response?

Module 3b (IM): Education Cluster Monitoring Tool Analysis

Module 3b (IM): Education Cluster Monitoring Tool Analysis

Assignment: Review the lessons, walkthroughs, videos, and challenges in this module and then complete the Exercise at the end of the lesson.  You can access the Exercise by clicking on 'Next' at the bottom of this page.

Please Note: If you feel you have already mastered the skills described in a particular lesson within this module, feel free to skip it.  You must, however, complete and submit your completed Exercise.

3.1 Find and replace

How to use ‘Find and Replace’ feature to quickly find specific text and replace it with other text.

3.1. Walkthrough



3.2 Remove duplicates

How to remove duplicate values in a column.

3.2. Walkthrough



3.3 Pivot Tables

How to create and use PivotTables. PivotTables allow you to easily summarize and manipulate your data in order to analyze it. 

3.3. Walkthrough


Challenge: Try completing 3.3 Challenge  to try out your new skills

3.4 Creating a chart

3.4.A How to create a static chart

3.4.A Walkthrough


3.4.B How to create a pivot chart (see 3.3 Challenge to practice making a pivot chart)

3.4.B Walkthrough



3.5 Data visualization

These fantastic presentations show how to very simply and effectively visualize data in charts and tables.

  1. Remove to Improve 
  2. Pie Chart Edition
  3. Clear Off the Table


Module 3b (IM): Exercise

OCHA informs you that they have decided to collect weekly updates from all Clusters on the progress of their top four core activities (aka: response plan indicators) in terms of number of beneficiaries targeted and reached. Your top four core activities are:

  • Establishment of Temporary Classrooms
  • Distribution of teaching and learning materials
  • Distribution of ECD kits
  • Training of education personnel: PSS and lifeskills

You have a compiled and have been updating a beautiful Education Cluster Monitoring Tool to track partners’ response. Your task is to prepare an analysis tool that not only displays this current information but can also be updated easily for weekly analysis and reporting.  Using the skills learned in the various lessons of Module 3, follow the steps below to create this analysis tool.

Download the Excel file ‘3b_Cluster Monitoring Tool

  1. Insert a PivotTable
  2. From the PivotTable Field List, move:
    1. The ‘Activity’ field to the ‘ROWS’ area
    2. The TOTAL TARGETED field to the ‘VALUES’ area
    3. The TOTAL REACHED field to the ‘VALUES’ area

NOTE: Ensure that the targeted/reached fields are displayed as ‘Sum of’ and NOT ‘Count of’

  1. Filter the PivotTable report by the first of the core activities for which you will be reporting to OCHA (“Establishment of Temporary Classrooms”)
  2. Change the style to one of your preference
  3. Remove the ‘Grand Total’ row (from Design tab, Layout group)
  4. Create a Pivot bar chart for your data
  5. Format the chart to be visually appealing
  6. Save your chart as a Template
  7. Create a PivotTable for each of the other three activities on the same worksheet (leave space for the charts)
  8. Create PivotCharts for each of the activities (Hint: use the template you created from step 6)
  9. Arrange the tables and charts on the page to be visually appealing and easy to report

Save the file with an appropriate file name and send to the Global Education Cluster at [email protected]


Watch this video if you would like to receive step-by-step guidance on how to complete the following exercise.

Have you set up and sent your Pivot Tables and Charts to the Education Cluster at [email protected]?

  • Yes, yes, yes....
  • No, no, no...