Work in the most disadvantaged regions must start by promoting human and sustainable development. It is the best way to achieve progress in societies"

Development cooperation has been changing in its objectives, approach, methods and strategies, in search of a greater impact on the transformation of reality. In addition, it has become a professional sector that bases its actions on scientific models for understanding development that have been proposed over time. Currently, development cooperation cannot be understood without a model based on sustainability and in which all the agents involved are aware of it. 

Public and private organizations working in the field of International Cooperation base their work on the Human and Sustainable Development of populations with fewer resources. With this program we want to train psychologists in effective and quality work in this area to achieve real progress in these societies. 

The objective of this Postgraduate diploma is to increase the skills of Psychologist who wish to develop their professional work in the field of international cooperation, promoting human and sustainable law. To this end, this program combines basic knowledge in international cooperation and development applied to the field of Psychology, tools that allow the development worker to seek to improve the performance of their functions in those areas that people and communities demand, orienting them to change and focusing them on the present situation through the tools and resources of cooperation. A program with a high theoretical content, but in which the students will find numerous practical examples and educational material that will allow them to face real situations in a simulated way.

In addition, as it is a 100% online program, the Psychologist will be able to combine the study of this comprehensive Postgraduate diploma with the rest of their daily obligations, choosing at all times where and when to study. A high-level program that will take these professionals to the highest level in their field.

A high-level educational program created by the best experts in the field, which will allow you to achieve professional success" 

This Postgraduate diploma in Human and Sustainable Development in Psychology contains the most complete and up-to-date scientific program on the market. The most important features of the include:

• Practical cases presented by experts in International Development Cooperation  
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• New developments on Human and Sustainable Development  
• Practical exercises where the self-assessment process can be carried out to improve learning  
• Emphasis on innovative methodologies in International Development Cooperation  
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments  
• Content that is accessible from any fixed or portable device with an Internet connection 

This Postgraduate diploma is the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge in Human and Sustainable Development in Psychology, you will obtain a qualification from the leading online university. TECH Global University”  

The program’s teaching staff includes professionals from sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment
that will provide an immersive education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts. 

Increase your decision-making confidence by updating your knowledge with this Postgraduate diploma"

Take the opportunity to learn about the latest advances in this field and apply it to your daily practice"

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative education and are committed to quality teaching using new educational technologies. 

A comprehensive teaching program, structured in well-developed teaching units, oriented towards efficient and swift learning that is compatible with your personal and professional life" 

Module 1. The Development of Peoples: Introduction and Challenges

1.1. Development

1.1.1. Introduction
1.1.2. What Is Meant by Development?
1.1.3. Sociological Theories for Development

1.1.3.1. Development through Modernization
1.1.3.2. Development through Dependency
1.1.3.3. Neoinstitutional Development Theory
1.1.3.4. Development through Democracy
1.1.3.5. Theory of Development through Cultural Identity 

1.1.4. Stakeholders Involved in Development 

1.1.4.1. Depending on How It Is Channeled, teh Aid Can Be
1.1.4.2. According to their Shape

1.1.5. Poor or Impoverished Countries 

1.1.5.1. What Is Meant by Impoverished? 

1.1.6. Economic, Social and Sustainable Development
1.1.7. UNDP
1.1.8.  Bibliography 

1.2. Power, Dynamics and Stakeholders in the International Society 

1.2.1. Introduction
1.2.2. Power Elements
1.2.3. The International Society
1.2.4. International Society Models

1.2.4.1. Static
1.2.4.2. Dynamic
1.2.4.3. Global 

1.2.5. Characteristics of the International Society 

1.2.5.1. It Is a Global Benchmark Company
1.2.5.2. It Is Distinct from the Interstate Society
1.2.5.3. International Society Requires a Relational Dimension
1.2.5.4. International Society Enjoys a Common Order 

