Evidence and tools for better decisions.

ResearchCore resource

The Global State of Social Enterprise

British Council, with Social Enterprise UK · 2022 · Global (27 countries)

Why we chose it: Shows how purpose-led organisations are actually structured across 27 countries, from charities and cooperatives to companies, and why there is no single definition. Helps you find vocabulary that fits your own context.

What to look for: Read the sections on definitions and legal forms, then the findings for the countries closest to where you work.

Use it in the lesson → Use it when completing your profile, to find the form and terms nearest your own and see what others in your country chose.

Social enterpriseGlobal SouthResearchBeginnerFree

Taught in → Lesson 0.2 Your organisation profile

Module 00 · Start Here: Your Organisation Journey

0.3 Baseline organisational health check

FrameworkCore resource

Pact's Organizational Performance Index: Domains and Sub-domains

Pact · 2023

Why we chose it: A practitioner-tested list of organisational capability domains and sub-domains, updated in 2023 to add resilience. Gives you ready-made areas to rate instead of inventing your own.

What to look for: Skim the domains and sub-domains, then choose the eight to twelve areas that matter at your stage and size.

Use it in the lesson → Use it to choose the capability areas in your health check and to word the evidence you would expect for each rating.

NGODevelopmentManagementFree

Taught in → Lesson 0.3 Baseline organisational health check

ToolkitPractical guide

OCAT Guidelines and Toolkit (Organizational Capacity Analysis Tool)

The Freedom Fund · 2023 · Global (used with grassroots partners)

Why we chose it: A self-reflection process for grassroots organisations: staff reflect first, then score together with documents to hand. Shows how to make self-assessment collaborative rather than box-ticking. Designed for a funder's partners, so adapt it.

What to look for: Read the guidelines on the pre-visit reflection and group scoring, then adapt the toolkit templates to your own capability areas.

Use it in the lesson → Use it for the 'involve someone else' step: compare differing ratings and attach documents as evidence to each score.

NGOToolkitFree

Taught in → Lesson 0.3 Baseline organisational health check

Module 01 · Strategic Foundations

1.1 Purpose

GuideCore resource

Guidance on Participatory Assessments

Catholic Relief Services (CRS) · 2013

Why we chose it: Field-tested guidance on listening to communities, including marginalised people, before designing anything. Helps you record what you actually heard instead of confirming your own idea. Dated 2013 but the methods remain standard.

What to look for: The planning phase (objectives, questions, who to include) and the annexes with sample tools such as focus-group guides.

Use it in the lesson → Use it for the exercise's evidence gap: plan a realistic way to talk with affected people, including those who may disagree with your idea.

NGODevelopmentHumanitarianToolkitFree

Taught in → Lesson 1.1 Purpose

ToolkitGo deeper

Asset Based Community Development (ABCD) Toolkit

ABCD Institute, DePaul University · Global (US origin)

Why we chose it: Offers a counterweight to a needs-only view by starting from what people and communities already have. Helps you avoid a purpose that treats people only as problems to be fixed.

What to look for: The asset mapping tools, especially the capacity inventories, and the talking-point materials explaining the approach.

Use it in the lesson → Use it when you describe the need: record community strengths and existing local solutions alongside the gap you found.

Locally ledToolkitNGODevelopmentFree

Taught in → Lesson 1.1 Purpose

Module 01 · Strategic Foundations

1.2 Context and landscape analysis

DatabasePractical guide

CIVICUS Monitor

CIVICUS · Ongoing · Global (195+ countries)

Why we chose it: Rates freedom of association, assembly and expression in 195+ countries and tracks trends. A quick, comparable read on the political and legal context for civil society work, especially where civic space is restricted.

What to look for: Look up your country profile, its rating and recent trend notes, and what restrictions affect organisations like yours.

Use it in the lesson → Use it for the political and legal parts of your context scan, and to note constraints or risks to carry forward.

NGOGlobal SouthResearchFree

Taught in → Lesson 1.2 Context and landscape analysis

GuideCore resource

SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats (Chapter 3, Section 14)

Community Tool Box, University of Kansas · Global (US-based)

Why we chose it: A plain, step-by-step SWOT written for community groups, with advice on involving diverse people and not underselling strengths. Treats SWOT as a team conversation, not a form.

What to look for: How to run the group brainstorm, and the TOWS matrix at the end for turning observations into strategic options.

Use it in the lesson → Use it for the exercise's context scan: write each point with a source, then note what it means for your strategy.

ManagementToolkitBeginnerFree

Taught in → Lesson 1.2 Context and landscape analysis

FrameworkGo deeper

Strategic Planning in Times of Uncertainty: A Practical Framework for Nonprofit Leaders

Bridgespan · 2025 · Global (US-based)

Why we chose it: A recent five-step framework for planning when conditions shift. Helps you decide when a new law, funding change or crisis should reopen your strategy rather than being absorbed quietly.

What to look for: Step 1 (scope the critical decisions), the stakeholder engagement step, and the advice to narrow to three to five priorities.

Use it in the lesson → Use it when setting your yearly review: write down which kinds of change would make you redo this scan.

NGOManagementFree

Taught in → Lesson 1.2 Context and landscape analysis

Module 01 · Strategic Foundations

1.3 Stakeholder mapping

ToolkitCore resource

Planning Tools: Stakeholder Analysis

Overseas Development Institute (ODI) · 2009

Why we chose it: A short tool for listing stakeholders, sorting them by interest and power, and choosing how to engage each. Written for policy influencing but works for any organisation. From 2009, though not superseded.

What to look for: The steps for identifying and categorising stakeholders, and the influence-map example that turns the grid into an engagement strategy.

Use it in the lesson → Use it to build your stakeholder map and decide how to engage each priority group, including those with high interest but little power.

NGODevelopmentToolkitFree

Taught in → Lesson 1.3 Stakeholder mapping

ToolkitPractical guide

IDEO Design Kit: The Field Guide to Human-Centered Design

IDEO.org · 2015

Why we chose it: Fifty-seven field methods for interviewing, synthesising and prototyping with communities. Helps you understand the beneficiary, payer, decider and influencer roles by talking to real people rather than guessing.

What to look for: The Hear (inspiration) methods on interviews and immersion, especially stakeholder mapping and community-driven discovery.

Use it in the lesson → Use it when you test your map: interview people in each role and note where your assumptions about benefit, payment and influence were wrong.

NGOSocial enterpriseToolkitFree

Taught in → Lesson 1.3 Stakeholder mapping

FrameworkGo deeper

Powercube: Understanding Power for Social Change

Institute of Development Studies, University of Sussex · 2011

Why we chose it: Gives language and tools for seeing visible, hidden and invisible power, so you do not overlook people with high interest but little power. Adds a depth the influence-interest grid cannot.

What to look for: The Power Analysis section on forms, spaces and levels of power, and the Power Matrix in the Strategic Action section.

Use it in the lesson → Use it after drawing your grid to ask whose voice is missing and who may be blocked from taking part.

DevelopmentNGOResearchFree

Taught in → Lesson 1.3 Stakeholder mapping

Module 01 · Strategic Foundations

1.4 Vision

GuideCore resource

Mission and Vision Statements

Bridgespan · 2016 · Global (US-based)

Why we chose it: Separates the future you want (vision) from the work you do (mission) and gives a three-step process: gather input, distil, test drafts with different audiences. Free and openly licensed (CC BY 4.0).

What to look for: The distinction between vision and mission, and the three-step drafting process, especially testing with different audiences.

Use it in the lesson → Use it for the exercise's last step: test your one-sentence vision with someone affected and see what they picture.

NGOManagementBeginnerFree

Taught in → Lesson 1.4 Vision

FrameworkPractical guide

The Three Horizons Framework

New Philanthropy Capital (NPC), crediting International Futures Forum · UK (applies globally)

Why we chose it: A simple way to discuss the move from today's system to the future you want, and your role among many others. Includes a Scottish elder-care case study and a group exercise.

What to look for: The three horizons diagram, the SHINE case study and the 'Three Voices' group exercise.

Use it in the lesson → Use it in a team session to place your vision beyond your own services: what is ending, what is emerging, what future you want.

ManagementToolkitUKFree

Taught in → Lesson 1.4 Vision

DatabaseGo deeper

The Sustainable Development Goals

United Nations · 2015

Why we chose it: Gives internationally agreed conditions (169 targets) that many organisations contribute to. Helps you check your vision describes a condition in the world, not a service list.

What to look for: Browse the goals and targets nearest your issue, and use the annual progress reports to see current trends.

Use it in the lesson → Use it to see which global condition your vision contributes to, then write your own sentence in everyday language rather than copying target wording.

DevelopmentBeginnerFree

Taught in → Lesson 1.4 Vision

Module 01 · Strategic Foundations

1.5 Mission

GuideCore resource

Proclaiming Your Dream: Developing Vision and Mission Statements (Chapter 8, Section 2)

Community Tool Box, University of Kansas · Global (US-based)

Why we chose it: Plain explanation of what a mission statement is and is not, with a step-by-step drafting process that involves community members. Complements the lesson's sentence formula.

What to look for: The mission statement characteristics and examples, then the steps from gathering input to community agreement and sharing.

Use it in the lesson → Use it to test your drafted sentence against the characteristics and plan who should read it before you finalise.

ManagementToolkitBeginnerFree

Taught in → Lesson 1.5 Mission

GuidePractical guide

What Are Intended Impact and Theory of Change and How Can Nonprofits Use Them?

Bridgespan · 2020 · Global (US-based)

Why we chose it: Defines intended impact as who you serve, where and what changes, with an example of narrowing focus. Helps you fill the people, geography and change parts of your mission sentence.

What to look for: The who, where and what definition of intended impact, and the YW Boston example of sharpening focus.

Use it in the lesson → Use it if your draft tries to serve everyone: tighten the people and place, then check the sentence still names an approach.

NGOManagementFree

Taught in → Lesson 1.5 Mission

ResearchGo deeper

The governance of social enterprises: Mission drift and accountability challenges in hybrid organizations

Alnoor Ebrahim, Julie Battilana and Johanna Mair (Research in Organizational Behavior) · 2014 · Journal article (publisher or library access; check author repositories)

Why we chose it: Research on how organisations that trade for a social purpose can drift from their mission, and how boards can keep both goals in view. Backs up using the mission as a decision filter.

What to look for: The difference between differentiated and integrated models, and the sections on accountability for dual performance and to multiple stakeholders.

Use it in the lesson → Use it if you trade or take contracts: set the mission tests you will apply before accepting income that pulls you off course.

ResearchSocial enterpriseManagement

Taught in → Lesson 1.5 Mission

Module 01 · Strategic Foundations

1.6 Values in practice

PrinciplesCore resource

Charity Ethical Principles

NCVO · 2022 · UK (adaptable elsewhere)

Why we chose it: Four principles (Beneficiaries First, Integrity, Openness, Right to Be Safe) with guidance for boards, staff and volunteers. Shows ethics as questions to ask, not slogans. Developed for UK charities but useful anywhere.

What to look for: The guidance for governing bodies, staff and volunteers, and the section on resolving conflicts between principles.

Use it in the lesson → Use it when writing each value's behaviour and boundary, and when choosing the difficult decision you test your values against.

NGOUKBeginnerFree

Taught in → Lesson 1.6 Values in practice

FrameworkGo deeper

Make Your Values Mean Something

Patrick Lencioni, Harvard Business Review · 2002 · Global (corporate origin) · Paid (Harvard Business Review subscription)

Why we chose it: A classic argument that most values statements are hollow, with a way to separate core, aspirational, permission-to-play and accidental values. Helps you choose the few you can really practise.

What to look for: The four types of value, and the advice to build values into hiring, performance review and dismissal.

Use it in the lesson → Use it when cutting your list to three to five: ask which you already live, which you aspire to and which are simply expected.

ManagementStartup

Taught in → Lesson 1.6 Values in practice

Module 01 · Strategic Foundations

1.7 Organisational form and identity

GuideCore resource

A Guide to Legal Forms for Social Enterprises in South Africa

Bertha Centre for Social Innovation and Entrepreneurship, UCT Graduate School of Business · 2016 · South Africa (method transferable)

Why we chose it: Compares nonprofit, for-profit and hybrid forms on governance, surplus, funding and reporting, the same four questions as this lesson. A clear model for your own comparison. South African law and 2016, so check local rules.

What to look for: The overview of legal forms, the business model mapping step and the selection guidance at the end.

Use it in the lesson → Use it as a pattern for your comparison table, replacing the South African detail with advice from your own country.

Social enterpriseNGOGlobal SouthFree

Taught in → Lesson 1.7 Organisational form and identity

GuidePractical guide

ASEAN Social Enterprise Structuring Guide

Thomson Reuters Foundation (TrustLaw), hosted by ANDE · 2018 · Southeast Asia (eight ASEAN countries)

Why we chose it: A free country-by-country guide covering registration, licences, governance duties and tax in eight ASEAN countries. Shows how differently the same choice plays out across jurisdictions. Dated 2018.

What to look for: Pick your country chapter for the registration options and governance obligations, then compare with one other country.

Use it in the lesson → Use it after your comparison to draft questions for a local lawyer or registrar. It does not replace local advice.

Social enterpriseGlobal SouthToolkitFree

Taught in → Lesson 1.7 Organisational form and identity

DatabaseGo deeper

Global Philanthropy Environment Index

Lilly Family School of Philanthropy, Indiana University · 2025 · Global (95 countries)

Why we chose it: Country reports on how easy it is to run a philanthropic organisation, covering legal forms, tax incentives and the political and economic setting in 95 countries. Useful for checking what your own country allows.

What to look for: Find your country's report and read the parts on legal forms and ease of operating, then compare with your shortlisted forms.

Use it in the lesson → Use it to check which forms your country's law recognises and what tax treatment follows, before you ask an adviser.

ResearchGlobal SouthFree

Taught in → Lesson 1.7 Organisational form and identity

Module 01 · Strategic Foundations

1.8 Positioning and comparative advantage

TemplateCore resource

How Nonprofits Can Map Their Programs to Their Strategy

Bridgespan · 2021 · Global (US-based)

Why we chose it: A simple matrix placing each programme by how well it fits your impact goals and how it is funded, then deciding to grow, improve, maintain or exit. Makes 'saying no' concrete.

What to look for: The programme strategy map matrix, and the downloadable guide and Excel template linked from the article.

Use it in the lesson → Use it to list the choices your positioning statement implies: which activities fit, which to refer on, and which to stop.

NGOTemplateManagementFree

Taught in → Lesson 1.8 Positioning and comparative advantage

FrameworkGo deeper

What Is Strategy?

Michael E. Porter, Harvard Business Review · 1996 · Global (corporate origin) · Paid (Harvard Business Review subscription)

Why we chose it: The original argument that strategy means a unique position and deliberate trade-offs, including what not to do. Written for companies, but the logic fits any organisation choosing where to focus.

What to look for: The sections on strategic position and trade-offs, and the warning about trying to serve every customer.

Use it in the lesson → Use it to test your comparative advantage: is it a distinct position you can sustain, or good intentions anyone could claim?

Management

Taught in → Lesson 1.8 Positioning and comparative advantage

Module 01 · Strategic Foundations

1.9 Strategic objectives: external and internal

GuideCore resource

How Nonprofits and NGOs Can Get Real Value from Strategic Planning

Bridgespan · 2023 · Global (US-based)

Why we chose it: Explains how to turn impact goals into a few multiyear priorities, estimate the resources needed and avoid unfocused plans. Directly backs keeping the set small and checking feasibility.

What to look for: The 'Set Strategic Priorities' and 'Estimate Resources' sections, and the five ways planning goes wrong.

Use it in the lesson → Use it for the feasibility step: test each objective against time, money and skills, and record what you will postpone.

