• The Open University

Implementing Safeguarding in the International Aid Sector

Learn how to implement effective safeguarding measures in different programmatic contexts.

1,027 enrolled on this course

A circle of arms, with hands resting on one another in the middle.

Implementing Safeguarding in the International Aid Sector

1,027 enrolled on this course

  • 6 weeks

  • 4 hours per week

  • Digital certificate when eligible

  • Intermediate level

Find out more about how to join this course

  • Duration

    6 weeks
  • Weekly study

    4 hours
  • 100% online

    How it works
  • Unlimited subscription

    $244.99 for a whole yearLearn more

Improve the safeguarding standards in your international aid organisation

Safeguarding is vital for protecting the children and vulnerable individuals that international aid organisations work with, as well as their staff and personnel from all forms of harm. This has also been identified as an area that needs strengthening in the international aid sector.

This six-week course will help you consolidate your understanding of the causes of harm, abuse, and exploitation and learn how to implement improvements in your organisation’s safeguarding measures in different programmatic contexts.

Ultimately, the course will equip you with the skills and tools you need to effectively prevent, report, respond, and learn from implementing safeguarding in your work.

Understand the risks posed to safeguarding in the international aid sector

On the course, you’ll have the chance to examine the risks to safeguarding people that are commonly found in different areas of international aid work.

You’ll also get to evaluate the prevention mechanisms used to minimise these risks and consider how these processes could be strengthened.

Develop effective safeguarding procedures and learn improvements for reporting and responding to exploitation and abuse

The course covers appropriate responses to disclosures and survivor-centred referrals, complaints and whistleblower mechanisms, safe marketing and accountability.

Access safeguarding training from the experts at The Open University.

This course was co-created by senior academic safeguarding specialists from The Open University and an international human rights and safeguarding expert who has worked with several international aid and humanitarian agencies.

The course material was developed with advice from BOND, CHS Alliance, and the learner community and reviewed by Safeguarding Leads in international agencies.

Syllabus

  • Week 1

    Introduction

    • A laptop computer on a flat surface. The screen is open and is resting against a pile of four books. In the background is an out-of-focus bookshelf.

      Introduction to the course

      This introduction provides a brief orientation to the course and its learning outcomes, introduces the authors and the educators and offers some important guidance on how to keep yourself safe as you study this course.

    • A decorative image depicting an illustration of several squares on a board that all linked together by dotted lines. On each square is an illustration of a person’s head and torso, all of which are coloured black except for one which is red.

      Getting ready to engage with others!

      This section introduces the idea of social learning, whereby you learn from and share experiences with your peers. It also explores your reasons for studying this course and considers what you already know about safeguarding.

    • A decorative image depicting a person’s hands cupped around a paper cut out of several people standing in a circle and holding hands.

      What is safeguarding?

      This part of the course unpacks in more detail what you know about safeguarding, particularly international standards and their application.

    • A decorative image depicting an illustration of a person standing on a directional arrow that resembles a pathway leading straight ahead to the horizon. To either side of the directional pathway are other arrows all pointing in different directions.

      The safeguarding cycle

      An introduction to the safeguarding cycle which is based on the project cycle. This will help you incorporate safeguarding principles into the work that you do during the implementation of your projects and activities.

    • A decorative image depicting an illustration of an arm holding a magnifying glass. Behind the glass are lots of typed documents and papers.

      Implementing safeguarding

      Apply your learning to a case study scenario. The setting is a refugee camp, and you are asked what you would do. You are also encouraged to check your knowledge and understanding of the learning from the week.

  • Week 2

    Identification

    • A noticeboard pin is pointing upright on a flat surface. Just above the tip of the pin is an inflated party balloon.

      Identifying safeguarding risks and vulnerable people

      The ability to understand the factors that influence people's vulnerability, and how they can be identified, is a key element of safeguarding that will be explored in this section.

    • An illustation of several people stood side by side and overlapping each other.

      The role of gender in safeguarding

      Gender plays a significant role in safeguarding, with differing groups in differing contexts having an important impact on identifying risks. We explore the role of gender and the considerations that need to be accounted for.