1.2.6. Social Structure of the Society
1.2.7. Structure of the International Society 

1.2.7.1. Spatial Extension
1.2.7.2. Structural Diversity
1.2.7.3. The Cultural Dimension of International Society 

1.2.8. Polarization of the International Society 

1.2.8.1. Concept 

1.2.9. Degree of Institutionalization of the International Society
1.2.10. Bibliography 

1.3. Free Trade 

1.3.1. Introduction
1.3.2. Unequal Interdependence between Countries
1.3.3. Transnational Companies 

1.3.3.1. What are they? 

1.3.4. Current Trade Situation 

1.3.4.1. Transnationals and Free Trade 

1.3.5. The WTO 

1.3.5.1. Concept
1.3.5.2. Brief History
1.3.5.3. The WTO's Activities Are Built Around Three Pillars 

1.3.6. Rounds, Conferences and Lobbying
1.3.7. Fair Trade Relations
1.3.8. CONGDE (Spanish Coordinator for NGO Development Activities) 

1.3.8.1. CONGDE Proposals 

1.3.9. Corporate Social Responsibility
1.3.10 A Global Pact
1.3.11. Fair Trade 

1.3.11.1. International Definition
1.3.12. Bibliography 

1.4. Sustainable Development and Education 

1.4.1. Introduction
1.4.2. Education on Sustainable Development and Education for Sustainable Development 

1.4.2.1. Main Differences 

1.4.3. Sustainability 

1.4.3.1. Concept 

1.4.4. Sustainable Development 

1.4.4.1. Concept 

1.4.5. Components of Sustainable Development
1.4.6. Principles of Sustainable Development
1.4.7. Education for Sustainable Development (ESD) 

1.4.7.1. Definition 

1.4.8. History of Education for Sustainable Development 

1.4.8.1. Concept 

1.4.9. Redirect Education
1.4.10. Guidelines for Sustainable Development
1.4.11. Bibliography 

1.5. Sustainable Development Goals (SDGs) 

1.5.1. Introduction
1.5.2. Millennium Development Goals 

1.5.2.1. Background 

1.5.3. Millennium Campaign
1.5.4. MDG Results
1.5.5. Sustainable Development Goals 

1.5.5.1. Definition
1.5.5.2. Who Is Involved? 

1.5.6. What Are the SDGs? 

1.5.6.1. Features 

1.5.7. Differences between the MDGs and the SDGs
1.5.8. Sustainable Development Agenda 

1.5.8.1. The 2030 Agenda
1.5.8.2. Are the SDGs Legally Binding? 

1.5.9. Monitoring the Achievement of the SDGs
1.5.10. Bibliography 

1.6. Theories about Sustainable Development 

1.6.1. Introduction
1.6.2. Development Participants
1.6.3. Issues in Education for Sustainable Development

1.6.3.1. Skills 

1.6.4. The UN and Its Development Work 

1.6.4.1. The History of the UN
1.6.4.2. The UN and Sustainability 

1.6.5. Agenda 21: UN Agenda 21 

1.6.5.1. Objectives of Agenda 21 

1.6.6. UNDP 

1.6.6.1. History of UNDP
1.6.6.2. UNDP Goals 

1.6.7. Other Theories to Support Sustainable Development 

1.6.7.1. Degrowth 

1.6.8. Alternative Theories to Sustainable Development 

1.6.8.1. Ecodevelopment 

1.6.9. Bibliography 

1.7. Civil Society, Social Movements and Transformation Processes 

1.7.1. Introduction
1.7.2. Concept of Social Movement
1.7.3. Goals of Social Movements 
1.7.4. Structure of Social Movements 
1.7.5. Definitions of Leading Authors
1.7.6. Collective Challenge
1.7.7. The Search for a Common Goal
1.7.8. Evolution of Social Movements 
1.7.9. Participation and Consolidation of Democracy
1.7.10. Most Important Social Movements in Recent Years in Europe  
1.7.11. Bibliography 

1.8. Participatory Community Development 

1.8.1. Introduction
1.8.2. Community

1.8.2.1. On Whom Does the Success of a Community Depend? 

1.8.3. Concept of Participatory
1.8.4. Community Development Concept
1.8.5. Defining Features of Community Development
1.8.6. Processes to Achieve Community Development 