NGOManagementFree

Taught in → Lesson 1.9 Strategic objectives: external and internal

GuidePractical guide

What Makes a Good OKR?

What Matters

Why we chose it: Explains that an objective states direction and key results make progress visible, with a public-service worked example. A useful preview of how your objectives will later become measurable.

What to look for: The four qualities of a strong objective, and the Healthcare.gov example of one objective with measurable key results.

Use it in the lesson → Use it to phrase each 'picture of success' clearly and concretely. Leave key results and numbers for Modules 6 and 13.

ManagementBeginnerFree

Taught in → Lesson 1.9 Strategic objectives: external and internal

Module 02 · Theory of Change

2.1 Understanding Theory of Change

GuideCore resource

Describe the theory of change (Manager's guide to evaluation)

BetterEvaluation / Global Evaluation Initiative · Current

Why we chose it: Explains in plain practitioner language what a theory of change must include: causal pathway, context, other actors, assumptions and unintended results.

What to look for: Read the options for developing and representing a theory of change, and note how it treats other influences on the result.

Use it in the lesson → Use it before you write your first if… then… because… statement.

NGODevelopmentSocial enterpriseBeginnerFree

Taught in → Lesson 2.1 Understanding Theory of Change

GuidePractical guide

Theory of Change in Ten Steps

New Philanthropy Capital (NPC) · 2019 · UK (usable globally)

Why we chose it: A short, worked handbook written for charities. It takes you from situation analysis to assumptions with one running example, which makes the sequence easy to copy.

What to look for: Steps 3 to 7 (impact, outcomes, activities, change mechanisms, sequencing) and step 10 on assumptions. The 'One Small Step' example shows a finished pathway.

Use it in the lesson → Use it while building one pathway for your first external objective.

NGOSocial enterpriseToolkitUKBeginnerFree

Taught in → Lesson 2.1 Understanding Theory of Change

Module 02 · Theory of Change

2.2 Defining the problem

ToolkitCore resource

Planning tools: Problem Tree Analysis

Overseas Development Institute (ODI) · 2009

Why we chose it: A two-page, plain explanation of the trunk, roots and branches method, with a worked example showing how a focus group changed a project design.

What to look for: The step-by-step description and the Kenya HIV/AIDS example. Note the advice to use a small group of six to eight people.

Use it in the lesson → Use it in your problem-tree workshop with people affected by the issue.

NGODevelopmentToolkitBeginnerFree

Taught in → Lesson 2.2 Defining the problem

GuidePractical guide

Defining and Analyzing the Problem (Community Tool Box, Chapter 17, Section 3)

Center for Community Health and Development, University of Kansas · Ongoing · Global (US-based)

Why we chose it: Adds the discipline of defining a problem as a need, not a solution, and shows the 'but why' and force-field methods for testing causes.

What to look for: The four steps: clarify, define, decide, analyse. Read 'defining the problem in terms of needs, not solutions' closely.

Use it in the lesson → Use it to check your problem statement does not hide a favoured solution.

NGODevelopmentToolkitUSFree

Taught in → Lesson 2.2 Defining the problem

GuidePractical guide

Start by learning about users and their needs

GOV.UK Service Manual (Government Digital Service) · Current · UK (usable globally)

Why we chose it: Shows how to replace assumptions with evidence about people, tasks and barriers, and how to write needs without prescribing a solution.

What to look for: The sections on researching users, writing user needs and validating them against research evidence.

Use it in the lesson → Use it before finalising your problem statement, especially if you are a startup or social enterprise with a product in mind.

StartupSocial enterpriseBeginnerFree

Taught in → Lesson 2.2 Defining the problem

Module 02 · Theory of Change

2.3 Long-term impact

FrameworkCore resource

Contribution analysis

BetterEvaluation · Current

Why we chose it: A clear overview of how to build and test a credible contribution story when many actors and conditions affect the result.

What to look for: The six steps, especially developing the theory of change and assembling then challenging the contribution story.

Use it in the lesson → Use it when your impact depends on other actors, to decide what you can honestly claim.

NGODevelopmentResearchFree

Taught in → Lesson 2.3 Long-term impact

ResearchGo deeper

Contribution Analysis: An Approach to Exploring Cause and Effect (ILAC Brief 16)

John Mayne, Institutional Learning and Change (CGIAR) · 2008

Why we chose it: The original four-page statement of the method by its main author. It explains why attribution is the wrong ask for most programmes.

What to look for: Section 2 (the six steps) and Section 3, the three levels of contribution analysis from minimalist to indirect influence.

Use it in the lesson → Use it to word the limits of what you could establish in your impact statement.

ResearchDevelopmentFree

Taught in → Lesson 2.3 Long-term impact

Module 02 · Theory of Change

2.4 Outcomes

FrameworkCore resource

Outcome Mapping

BetterEvaluation / Outcome Mapping Learning Community · Current

Why we chose it: Focuses on changes in behaviour, relationships and actions of the people you work with, which is where most outcomes actually sit.

What to look for: The three spheres (control, influence, concern) and the four stages. Skip the evaluation-planning detail at first.

Use it in the lesson → Use it when your outcomes are about behaviour or relationships rather than service totals.

NGODevelopmentBeginnerFree

Taught in → Lesson 2.4 Outcomes

HandbookPractical guide

Outcome Mapping: Building Learning and Reflection into Development Programs

Earl, Carden and Smutylo, IDRC · 2001

Why we chose it: The original handbook, with workshop worksheets. Its 'progress markers' turn an outcome into a ladder of observable changes, without yet becoming indicators.

What to look for: Chapter 3, Step 4 (outcome challenge) and Step 5 (graduated progress markers).

Use it in the lesson → Use it to describe the kind of evidence for each outcome before Module 6 turns it into indicators.

DevelopmentResearchToolkitFree

Taught in → Lesson 2.4 Outcomes

Patricia Rogers, UNICEF Office of Research and BetterEvaluation · 2014

Why we chose it: A detailed, authoritative method for developing a results chain and testing it against assumptions, indicators and evidence.

What to look for: Section 3 (how to develop a theory of change), Section 7 (presentation) and Section 9 (common challenges).

Use it in the lesson → Use it when facilitating a full theory of change workshop or preparing an evaluation.

DevelopmentResearchFree

Taught in → Lesson 2.9 Test, write and use your Theory of Change

Module 03 · Structure, Governance & Accountability

3.1 From work to structure

GuideCore resource

Operating Models: How Nonprofits Get from Strategy to Results

Bridgespan · 2019 · Global (US-based, case studies from several countries)

Why we chose it: Shows how to start from strategy and the critical capabilities, not an org chart, with three case studies and eight design practices.

What to look for: The four operating model elements (structure and accountability, priorities and resources, leadership and culture, critical capabilities) and the 'start with strategic clarity' practice.

Use it in the lesson → Use it before drawing your structure, to list capabilities and note which you will build, share or contract out.

NGOSocial enterpriseManagementUSFree

Taught in → Lesson 3.1 From work to structure

Module 03 · Structure, Governance & Accountability

3.3 Governance structures by legal form

StandardCore resource

Charity Governance Code (2025 edition)

Charity Governance Code Steering Group (ACEVO, NCVO, WCVA, Chartered Governance Institute and others) · 2025 · UK (principles transferable)

Why we chose it: Eight principles and 41 outcomes for good governance, including a practical 'apply or explain' approach that suits member-based, corporate-trustee and other forms. UK voluntary code, not law.

What to look for: The principles on leadership and decision making, and the behaviours and evidence markers listed under each principle.

Use it in the lesson → Use it to define how governance and management differ in your organisation.

NGOManagementUKFree

Taught in → Lesson 3.3 Governance structures by legal form

PrinciplesGo deeper

Cooperative Identity, Values and Principles

International Cooperative Alliance (ICA) · 1995 (guidance notes 2016)

Why we chose it: The original international statement of what a cooperative is and how members control it. Useful if members, not owners or trustees, are your top decision body.

What to look for: Principle 2 (democratic member control) and Principle 3 (member economic participation).

Use it in the lesson → Use it if your legal form is a cooperative, to describe who holds which decisions.

Social enterpriseGlobal SouthFree

Taught in → Lesson 3.3 Governance structures by legal form

StandardGo deeper

G20/OECD Principles of Corporate Governance 2023

OECD · 2023

Why we chose it: The international benchmark on how shareholders and boards share rights and duties in companies. Written for listed firms, but the division of roles applies to any company.

What to look for: The chapters on shareholder rights and on the responsibilities of the board. Skim stock-market sections.

Use it in the lesson → Use it if you are a company or social enterprise, to separate board decisions from shareholder decisions.

Social enterpriseStartupManagementFree

Taught in → Lesson 3.3 Governance structures by legal form

Module 03 · Structure, Governance & Accountability

3.4 Board and management responsibilities

Regulatory guideCore resource

Decision-making for charity trustees (CC27)

Charity Commission for England and Wales · 2024 · England and Wales (UK)

Why we chose it: England and Wales regulator guidance on lawful, informed decisions, joint responsibility, delegation and recording decisions. Other countries have different law, but the principles are widely used.

What to look for: The seven decision-making principles, 'Clearly record your decisions' and 'Delegating decision-making'.

Use it in the lesson → Use it to define reserved matters and what the minutes should record.

NGOUKFree

Taught in → Lesson 3.4 Board and management responsibilities

GuidePractical guide

Governance (guidance hub)

NCVO · Current · UK (England and Wales focus)

Why we chose it: A free hub covering board decisions, meetings, delegation, conflicts and board performance, with sample documents and templates.

What to look for: Start with 'Making decisions as a board', then the sample documents and templates section.

Use it in the lesson → Use it for examples when you draft your reserved matters and annual governance calendar.

NGOUKTemplateFree

Taught in → Lesson 3.4 Board and management responsibilities

Module 03 · Structure, Governance & Accountability

3.6 Decision rights and delegation of authority

TemplateCore resource

Scheme of Delegation (guidance and model template)

Scottish Council for Voluntary Organisations (SCVO) · 2021 · Scotland (UK)

Why we chose it: A free downloadable model scheme showing what a board delegates to committees, staff and volunteers, and why limits must fit the governing document. Scottish context.

What to look for: The explanation of what a scheme must include, then the model Word template with spending limits.

Use it in the lesson → Use it as the starting layout for your delegation matrix, then adapt thresholds to your risk and law.

NGOUKTemplateFree

Taught in → Lesson 3.6 Decision rights and delegation of authority

GuideGo deeper

Five Ways that Nonprofits Can Make Decision Making More Inclusive and More Effective

Bridgespan · 2022 · Global (US-based)

Why we chose it: Explains how to push decisions to the people closest to the work, with criteria, guardrails and support, so delegation is not abdication.

What to look for: 'Distribute decisions appropriately' and 'Support new decision makers'.

Use it in the lesson → Use it when setting limits and deciding who steps in when the usual approver is absent.

NGOManagementUSFree

Taught in → Lesson 3.6 Decision rights and delegation of authority

Module 03 · Structure, Governance & Accountability

3.7 RACI and process ownership

FrameworkCore resource

The RAPID Decision-Making Tool for Nonprofits

Bridgespan Group (RAPID originated at Bain & Company) · 2022 · Global (US-based)

Why we chose it: Clear roles for who recommends, agrees, performs, gives input and decides, with a nonprofit example. Complements RACI for one-off or contested decisions.

What to look for: The five roles and the youth-services site expansion example. Note the warning to use 'Agree' sparingly.

Use it in the lesson → Use it for cross-team decisions, such as approving a partnership, where RACI feels too loose.

NGOManagementToolkitFree

Taught in → Lesson 3.7 RACI and process ownership

Module 03 · Structure, Governance & Accountability

3.8 Accountability and reporting lines

StandardCore resource

Global Standard for CSO Accountability (12 Commitments)

Accountable Now and partner CSO networks · 2017 (under review; update planned 2027)

Why we chose it: Developed with over 1,500 civil society organisations, it sets accountability to the people you serve alongside governance and transparency, and is used across many countries.

What to look for: Commitment 5 (centre people affected), 8 (transparency), 11 (decisions respond to feedback) and 12 (accountable management and governance).

Use it in the lesson → Use it to define what you report, to whom and how, and your feedback route for communities.

NGOGlobal SouthLocally ledFree

Taught in → Lesson 3.8 Accountability and reporting lines · also in Lesson 7.7 Credibility and trust signals

Module 03 · Structure, Governance & Accountability

3.9 Coordination and internal communication

TemplatePractical guide

Team Poster (Team Playbook)

Atlassian · Current

Why we chose it: A one-page way to agree purpose, who is on the team, what you are working on and how you work together. Useful for new teams and small organisations.

What to look for: The six-step process: prepare, set up the page, gather input, run the exercise, launch and keep it updated.

Use it in the lesson → Use it to set your operating rhythm and channels when forming a team or when hand-offs keep failing.

StartupSocial enterpriseTemplateFree

Taught in → Lesson 3.9 Coordination and internal communication

Module 04 · People, Culture & Volunteers

4.1 Workforce planning

GuideCore resource

Workforce planning factsheet

CIPD · 2025 · Global (UK-based)

Why we chose it: Gives a simple six-step cycle for matching skills and numbers to strategy, which the lesson describes only in outline.

What to look for: The six-step process: analyse your context, assess the current workforce, identify gaps, then act. Skip the large-employer detail.

Use it in the lesson → Use it when you draft your one to two year workforce plan and need a clear sequence to follow.

ManagementBeginnerFree

Taught in → Lesson 4.1 Workforce planning

ToolkitPractical guide

Volunteer Investment and Value Audit (VIVA)

IFRC · 2012–2017

Why we chose it: Shows how to count what you spend on volunteers against the value they give, which backs up the point that volunteers are not free.

What to look for: The method summary and one or two country case studies. Look at how recruitment, training, supervision and expenses are costed.

Use it in the lesson → Use it when you add volunteers to your workforce plan and need to cost their support honestly.

HumanitarianGlobal SouthToolkitFree

Taught in → Lesson 4.1 Workforce planning

StandardGo deeper

Employment Relationship Recommendation, 2006 (No. 198)

International Labour Organization · 2006

Why we chose it: The international standard on telling employees from self-employed workers. It explains why the facts of the work matter more than the label in the contract.

What to look for: The paragraphs on determining the existence of an employment relationship, and on facts over labels. Read them before relying on contractors.

Use it in the lesson → Use it when you decide whether a role should be a contract, a freelance arrangement or a volunteer post.

ManagementGlobal SouthFree

Taught in → Lesson 4.1 Workforce planning

Module 04 · People, Culture & Volunteers

4.2 Recruitment and fair selection

GuideCore resource

Inclusive recruitment: guide for people professionals

CIPD · 2024 · Global (UK-based)

Why we chose it: Evidence-based guidance on removing bias at each stage, from adverts to monitoring outcomes. It goes further than the lesson on where and how to attract under-represented groups.

What to look for: The sections on role design and adverts, attracting diverse candidates, and structured selection. Ignore any UK-only legal detail you do not need.

Use it in the lesson → Use it when you write your advert, choose where to advertise and agree your scoring guide.

ManagementFree

Taught in → Lesson 4.2 Recruitment and fair selection

GuidePractical guide

Shortlisting and interviewing for the role

NCVO · 2022 · UK (England)

Why we chose it: A plain, step-by-step guide to scoring against criteria, panel selection, consistent questions and work-based tests. UK equality law is cited but the method travels.

What to look for: The sample scoring scale, writing criteria-based questions and the section on candidate tests such as work simulations.

Use it in the lesson → Use it when you build your scoring guide and interview questions before reading any applications.

NGOUKBeginnerFree

Taught in → Lesson 4.2 Recruitment and fair selection

GuidePractical guide

Safer Recruitment Guidelines

START Network (author Justine Tordoff), hosted by the Safeguarding Resource and Support Hub · 2020

Why we chose it: Written for humanitarian and development organisations. It walks through safeguarding checks at every stage and adds sample interview and reference questions.