    • A decorative image depicting typed text on paper. A red pen is underlining the word ethics.

      Safeguarding in research

      Organisations working in the international aid sector often undertake research. This section covers how principles governing research and data collection can be applied with a focus on safeguarding.

    • An illustration of a gauge, similar to a fuel gauge on a vehicle, semicircular in shape with low on the left and high on the right. The gauge is labelled risk and there is an indicator needle, which is pointing just above low.

      Assessing risk

      We have covered a number of different factors that affect ‘risk’ and how it is perceived. This section will discuss the methodologies that can be used effectively to conduct a formal assessment of these risks.

    • A decorative image depicting an illustration of an arm holding a magnifying glass. Behind the glass are lots of typed documents and papers.

      Lessons learnt

      This section considers the lessons to be learnt, and what else you should think about when incorporating safeguarding measures.

  • Week 3

    Prevention

    • An illustration of a highway no-entry sign (a red circle with a white horizontal line running across it).

      Introduction

      This week of the course looks at how to implement safeguarding procedures to prevent harm from occurring. This is important and requires planning and implementation across all aspects of programmes and operations.

    • An illustration depicting a seesaw-type weight scale in balanced equilibrium. At one end of the scales are three smaller boxes and at the other one larger box.

      The nature of power

      Power is a vitally important concept in safeguarding. Sometimes it is obvious, sometimes it can be subtle and hidden. We explain the different forms that power can take and explore ways that challenge it to enhance prevention.

    • An image of a disabled, teenage girl in a wheelchair.

      Safeguarding people with disabilities

      We look at the importance of safeguarding children and adults with disabilities, and explore the importance of including them and their carers when developing safeguarding measures to prevent harm.

    • An image of a man and a woman sitting on opposite sides of a table in an office environment. They both have their arms outstretched and are shaking hands.

      Safe recruitment

      We outline an important theory about the perpetrators of sexual abuse and explore how safe recruitment policies and practice is a key preventative step.

    • An image of a hand holding a pen and writing on glass. Written on the glass are the words code of conduct.

      Code of conduct

      This section focuses on the important contribution that codes of conduct can make to prevention in safeguarding.

    • An image of a pair of male arms. The person is holding a mobile device and is tapping the screen with a finger.

      Digital safeguarding

      Safeguarding in the digital and online worlds has become a serious source of concern. This section considers the scale of the problem, some of the major risks, and how we might mitigate against them.

    • A decorative image depicting an illustration of an arm holding a magnifying glass. Behind the glass are lots of typed documents and papers.

      Review what you have learnt

      Review your learning this week by taking the week 3 quiz.

  • Week 4

    Report and respond

    • An image of a row of wooden blocks standing upright and inline on a table. Some of the wooden blocks have started to fall against each other, each knocking the next one over. A hand has intervened and prevented the remaining blocks from falling over.

      Introduction

      This week we look in more detail at issues around reporting and responding, including barriers and making reporting more accessible.

    • A decorative image of an automatic traffic barriers, such as are installed at the exits to pay car parks.

      Barriers to reporting

      This section explores the important issue of how a range of attitudes and beliefs around gender can be a major barrier to reporting.

    • An image of a female sitting at a desk. The person is using a pencil to write on a notepad.

      Disclosure, reporting and supporting survivors

      How disclosures are handled is crucially important if safeguarding reporting is to be effective. This section is an opportunity to explore and discuss good practice.

    • An illustration of a human head that has a whistle in its mouth.

      Whistleblowing and a ‘survivor-centred approach‘

      Whistleblowers are an important source of reporting, and this section will consider how agencies should ensure they are protected. Once we have received a report it is important that our responses are survivor centred.

    • An image of an old-style, wooden, multi-directional signpost. The two direction boards pointing to the left say help and advice. The two pointing to the right say support and guidance.

      Mapping and a response checklist

      This section provides guidance on ensuring we have a clear response mechanism and promotes discussion on how we know what services are available to survivors.

    • A pair of hands are cupped around a cardboard cutout depicting a ring of people all holding hands.

      Duty of care and the importance of safeguarding staff

      The whole process of reporting and responding is difficult and may be traumatic. In this final section we consider the issue of the duty of care to staff that arises from this.