1.8.6.1. Participatory Diagnosis
1.8.6.2. Development Plan
1.8.6.3. Participatory Planning
1.8.6.4. Community Development Plan 

1.8.7. Twelve actions in Participatory Community Development
1.8.8. Key Stakeholders
1.8.9. Bibliography 

1.9. Human Development Index 

1.9.1. Introduction
1.9.2. Human Development Index 

1.9.2.1. IDH Principles
1.9.2.2. HDI Goals
1.9.2.3. Limitations of a IDH
1.9.2.4. Types of Indicators

1.9.3. Human Development Features
1.9.4. Methodology for Calculating the HDI
1.9.5. Others Human Development Indexes

1.9.5.1. Inequality-Adjusted Human Development Index 
1.9.5.2. Gender Inequality Index
1.9.5.3. Multidimensional Poverty Index (MPI) 

1.9.6. UNDP - United Nations Development Program
1.9.7. Conclusions
1.9.8. Bibliography 

1.10. Local Associations for Development 

1.10.1. Introduction
1.10.2. What Is a NGDO?
1.10.3. State Development Movements
1.10.4. Zero Poverty

1.10.4.1. Objectives
1.10.4.2. Action Strategy 
1.10.4.3. Member Organizations 

1.10.5. NGDO Coordinator Spain 

1.10.5.1. Objective
1.10.5.2. Strategic Plan
1.10.5.3. Strategic Lines of Action

1.10.6. Automatic Coordinators 
1.10.7. Social Action Groups
1.10.8. Bibliography 

Module 2. International Development Cooperation 

2.1. International Development Cooperation 

2.1.1. Introduction
2.1.2. What Is International Development Cooperation?
2.1.3. Objectives and Purpose of International Development Cooperation
2.1.4. Goals of the Spanish International Development Cooperation
2.1.5. Evolution of the Spanish International Development Cooperation
2.1.6. Origins and Historical Evolution of International Cooperation
2.1.7. Europe's Reconstruction Plans in the Bipolar Conflict
2.1.8. The Processes of Decolonization in the Postwar Years
2.1.9. Crisis of the International Development Cooperation
2.1.10. Changes in the Conception of International Development Cooperation
2.1.11. Bibliography 

2.2. Modalities and Instruments of International Development Cooperation 

2.2.1. Introduction 
2.2.2. Main Tools of International Development Cooperation 

2.2.2.1. Development Cooperation
2.2.2.2. Development Education
2.2.2.3. Technical Assistance, Training and Research
2.2.2.4. Humanitarian Action

2.2.3. Other Cooperation Tools 

2.2.3.1. Economic Cooperation
2.2.3.2. Financial Help
2.2.3.3. Scientific and Technological Cooperation
2.2.3.4. Food Aid 

2.2.4. Modalities of the International Development Cooperation
2.2.5. Types of Modalities

2.2.5.1. Modality According to the Origin of the Funds 

2.2.6. Types of Aid According to the Stakeholders Channelling International Development Cooperation Funds 

2.2.6.1.Bilateral

2.2.6.1.2. Multilateral
2.2.6.1.3. Decentralized Cooperation
2.2.6.1.4. Non-Governmental Cooperation
2.2.6.1.5. Business Cooperation 

2.2.7. According to the Geopolitical Situation and Level of Development of Donor and Recipient Countries
2.2.8. According to the Existence or Non-Existence of Limitations on the Application of Funds
2.2.9. Other Cooperation Tools Co-Development 

2.2.9.1. Co-Development Interventions 

2.2.10. Bibliography 

2.3. Multilateral Organizations 

2.3.1. The International Development Cooperation System
2.3.2. International Development Cooperation Stakeholders 
2.3.3. Stakeholders in the Official Development Assistance System
2.3.4. Definitions of Relevant International Organizations (IOs)
2.3.5. Characteristics of International Organizations 