What to look for: The stage-by-stage sections (job description to induction) and Appendices 1 and 2 with example interview and reference questions.

Use it in the lesson → Use it when the role involves children or adults at risk, to add safeguarding questions and checks to your process.

HumanitarianNGOGlobal SouthTemplateFree

Taught in → Lesson 4.2 Recruitment and fair selection

Module 04 · People, Culture & Volunteers

4.3 Contracts and terms

GuideCore resource

Employment contracts and written statements

NCVO · 2026 · UK (England)

Why we chose it: Covers employees, casual workers, interns, volunteers and consultants in one place and gives downloadable templates. UK law, but a good model of what each agreement should contain.

What to look for: The sections distinguishing employees, workers and self-employed people, the template written statement and the consultancy contract.

Use it in the lesson → Use it when you list each working relationship and decide which terms each one needs.

NGOUKTemplateFree

Taught in → Lesson 4.3 Contracts and terms

ToolkitPractical guide

HR Toolkit for Small and Medium Nonprofit Actors

CHS Alliance with Cornerstone OnDemand Foundation · 2017

Why we chose it: Written for small humanitarian and development organisations. It offers policy guidance, checklists and a self-assessment of your HR framework and gaps. The CHS page lists a 2023 version.

What to look for: The self-assessment questions and the guidance on which HR policies to write. Access via a free DisasterReady.org account.

Use it in the lesson → Use it after listing your relationships, to check which terms and policies you still lack.

HumanitarianNGOGlobal SouthToolkitFree

Taught in → Lesson 4.3 Contracts and terms

DatabaseGo deeper

NATLEX: database of national labour legislation

International Labour Organization · 2025

Why we chose it: Lets you find the actual employment laws of your country, which the lesson says to check. Free access to over 100,000 legal texts or abstracts.

What to look for: Search by country and the subject 'employment contracts' or 'labour relations'. Use it to find the law, then ask a local adviser to interpret it.

Use it in the lesson → Use it before finalising any template, to see what your national law requires in contracts, notice and probation.

Global SouthManagementFree

Taught in → Lesson 4.3 Contracts and terms · also in Lesson 10.8 HR and workplace policies

Module 04 · People, Culture & Volunteers

4.4 Onboarding

ToolkitCore resource

Tool 2: Staffing and recruitment (see 'Onboarding and new recruit orientation')

International Labour Organization · 2023

Why we chose it: An international body's practical guidance on welcoming new staff, with a structured way to help people settle in. Written for employer organisations but easy to adapt.

What to look for: The section 'Onboarding and new recruit orientation' (about pages 9–13), including the '4 Cs' framework and adjustment tools.

Use it in the lesson → Use it when you design your 30-day plan and decide who does what in the first week.

ManagementFree

Taught in → Lesson 4.4 Onboarding

GuidePractical guide

Induction and probation

NCVO · 2022 · UK (England)

Why we chose it: Free, plain guidance on planning the first weeks and holding review meetings at week one, month one and three months. It replaces the member-only CIPD factsheet.

What to look for: How to build an induction plan, and the suggested review meetings during probation. Ignore the UK-specific legal references.

Use it in the lesson → Use it when you turn your template into a dated 30-day plan with check-in points.

NGOUKBeginnerFree

Taught in → Lesson 4.4 Onboarding

Module 04 · People, Culture & Volunteers

4.5 Check-ins, performance and development

GuideCore resource

Managing performance

NCVO · 2022 · UK (England)

Why we chose it: Written for small charities. Covers objectives, feedback, development, motivation and one-to-ones in short pages, so it matches the lesson's light-touch approach.

What to look for: The pages on setting objectives and behaviour standards, one-to-ones and appraisals, and supporting learning and development.

Use it in the lesson → Use it when you design your check-in rhythm and draft objectives for one role.

NGOUKBeginnerFree

Taught in → Lesson 4.5 Check-ins, performance and development

ToolkitPractical guide

Tool 4: Performance management

International Labour Organization · 2023

Why we chose it: Adds a SMART goal format, the DESC model for difficult feedback, and flowcharts for informal then formal steps when performance is a concern.

What to look for: The goal-setting section, the DESC feedback model and the performance counselling flowcharts. Treat the EBMO examples as illustrations.

Use it in the lesson → Use it when you draft the development goal and plan how to handle a performance concern fairly.

ManagementFree

Taught in → Lesson 4.5 Check-ins, performance and development

Module 04 · People, Culture & Volunteers

4.6 Pay, careers and recognition

FrameworkCore resource

The Anker Methodology for Estimating a Living Wage

Global Living Wage Coalition / Anker Research Institute · 2024

Why we chose it: Gives a transparent, locally specific way to work out what a decent living wage is in your country, instead of copying a UK or US figure. Benchmarks exist for 56 countries.

What to look for: The methodology overview and the country benchmark reports in the resource library. Check whether your country has a benchmark.

Use it in the lesson → Use it when you set the floor of your lowest band and decide whether to commit to a living wage.

Global SouthResearchFree

Taught in → Lesson 4.6 Pay, careers and recognition

GuidePractical guide

Setting salaries

NCVO · 2022 · UK (England)

Why we chose it: Shows how to balance affordability, internal fairness and market rates, and where to find benchmarks, in language for small organisations. Benchmark tools named are UK-based.

What to look for: The sections on balancing affordability, fairness and competitiveness, and on benchmarking. Substitute your own national salary surveys.

Use it in the lesson → Use it when you turn your principles into bands and agree how people move within them.

NGOUKBeginnerFree

Taught in → Lesson 4.6 Pay, careers and recognition

GuideGo deeper

Promoting equity: gender-neutral job evaluation for equal pay. A step-by-step guide

International Labour Organization · 2009

Why we chose it: Explains how to compare different jobs with objective criteria so bands do not bake in gender bias. Dated but still the ILO's standard guide to Convention No. 100.

What to look for: The step-by-step job evaluation process. Use a simple version of it: compare roles on skills, effort, responsibility and conditions.

Use it in the lesson → Use it when you place roles into bands, to test that similar-value roles are paid alike.

Global SouthManagementFree

Taught in → Lesson 4.6 Pay, careers and recognition

Module 04 · People, Culture & Volunteers

4.7 Culture, wellbeing and inclusion

TemplatePractical guide

The Culture Map

Strategyzer

Why we chose it: Maps outcomes, behaviours and enablers or blockers so teams can test whether everyday culture matches stated values.

What to look for: Download the free A3 template and run it as a team workshop. Focus on the behaviours column and the blockers.

Use it in the lesson → Use it when you pick your three culture practices and decide how you will check them.

StartupSocial enterpriseTemplateFree

Taught in → Lesson 4.7 Culture, wellbeing and inclusion

GuideCore resource

Guidelines on mental health at work

World Health Organization · 2022

Why we chose it: The first global evidence-based guidelines on workplace mental health. They back the lesson's points on workload limits, manager training and support, with recommendations you can adopt.

What to look for: The recommendations on organisational interventions, manager training and return to work. The executive summaries are short and in six languages.

Use it in the lesson → Use it when you set workload limits and decide what support and referral routes to offer.

ManagementGlobal SouthFree

Taught in → Lesson 4.7 Culture, wellbeing and inclusion

GuidePractical guide

Managing stress in humanitarian workers: guidelines for good practice

Antares Foundation · 2012

Why we chose it: Written for organisations whose staff face distressing work. It sets out policies and systems for staff care, which the lesson mentions only briefly.

What to look for: The principles on staff care across the employment cycle: before, during and after assignments. Choose the English, French, Arabic or Spanish version.

Use it in the lesson → Use it when you decide on supervision, debriefing and support for people exposed to distress.

HumanitarianNGOGlobal SouthFree

Taught in → Lesson 4.7 Culture, wellbeing and inclusion

Module 04 · People, Culture & Volunteers

4.8 Volunteers and community contributors

PrinciplesCore resource

IFRC Volunteering Policy

IFRC · 2022

Why we chose it: A short, current policy setting out what volunteers can expect (training, safety, support, voice) and what is expected of them. Includes the principle that volunteers should not lose money or replace paid staff.

What to look for: The sections on volunteer rights and responsibilities and on expenses and reimbursement. Adapt the language to your own context.

Use it in the lesson → Use it when you write the two-way offer in your role description and decide what expenses you reimburse.

HumanitarianNGOGlobal SouthFree

Taught in → Lesson 4.8 Volunteers and community contributors

GuidePractical guide

Involving volunteers

NCVO · 2022 · UK (England)

Why we chose it: A free, step-by-step hub covering role design, expenses, recruitment, agreements, support and recognition. UK law is referenced, but the practice applies anywhere.

What to look for: 'Planning for volunteers' (role design and expenses) and 'Supporting and managing volunteers'. Skip the UK benefits and tax pages.

Use it in the lesson → Use it when you draft one volunteer role description and its support plan.

NGOUKBeginnerFree

Taught in → Lesson 4.8 Volunteers and community contributors

ResearchGo deeper

2022 State of the World's Volunteerism Report: Building equal and inclusive societies

United Nations Volunteers · 2021

Why we chose it: UN evidence on how community and informal volunteering works, including in the Global South. It helps you tell volunteering from community participation and see why both need respect.

What to look for: The chapters on volunteer-community relationships and inclusion. The executive overview is quick to read.

Use it in the lesson → Use it when you separate volunteers from advisory groups and community contributors in your design.

Global SouthLocally ledResearchFree

Taught in → Lesson 4.8 Volunteers and community contributors

Module 04 · People, Culture & Volunteers

4.9 Offboarding, handover and continuity

ToolkitCore resource

Tool 7: Separation practices

International Labour Organization · 2023

Why we chose it: Covers offboarding, exit interviews, resignation, dismissal, redundancy and retirement, with advice on keeping goodwill and knowledge. It mentions volunteers too.

What to look for: The sections on exit interviews and on handover and offboarding. Skip dismissal and redundancy unless they apply to you.

Use it in the lesson → Use it when you draft your offboarding checklist and design the exit conversation.

ManagementFree

Taught in → Lesson 4.9 Offboarding, handover and continuity

GuidePractical guide

Succession planning factsheet

CIPD · 2025 · Global (UK-based)

Why we chose it: Explains how to identify critical roles and prepare people to step in, including secondments and flexible moves that suit small organisations.

What to look for: The sections on identifying business-critical roles, assessing successors, and the practical options such as secondments and lateral moves.

Use it in the lesson → Use it when you write the succession note for one critical role.

ManagementFree

Taught in → Lesson 4.9 Offboarding, handover and continuity

Module 05 · Internal Systems & Operations

5.3 Processes, SOPs and process ownership

GuideCore resource

Designing good government services: an introduction

GOV.UK Service Manual (Government Digital Service) · 2024 · UK (transferable)

Why we chose it: Treats a service as one end-to-end journey across people, channels, policies and back-office steps, rather than a set of separate tasks. A good lens before you map a process.

What to look for: The principles on solving a whole problem, consistency, human support and not making users understand your internal structure. Read the 13 characteristics as questions.

Use it in the lesson → Use it before you map your priority process, to check you are following the whole journey and not only your own part.

ManagementUKFree

Taught in → Lesson 5.3 Processes, SOPs and process ownership

GuidePractical guide

What is a flowchart? Process flow diagrams and maps

American Society for Quality (ASQ)

Why we chose it: A professional quality body's short guide to drawing a process, spotting bottlenecks and waste, and choosing standard symbols. It gives the mapping technique the lesson assumes.

What to look for: When to use a flowchart, the basic procedure and the symbols. Ignore the paid course adverts and certification material.

Use it in the lesson → Use it when you map one priority process and look for steps that add no value.

ManagementBeginnerFree

Taught in → Lesson 5.3 Processes, SOPs and process ownership

Module 05 · Internal Systems & Operations

5.5 People and HR systems overview

Regulatory guideCore resource

Employment practices and data protection: keeping employment records

Information Commissioner's Office (ICO) · 2025 · UK

Why we chose it: UK regulator guidance on what staff records to keep, how to secure them and how long to hold them. UK law, but the access and retention logic applies anywhere.

What to look for: The sections on the kinds of records you might keep, keeping them secure and how long you can keep them. Note the ICO says the guide is under review.

Use it in the lesson → Use it when you decide where personnel files live, who can open them and when they are deleted.

UKEUFree

Taught in → Lesson 5.5 People and HR systems overview

Module 05 · Internal Systems & Operations

5.8 Information, documents and knowledge management

GuidePractical guide

Disposing of records

The National Archives (UK) · UK (transferable)

Why we chose it: Step-by-step guidance on building a retention policy and disposing of records safely. Written for UK public bodies, but the method for deciding what to keep and for how long applies to any organisation.

What to look for: The steps on understanding your functions, the value of information and legal retention needs, then setting retention periods. Ignore the Public Records Act references.

Use it in the lesson → Use it when you draft your retention schedule and decide what is archived or deleted.

UKManagementFree

Taught in → Lesson 5.8 Information, documents and knowledge management

Module 05 · Internal Systems & Operations

5.9 Digital tools and the tech stack

PrinciplesCore resource

Principles for Digital Development

Principles for Digital Development community (originally Digital Impact Alliance) · 2024

Why we chose it: Nine widely endorsed principles for using technology well, including design with people, build for sustainability and people-first data practices. Helps you ask whether you need a tool at all.

What to look for: Principles 4 (design for inclusion), 5 (build for sustainability) and 6 (establish people-first data practices). Read the others if you build or buy systems.

Use it in the lesson → Use it when you decide whether a tool is the right answer and judge each tool against your list of risks.

NGODevelopmentGlobal SouthFree

Taught in → Lesson 5.9 Digital tools and the tech stack

GuidePractical guide

Small organisations guide to cyber security

National Cyber Security Centre (NCSC) · UK (transferable)

Why we chose it: Free, plain steps for email, accounts, devices and backups, aimed at non-experts. Written for UK organisations, but the advice (two-factor authentication, password managers, tested backups) applies anywhere.

What to look for: The five topics: secure your email, important online accounts, protect devices, back up data and spot attacks. Focus on two-factor authentication and backups.

Use it in the lesson → Use it when you write down each tool's risks and set your minimum security rules.

UKBeginnerFree

Taught in → Lesson 5.9 Digital tools and the tech stack

HandbookGo deeper

Responsible Data: resource hub and handbook

The Engine Room

Why we chose it: Written for civil society and development practitioners. Shows how to think about legality, ethics and rights when you collect or store data, especially about vulnerable participants.

What to look for: The handbook chapter summaries and reflection stories. Look for guidance on choosing tools and handling sensitive participant data.

Use it in the lesson → Use it before you put participant information into any tool, to check it is designed for that data.

NGODevelopmentGlobal SouthFree

Taught in → Lesson 5.9 Digital tools and the tech stack

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.1 MEAL principles and a proportionate system

GuideCore resource

MEAL DPro Guide: Monitoring, Evaluation, Accountability and Learning for Development Professionals

PM4NGOs (with Catholic Relief Services, Humanitarian Leadership Academy and Humentum) · 2019

Why we chose it: A free, practitioner-built guide that treats monitoring, evaluation, accountability and learning as one cycle, with a worked case study. Available in seven languages.

What to look for: Chapter 1, MEAL in projects: the five-phase cycle, ethical standards and cross-cutting themes. Keep the Delta River case study open as a worked example.

Use it in the lesson → Use it when you write the purpose of your MEAL system and decide which decisions it must inform. Later chapters back lessons 6.2 to 6.10.

NGODevelopmentHumanitarianBeginnerFree

Taught in → Lesson 6.1 MEAL principles and a proportionate system

FrameworkGo deeper

Impact Management Norms (the five dimensions of impact)

Impact Frontiers (building on the Impact Management Project) · 2021

Why we chose it: Gives social enterprises and startups a shared impact language that investors recognise. Shows the same MEAL principles under different vocabulary.