    • A decorative image depicting an illustration of an arm holding a magnifying glass. Behind the glass are lots of typed documents and papers.

      Review what you have learnt

      Test your knowledge from your work this week by taking the quiz.

  • Week 5

    Improving accountability in safeguarding

    • An illustration of five people standing in a circle. They all have one arm outstretched to the centre of the circle and their hands are laid on top of each other.

      Introduction

      This week looks at accountability and how to build it into safeguarding policies, processes and practices across your organisation.

    • An image of a young male leaning backwards in surprise and shock as there are six arms outstretched towards him, all with one finger pointing at him in an accusative manner. His own fingers are pointing backwards at himself in a gesture that says me?

      Accountability is at the heart of safeguarding

      We are accountable to the communities we work with and serve, to those who represent us, to our donors, partners, regulatory bodies, and national and international agencies.

    • An image of a cork noticeboard. There are several pins on the board each holding a small piece of paper with a figure of a person drawn on it. All of the pins are linked together with string.

      Accountability to affected people

      Accountability to affected people is important in order to tackle SEAH in the aid sector. Where harm is caused by staff, affected people should know how to hold the organisation to account.

    • An image of a lightbulb with a human brain inside it.

      Guide the development of accountability processes and tools

      Developing an accountability strategy in organisations is important for building an accountability culture and creating the necessary accountability processes and tools.

    • An image of four cubes on a flat surface. The cubes are side by side and the outline of a head with a question mark inside it is drawn on them. The fourth cube is being tilted by a hand to reveal the underside on which an illuminated lightbulb is drawn.

      Strengthen knowledge and information in the people we serve

      Community views should inform the development of safeguarding policies, processes and mechanisms across organisations. In this way a 'speak-up' culture can be promoted.

    • An image of a tablet-style mobile device placed on top of a stack of newspapers.

      Mainstreaming safeguarding through all communications

      Safeguarding should be mainstreamed through all organisational communications. This promotes ownership of a safeguarding agenda across all departments of an organisation, as well as all the organisations we engage with.

    • A decorative image depicting an illustration of an arm holding a magnifying glass. Behind the glass are lots of typed documents and papers.

      Review what you have learnt

      Review your learning this week by taking the week 5 quiz.

  • Week 6

    Learning and organisational culture

    • An image of a pair of cupped hands holding a sphere printed with the map of the world.

      Introduction

      This week’s learning supports you on how to strengthen organisational culture and learning.

    • An image of two people's arms. They are holding hands.

      How to develop a positive safeguarding culture

      Organisational responsibility to foster a safe and positive environment.

    • The image is cut in half diagonally, one part white, the other part pink. In the white part is a cube on which a green tick has been drawn. In the pink part is a cube on which a red cross has been drawn.

      Useful tools to reflect on safeguarding values

      Tools to support organisations strengthen their organisational culture.

    • An illustration of several people working together to build a small pyramid-shaped structure.

      Monitoring, learning and good supervision

      Organisational responsibility to support staff to learn and reflect on current practice.

    • A decorative image depicting an illustration of an arm holding a magnifying glass. Behind the glass are lots of typed documents and papers.

      Review what you have learnt

      Review your learning this week by taking the week 6 quiz.

When would you like to start?

Start straight away and join a global classroom of learners. If the course hasn’t started yet you’ll see the future date listed below.

  • Available now

Learning on this course

On every step of the course you can meet other learners, share your ideas and join in with active discussions in the comments.

What will you achieve?

By the end of the course, you‘ll be able to...

  • Mitigate and prevent against safeguarding risks associated with programmatic and organisational practice.
  • Adapt existing tools using a safeguarding lens to implement activities that minimise harm to those who have direct and indirect contact with your organisation.
  • Respond to challenges of safeguarding concerns using a survivor-centred and ‘do no harm’ approach.
  • Support greater accountability and an organisational culture where safeguarding concerns are always reported and responded to appropriately.

Who is the course for?

This course is designed for all staff in development and humanitarian agencies. It will strengthen current individual and organisational knowledge and practice of safeguarding and support the career pathways for those aid workers who are looking to become safeguarding specialists.