2.3.5.1. Types of International Organisations

2.3.6. Advantages of Multilateral Cooperation
2.3.7. Contributions of International Organizations to the Multilateral System
2.3.8. Multilateral Financial Institutions (MFIs)

2.3.8.1. Characteristics of MFIs
2.3.8.2. Composition of MFIs
2.3.8.3. Types of MFIs 

2.3.9. Bibliography 

2.4. Sources of International Development Cooperation 

2.4.1. Introduction
2.4.2. Difference between Governmental and Non-Governmental Cooperation
2.4.3. Multilateral Financial Institutions
2.4.4. The International Monetary Fund
2.4.5. United States Agency for International Development USAID

2.4.5.1. Who are They?
2.4.5.2. The History of USAID
2.4.5.3. Intervention Sectors 

2.4.6. The European Union 

2.4.6.1. Objectives of the EU
2.4.6.2. General Objectives of EU External Action 

2.4.7. Non-Financial Multilateral Institutions 

2.4.7.1. List of Non-Financial Multilateral Institutions
2.4.7.2. Actions of Multilateral Institutions
2.4.7.3. Non-Financial 

2.4.8. United Nations Organization
2.4.9. Bibliography 

2.5. Spanish Cooperation Master Plan 2018-2021 

2.5.1. Introduction
2.5.2. Action and Management Challenges for Spanish Cooperation
2.5.3. What Is a Master Plan? 

2.5.3.1. Spanish Cooperation Master Plan
2.5.3.2. Areas Composing the Fifth Spanish Cooperation Master Plan 

2.5.4. Goals of the Master Plan 

2.5.4.1. Goals of the Fifth Master Plan of the Spanish Cooperation 

2.5.5. Geographic Priorities for Action under the Master Plan of the Spanish Cooperation
2.5.6. The 2030 Agenda

2.5.6.1. What Is Agenda 2030?
2.5.6.2. Development of Agenda 2030
2.5.6.3. General Specifications
2.5.6.4. Implementation of Agenda 2030 

2.5.7. Bibliography 

2.6. Humanitarian Action 

2.6.1. Introduction
2.6.2. Humanitarian Aid in the International Context
2.6.3. Tendencies in Humanitarian Action
2.6.4. Main Goals of Humanitarian Action
2.6.5. First Strategy for Humanitarian Action in Spanish Cooperation
2.6.6. Spanish Agency of International Cooperation for Development and Humanitarian Action
2.6.7. The Financing of Humanitarian Action and Its Evolution
2.6.8. Principles of International Human Rights Law and Humanitarian Action
2.6.9. Summary
2.6.10. Bibliography

2.7. Gender Approach in International Development Cooperation 

2.7.1. Introduction
2.7.2. What Is the Gender Approach?
2.7.3. Why Is It Important to Incorporate the Gender Approach in Development Processes?
2.7.4. Gender Approaches in International Development Cooperation
2.7.5. Strategic Lines of Work on the Gender Approach in International Development Cooperation
2.7.6. Objectives of the Fifth Master Plan for Spanish Cooperation Regarding the Promotion of Men's and Women's Rights and Opportunities
2.7.7. Priority Equality Goals in International Development Cooperation
2.7.8. Sectoral Gender Strategy in Spanish Development Cooperation
2.7.9. Gender Mainstreaming Guide
2.7.10. Bibliography 

2.8. Focus on Human Rights In International Development Cooperation 

2.8.1. Introduction 
2.8.2. Human rights
2.8.3. Human Rights Approach to Development Cooperation
2.8.4. How the Human Rights Approach Emerged
2.8.5. Elements Provided by the Human Rights Approach to International Development Cooperation 

2.8.5.1. New Frame of Reference: International Human Rights Standards
2.8.5.2. New Look at Capacity Building
2.8.5.3. Participation in Public Policy
2.8.5.4. Accountability 