What to look for: The five dimensions: what outcome, who is affected, how much change, your contribution and impact risk. Compare them with your Theory of Change.

Use it in the lesson → Use it when you must explain your measurement to investors or customers who do not use logframe language.

Social enterpriseStartupManagementFree

Taught in → Lesson 6.1 MEAL principles and a proportionate system

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.2 From Theory of Change to results framework

HandbookCore resource

Results-Based Management Handbook: Working Together for Children

UNICEF · 2017

Why we chose it: Separates activities, outputs, outcomes and impact clearly, and links planning to monitoring and adaptation. Written by a UN agency, so it matches how many funders think.

What to look for: The chapters on planning for results and monitoring, especially the results framework tool and the guidance on what is within your control.

Use it in the lesson → Use it while checking that each output is a deliverable within your control and each outcome follows from it.

NGODevelopmentManagementFree

Taught in → Lesson 6.2 From Theory of Change to results framework

GuidePractical guide

Results and Indicators: guidance on results frameworks and logical frameworks for EU-funded action

European Commission, DG International Partnerships (INTPA) · 2025 · EU

Why we chose it: Shows how a major institutional funder expects logical frameworks, results chains and SMART indicators to be built. Helps you pitch a framework that survives donor scrutiny.

What to look for: The logical framework guidance and the interactive results chain diagram showing how outputs, outcomes and impact connect.

Use it in the lesson → Use it to test the vertical and horizontal logic of your framework and to see donor-style wording before you write proposals.

NGODevelopmentEUToolkitFree

Taught in → Lesson 6.2 From Theory of Change to results framework

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.3 Indicators

DatabaseCore resource

SDG Indicators Metadata Repository

United Nations Statistics Division (UNSD) · 2026

Why we chose it: Internationally agreed indicator definitions that show exactly how to state a definition, calculation, disaggregation and data source so that any two people measure the same way.

What to look for: Open one indicator you recognise, such as a school, health or income indicator, and read its definition, computation method and disaggregation sections.

Use it in the lesson → Use it as a model when you write each indicator reference sheet, especially numerators, denominators and disaggregation.

DevelopmentNGOFree

Taught in → Lesson 6.3 Indicators

ToolkitPractical guide

Washington Group Short Set on Functioning (WG-SS)

Washington Group on Disability Statistics (UN Statistical Commission) · Current

Why we chose it: Six internationally tested questions for identifying disability, so you can disaggregate results consistently instead of inventing your own wording.

What to look for: The six questions and how they are meant to be used to disaggregate data in surveys, registers and intake forms.

Use it in the lesson → Use it when you decide how to disaggregate by disability in your indicators and data collection tools.

NGODevelopmentToolkitFree

Taught in → Lesson 6.3 Indicators

DatabaseGo deeper

IRIS+ System

Global Impact Investing Network (GIIN) · Current

Why we chose it: A free catalogue of standard impact metrics with definitions, useful for social enterprises that want measures investors recognise.

What to look for: Browse by impact theme or SDG, shortlist a few core metrics and read each metric's definition and calculation guidance.

Use it in the lesson → Use it to shortlist suitable measures for a social enterprise before writing your own indicator definitions.

Social enterpriseStartupFree

Taught in → Lesson 6.3 Indicators

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.4 Baselines and targets

GuideCore resource

Baseline Basics

IFRC · 2024

Why we chose it: A short, plain guide on whether you need a baseline, when to collect it and how to plan one. Explains that a baseline informs a target but is not itself a target.

What to look for: Planning a baseline study in six steps, timing, and the section on reconstructing baseline data when you start late.

Use it in the lesson → Use it to write your 'to be established by [date]' plan and to set targets from the baseline you collect.

NGOHumanitarianDevelopmentBeginnerFree

Taught in → Lesson 6.4 Baselines and targets

GuideGo deeper

Baselines (Monitoring and Evaluation Planning Series 10)

INTRAC (Nigel Simister and Janice Giffen) · 2023

Why we chose it: Adds an honest view of when a baseline is worth the cost, and how to build retrospective baselines from records and community memory.

What to look for: When baselines are most useful, how scope varies by type of work, and the section on retrospective baselines.

Use it in the lesson → Use it when your work has already started or your outcomes, such as awareness or capacity, are hard to count.

NGODevelopmentFree

Taught in → Lesson 6.4 Baselines and targets

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.5 Data collection, ethics and data quality

PrinciplesCore resource

UNEG Ethical Guidelines for Evaluation

United Nations Evaluation Group (UNEG) · 2020

Why we chose it: Four ethical principles, including respect, informed consent and protecting vulnerable people. Written for UN evaluations, but they apply to any data collection and include a pledge for data collectors.

What to look for: The four ethical principles and the guidance for those organising and conducting evaluations. Look at the pledge document for data collectors to sign.

Use it in the lesson → Use it when you draft consent wording, confidentiality rules and safeguards for children or vulnerable adults.

NGODevelopmentHumanitarianFree

Taught in → Lesson 6.5 Data collection, ethics and data quality

GuidePractical guide

The Lean Data Field Guide: Tips for Collecting Customer Data to Build More Impactful Businesses

Acumen (copy hosted by ANDE) · 2015

Why we chose it: A field-tested approach to collecting credible data quickly and cheaply from customers. Fits the lesson's call for the simplest method that works, and suits social enterprises and startups.

What to look for: The practical tips for designing short customer surveys and choosing the lightest method that still gives credible data. Skip investor-specific material.

Use it in the lesson → Use it when your indicators come from customers or users and you need a quick, low-cost survey.

Social enterpriseStartupToolkitFree

Taught in → Lesson 6.5 Data collection, ethics and data quality

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.6 The MEAL plan and budget

GuideCore resource

Project/programme monitoring and evaluation (M&E) guide

IFRC · 2011

Why we chose it: A complete, free M&E handbook with a ready M&E plan template, an indicator tracking table and guidance on budgeting and staff time for M&E.

What to look for: Annex 8 (M&E plan template), Annex 16 (indicator tracking table) and Section 2.6 on M&E budgeting, with the time-resourcing templates in Annexes 14 and 15.

Use it in the lesson → Use the templates to structure roles, calendar and budget, and the budgeting section to justify a MEAL line in proposals and in Module 9.

NGOHumanitarianDevelopmentTemplateFree

Taught in → Lesson 6.6 The MEAL plan and budget

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.7 Monitoring: planned versus actual

HandbookCore resource

Ten Steps to a Results-Based Monitoring and Evaluation System

World Bank (Jody Zall Kusek and Ray C. Rist) · 2004

Why we chose it: A classic open-access handbook that shows how to track performance against targets and use the results to manage. Older (2004), but the monitoring logic is still standard.

What to look for: Step 6, monitoring for results, plus Steps 4 and 5 on baselines and targets, to link back to lessons 6.3 and 6.4.

Use it in the lesson → Use it when you design the planned-versus-actual routine and decide who reviews performance data and when.

DevelopmentManagementFree

Taught in → Lesson 6.7 Monitoring: planned versus actual

GuidePractical guide

Data visualisation: charts

Government Analysis Function (UK Government) · 2022 · UK

Why we chose it: Tested rules for choosing simple charts, labelling clearly and making them accessible. UK government guidance, but the design rules apply anywhere. Keeps dashboards readable by frontline staff and participants.

What to look for: The sections on choosing chart types, colour contrast and text alternatives. Use them to keep the dashboard to a few clear charts.

Use it in the lesson → Use it when you design your dashboard and write the short commentary beside the traffic-light status.

UKBeginnerManagementFree

Taught in → Lesson 6.7 Monitoring: planned versus actual

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.8 Evaluation

GuideCore resource

Applying Evaluation Criteria Thoughtfully

OECD · 2021

Why we chose it: The official explanation of relevance, coherence, effectiveness, efficiency, impact and sustainability, including unintended and unequal effects.

What to look for: The introduction and the chapter on each criterion, including how to apply the criteria thoughtfully rather than as a fixed checklist.

Use it in the lesson → Use it to choose criteria and write evaluation questions, and to challenge whether objectives are relevant and sustainable.

DevelopmentNGOFree

Taught in → Lesson 6.8 Evaluation

ToolkitPractical guide

CDC Program Evaluation Framework Action Guide

US Centers for Disease Control and Prevention (CDC) · 2026 · US

Why we chose it: A step-by-step how-to with fillable worksheets for scoping, questions, evidence and using findings, with equity and community engagement built in. US public health origin, but widely transferable.

What to look for: The six steps, especially Focus Evaluation Questions and Design, and the appendix worksheets on evaluability, interest holders and data collection strategy.

Use it in the lesson → Use it to choose the evaluation type, draft questions and methods, and plan how findings will be used.

NGOUSTemplateToolkitFree

Taught in → Lesson 6.8 Evaluation

PrinciplesGo deeper

African Evaluation Principles

African Evaluation Association (AfrEA) · 2021 · Africa

Why we chose it: Locally developed principles that put participants and context first, and challenge evaluation designs imported from outside. Useful for deciding who evaluates and how findings are shared.

What to look for: The five principles (Powerful, Technical, Ethical, Africa-centric, Connected) and the commitments on reciprocity and 'nothing about us without us'.

Use it in the lesson → Use it when you decide whether to evaluate internally or commission someone, and how participants judge results and receive findings.

NGODevelopmentGlobal SouthLocally ledFree

Taught in → Lesson 6.8 Evaluation

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.9 Accountability: participation, feedback and complaints

StandardCore resource

Core Humanitarian Standard on Quality and Accountability (2024)

CHS Alliance, Groupe URD and Sphere · 2024

Why we chose it: Nine commitments built around communities, with specific commitments on communication, participation and feedback, and on complaints. A recognised benchmark that applies beyond humanitarian work.

What to look for: Commitments 4 and 5 and their key actions and organisational responsibilities, in the booklet or the free interactive handbook.

Use it in the lesson → Use it to check your feedback channels, response times and sensitive-concerns route against a recognised standard.

NGOHumanitarianFree

Taught in → Lesson 6.9 Accountability: participation, feedback and complaints

ResearchGo deeper

Humanitarian Feedback Mechanisms: Research, Evidence and Guidance

ALNAP and CDA Collaborative Learning Projects (Bonino, Jean and Knox Clarke) · 2014

Why we chose it: Evidence on what makes feedback mechanisms work, judged by the communities using them, with three case studies. Helps you choose channels and avoid token suggestion boxes.

What to look for: The findings on features of effective mechanisms and the case studies from Sudan, Pakistan and Haiti.

Use it in the lesson → Use it when you choose channels for different groups and plan how to close the loop with people.

NGOHumanitarianResearchFree

Taught in → Lesson 6.9 Accountability: participation, feedback and complaints

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.10 Learning and adaptive management

GuideCore resource

Making Adaptive Rigour Work: Principles and Practices for Strengthening MEL for Adaptive Management

Overseas Development Institute (ODI), GLAM (Leni Wild and Anne Buffardi) · 2019

Why we chose it: Shows how to keep adaptation rigorous, so changes follow good evidence rather than hunches. Ties learning routines to data quality, resourcing and incentives.

What to look for: The three principles and the inventory of practices in the briefing paper.

Use it in the lesson → Use it when you plan review meetings and agree who decides what to change.

NGODevelopmentResearchFree

Taught in → Lesson 6.10 Learning and adaptive management

GuidePractical guide

After Action Review

BetterEvaluation · Current

Why we chose it: A simple method for a structured, honest team debrief, matching the lesson's format of what was planned, what happened, why and what we will change.

What to look for: The method description and the linked examples and resources on the page.

Use it in the lesson → Use it to run your first after-action review and record decisions with an owner and a date.

NGODevelopmentToolkitBeginnerFree

Taught in → Lesson 6.10 Learning and adaptive management · also in Lesson 5.8 Information, documents and knowledge management

GuideGo deeper

Adaptive Management: What It Means for Civil Society Organisations

Bond (Michael O'Donnell) · 2016 · UK

Why we chose it: Written for NGOs, it explains what adaptive management needs from culture, funding and partners, and how to discuss changing plans with funders. UK network, global relevance.

What to look for: The sections on adaptive programmes, funding adaptation and partnership, and the practical tips for programme teams and leaders.

Use it in the lesson → Use it when you plan how to change activities, targets or your Theory of Change openly and agree changes with funders.

NGOUKFree

Taught in → Lesson 6.10 Learning and adaptive management · also in Lesson 2.6 Activities · also in Lesson 13.8 The performance review rhythm

Module 06 · MEAL: Monitoring, Evaluation, Accountability & Learning

6.11 Reporting and communicating evidence

PrinciplesCore resource

Evidence Principles

Bond · 2018 · UK

Why we chose it: Five principles and a checklist for judging whether evidence is good enough to report, including contribution and transparency. Created by a UK NGO network, but written for NGOs worldwide.

What to look for: The principles and the checklist; read the contribution and transparency principles before you write up results.

Use it in the lesson → Use the checklist to review a draft report before it goes to the board or funders, and to state its limits honestly.

NGOUKManagementFree

Taught in → Lesson 6.11 Reporting and communicating evidence · also in Lesson 2.8 Assumptions, risks and evidence

FrameworkPractical guide

Report and Support Use of Findings (Rainbow Framework)

BetterEvaluation · Current

Why we chose it: Helps you plan reports around what each user needs and how they will use findings, matching the audience-by-audience reporting plan.

What to look for: The page's guidance on developing findings in useful formats for the intended users and supporting them to act on the findings.

Use it in the lesson → Use it when you build your reporting plan by audience and decide how to share findings with communities.

NGODevelopmentToolkitFree

Taught in → Lesson 6.11 Reporting and communicating evidence

Module 07 · Brand, Identity & Image

7.2 Brand strategy and promise

ResearchCore resource

The Role of Brand in the Nonprofit Sector (Brand IDEA)

Stanford Social Innovation Review (Nathalie Kylander and Christopher Stone) · 2012 · Free (account needed)

Why we chose it: Research-based nonprofit brand framework (integrity, democracy, ethics, affinity). It shows why a promise must match what you actually deliver, which a business-brand guide would not.

What to look for: The four Brand IDEA principles, especially integrity (identity, image and mission aligned) and democracy (trusting staff and partners to carry the brand).

Use it in the lesson → Use it when writing your brand platform, to test that the promise, personality and proof points match your mission and real practice.

NGOResearchManagement

Taught in → Lesson 7.2 Brand strategy and promise

Module 07 · Brand, Identity & Image

7.3 Brand personality, voice and tone

GuidePractical guide

Mailchimp Content Style Guide: Voice and Tone

Mailchimp · Undated

Why we chose it: A short, openly licensed example of separating voice (constant) from tone (changes with the reader's mood). Written by a company, but a clear model to copy.

What to look for: 'Voice' versus 'Tone' and the guidance on adjusting tone to the reader's emotional state. Licence is CC BY-NC 4.0, so non-commercial reuse with credit is fine.

Use it in the lesson → Use it when drafting your this-not-that pairs and when you rewrite a real email or post to test your voice.

BeginnerStartupFree

Taught in → Lesson 7.3 Brand personality, voice and tone

GuideCore resource

Oxfam Inclusive Language Guide

Oxfam International · 2023 (v2.2, Aug 2025)

Why we chose it: Gives tested wording alternatives for development and humanitarian communications, such as 'people we work with' instead of 'beneficiaries', with the reasons. Directly supports a dignified word list.

What to look for: Chapter 1 'The Power of Language', then 'Race, Power and Decolonization' and the sections relevant to your participants. Treat suggestions as context-dependent and ask communities.

Use it in the lesson → Use it when building your 'words we use and avoid' list and the line describing the people you serve.