This course is intended for those who are aged 18 years and above only.


This online course has been funded by UK aid from the UK government; however the views expressed do not necessarily reflect the UK government’s official policies.

Who will you learn with?

Aneeta Williams

An international human rights lawyer and expert in safeguarding children and vulnerable adults, gender and sexual violence, and human rights and IHL in the international aid sector.

Jan  Webb

Jan Webb is the Associate Head of School for Nursing and Health Professions at the Open University. She has extensive experience of teaching and developing safeguarding and child protection courses.

andy rixon

Andy Rixon is a Senior Lecturer in the School of Health Wellbeing and Social Care at The Open University, specialising in children, young people, and families. Andy has a background as a social worker

Susan Fawssett

Susan is an Open University tutor and a seasoned development researcher. She works extensively with international development organisations to deliver training and author teaching materials.

Simon Vorley

Simon is currently the Transition Officer & Global Safeguarding Lead at an INGO. He has led projects and operations in India, East Africa and Latin America over the past 12 years.

Vicky Ferguson

Vicky currently holds the role of Global Safeguarding Lead at an INGO. She has 15 years' experience in international development and supporting children and young people in a range of settings

Philippa Ramsden

Philippa Ramsden is an international development professional. She specialises in safeguarding and organisational effectiveness and has worked globally in education with a focus on inclusion.

Who developed the course?

The Open University

The Open University

As the UK’s largest university, The Open University (OU) supports thousands of students to achieve their goals and ambitions via supported distance learning, helping to fit learning around professional and personal life commitments.

  • Established

    1969
  • Location

    Milton Keynes, UK
  • World ranking

    Top 510Source: Times Higher Education World University Rankings 2020

Endorsers and supporters

funded by

Logo

Ways to learn

Buy this course

Subscribe & save

Limited access

Choose the best way to learn for you!

$79/one-off payment

$244.99 for a whole year

Automatically renews

Free

Fulfill your current learning needDevelop skills to further your careerSample the course materials
Access to this courseticktick

Access expires 20 Mar 2025

Access to 1,000+ coursescrosstickcross
Learn at your own paceticktickcross
Discuss your learning in commentstickticktick
Certificate when you're eligiblePrinted and digitalDigital onlycross
Continue & Upgrade

Cancel for free anytime

Ways to learn

Choose the best way to learn for you!

Subscribe & save

$244.99 for a whole year

Automatically renews

Develop skills to further your career

  • Access to this course
  • Access to 1,000+ courses
  • Learn at your own pace
  • Discuss your learning in comments
  • Digital certificate when you're eligible

Cancel for free anytime

Buy this course

$79/one-off payment

Fulfill your current learning need

  • Access to this course
  • Learn at your own pace
  • Discuss your learning in comments
  • Printed and digital certificate when you’re eligible

Limited access

Free

Sample the course materials

  • Access expires 20 Mar 2025

Find out more about certificates, Unlimited or buying a course (Upgrades)

Sale price available until 3 March 2025 at 23:59 (UTC). T&Cs apply.

Find out more about certificates, Unlimited or buying a course (Upgrades)

Sale price available until 3 March 2025 at 23:59 (UTC). T&Cs apply.

Learning on FutureLearn

Your learning, your rules

  • Courses are split into weeks, activities, and steps to help you keep track of your learning
  • Learn through a mix of bite-sized videos, long- and short-form articles, audio, and practical activities
  • Stay motivated by using the Progress page to keep track of your step completion and assessment scores

Join a global classroom

  • Experience the power of social learning, and get inspired by an international network of learners
  • Share ideas with your peers and course educators on every step of the course
  • Join the conversation by reading, @ing, liking, bookmarking, and replying to comments from others

Map your progress

  • As you work through the course, use notifications and the Progress page to guide your learning
  • Whenever you’re ready, mark each step as complete, you’re in control
  • Complete 90% of course steps and all of the assessments to earn your certificate

Want to know more about learning on FutureLearn? Using FutureLearn

Learner reviews

Do you know someone who'd love this course? Tell them about it...