2.8.6. Challenges of the Human Rights Approach in Development Cooperation Interventions
2.8.7. Challenges in Project Identification and Formulation
2.8.8. Challenges in Project Execution
2.8.9. Challenges in Project Monitoring and Assessment
2.8.10. Bibliography 

2.9. Human Mobility and Migration 

2.9.1. Introduction
2.9.2. Migration

2.9.2.1. First Human Movements
2.9.2.2. Types of Migrations
2.9.2.3. Causes of Migrations 

2.9.3. Migratory Processes in the Era of Globalization 

2.9.3.1. Improved Living Conditions
2.9.3.2. Vulnerability and Migration 

2.9.4. Human Safety and Conflict
2.9.5. Challenges of the International Asylum System
2.9.6. The OHCHR
2.9.7. Human Rights Based Migration Strategy
2.9.8. Bibliography 

Module 3. Education for Human and Sustainable Development 

3.1. Education for Human and Sustainable Development 

3.1.1. Introduction
3.1.2. Economic, Social and Sustainable Growth
3.1.3. Sustainable Development , Sustainability and Education
3.1.4. Education on Sustainable Development and Education for Sustainable Development 

3.1.4.1. Main Differences
3.1.4.2. Sustainability
3.1.4.3. Sustainable Development 

3.1.5. Education for Sustainable Development (ESD)
3.1.6. Bibliography 

3.2. Development Education and Its Evolution 

3.2.1. Introduction
3.2.2. Development Education Goals

3.2.2.1. Purpose of Development Education Activities
3.2.2.2. Purpose of Development Education

3.2.3. Dimensions of Development Education
3.2.4. The History of Development Education
3.2.5. Redirect Education
3.2.6. Guidelines for Sustainable Development
3.2.7. Exercises to Introduce the Concept of Sustainable Development 

3.2.7.1. Take Everything Today or Everyone Always Take
3.2.7.2. Take Everything Today or Everyone Takes All the Time(II)
3.2.7.3. Observations on the Game:Take Everything Today or Everyone Always Take(II) 

3.2.8. Bibliography 

3.3. Development Education Intervention Strategies 

3.3.1. Formal, Non-Formal and Informal Education
3.3.2. Redirect Education
3.3.3. Components of Education for Sustainable Development
3.3.4. Guidelines for Sustainable Development
3.3.5. Problems.
3.3.6. Framework for Teaching or Discussing Environmental Issues
3.3.7. Skills
3.3.8. Perspectives
3.3.9. Bibliography 

3.4. Challenges of Development Education in Spain and in the World BORRAR 

3.4.1. Introduction
3.4.2. Components of ESD (Education for Sustainable Development)

3.4.2.1. Values

3.4.3. Challenges and Barriers for ESD

3.4.3.1. Challenges Faced by ESD 

3.4.4. Bibliography 

3.5. Education, Participation and Social Transformation 

3.5.1. Introduction 

3.5.1.1. The Administration During Change

3.5.2. Process to Generate Change 

3.5.2.1. Make the Decision to Act
3.5.2.2. Support Your Decision with a Reason
3.5.2.3. Prepare a Communication Strategy to share your vision with Stakeholders and the Community
3.5.2.4. Prepare Final and Intermediate Goals
3.5.2.5. Establish Programmatic Assessment Methods and Responsibilities
3.5.2.6. Review and Revise Final and Interim Goals
3.5.2.7. Rewards and Celebrations 

3.5.3. Exercises to Create Community Sustainability Goals through Public Participation

3.5.3.1. Know Your Neighbors
3.5.3.2. Generate Consensus
3.5.3.3. Your Community through a Sustainability Lens 

3.5.4. Bibliography 

3.6. Stakeholders of Development Education 

3.6.1. Introduction
3.6.2. Stakeholders: General State Administration
3.6.3. Stakeholders: Ministry of Foreign Affairs and Cooperation: Secretary of State for International Cooperation and Ibero-America and the Caribbean (SSICIAC)
3.6.4. Stakeholders: Ministry of Education and Science
3.6.5. Other Ministries:
3.6.6. Cooperation Council
3.6.7. NGDO
3.6.8. Stakeholders: Coordination of Non-Governmental Development Organizations of Spain (CONGDE) 
3.6.9. Stakeholders: European Space
3.6.10. Other Stakeholders:

3.6.10.1. Media
3.6.10.2. Networks, Associations and Social Movements 

3.6.11. Stakeholders: Universities
3.6.12. Bibliography 

3.7. Education for Development in the Formal, Non-Formal and Informal Spheres 

3.7.1. Redirecting Existing Education 

3.7.1.1. Points to Consider
3.7.1.2. Education as a Great Hope for a Sustainable Future 

3.7.2. The Story of Professor Mafalda 

3.7.2.1. Context
3.7.2.2. Structure
3.7.2.3. Attributes of Global Citizenship
3.7.2.4. Practical Recommendations According to Some Determining Factors 

3.7.3. Bibliography 

3.8. Comparative Development Education Strategy of the Cooperation 

3.8.1. Introduction
3.8.2. Concept of Non-Formal Education
3.8.3. EPD Activities in Non-Formal Education
3.8.4. Informal Education
3.8.5. Areas in Informal Education 

3.8.5.1. Media
3.8.5.2. Advocacy Awareness Campaigns
3.8.5.3. Studies, Research and Publications
3.8.5.4. Internet and Social Networks 

3.8.6. Recommendations
3.8.7. Bibliography  

3.9. Development Education Action Areas According to the Cooperation Master Plan 

3.9.1. Introduction
3.9.2. Education Strategy for the Development of the Fifth Master Plan of the Spanish Cooperation BORRAR
3.9.3. Objectives of the Master Plan for Development Education
3.9.4. Sectoral Strategies of the Master Plan for Development Education 

3.9.4.1. PAS
3.9.4.2. Strategies 

3.9.5. AECID's Strategic Lines for Development Education
3.9.6. Generation of Global Citizenship on Social Networks
3.9.7. Bibliography 

3.10. Development Education Projects Worldwide 

3.10.1. Introduction
3.10.2. Social Economy "Zafra Local" of the NGDO , Páramo Movement, Cooperation and Development 

3.10.2.1. What Is This Project Based On?
3.10.2.2. Project Objectives
3.10.2.3. Local Currency as the Backbone of the Project
3.10.2.4. Examples in Spain
3.10.2.5. Examples in Europe
3.10.2.6. Two Formats
3.10.2.7. Currency to Support Local Commerce
3.10.2.8. Currency to Favor Local Commerce
3.10.2.9. Solidarity Currency
3.10.2.10. Fair Currency
3.10.2.11. Participatory Process 

3.10.3. Bibliography 

Module 4. Humanitarian Action and International Development Cooperation 

4.1. Humanitarian Action 

4.1.1. Introduction
4.1.2. What Is Humanitarian Action 

4.1.2.1. Concepts/Definition 

4.1.3. Definition of Humanitarian
4.1.4. What Humanitarian Aid
4.1.5. Goals of Humanitarian Action
4.1.6. Beneficiaries of Humanitarian Action
4.1.7. The Concept of Aid
4.1.8. Emergency Aid 