NGODevelopmentHumanitarianFree

Taught in → Lesson 7.3 Brand personality, voice and tone

GuideGo deeper

A Storyteller's Guide to Reframing Africa

Africa No Filter (Lerato Mogoatlhe; editor Liz Sparg) · 2022 · Africa

Why we chose it: An Africa-led guide to how stereotypes shape language and imagery, with a nine-question self-check. Adds a Global South view of what 'helpless' framing does.

What to look for: 'The Danger of a Single Story', 'Take Back the Pen' and 'Be Your Own Watchdog' with its checklist. PDF is hosted by Development Education Ireland.

Use it in the lesson → Use it when testing your voice and word list against a real draft, whatever region you work in.

Global SouthLocally ledFree

Taught in → Lesson 7.3 Brand personality, voice and tone

Module 07 · Brand, Identity & Image

7.4 Naming and brand architecture

GuidePractical guide

Making a Mark: An Introduction to Trademarks for Small and Medium-sized Enterprises

World Intellectual Property Organization (WIPO) · 2017

Why we chose it: Plain international guide to choosing, searching and protecting a name or logo. Covers what the lesson says only briefly: trademark conflicts and domain names. Written for SMEs, so useful for social enterprises and hybrids.

What to look for: Chapters 'Creating Trademarks', 'Protecting Trademarks' and 'Using Trademarks' (domain names). Skim 'Trademarks Abroad' if you work across borders.

Use it in the lesson → Use it when you shortlist names and run the availability and infringement checks before you register or print anything.

StartupSocial enterpriseBeginnerFree

Taught in → Lesson 7.4 Naming and brand architecture

Module 07 · Brand, Identity & Image

7.5 Visual identity

StandardCore resource

Understanding Success Criterion 1.4.3: Contrast (Minimum)

World Wide Web Consortium (W3C) Web Accessibility Initiative · 2024

Why we chose it: Gives the exact contrast thresholds behind 'check colour contrast' (4.5:1 for normal text, 3:1 for large text) and explains why. Turns a vague rule into something you can test.

What to look for: The 'Intent' and 'Description' sections, and the large-text definition. Note the exemption for logos, so palettes still need testing for text use.

Use it in the lesson → Use it when you choose your two or three main colours and decide which pairs are allowed for text.

BeginnerToolkitFree

Taught in → Lesson 7.5 Visual identity

ToolkitPractical guide

Contrast Checker

WebAIM, Utah State University · Ongoing

Why we chose it: A free tool where you paste two hex codes and see whether they pass WCAG AA and AAA. Quicker and more reliable than judging by eye.

What to look for: Enter foreground and background hex codes, then read the pass/fail for normal text, large text and graphics.

Use it in the lesson → Use it to test every text-and-background pair in your palette and record the passing pairs in your guidelines.

ToolkitBeginnerFree

Taught in → Lesson 7.5 Visual identity

Module 07 · Brand, Identity & Image

7.6 Brand guidelines

GuidePractical guide

Communicating and raising EU visibility: Guidance for external actions

European Commission, DG International Partnerships · 2022 (updated Sept 2024) · EU / Global

Why we chose it: A real funder rulebook for logo use, acknowledgement wording and approvals. It shows what co-branding rules look like from the funder's side, so you can write yours to fit.

What to look for: The emblem and 'Funded by the European Union' statement rules, the no-separate-logo rule, and approval steps. The linked FAQ explains common edge cases.

Use it in the lesson → Use it when drafting your co-branding rules: whose logo leads, required acknowledgements and when partners or funders must approve.

EUNGOFree

Taught in → Lesson 7.6 Brand guidelines

Module 07 · Brand, Identity & Image

7.7 Credibility and trust signals

ResearchGo deeper

Research into public trust in charities and trustees' experience of their role 2024

Charity Commission for England and Wales · 2024 · UK (England and Wales)

Why we chose it: Evidence on what the public looks for before trusting a charity: money well used, visible impact, ethical conduct and available financial information. UK public only, but the signals travel.

What to look for: The sections on drivers of trust, financial transparency and the reassurance of registration status. Remember the sample is the UK public.

Use it in the lesson → Use it when ranking which trust signals matter most to your supporters and funders in the audit.

UKNGOResearchFree

Taught in → Lesson 7.7 Credibility and trust signals

Module 08 · Marketing & Communications

8.1 Communications strategy

ToolkitCore resource

Smart Chart 4.0

Spitfire Strategies · 4.0 (current)

Why we chose it: A free six-step planning tool built for nonprofits and foundations. It forces the order the lesson teaches: objectives first, then audiences, messages and tactics, with evaluation built in.

What to look for: Work through the six steps in order and save your chart. Concentrate on the objectives and audiences steps for this lesson.

Use it in the lesson → Use it to draft your communication objectives and check each one links to a strategic objective and a measure.

NGOToolkitBeginnerFree

Taught in → Lesson 8.1 Communications strategy

Module 08 · Marketing & Communications

8.2 Audiences and segmentation

GuidePractical guide

Personas Make Users Memorable

Nielsen Norman Group (Taylor Dykes) · 2025

Why we chose it: Short, research-based explanation of what a persona is and is not. Stresses that personas must come from real research, and warns against irrelevant detail and stereotypes.

What to look for: How to build personas from interviews, surveys and field data, the list of useful components, and the caveats section.

Use it in the lesson → Use it when you write your persona, to keep it evidence-based and focused on goals, barriers and trusted channels.

BeginnerStartupFree

Taught in → Lesson 8.2 Audiences and segmentation

GuideGo deeper

Co-creation: working with diverse audiences

UK Government Communication Service · 2025 · UK

Why we chose it: Shows how to involve disabled people, ethnic minorities and community groups from the start rather than consulting at the end. Helps you ground personas in lived experience.

What to look for: The steps on early engagement, testing with different groups and shared decision-making. Written for UK government, so adapt the examples.

Use it in the lesson → Use it when you test your persona and segments with real members of each audience, especially communities you serve.

UKLocally ledFree

Taught in → Lesson 8.2 Audiences and segmentation

Module 08 · Marketing & Communications

8.3 Messaging framework

TemplateCore resource

The Message Box Workbook

COMPASS Science Communication · Undated

Why we chose it: A well-used one-page structure for separating your core message from the points that support it and what each audience gains. Made for scientists, but works for any expert explaining complex work.

What to look for: The Message Box layout and the worked examples in the workbook. Ignore science-specific wording.

Use it in the lesson → Use it to draft your core message and supporting messages, then adapt the box for each audience version.

TemplateBeginnerFree

Taught in → Lesson 8.3 Messaging framework

ToolkitGo deeper

Framing Public Issues: A Toolkit

FrameWorks Institute (Susan Nall Bales) · 2005 · US / Global

Why we chose it: Explains why facts alone rarely persuade and how context, messengers, numbers and tone change what people hear. Dated (2005) and US-based, but the core principles hold.

What to look for: Section III on elements of the frame (context, numbers, messengers, tone) and the framing checklist in Section IV.

Use it in the lesson → Use it when choosing proof points and testing whether your message explains the problem as well as the solution.

ResearchUSFree

Taught in → Lesson 8.3 Messaging framework

Module 08 · Marketing & Communications

8.4 Storytelling and ethical storytelling

GuideCore resource

Putting the People in the Pictures First: Ethical guidelines for the production and use of content (2024 update)

Bond (UK international development network) · 2024

Why we chose it: Written for NGOs. Covers consent as ongoing dialogue, responsible portrayal, power and racism in NGO imagery, emergencies and AI images, with a one-page Statement of Ethical Practice.

What to look for: The informed consent chapter, responsible portrayal, the child-protection safeguards (including renewing consent after three years) and the practical checklist items on storing consent evidence separately.

Use it in the lesson → Use it when writing your storytelling rules and designing your consent log fields, expiry dates and withdrawal process.

NGODevelopmentHumanitarianFree

Taught in → Lesson 8.4 Storytelling and ethical storytelling

GuidePractical guide

Ethical Reporting Guidelines

UNICEF · Undated

Why we chose it: Short principles and interview rules for children. A specific reference for the 'extra care with children' paragraph. Aimed at journalists, so adapt for your own staff.

What to look for: The principles and interview guidelines, especially anonymising and protecting children and avoiding stereotypes.

Use it in the lesson → Use it before you collect or publish any story or image involving a child, and copy the relevant rules into yours.

HumanitarianDevelopmentFree

Taught in → Lesson 8.4 Storytelling and ethical storytelling

Module 08 · Marketing & Communications

8.5 Website, SEO and discoverability

GuidePractical guide

Easy Checks: A first review of web accessibility

W3C Web Accessibility Initiative · Ongoing

Why we chose it: A quick, non-technical way to test your own pages for accessibility problems. Turns the long standard into ten checks anyone can run in a browser.

What to look for: Checks on page titles, image alt text, headings, colour contrast, text resizing, keyboard use and forms. Passing them does not prove full accessibility.

Use it in the lesson → Use it each time you review the site, and when you commission or check a web designer's work.

BeginnerToolkitFree

Taught in → Lesson 8.5 Website, SEO and discoverability

StandardGo deeper

Web Content Accessibility Guidelines (WCAG) 2.2

World Wide Web Consortium (W3C) · 2024

Why we chose it: The international standard for accessible web content. Useful as the reference your brief to a developer should cite (Level AA).

What to look for: The four principles (perceivable, operable, understandable, robust) and the Level AA success criteria. Use the linked 'Quick Reference' rather than reading end to end.

Use it in the lesson → Use it when writing a website brief or checking compliance claims, for example 'meets WCAG 2.2 AA'.

ManagementFree

Taught in → Lesson 8.5 Website, SEO and discoverability

GuideCore resource

SEO Starter Guide: The Basics

Google Search Central · 2025

Why we chose it: The search engine's own plain guidance on what helps pages be found: clear titles and descriptions, useful content and honest practice. Includes a section on common myths.

What to look for: The sections on getting found, site organisation, content quality and how pages appear in results (titles and descriptions), plus the common-misconceptions section. Updated December 2025.

Use it in the lesson → Use it when you set page titles and descriptions and decide your discoverability actions, without paying for tricks.

BeginnerStartupFree

Taught in → Lesson 8.5 Website, SEO and discoverability

Module 08 · Marketing & Communications

8.7 Email, newsletters and supporter journeys

Regulatory guideCore resource

Guidance on direct marketing using electronic mail

Information Commissioner's Office (ICO) · 2026 (updated 28 Apr 2026) · UK

Why we chose it: Official UK rules for email marketing, including the new charitable-purposes soft opt-in (in force 5 Feb 2026). Shows what 'clear consent' means in practice. UK law only.

What to look for: The sections on consent, the soft opt-in for charities and the opt-out requirements. The soft opt-in applies only to contact details collected on or after 5 February 2026.

Use it in the lesson → Use it when you design your sign-up form, consent wording and unsubscribe process, if you email UK recipients.

UKNGOFree

Taught in → Lesson 8.7 Email, newsletters and supporter journeys

Regulatory guidePractical guide

CAN-SPAM Act: A Compliance Guide for Business

US Federal Trade Commission · 2024 · US

Why we chose it: A short plain-English guide to seven rules for commercial email in the US: honest headers and subjects, a postal address and a working opt-out. Useful if you email US recipients.

What to look for: The seven requirements, and the notes that opt-outs must be honoured within 10 business days. US law only.

Use it in the lesson → Use it as a checklist for your email footer and unsubscribe handling when your list includes US recipients.

USBeginnerFree

Taught in → Lesson 8.7 Email, newsletters and supporter journeys

Module 08 · Marketing & Communications

8.8 Content strategy and editorial calendar

GuidePractical guide

Identifying User Needs for Content

Office for National Statistics (UK) · Undated · UK

Why we chose it: Shows how to turn audience insight into user-need statements before planning content. Prevents calendars built around what you want to say rather than what people need.

What to look for: The user-need statement format, the warning against 'solutionising', and the list of research methods (analytics, interviews, surveys, card sorting).

Use it in the lesson → Use it before you fill in the audience and message columns of your calendar, to set your content pillars.

UKBeginnerFree

Taught in → Lesson 8.8 Content strategy and editorial calendar

Module 08 · Marketing & Communications

8.9 Campaigns and calls to action

FrameworkCore resource

OASIS: planning government communications

UK Government Communication Service · 2020 · UK

Why we chose it: A five-step campaign planning model (objectives, audience insight, strategy, implementation, scoring) that matches the brief. The PDF is a four-to-five-page practical guide. Written for government, but widely used.

What to look for: Each of the five steps, and the split between outputs, outtakes and outcomes. Suggests spending 5 to 10% of paid-campaign budgets on evaluation.

Use it in the lesson → Use it as the skeleton of your campaign brief, especially the objective, audience and 'scoring' sections.

ToolkitBeginnerFree

Taught in → Lesson 8.9 Campaigns and calls to action

Regulatory guidePractical guide

Campaigning and political activity guidance for charities (CC9)

Charity Commission for England and Wales · 2022 · UK (England and Wales)

Why we chose it: Official explanation of what registered charities may campaign on and the limit on political activity. A clear model of what 'legal limits' means. England and Wales only.

What to look for: The main guidance on campaigning in support of charitable purposes, and the separate section on elections and referendums.

Use it in the lesson → Use it when your campaign touches policy or elections, to check trustees' duties before you publish. Elsewhere, check your own regulator.

UKNGOFree

Taught in → Lesson 8.9 Campaigns and calls to action

Module 08 · Marketing & Communications

8.10 Community building and engagement

StandardCore resource

Minimum Quality Standards and Indicators in Community Engagement

UNICEF · 2020

Why we chose it: Sixteen minimum standards on six principles, developed with NGOs, governments and academics. Moves from broadcasting to participation and gives indicators to track it.

What to look for: The summary version first (short), then the standards on participation, inclusion and two-way communication. Available in four languages.

Use it in the lesson → Use it when you decide how people will take part, hold roles and give feedback, and what 'participation' measures to track.

DevelopmentHumanitarianGlobal SouthFree

Taught in → Lesson 8.10 Community building and engagement

ToolkitPractical guide

Community Engagement and Accountability (CEA) Toolkit

IFRC (International Federation of Red Cross and Red Crescent Societies) · 2021 (updated 2025)

Why we chose it: Practical tools used by Red Cross and Red Crescent societies, which are rooted in local volunteers. Covers listening, feedback and community participation.

What to look for: The CEA Guide and the minimum actions for community engagement and accountability in programmes. Pick the tools that match your size.

Use it in the lesson → Use it when planning your events, feedback routes and moderation, and when choosing ways to listen more than you broadcast.

HumanitarianLocally ledGlobal SouthToolkitFree

Taught in → Lesson 8.10 Community building and engagement

Module 08 · Marketing & Communications

8.11 Media relations and press materials

ToolkitCore resource

Handling the Media

CIVICUS · 2011

Why we chose it: A civil society toolkit on how newsrooms work, giving interviews and writing press statements, including when media attention is hostile. Global, civil-society-focused. Dated (2011), so check platforms.

What to look for: How newsrooms work, interview advice for print, radio and TV, and the press statement section.

Use it in the lesson → Use it when you prepare key messages, choose who can speak to the media and draft your press kit.

NGOGlobal SouthToolkitFree

Taught in → Lesson 8.11 Media relations and press materials

GuideGo deeper

Interviewing resources (Ethics and Practice: Interviewing Victims; Essential Tips for Interviewing Children)

Global Center for Journalism and Trauma (formerly the Dart Center) · Ongoing

Why we chose it: Shows what a trauma-aware interview looks like, from the journalist's side. Helps you prepare participants, set boundaries and judge when an interview should not go ahead.

What to look for: 'Ethics and Practice: Interviewing Victims', 'Essential Tips for Interviewing Children' and the sexual and gender-based violence interview guide. Creative Commons licensed.

