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Humanitarian education is a huge undertaking. Each year, for example, 17 million trainees learn first-aid skills through face-to-face (FTF) training programmes run by the 189 National Red Cross and Red Crescent Societies worldwide. People of varied educational backgrounds join their local Red Cross or Red Crescent branch because they want to learn how to do first aid, how to prepare for or recover from disaster, or how to make their community more resilient. They also join to meet other like-minded people, building social ties and using the power of peer education to learn by doing. FTF training has been efficient in terms of preparing volunteers to perform the tasks assigned to them, and social, peer-education training has also been an important component of the identity of volunteers and their sense of belonging to the organization. However, this formal way of teaching reproduces a one-way, didactic transmission of information, in which …

First published in the World Disasters Report 2013: Focus on technology and the future of humanitarian action.  Since the rise of the internet in the early 1990s, the most obvious benefit offered by educational technology has been its potential ubiquity or the ability to learn anywhere, anytime. In development contexts, sceptics have asserted that the ‘digital divide’ restricts this benefit to the privileged few, as only 40 per cent of the world’s population is online. But such analysis neglects the rapid pace of change in extending mobile (and mobile, 3G-based broadband networks) access in low- and middle-income countries. In many nations, the majority of web users use only mobile phones; the countries with the highest rates include Egypt (70 per cent) and India (59 per cent). In Africa, 85 per cent of the mobile-only web users access the internet with a ‘feature phone’, a device offering some but not all of the …