4.1.8.1. Lines of Action for Emergency Aid 

4.1.9. Humanitarian Aid 

4.1.9.1. Differences between Humanitarian Aid and Humanitarian Action 

4.1.10. Conclusions
4.1.11. Bibliography 

4.2. Humanitarian Action and International Development Cooperation 

4.2.1. Introduction
4.2.2. History of Humanitarian Action 

4.2.2.1. Modern Humanitarianism
4.2.2.2. Evolution 

4.2.3. Ethical and Operational Principles of Humanitarian Action
4.2.4. Humanitarian Principles 

4.2.4.1. Dilemmas that Contribute 

4.2.5. Humanity 

4.2.5.1. Definitions and Dilemmas 

4.2.6. Impartiality 

4.2.6.1. Definitions and Dilemmas 

4.2.7. Neutrality 

4.2.7.1. Definitions and Dilemmas 

4.2.8. Independence 

4.2.8.1. Definitions and Dilemmas 

4.2.9. Universality 

4.2.9.1. Definitions and Dilemmas 

4.2.10. Conclusions
4.2.11. Bibliography 

4.3. Contents and Specific Objectives of Humanitarian Action (I) 

4.3.1. Introduction
4.3.2. Humanitarian Action and Development Cooperation

4.3.2.1. Classical Humanitarianism and New Humanitarianism
4.3.2.2. Linking Emergency and Development

4.3.3. LRRD Approach 

4.3.3.1. Concept of Continuum and Contiguum 

4.3.4. Humanitarian Action and LRRD
4.3.5. Preparedness, Mitigation and Prevention
4.3.6. Reducing Vulnerabilities and Strengthening Capacities
4.3.7. Bibliography 

4.4. Contents and Specific Objectives of Humanitarian Action (II) 

4.4.1. Victim Protection

4.4.1.1. The Right to Asylum and Refuge
4.4.1.2. Humanitarian Interference 

4.4.2. International Supervision/Monitoring of Compliance
4.4.3. Testimony and reporting Human Rights violations.
4.4.4. Lobbying of NGOs

4.4.4.1. International Accompaniment and Presence

4.4.5. High-Level Political Action
4.4.6. Code of Conduct
4.4.7. ESFERA Project 

4.4.7.1. The Humanitarian Charter
4.4.7.2. Minimum Standards
4.4.7.3. The Essential Humanitarian Standard
4.4.7.4. Assessment of Humanitarian Action
4.4.7.5. Why Assess Humanitarian Action? 

4.4.8. Bibliography 

4.5. Stakeholders in Humanitarian Action 

4.5.1. Introduction
4.5.2. What Are the Stakeholders in Humanitarian Action?
4.5.3. The Affected Population
4.5.4. The Affected Governments
4.5.5. NGOs
4.5.6. The International Red Cross and Red Crescent Movement
4.5.7. Donor Governments
4.5.8. UN Humanitarian Agencies
4.5.9. The European Union
4.5.10. Other Stakeholders:

4.5.10.1. Private Sector Entities
4.5.10.2. Media
4.5.10.3. Military Forces 

4.5.11. Bibliography 

4.6. Main Challenges for Stakeholders and Humanitarian Action 

4.6.1. Introduction
4.6.2. The World Humanitarian Summit

4.6.2.1. The Agenda for Humanity 

4.6.3. The Main Reasons to Look to the Future
4.6.4. Increase the Weight and Capacity of Local Stakeholders

4.6.4.1. Charter for Change 

4.6.5. Organizational Challenges for NGOs at the International Level 
4.6.6. The Need for the United Nations to Consider Humanitarian Issues as a Global Issue
4.6.7 Bibliography

4.7. OCHA The Office for the Coordination of Humanitarian Affairs 

4.7.1. Objectives
4.7.2. United Nations
4.7.3. The UN and Humanitarian Action
4.7.4. The Office for the Coordination of Humanitarian Affairs OCHA 

4.7.4.1. The Origin of the OCHA
4.7.4.2. The Evolution of OCHA
4.7.4.3. The 2005 Humanitarian Reform
4.7.4.4. The Cluster Approach
4.7.4.5. OCHA's Coordination Tools
4.7.4.6. The Mission of OCHA
4.7.4.7. OCHA  Strategic Plan 2018-2021

4.7.5. Bibliography 

4.8. The Office for Humanitarian Action OHA

4.8.1. Objectives
4.8.2. Spanish Humanitarian Action
4.8.3. The Office for Humanitarian Action (OHA) 

4.8.3.1. The Objectives and Functions of OHA
4.8.3.2. OHA Financing

4.8.4. Bibliography 

4.9. Comparative of Humanitarian Action Strategies for Development 

4.9.1. Objectives
4.9.2. Introduction
4.9.3. Spain's Participati

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