ICTQual Level 8 Professional Diploma in Disaster Management

The ICTQUAL Level 8 Professional Diploma in Disaster Management comprises four advanced study units and one research project. These units are designed to provide in-depth knowledge and expertise, aligning with the high standards of a Level 8 qualification.

Study Unit 1: Advanced Disaster Risk Assessment and Management

1. Comprehensive Risk Analysis:
   • Conduct advanced risk assessments to identify and prioritize potential hazards, vulnerabilities, and exposure factors in diverse disaster scenarios.
2. Risk Management Strategies:
   • Develop sophisticated risk management strategies that integrate mitigation, preparedness, response, and recovery measures tailored to different types of disasters.
3. Technological Tools and Models:
   • Utilize advanced technological tools, Geographic Information Systems (GIS), and modeling techniques to enhance the accuracy and effectiveness of risk assessments.
4. Scenario-based Planning:
   • Design and implement scenario-based planning exercises to simulate various disaster scenarios and evaluate response capabilities, resource allocation, and decision-making processes.
5. Interdisciplinary Approach:
   • Adopt an interdisciplinary approach to disaster risk management, incorporating insights from fields such as environmental science, engineering, sociology, and economics.

Study Unit 2: Advanced Emergency Response and Coordination

1. Crisis Management Frameworks:
   • Analyze and apply advanced crisis management frameworks, protocols, and best practices to effectively coordinate emergency response efforts across multiple stakeholders.
2. Command and Control Structures:
   • Design and implement command and control structures that facilitate efficient communication, decision-making, and resource mobilization during emergencies.
3. Interagency Collaboration:
   • Foster collaboration and coordination among diverse agencies, organizations, and sectors involved in emergency response, including government agencies, non-profit organizations, and private sector entities.
4. Critical Incident Management:
   • Develop strategies for managing critical incidents and complex emergencies, including mass casualty events, terrorist attacks, and natural disasters of unprecedented magnitude.
5. Public Information Management:
   • Implement advanced public information management strategies to disseminate timely, accurate, and actionable information to affected populations, media outlets, and stakeholders.

Study Unit 3: Advanced Disaster Recovery and Resilience

1. Post-Disaster Needs Assessment:
   • Conduct comprehensive post-disaster needs assessments to identify immediate, short-term, and long-term recovery priorities and interventions.
2. Community-Based Recovery Strategies:
   • Engage with communities to develop inclusive and culturally sensitive recovery strategies that promote social cohesion, equity, and resilience-building.
3. Infrastructure Rehabilitation and Reconstruction:
   • Develop and oversee infrastructure rehabilitation and reconstruction projects, ensuring they are resilient, sustainable, and aligned with community needs and aspirations.
4. Psychosocial Support and Mental Health Care:
   • Provide advanced psychosocial support and mental health care services to disaster-affected populations, addressing trauma, grief, and psychological distress.
5. Economic Recovery and Livelihood Restoration:
   • Facilitate economic recovery and livelihood restoration efforts, including job creation, business support, and economic diversification initiatives aimed at rebuilding local economies.

Study Unit 4: Advanced Policy Development and Advocacy

1. Policy Analysis and Evaluation:
   • Conduct in-depth policy analysis and evaluation to assess the effectiveness, equity, and relevance of existing disaster management policies and frameworks.
2. Policy Formulation and Implementation:
   • Develop evidence-based policy recommendations and advocacy strategies to address gaps, challenges, and emerging issues in disaster management at local, national, and international levels.
3. Legislative Frameworks and Legal Instruments:
   • Analyze and critique legislative frameworks and legal instruments related to disaster management, emergency response, humanitarian assistance, and human rights protection.
4. Stakeholder Engagement and Multi-level Governance:
   • Facilitate stakeholder engagement processes and multi-level governance mechanisms to foster collaboration, transparency, and accountability in disaster policy development and implementation.

Research Project: Advanced Topics in Disaster Management

1. Research Proposal Development:
   • Develop a research proposal outlining the objectives, research questions, methodology, and expected outcomes of the research project.
2. Literature Review and Conceptual Framework:
   • Conduct a comprehensive literature review to identify relevant theories, concepts, and empirical studies related to the chosen topic and develop a conceptual framework for the research.
3. Data Collection and Analysis:
   • Collect and analyze primary or secondary data using advanced research methods and techniques, such as surveys, interviews, case studies, or statistical analysis.
4. Findings and Recommendations:
   • Present the findings of the research project, critically analyze the results, and draw meaningful conclusions and recommendations for policy and practice in disaster management.
5. Presentation and Dissemination:
   • Prepare a written report and deliver an oral presentation of the research findings to peers, faculty, and stakeholders, effectively communicating the research outcomes and implications for the field of disaster management.

GLH (Guided Learning Hours) and TQT (Total Qualification Time) are terms commonly used in vocational qualifications to help define the amount of time a learner is expected to spend on their studies.

1. GLH (Guided Learning Hours)

GLH refers to the number of hours a learner spends being directly taught, supervised, or supported during their course. This includes the time spent in activities such as:

• Classroom instruction
• Practical workshops
• One-on-one tutoring or mentoring sessions
• Online learning sessions with tutor support

In other words, GLH represents the time that learners are actively engaged with their instructors or learning activities.

2. TQT (Total Qualification Time)

TQT represents the total amount of time a learner is expected to invest in completing a qualification, including:

• GLH (Guided Learning Hours): Time spent on direct learning, as explained above.
• Self-Directed Learning: This includes time spent on independent study, research, assignment completion, preparation for exams, and any other work the learner does outside of direct teaching hours.

TQT is a broader measure that includes all the time required to achieve the qualification. It helps learners and employers understand the overall commitment required for the qualification.

Key Differences Between GLH and TQT:

• GLH focuses on direct learning with guidance or supervision.
• TQT includes GLH as well as independent study time and other learning-related activities.

Example:

If a qualification has a TQT of 600 hours and a GLH of 250 hours, it means the learner should spend 250 hours in direct learning (classroom, online, or tutor-led sessions) and 350 hours on independent study or research.