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Strong governance ensures training is prioritised, resourced, and aligned with organisational strategy. Governance also safeguards quality and accountability across branches.

Key elements

• National training policy linked to volunteer development and HR strategies.
• Governance oversight of training standards and equity.
• Legal compliance for certifications (e.g. first aid recognised by authorities).
• Dedicated budget lines for volunteer training.

Governance makes training sustainable by embedding it into NS strategy and policy. Without this, training risks being ad hoc and uneven.

Examples

• Spanish RC: Governance board requires annual training plan reporting.
• Kenya RC: Training policies ensure standardisation across branches.

Volunteering Policy

HR Policy

Volunteer regulations

Data provides the foundation for monitoring training needs, tracking completions, and evaluating impact. It ensures training is not random but evidence-based and transparent.

Key elements

• Volunteer management systems capturing training records.
• Training needs assessments feeding into data dashboards.
• Disaggregated data on participation (age, gender, geography).
• Evaluation data from post-training feedback.

Without good data, NSs cannot plan effectively or demonstrate accountability. Data ensures that training reaches those who need it most and that it improves over time.

Examples

• ARC Volunteer Connection: Tracks training completions nationwide.
• VDMS (Kenya RC): Manages volunteer training records and diversity data.

Modern training relies on a mix of physical and digital tools. Technology enables scale, accessibility, and blended approaches that combine in-person and online learning.

Key elements

• IFRC Learning Platform (digital courses, e-learning modules).
• National e-learning platforms or apps (e.g. ARC’s Disaster Training).
• Standardised curricula and manuals (e.g. first aid, disaster response).
• Recognition systems (digital badges, e-certificates).

The right tools ensure volunteers can learn anywhere, anytime. Technology also standardises quality and provides accessible entry points for all.

Examples

• ARC: Online Disaster Training modules.
• IFRC: Learning Platform open to all volunteers globally.

CHW
Community-Based Health & First Aid: eCBHFA | Community based health and first aid
Care in Communities Guidelines: In-depth guidance for National Societies on how to implement effective community-based health care programmes and adapt them to diverse contexts

Epidemic and Pandemic Preparedness 
Epidemic Control Toolkit for Volunteers

First Aid and Resusitation
First Aid for Babies and Children
First Aid for Adults
First Aid for Older Adults

Life course approach (Healthy Ageing) 
Healthy Ageing Training Toolkit: Toolkit
Volunteer Guide
Community-based homecare toolkit:
Organization and provision of community based home care
Basic skills and knowledge in community-based home care
Training programme for home care volunteers
Training curriculum for home helpers

MHPSS
Psychological First Aid for all: An introduction

NCD
Healthy Lifestyle for Non-Communicable Disease (NCD) Prevention and Control
Volunteer Manual
NCD and Healthy Lifestyle Toolkit

General

• Branch level training – available in multiple languages and can be used in a modular way i.e., you could just do the communication skills session
• Online CEA module in the induction to IFRC operations elearning – more focused on operations but a good introduction to CEA that can be done remotely by volunteers
  
  From the CEA toolkit
• Tool 9: CEA briefing for new staff and volunteers – can be used to guide verbal briefings, as a handout after a verbal briefing, or shared electronically with new staff/volunteers when they join
• Tool 10 – Code of Conduct briefing - provides a template briefing that can be provided to staff and volunteers on the Code of Conduct and to spark discussion on what it means for their behaviour in communities
• Tool 14 – Q&A sheet for volunteers - question and answer (Q&A) sheet supports volunteers and staff to respond to questions commonly asked by community members during assessments, implementation and when programmes are coming to an end
• Tool 16 – FGD guide - guidance on running an effective focus group discussion (FGD), including organization, roles, and responsibilities
• Tool 17 – Community meetings tool - guidance on running an effective community meeting, including planning, facilitation, and how to document questions and feedback
  
  From the feedback kit
• Feedback kit tool 18 – important skills for effective listening - can be used as part of training of data collectors, as well as a reference document for anyone working with communities and receiving community feedback helps you and your teams to develop your skills about how to best listen to communities

General

• Branch level training – available in multiple languages and can be used in a modular way i.e., you could just do the communication skills session
• Online CEA module in the induction to IFRC operations elearning – more focused on operations but a good intro to CEA that can be done remotely by volunteers
  
  From the CEA toolkit
• Tool 9: CEA briefing for new staff and volunteers – can be used to guide verbal briefings, as a handout after a verbal briefing, or shared electronically with new staff/volunteers when they join
• Tool 10 – Code of Conduct briefing - provides a template briefing that can be provided to staff and volunteers on the Code of Conduct and to spark discussion on what it means for their behaviour in communities
• Tool 14 – Q&A sheet for volunteers - question and answer (Q&A) sheet supports volunteers and staff to respond to questions commonly asked by community members during assessments, implementation and when programmes are coming to an end
• Tool 16 – FGD guide - guidance on running an effective focus group discussion (FGD), including organization, roles, and responsibilities
• Tool 17 – Community meetings tool - guidance on running an effective community meeting, including planning, facilitation, and how to document questions and feedback
  
  From the feedback kit
• Feedback kit tool 18 – important skills for effective listening - can be used as part of training of data collectors, as well as a reference document for anyone working with communities and receiving community feedback helps you and your teams to develop your skills about how to best listen to communities

This Handbook describes 12 activities that Red Cross and Red Crescent (RCRC) volunteers can easily carry out by themselves using resources already available in the community. The activities are designed to help communities to produce more food and income and to stay safe and healthy in areas where there are challenges such as droughts and floods. Each activity selected is particularly relevant for the local context in Southern and Eastern Africa, but most activities can be done anywhere in the world with some small adjustments.

A number of National Societies spoke about their experiences and their work during a psychosocial support workshop at the IFRC General Assembly in Geneva in November 2011. In sharing stories and lessons learned from past catastrophes and crises, one mes- sage became clear: We in the Red Cross Red Crescent Movement need to be better at training and preparing our staff and volunteers for the important work they do in helping beneficiaries. We also need to be better at taking care of ourselves – and of each other.

Caring for Volunteers: Training Manual was developed to answer these expressed needs. It is designed to complement the PS Centre’s 2012 publication, Caring for Volunteers:A Psychosocial Support Toolkit, which focuses on volunteers’ well-being in situations of crisis or catastrophe. It builds on the tools presented in the toolkit, by providing concrete activities and exercises for implementing psychosocial support for volunteers in various contexts.

This booklet addresses the common situations that volunteers and youth may face at the local level. For example, road accidents, domestic and school violence, common criminality (theft, burglary or robbery) and health problems (quality of water and food, diarrhoea, malaria, stress), as well as what to do before, during and after disaster.
The booklet also provides basic guidance on establishing “Volunteers stay safe” procedures. It aims to inform National Society decision makers – leaders, managers and governance – on how to promote a culture of safety and provide operational security support to volunteers.

Training requires safe, accessible spaces and practical equipment so volunteers can practice and learn effectively. This is especially important for skills like first aid, logistics, and emergency response.

Key elements

• Branch training rooms and community spaces.
• Equipment for practical exercises (first aid kits, stretchers, radios, etc.).
• Safe and accessible facilities for inclusive participation.
• Partnerships with schools/universities for training venues.

Facilities and equipment make training real. They allow volunteers to practice skills and feel confident before deployment. Investing in spaces and tools is as important as investing in curricula.

Examples

• Bangladesh RC: Training centres equipped for disaster response simulations.
• Kenya RC: Branches use schools as training sites during first aid campaigns.