Use it in the lesson → Use it when you brief participants and decide your support and consent steps before any media interview.

HumanitarianFree

Taught in → Lesson 8.11 Media relations and press materials

Module 08 · Marketing & Communications

8.12 Reputation, crisis communication and social media policy

GuideCore resource

STOP: crisis communications planning guide

UK Government Communication Service · 2024 · UK

Why we chose it: A structured crisis plan on four pillars: strategy, tactics, organisation, people. Covers holding lines, contact lists, clearance and what to do in the first hour, day and week.

What to look for: The holding lines, contact list and clearance sections, and the first hour, day and week timeline. Written for government, so scale it down.

Use it in the lesson → Use it as the checklist for your crisis essentials: who leads, holding statements and who must be informed.

ManagementUKFree

Taught in → Lesson 8.12 Reputation, crisis communication and social media policy

Regulatory guidePractical guide

Charities and social media

Charity Commission for England and Wales · 2026 (updated 21 Apr 2026) · UK (England and Wales)

Why we chose it: Explains trustees' duties and risks when charities use social media, and includes a policy checklist you can adapt. England and Wales only, but the checklist is useful anywhere.

What to look for: The main guidance on risk and trustee responsibility, and the policy checklist (ODT file) for building or reviewing a social media policy.

Use it in the lesson → Use it when you draft your social media rules for official accounts, staff and volunteers, and escalation.

UKNGOTemplateFree

Taught in → Lesson 8.12 Reputation, crisis communication and social media policy

Module 08 · Marketing & Communications

8.13 Measuring communications performance

FrameworkGo deeper

AMEC Integrated Evaluation Framework

AMEC (International Association for the Measurement and Evaluation of Communication) · Ongoing

Why we chose it: The professional body's free, non-proprietary framework. Separates outputs, out-takes and outcomes, links measures to objectives and is translated into 25 languages.

What to look for: The interactive framework tiles and the taxonomy of measures. Start with objectives, then choose outcome measures.

Use it in the lesson → Use it to pick one or two outcome measures per communication objective and fill the gaps in your review routine.

ManagementFree

Taught in → Lesson 8.13 Measuring communications performance

GuideCore resource

Evaluate and learn: evaluating low- and no-cost communications

UK Government Communication Service · 2025 · UK

Why we chose it: Built for communications that have no big budget. A decision tree helps you choose Basic, Enhanced or Comprehensive evaluation and track qualitative and quantitative signals.

What to look for: 'Choosing your evaluation tier' and the decision tree, plus the six stages from inputs to learning. Some templates may need membership.

Use it in the lesson → Use it when you set your measures for each objective and decide how much effort each deserves.

BeginnerUKFree

Taught in → Lesson 8.13 Measuring communications performance

Module 09 · Financial Management

9.1 Finance roles and the finance cycle

Regulatory guideCore resource

Managing charity finances: trustee essentials (CC25)

Charity Commission for England and Wales · 2026 · UK (England and Wales)

Why we chose it: A plain statement of what a governing body must oversee, so the split between founder, bookkeeper and board rests on real duties rather than guesswork.

What to look for: Read the five headings: protect the money, know your position, keep records, manage expenses, and deal with problems early.

Use it in the lesson → Use it when writing your roles and monthly cycle. Adapt the duties to your own legal form and country.

NGOUKBeginnerFree

Taught in → Lesson 9.1 Finance roles and the finance cycle

Module 09 · Financial Management

9.2 The organisational budget

GuideCore resource

Defining budgets and cashflow forecasts and writing a budget

NCVO · 2022 · UK origin; method is general

Why we chose it: Treats a budget as a loop from action plan to costs and income to feasibility, and insists you record assumptions, which our lesson asks for.

What to look for: The 'Writing a budget' section: the flowchart, and the advice to build on an action plan and document every assumption.

Use it in the lesson → Use it to draft your budget headings and assumptions, and to test whether the plan is affordable before the board approves it.

NGOManagementUKBeginnerFree

Taught in → Lesson 9.2 The organisational budget

Module 09 · Financial Management

9.3 Project budgets, cost allocation and full cost recovery

GuideCore resource

Cost allocation and apportionment

NCVO · 2022 · UK origin; method is general

Why we chose it: Explains direct costs versus shared costs and how to share the latter fairly, with a worked example.

What to look for: The worked example, where a £7,500 direct cost rises to £8,500 once support costs are shared, and the allocation bases: people, floor space, expenditure.

Use it in the lesson → Use it to choose allocation bases and calculate the support-cost share in your exercise budget.

NGOManagementUKFree

Taught in → Lesson 9.3 Project budgets, cost allocation and full cost recovery

ResearchGo deeper

Administration Costs Research: The Overhead Myth

Humentum (for Funders for Real Cost, Real Change) · 2022 · Global (Africa, Asia, Latin America, Europe)

Why we chose it: Evidence from 81 national NGOs that funders routinely under-cover administration costs. It gives you data, from outside the global North, to back your indirect cost rate.

What to look for: The executive summary (also in Spanish and Portuguese): how project grants fall short of a full share of administration costs.

Use it in the lesson → Use it when you work out your real indirect cost rate and prepare to negotiate it with funders.

NGODevelopmentGlobal SouthResearchFree

Taught in → Lesson 9.3 Project budgets, cost allocation and full cost recovery

TemplatePractical guide

Total Cost Recovery Reconciliation Template

Humentum · 2026

Why we chose it: A free spreadsheet that compares budget and actual and shows how much of each project's full cost, including indirect costs, a funder actually pays.

What to look for: The sections on budget versus actual, cost recovery calculation and the reconciliation summary with action items.

Use it in the lesson → Use it after your exercise to check each project pays its fair share and that project budgets add up to the organisational budget.

NGOTemplateGlobal SouthFree

Taught in → Lesson 9.3 Project budgets, cost allocation and full cost recovery

Module 09 · Financial Management

9.4 Restricted and unrestricted funds

GuideCore resource

What's different about charity finance

NCVO · 2019 · UK origin; concepts widely shared

Why we chose it: Defines restricted, general unrestricted, designated and endowment funds in plain language and explains why fund accounting differs from ordinary bookkeeping.

What to look for: The 'Fund accounting' section, especially the contrast between restricted funds and board-designated funds that can be released.

Use it in the lesson → Use it to label each fund type in your funds register and check every grant has its own code.

NGOUKBeginnerFree

Taught in → Lesson 9.4 Restricted and unrestricted funds

Module 09 · Financial Management

9.5 Cash flow, forecasting and runway

GuideCore resource

Building a cashflow forecast and understanding the cashflow process

NCVO · 2026 · UK origin; method is general

Why we chose it: A step-by-step method that takes a deliberately pessimistic view: assume you spend at the earliest and receive money at the latest. It suggests a rolling twelve-month forecast, updated monthly.

What to look for: The cashflow process (income and expenses by month, net movement, closing balance) and 'Assessing your cashflow'.

Use it in the lesson → Use it to build your forecast, then set your runway trigger from the pessimistic version.

NGOManagementUKBeginnerFree

Taught in → Lesson 9.5 Cash flow, forecasting and runway

Module 09 · Financial Management

9.6 Financial controls, approvals and procurement

Regulatory guideCore resource

Internal Financial Controls for Charities (CC8)

Charity Commission for England and Wales · 2024 · UK (England and Wales)

Why we chose it: The clearest free statement of separation of duties, reconciliations and compensating controls, with an internal financial controls checklist you can adapt.

What to look for: 'General principles for all charities', the sections on banking, income and expenditure, and the checklist near the end.

Use it in the lesson → Use it to design the checks on the money flow you map. Adapt to your local law.

NGOUKFree

Taught in → Lesson 9.6 Financial controls, approvals and procurement

GuidePractical guide

Writing the financial procedures manual

NCVO · 2022 · UK origin; structure is general

Why we chose it: Shows how to turn controls into a written manual: delegated authority, segregation of duties, conflicts, income and expenditure procedures and record keeping.

What to look for: 'Financial responsibilities' and the expenditure and income sections. Note that some sub-pages and templates need NCVO login.

Use it in the lesson → Use it to structure your written approval limits and checks once you have mapped the money flow.

NGOManagementUKTemplateFree

Taught in → Lesson 9.6 Financial controls, approvals and procurement

TemplatePractical guide

Procurement Form Templates

Humentum · 2025

Why we chose it: Free procurement request form and comparative bid analysis built for NGOs, turning thresholds into a working approval step.

What to look for: The two templates: the procurement form, and the comparative bid analysis for scoring supplier quotes side by side.

Use it in the lesson → Use them to put your thresholds into practice: when quotes are needed, who approves, and the reason a supplier was chosen.

NGODevelopmentTemplateGlobal SouthFree

Taught in → Lesson 9.6 Financial controls, approvals and procurement

Module 09 · Financial Management

9.7 Management accounts and budget versus actual

GuidePractical guide

Academy trust management accounting: good practice guide

Department for Education (England) · 2024 · UK (England), schools sector

Why we chose it: A government guide that sets out a simple management pack: income and expenditure, variation to budget and rolling cash flow, with explicit permission to adapt it to your audience.

What to look for: The recommended sections and the advice on tailoring the pack for different readers. Ignore school-specific lines.

Use it in the lesson → Use it as a layout for your report: variance explanation, forecast to year end and cash outlook.

ManagementUKFree

Taught in → Lesson 9.7 Management accounts and budget versus actual

Module 09 · Financial Management

9.8 Financial reporting: board, funders and statutory

TemplatePractical guide

Harmonised Reporting Template (8+3) for donors

Inter-Agency Standing Committee (Grand Bargain) · 2019 · Global (humanitarian donors and agencies)

Why we chose it: A shared narrative template agreed by donors and agencies to cut duplicate reporting. It is useful evidence when you ask funders to accept one report format.

What to look for: The page's explanation of the 8+3 format and how it reduces the reporting burden; the page names a contact for the template itself.

Use it in the lesson → Use it when building your calendar: ask each funder whether it accepts a common format, and reconcile figures to your accounts.

HumanitarianNGOTemplateFree

Taught in → Lesson 9.8 Financial reporting: board, funders and statutory

Module 09 · Financial Management

9.9 Audit, examination and financial governance

Regulatory guideCore resource

Charity reserves: building resilience (CC19)

Charity Commission for England and Wales · 2026 · UK (England and Wales)

Why we chose it: Explains how to justify a reserves level from your own risks and income stability rather than a fixed rule, and how to explain it publicly.

What to look for: 'Key messages for trustees' and Annex 1, the three-question approach for smaller charities.

Use it in the lesson → Use it to write your reserves policy: the target, the reason for it, and what happens when you are above or below it.

NGOUKFree

Taught in → Lesson 9.9 Audit, examination and financial governance

Regulatory guidePractical guide

Changes to charity accounting and reporting

Charity Commission for England and Wales · 2026 · UK (England and Wales)

Why we chose it: Shows, for one jurisdiction, how thresholds for independent examination and audit and the accounting standard change. A reminder to check each year what applies to you.

What to look for: The new income thresholds for examination and audit from 30 September 2026, and the SORP 2026 changes for periods starting 1 January 2026.

Use it in the lesson → Use it as a model for questions to ask your accountant: thresholds, deadlines, who may examine, and what funders require.

NGOUKFree

Taught in → Lesson 9.9 Audit, examination and financial governance

Module 09 · Financial Management

9.10 Financial health and sustainability

ToolkitCore resource

Humentum Finance Health Check

Humentum · 2026

Why we chose it: A free self-assessment for small and medium NGOs across planning, accounting, controls, staffing, grants management and reporting. It scores financial health and points to weak spots.

What to look for: The six areas it scores, and which weaknesses it says need a professional rather than a quick fix.

Use it in the lesson → Use it once your measures are chosen, to test the wider finance system behind the numbers.

NGODevelopmentToolkitGlobal SouthFree

Taught in → Lesson 9.10 Financial health and sustainability

GuideGo deeper

Best Practices for Nonprofit Financial Health, Part One: Top 3 Measures

Nonprofit Finance Fund · 2016 · US

Why we chose it: Defines three simple measures, consistent surpluses, positive unrestricted net worth and liquidity, and shows how to calculate months of cash and months of available net assets.

What to look for: The months of cash and available net assets ratios, and the advice for smaller organisations to work towards targets in steps.

Use it in the lesson → Use it to calculate your reserve measure. Treat its six-month liquidity benchmark as a US reference point, not a rule.

NGOUSManagementFree

Taught in → Lesson 9.10 Financial health and sustainability

Module 10 · Legal, Compliance, Policies & Risk

10.1 Your legal and regulatory map

DatabaseGo deeper

Civic Freedom Monitor

International Center for Not-for-Profit Law (ICNL) · 2026 · Global (57 countries, 8 multilateral bodies)

Why we chose it: Country reports on the laws shaping how civil society organisations register, operate and receive funding. Helpful when you work outside the UK and need local questions to ask.

What to look for: Open the report for each country you work in and note the rules on registration, funding and reporting.

Use it in the lesson → Use it to fill the regulator and obligation columns for each country, then confirm gaps with a qualified local adviser.

NGOGlobal SouthResearchFree

Taught in → Lesson 10.1 Your legal and regulatory map · also in Lesson 8.9 Campaigns and calls to action

Module 10 · Legal, Compliance, Policies & Risk

10.2 Working out which policies you actually need

GuideCore resource

Developing policies and procedures

NCVO · 2022 · UK origin; staff-policy focus

Why we chose it: Separates a minimum set of essential policies from those needed as you grow (around 30 staff), which matches our sorting into required now, required soon and good practice.

What to look for: 'Essential policies and procedures' and 'Others to consider', plus the advice to involve staff in writing them.

Use it in the lesson → Use it to sort your draft register into three groups. Then adjust for your country, activities and funders.

NGOManagementUKBeginnerFree

Taught in → Lesson 10.2 Working out which policies you actually need

Module 10 · Legal, Compliance, Policies & Risk

10.3 Contracts and agreements

GuidePractical guide

TrustLaw: free legal support for NGOs and social enterprises

Thomson Reuters Foundation · 2023 · Global (network in about 180 countries)

Why we chose it: Connects eligible NGOs and social enterprises with law firms that give free advice on transactional matters such as contracts, for when a significant or unusual agreement needs legal review.

What to look for: The eligibility rules: legally incorporated, at least a year of operation, transactional advice only (no litigation), plus the free orientation call.

Use it in the lesson → Use it when a contract on your register is high-value or unusual, before anyone signs.

NGOSocial enterpriseGlobal SouthFree

Taught in → Lesson 10.3 Contracts and agreements

Module 10 · Legal, Compliance, Policies & Risk

10.4 Core policies: conduct, conflicts and anti-fraud

Regulatory guideCore resource

Identifying and managing conflicts of interest in a charity (CC29)

Charity Commission for England and Wales · 2026 · UK (England and Wales)

Why we chose it: A step-by-step process for spotting, declaring and managing conflicts, rooted in the duty to act in the organisation's best interests.

What to look for: The definition of a conflict and the step-by-step process for managing one.

Use it in the lesson → Use it to draft your conflict of interest policy, including how declarations are recorded and reviewed.

NGOUKFree

Taught in → Lesson 10.4 Core policies: conduct, conflicts and anti-fraud · also in Lesson 3.4 Board and management responsibilities

HandbookGo deeper

Handbook of good practices: Preventing corruption in humanitarian operations

Transparency International · 2010 · Global (humanitarian)

Why we chose it: Shows where corruption enters aid delivery and which controls help. Useful when deciding what your anti-fraud and bribery policy must prohibit and monitor.

What to look for: Pick the parts that match your activities, such as procurement, staffing or distributions. Available in English, French, Spanish and Arabic.

Use it in the lesson → Use it to test whether your outline covers the real fraud and bribery risks of your programmes.

HumanitarianNGOGlobal SouthFree

Taught in → Lesson 10.4 Core policies: conduct, conflicts and anti-fraud

Module 10 · Legal, Compliance, Policies & Risk

10.5 Safeguarding

ToolkitCore resource

Safeguarding Resource and Support Hub (RSH)

Safeguarding Resource and Support Hub (funded by UK FCDO and Swiss SDC) · 2026 · Global (resources in 18 languages)

Why we chose it: A free library of more than 1,300 policy guides, templates, training materials and pocket guides, built for civil society organisations in the aid sector.

What to look for: Start with the policy guidance, code of conduct templates and how-to notes. Filter by language and country.

Use it in the lesson → Use it to check each element of your framework outline: policy, safer recruitment, reporting routes, response and survivor support.

NGODevelopmentHumanitarianGlobal SouthToolkitFree

Taught in → Lesson 10.5 Safeguarding

HandbookPractical guide

PSEAH Implementation Quick Reference Handbook

CHS Alliance · 2020

Why we chose it: A step-by-step guide to putting protection from sexual exploitation, abuse and harassment into practice, with case studies from other organisations.

What to look for: The chapter on each implementation step, and the case studies of how other organisations did it.

Use it in the lesson → Use it to turn your framework outline into an ordered plan of actions with owners.

NGOHumanitarianDevelopmentFree

Taught in → Lesson 10.5 Safeguarding

StandardGo deeper

International Child Safeguarding Standards

Keeping Children Safe · 2024

Why we chose it: Four standards (policy, people, procedures, accountability) tied to the UN Convention on the Rights of the Child, for any organisation whose work touches children.

What to look for: The four standards and their requirements, for a quick check of your outline.

Use it in the lesson → Use it if you work with or near children, to test your framework against an international benchmark.

NGOSocial enterpriseFree

Taught in → Lesson 10.5 Safeguarding

Module 10 · Legal, Compliance, Policies & Risk

10.6 Data protection and privacy

GuideCore resource

Getting started with data protection: a step-by-step guide

UK Information Commissioner's Office (ICO) · 2026 · UK

Why we chose it: A practical eight-step sequence for small organisations: list personal data, find a lawful reason, secure it, explain it, handle requests and report breaches.

What to look for: The steps on cataloguing personal data, privacy notices and breach reporting (72 hours under UK rules).

Use it in the lesson → Use it as the working order for your data inventory and privacy action list. UK law only; check your own country.

NGOUKBeginnerFree

Taught in → Lesson 10.6 Data protection and privacy

DatabasePractical guide

Data Protection and Privacy Legislation Worldwide

UNCTAD · Ongoing · Global (194 countries)

Why we chose it: A global tracker showing which countries have data protection laws, so you can see whether your own country has one and start the conversation with a local adviser.

What to look for: Look up each country you work in and note whether a law exists. Follow the link to the legislation.

Use it in the lesson → Use it to add a 'law that applies' column to your inventory for each country.

NGOGlobal SouthFree

Taught in → Lesson 10.6 Data protection and privacy

HandbookGo deeper

Handbook on Data Protection in Humanitarian Action (3rd edition)

International Committee of the Red Cross (ICRC) · 2024

Why we chose it: Applies data protection principles to work with vulnerable people in fragile settings, including new risks from digital identity, social media and AI.

What to look for: The chapters on the legal basis for processing and on sharing data with partners, for programmes that hold sensitive data.

Use it in the lesson → Use it when your inventory includes health, ethnicity or data about children, or sharing with partners.

HumanitarianNGOResearchFree

Taught in → Lesson 10.6 Data protection and privacy

Module 10 · Legal, Compliance, Policies & Risk

10.7 Whistleblowing, complaints and incident reporting

GuideCore resource

Whistleblower protection guidance

CHS Alliance · 2022

Why we chose it: A practical guide and policy framework for building a whistleblowing policy and a culture where people feel safe to speak up. Free in English, French and Arabic.

What to look for: The policy framework, and the advice for leaders on why to invest in protection from retaliation.

Use it in the lesson → Use it to draft your whistleblowing route, including reporting outside the line of management.

NGOHumanitarianDevelopmentFree

Taught in → Lesson 10.7 Whistleblowing, complaints and incident reporting

ToolkitPractical guide

Managing Complaints Package

CHS Alliance · 2023

Why we chose it: A best-practice guide, ready templates and e-learning for setting up complaints and feedback mechanisms that work for people your organisation serves, whatever its size.

What to look for: The toolkit templates and examples, and the best-practice guide on how complaints are received, handled and learned from.

Use it in the lesson → Use it to set timescales, independent review and learning from patterns for your complaints channel.

NGOHumanitarianToolkitFree

Taught in → Lesson 10.7 Whistleblowing, complaints and incident reporting

Regulatory guideGo deeper

How to report a serious incident in your charity

Charity Commission for England and Wales · 2026 · UK (England and Wales)

Why we chose it: A worked example of external reporting duties: what counts as serious, who must report, and that reports must be prompt, as soon as reasonably possible.

What to look for: The categories of reportable incident and the 'promptly' requirement. Note the annual return declaration for charities over £25,000.

Use it in the lesson → Use it as a model when listing which incidents must go to regulators, funders or insurers, and by when, in your own context.

NGOUKFree

Taught in → Lesson 10.7 Whistleblowing, complaints and incident reporting · also in Lesson 8.12 Reputation, crisis communication and social media policy

Module 10 · Legal, Compliance, Policies & Risk

10.8 HR and workplace policies

TemplatePractical guide

Creating policies and procedures (sample documents)

NCVO · Undated · UK

Why we chose it: Free sample policies for small organisations: disciplinary, grievance, flexible working, expenses, dignity at work, equity and inclusion and leave. Use as a starting point only.

What to look for: The disciplinary, grievance and dignity at work samples. Check pages 2 and 3 for more.

Use it in the lesson → Use them to see what a short, usable policy looks like; then rewrite for your country's law.

NGOUKTemplateFree

Taught in → Lesson 10.8 HR and workplace policies

GuidePractical guide

Writing a volunteer policy

NCVO · 2021 · UK

Why we chose it: Sets out what a volunteer policy covers: recruitment, induction, expenses, supervision, health and safety, confidentiality and complaints, with advice to review it yearly.

What to look for: The list of what the policy should cover and the advice to tailor it to your size.

Use it in the lesson → Use it to build the lighter volunteer framework your list needs.

NGOUKBeginnerFree

Taught in → Lesson 10.8 HR and workplace policies

Module 10 · Legal, Compliance, Policies & Risk

10.9 Writing usable procedures

TemplatePractical guide

Charity templates

Australian Charities and Not-for-profits Commission (ACNC) · Ongoing · Australia (adapt elsewhere)

Why we chose it: Free model documents showing how a rule becomes steps, in particular a complaints-handling policy paired with its procedure, plus conflict of interest and dispute-resolution templates.

What to look for: The complaints-handling model policy and procedure, and the internal dispute resolution templates.

Use it in the lesson → Use them to see how a policy pairs with a procedure, then draft your own. Australian law, so adapt to yours.

NGOTemplateFree

Taught in → Lesson 10.9 Writing usable procedures

GuidePractical guide

Plain language guides: principles, writing, design and testing

Digital.gov (US General Services Administration) · 2025 · US government; method is general

Why we chose it: Four short guides on writing for understanding and, importantly, testing it with real readers, which is the walkthrough the lesson asks for.

What to look for: 'Writing for understanding' and 'Test for understanding'.

Use it in the lesson → Use them to rewrite your draft procedure and plan the test with someone who did not write it.

ManagementUSBeginnerFree

Taught in → Lesson 10.9 Writing usable procedures

Module 10 · Legal, Compliance, Policies & Risk

10.11 Identifying and assessing risk

Regulatory guideCore resource

Charities and Risk Management (CC26)

Charity Commission for England and Wales · 2026 · UK (England and Wales)

Why we chose it: A clear five-stage risk cycle with example registers showing gross and net risk, plus a catalogue of the risk areas charities commonly face.

What to look for: The risk management model, Annex 1 (register example) and Annex 2 (common risk areas: governance, operational, financial, external, compliance).

Use it in the lesson → Use Annex 2 as a prompt list when identifying risks, and Annex 1 for the register layout.

NGOUKBeginnerFree

Taught in → Lesson 10.11 Identifying and assessing risk

GuidePractical guide

Security Risk Management: a basic guide for smaller NGOs

European Interagency Security Forum (EISF, now GISF) · 2017

Why we chose it: Written for small, resource-limited NGOs, with ready risk assessment matrices, travel risk forms and incident reporting frameworks that you can adapt.

What to look for: The risk assessment matrices and templates, and the chapters on fulfilling duty of care and incident monitoring.

Use it in the lesson → Use its matrices to score likelihood and impact, especially for risks to staff, travel and field work.

NGOHumanitarianDevelopmentToolkitFree

Taught in → Lesson 10.11 Identifying and assessing risk

FrameworkGo deeper

The Orange Book: Management of Risk – Principles and Concepts

HM Government (UK) · 2023 · UK government; principles are general

Why we chose it: A free, concise statement of risk management principles from a government that manages large public risks. Good for tightening how you define, score and compare risks.

What to look for: The principles of risk identification and assessment, and how controls reduce risk.

Use it in the lesson → Use it to sense-check your scoring approach and the difference between inherent and residual risk.

ManagementUKFree

Taught in → Lesson 10.11 Identifying and assessing risk

Module 10 · Legal, Compliance, Policies & Risk

10.12 Risk registers, ownership, mitigation and escalation

GuideCore resource

Risk appetite and tolerance: guidance for practitioners

Institute of Risk Management (IRM) · Undated

Why we chose it: Separates risk appetite (willingness to take risk) from tolerance (capacity to bear it), with practical advice for organisations of any size. A free executive summary is available.

What to look for: The distinction between appetite and tolerance, and how to set measurable tolerance levels that can trigger escalation.

Use it in the lesson → Use it to set your appetite by area (low for safeguarding and legal, higher for innovation) and to write escalation thresholds.

ManagementFree

Taught in → Lesson 10.12 Risk registers, ownership, mitigation and escalation

TemplatePractical guide

Risk register (sample document)

NCVO · Undated · UK origin; format is general

Why we chose it: A free risk register framework for charities, on a page that also hosts a code of conduct and declaration of interests, handy for your 10.4 policies too.

What to look for: The risk register sample, found on page 1 of the sample documents list.

Use it in the lesson → Use it as a starting layout, then add columns for owner, response and escalation.

NGOUKTemplateFree

Taught in → Lesson 10.12 Risk registers, ownership, mitigation and escalation

ResearchGo deeper

Security Risk-Sharing in Partnerships: Practical barriers and pathways for intermediaries

Global Interagency Security Forum (GISF) · 2026 · Global (humanitarian)

Why we chose it: Explains how risk is too often passed to local partners rather than shared, with case studies and nine pathways for fairer risk responses in partnerships.

What to look for: The seven barriers and the nine pathways, and the three organisational case studies.

Use it in the lesson → Use it when your 'transfer' response means passing risk to a partner, to check you are sharing it fairly and with the right support.

HumanitarianLocally ledGlobal SouthResearchFree

Taught in → Lesson 10.12 Risk registers, ownership, mitigation and escalation

Module 10 · Legal, Compliance, Policies & Risk

10.13 Monitoring and reviewing risk

FrameworkGo deeper

Enterprise Risk Management: Integrating with Strategy and Performance (Executive Summary)

COSO · 2017 · Global (corporate origin)

Why we chose it: The original publisher's summary of a leading risk framework. It ties risk monitoring and review to strategy and performance, which supports linking risks to objectives and KPIs.

What to look for: 'Review and Revision', and 'Information, Communication and Reporting', on keeping risk information flowing up, down and across the organisation.

Use it in the lesson → Use it to justify linking each risk to objectives and review meetings. Treat the corporate wording as background only.

ManagementUSFree

Taught in → Lesson 10.13 Monitoring and reviewing risk

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.1 Resource model, fundraising strategy and financial management

ToolkitCore resource

Business Sustainability Planning and Resource Mobilization Toolkit

Pact · 2022

Why we chose it: Written for NGOs and civil society organisations, it links the choice of business model to the local funding context and to resource mobilisation. That keeps the three questions distinct but connected.

What to look for: Follow how the toolkit moves from choosing a business model, to a sustainability plan, to mobilising resources. The training curriculum has exercises you can borrow.

Use it in the lesson → Use it when you write your resource model, this year's income focus and your funding gap in the exercise.

NGODevelopmentGlobal SouthLocally ledToolkitFree

Taught in → Lesson 11.1 Resource model, fundraising strategy and financial management

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.2 Resource models by organisational form

FrameworkCore resource

Ten Nonprofit Funding Models

Bridgespan · 2009 · US

Why we chose it: Research on large nonprofits showing most build around one dominant funding model, from individual donors to government to corporates. Each model comes with diagnostic questions.

What to look for: Read the short description of each model and its diagnostic questions. Look past the US examples to the pattern: who pays, and why.

Use it in the lesson → Use it to test which resource model fits your form and mission before you choose individual income streams.

NGOManagementResearchUSFree

Taught in → Lesson 11.2 Resource models by organisational form

FrameworkPractical guide

Business Model Canvas

Strategyzer · 2010

Why we chose it: The original canvas, by its creators. It shows customers, value, revenue and costs as connected hypotheses, which suits hybrids that mix grants, sales and cross-subsidy.

What to look for: Download the free canvas and concentrate on the customer segments, value proposition and revenue streams blocks. Note that funders can be customers too.

Use it in the lesson → Use it to draw how your whole delivery model fits together, including who pays for which part.

Social enterpriseStartupManagementTemplateFree

Taught in → Lesson 11.2 Resource models by organisational form

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.3 Your income mix and diversification

GuideCore resource

Finding Your Nonprofit's Funding Strategy

Bridgespan · 2024 · US / Global

Why we chose it: Helps you look at your revenue mix, funder motivations and fundraising capabilities before choosing a focused strategy. It tests the assumption that more streams are always safer.

What to look for: Read the three steps: assess current funding, choose one or two revenue categories, then build the capabilities. Note the 18 to 24 month build time.

Use it in the lesson → Use it before you fix your target shares in the exercise, so each priority stream is one you can actually run.

NGOManagementFree

Taught in → Lesson 11.3 Your income mix and diversification

ResearchGo deeper

How Small and Midsize US Nonprofits Get Their Funding

Bridgespan · 2025 · US

Why we chose it: Evidence that concentration on one funding category is normal, and that a secondary stream of around 15% can add stability. It questions fixed rules about maximum shares.

What to look for: Look at the findings on primary versus secondary funding and on sector 'natural match'. Remember the data is US-only and may not transfer.

Use it in the lesson → Use it to challenge your assumptions about a healthy mix and to justify a two- or three-stream start.

NGOResearchUSFree

Taught in → Lesson 11.3 Your income mix and diversification

ResearchGo deeper

"What Must Exist": The Architecture of a New Civil Society

STAR-Ghana Foundation (J. V. Koomson) · 2026 · Africa

Why we chose it: A locally rooted view on moving from donor dependency to local funding ecosystems, with examples from Kenya, Uganda, Ghana and South Africa. It adds a Global South angle the US sources lack.

What to look for: Read the sections on financing models (trust-based grants, reverse calls, endowments) and on existing alternatives. It is a discussion paper by one practitioner, not a study.

Use it in the lesson → Use it when planning how your mix should shift over three years, especially if one international funder dominates.

NGOGlobal SouthLocally ledResearchFree

Taught in → Lesson 11.3 Your income mix and diversification

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.4 Ethical fundraising and gift acceptance

Case studyPractical guide

Ethics Education: Sample Cases on Solicitation and Stewardship of Philanthropic Funds

Association of Fundraising Professionals (AFP) · Global (US-based)

Why we chose it: Real-style dilemmas on donor intent and honest solicitation. They show how principles are tested when a funding offer is tempting.

What to look for: Work through both cases and note where you would refuse, accept with conditions or escalate. Check which of your gift criteria would have caught each one.

Use it in the lesson → Use it with your board or team to test the gift acceptance criteria you draft in the exercise.

NGOManagementFree

Taught in → Lesson 11.4 Ethical fundraising and gift acceptance

PrinciplesCore resource

International Statement of Ethical Principles in Fundraising

Association of Fundraising Professionals and partner bodies · 2018

Why we chose it: A short international statement of five principles (honesty, respect, integrity, transparency, responsibility) and standards of practice, usable in any country.

What to look for: Read the five principles and the standards on donor relations and financial reporting. Turn each into a yes-or-no question for your review process.

Use it in the lesson → Use it as the value base for your policy and for the 'respect donors' part of your gift acceptance criteria.

NGOManagementBeginnerFree

Taught in → Lesson 11.4 Ethical fundraising and gift acceptance

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.5 Institutional funding

GuidePractical guide

EU Funding & Tenders Portal: Online Manual

European Commission · 2026 · EU

Why we chose it: Shows in practice what institutional funding demands: registering the organisation, validating legal status, financial capacity checks, submitting proposals and managing a grant. Version 1.3, May 2026.

What to look for: Read the Participant Register chapter (registration, legal validation, financial capacity) and the Grants chapter on proposal submission and grant management.

Use it in the lesson → Use it to check your readiness and to understand the steps behind a funder profile for the exercise.

NGODevelopmentEUFree

Taught in → Lesson 11.5 Institutional funding

DatabaseCore resource

UN Partner Portal

UN Secretariat, UNICEF, UNFPA, UNHCR and WFP · Current

Why we chose it: One registration and shared due diligence for working with several UN agencies. It is the usual entry point for local and national organisations that want UN partnerships.

What to look for: Check the registration requirements for civil society partners and the partnership opportunities posted by agencies. Note the governance and transparency criteria.

Use it in the lesson → Use it to profile a UN funder and to test your registration, policies and systems readiness.

NGOHumanitarianDevelopmentGlobal SouthFree

Taught in → Lesson 11.5 Institutional funding

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.6 Foundations and philanthropic grants

DatabasePractical guide

Candid funder search (Foundation Directory) with free access via partner locations

Candid · Current · US / Global · Free access at partner locations

Why we chose it: The largest funder research database. The free-access page helps small organisations that cannot afford a subscription. Coverage is strongest for US foundations.

What to look for: Use the partner locations list to find free access. Then search by mission and location and read each funder's past grants, typical size and application route.

Use it in the lesson → Use it to build and qualify your shortlist of foundations in the exercise, noting eligibility and timing.

NGOUS

Taught in → Lesson 11.6 Foundations and philanthropic grants

PrinciplesCore resource

The Six Grantmaking Practices of Trust-Based Philanthropy

Trust-Based Philanthropy Project · Current · US / Global

Why we chose it: Explains the practices (multi-year unrestricted funding, simpler paperwork, open communication, feedback) so you can recognise a trust-based funder and ask for the right things.

What to look for: Read the six practices and note which ones a funder's guidelines show. The wider resources section has guides and nonprofit focus group findings.

Use it in the lesson → Use it to judge a funder's approach and to prepare questions for a pre-application conversation.

NGOSocial enterpriseFree

Taught in → Lesson 11.6 Foundations and philanthropic grants

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.8 Individual giving: one-time and recurring

GuideCore resource

Local Resource Mobilisation: A How-to Guide

Global Network of Civil Society Organisations for Disaster Reduction (GNDR) with Change the Game Academy · 2020 · Global South

Why we chose it: A short, practical guide for civil society groups raising money from local people and companies. It covers donor motivation, regular giving, events and online giving, with a person-to-person approach.

What to look for: Read the pre-fundraising principles, 'Understanding donors' and the section on mobilising individual resources (regular donations, crowdfunding, online platforms).

Use it in the lesson → Use it when mapping your supporter journey and your recurring giving offer in the exercise.

NGOGlobal SouthLocally ledBeginnerFree

Taught in → Lesson 11.8 Individual giving: one-time and recurring

Regulatory guidePractical guide

Charity Fundraising: A Guide to Trustee Duties (CC20)

Charity Commission for England and Wales · 2026 · UK (England and Wales)

Why we chose it: Official guidance on how trustees plan, delegate and oversee fundraising, including solicitation statements, working with professional fundraisers and protecting donations. Useful model controls even outside the UK.

What to look for: Read 'Plan your fundraising effectively', 'Solicitation statements' and 'Protect your charity and its funds'. Adapt the legal parts to your own country.

Use it in the lesson → Use it to set stewardship and oversight controls for your giving programme. UK law only; check your national rules.

NGOUKFree

Taught in → Lesson 11.8 Individual giving: one-time and recurring

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.10 Crowdfunding, campaigns and events

GuidePractical guide

Crowdfunding and Charities: Information for Charities, Donors and Fundraisers

Australian Charities and Not-for-profits Commission (ACNC) · 2017 · Australia

Why we chose it: A clear checklist for choosing a platform, reading its fees and terms, and staying inside fundraising law. The checks travel well even though the law is Australian.

What to look for: Read the section for charities on platform due diligence, fees and terms, and what happens if a target is not met.

Use it in the lesson → Use it when you choose a platform and set a realistic target for your campaign. Check your own country's law.

NGOFree

Taught in → Lesson 11.10 Crowdfunding, campaigns and events

Regulatory guideCore resource

Code of Fundraising Practice

Fundraising Regulator · 2025 · UK

Why we chose it: The UK rulebook for fundraising events, online platforms, prize competitions and free draws, and fundraising partnerships. A useful checklist of what to look up in your own country.

What to look for: Look at the sections on Events, Online fundraising platforms, and Prize competitions and free draws. Version effective 1 November 2025.

Use it in the lesson → Use it to check the regulations your campaign or event must meet. UK rules only; compare with your national law.

NGOUKFree

Taught in → Lesson 11.10 Crowdfunding, campaigns and events

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.11 Earned income: products, services and pricing

ResearchCore resource

Should Nonprofits Seek Profits?

William Foster and Jeffrey Bradach (Harvard Business Review, hosted by Bridgespan) · 2005 · US

Why we chose it: A well-known study showing earned income ventures rarely make the profit leaders expect, often because true costs and mission trade-offs are missed. It makes the cost view of pricing concrete.

What to look for: Read the salad dressing example on real costs, and the findings on revenue versus profit and on mission distraction.

Use it in the lesson → Use it when you set your price from cost in the exercise, so you include a fair share of overheads.

NGOSocial enterpriseResearchUSFree

Taught in → Lesson 11.11 Earned income: products, services and pricing

Regulatory guidePractical guide

Trustees, Trading and Tax: How Charities May Lawfully Trade (CC35)

Charity Commission for England and Wales · 2016 · UK (England and Wales)

Why we chose it: Explains when a charity can trade directly and when it needs a trading subsidiary, with the basics of income and corporation tax on profits.

What to look for: Read the sections on when charities can trade and on trading structures. Last updated 2016, so check for newer guidance and UK law only.

Use it in the lesson → Use it to see the kind of questions to ask your regulator about trading within your purposes or through a subsidiary.

NGOUKFree

Taught in → Lesson 11.11 Earned income: products, services and pricing

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.12 Membership and subscription models

GuideGo deeper

Guidance Notes to the Co-operative Principles

International Co-operative Alliance (ICA) · 2017

Why we chose it: The international reference for how member-owned organisations handle member economic participation, democratic control and education. It helps when membership also carries governance rights.

What to look for: Read the notes on membership, democratic member control and member economic participation. PDFs are available in six languages.

Use it in the lesson → Use it to keep the commercial offer and member governance rights clearly defined in your design.

Social enterpriseGlobal SouthFree

Taught in → Lesson 11.12 Membership and subscription models

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.14 Investment and repayable finance

GuideCore resource

Good Finance: Knowledge Hub and 'Is it right for us?' diagnostic

Good Finance (Big Society Capital and partners) · Current · UK

Why we chose it: A trusted guide for charities and social enterprises on types of social investment, costs and providers, with a readiness diagnostic and a cost of capital calculator.

What to look for: Use the Knowledge Hub on types of social investment and the 'Is it right for us?' diagnostic. Try the Cost of Capital Calculator before talking to a lender.

Use it in the lesson → Use it to test whether repayable finance fits and what it would cost in the exercise. UK market focus.

NGOSocial enterpriseUKBeginnerFree

Taught in → Lesson 11.14 Investment and repayable finance

GuideGo deeper

What You Need to Know About Impact Investing

Global Impact Investing Network (GIIN) · Current

Why we chose it: A global definition of impact investing, who the investors are and what returns to expect. It helps you judge whether investors share your mission before you take their money.

What to look for: Read the four core characteristics and the section on types of investor. Check the case studies for how investors measure impact.

Use it in the lesson → Use it to question equity or investor control and to prepare for a conversation with investors.

Social enterpriseStartupFree

Taught in → Lesson 11.14 Investment and repayable finance

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.15 Funder and customer mapping and prospect research

DatabaseCore resource

Donor Finder (2023 edition)

CIVICUS · 2023

Why we chose it: A curated list of about 90 progressive donors that support civil society, with eligibility, priorities and application routes, by region. It is a good starting point for activist and community groups.

What to look for: Use the regional lists. In each profile read the priorities, target groups, eligibility and application procedure. The companion Rapid Response Donor Finder covers emergencies.

Use it in the lesson → Use it to find prospects for your list, then score them on fit and eligibility as the exercise asks.

NGOGlobal SouthLocally ledFree

Taught in → Lesson 11.15 Funder and customer mapping and prospect research

DatabasePractical guide

GrantNav

360Giving · Current · UK

Why we chose it: Open data on grants actually awarded by UK funders. You can see who they fund, how much and how often, which beats guessing from a website.

What to look for: Search by funder, recipient or keyword, then check typical grant sizes and recent awards. Record the date you searched.

Use it in the lesson → Use it to separate facts from assumptions in your prospect list. UK funders only.

NGOUKFree

Taught in → Lesson 11.15 Funder and customer mapping and prospect research

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.17 Case for support and proposal development

GuideCore resource

How to Write a Grant Proposal

Candid Learning · Current · US / Global

Why we chose it: A clear overview of the main proposal sections, with five success tips and links to free training. It matches the lesson's structure.

What to look for: Read the core elements (executive summary, narrative, budget, supporting materials) and the tips on following requirements and using evidence.

Use it in the lesson → Use it when you turn your Module 1, 2, 6, 9 and 10 outputs into a case for support. Ignore the US tax documents.

NGOBeginnerFree

Taught in → Lesson 11.17 Case for support and proposal development

TemplatePractical guide

Sample Documents: funded proposals, letters of inquiry and budgets

Candid Learning · Current · US / Global · Free (free account needed)

Why we chose it: Real funded proposals, cover letters, letters of inquiry and budgets, with a funder's critique of each. Seeing what worked is hard to get elsewhere.

What to look for: Read the proposals with the decision-maker critiques, and compare how they present need, evidence and the request.

Use it in the lesson → Use it to compare your concept note and case for support with winning examples.

NGOTemplate

Taught in → Lesson 11.17 Case for support and proposal development

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.18 Budgets for proposals

GuidePractical guide

Introduction to Project Budgets

Candid Learning · Current · US / Global

Why we chose it: A one-hour on-demand course on drafting a project budget with confidence for foundation proposals, including how costs link to activities.

What to look for: Take the course to practise structuring a budget, then compare it with the funder's format. Focus on how each cost links to a planned activity.

Use it in the lesson → Use it when adapting your Module 9 project budget and writing the budget narrative.

NGOBeginnerFree

Taught in → Lesson 11.18 Budgets for proposals

GuidePractical guide

Five Initiatives for Successful Cost Recovery

Humentum · 2023

Why we chose it: Written with national NGOs in mind, it explains how to set and defend an indirect cost rate and talk to funders about it. It helps with the 'fair share of support costs'.

What to look for: Read the sections on cost tracking, setting a clear indirect cost rate, and funder dialogue. Note the challenges national NGOs face.

Use it in the lesson → Use it to justify your support cost line and prepare for a funder's maximum indirect rate.

NGODevelopmentGlobal SouthFree

Taught in → Lesson 11.18 Budgets for proposals

ResearchGo deeper

The Nonprofit Starvation Cycle

Ann Goggins Gregory and Don Howard (Stanford Social Innovation Review) · 2009 · US · Free (limited articles per month)

Why we chose it: Shows how unrealistic overhead expectations push organisations to underreport real costs. It supports your case for honest, full-cost budgets.

What to look for: Read the sections on funder expectations and underreporting, and on what funders and nonprofit leaders should do differently. US data.

Use it in the lesson → Use it when you argue for a realistic indirect rate with funders.

NGOResearchUS

Taught in → Lesson 11.18 Budgets for proposals

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.19 Stewardship and retention

PrinciplesCore resource

The Donor Bill of Rights

Association of Fundraising Professionals, AHP, CASE and Giving Institute · Global (US origin)

Why we chose it: Ten donor rights, including knowing how gifts are used, receiving recognition and prompt answers, and privacy. It gives a clear baseline for what good stewardship promises.

What to look for: Read all ten rights. Turn each into a promise your supporter care plan keeps, with an owner and a deadline.

Use it in the lesson → Use it to set the standards in your stewardship plan by segment. Available in English, French and Spanish.

NGOBeginnerFree

Taught in → Lesson 11.19 Stewardship and retention

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.20 Reporting and compliance to funders

GuideCore resource

Annotated Model Grant Agreement (AGA)

European Commission · 2025 · EU

Why we chose it: A line-by-line explanation of a real grant agreement. It shows what an award obliges you to do, which is exactly what the checklist exercise asks you to extract.

What to look for: Read Article 6 (eligible costs), Article 20 (records), Article 21 (reporting), Article 22 (payments) and Article 39 (amendments). Version 2.0, April 2025.

Use it in the lesson → Use it as a model when you turn your own agreement into an obligations checklist.

NGODevelopmentEUFree

Taught in → Lesson 11.20 Reporting and compliance to funders

TemplatePractical guide

Harmonised Narrative Reporting: the 8+3 Template (Grand Bargain)

Grand Bargain Workstream 9, co-convened by Germany and ICVA · 2020 · Global (humanitarian)

Why we chose it: A common narrative report template that several major donors accept, which cuts duplicated reporting. It shows what honest, consistent reporting looks like.

What to look for: Read the update on donor adoption and follow its link to harmonizedreporting.com for the template and guidance. Check whether your funders accept it.

Use it in the lesson → Use it to design a reporting format reconciled to your MEAL data, and to ask funders to accept one format.

NGOHumanitarianTemplateFree

Taught in → Lesson 11.20 Reporting and compliance to funders

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.21 Fundraising KPIs, cost of fundraising and return

ResearchPractical guide

Fundraising Effectiveness Project (FEP)

Association of Fundraising Professionals and GivingTuesday · 2026 · US

Why we chose it: Long-running benchmark data on donor numbers, retention and growth in giving, from over 25,000 US nonprofits. It focuses on net growth rather than cost ratios alone.

What to look for: Look at the reports library (fepreports.org) and summaries for new donors, retained donors and net change. Treat them as indicative, not as targets.

Use it in the lesson → Use it to compare your own retention and new-donor numbers when you choose KPIs. US data only.

NGOResearchUSFree

Taught in → Lesson 11.21 Fundraising KPIs, cost of fundraising and return

Module 11 · Fundraising, Revenue & Sustainable Business Models

11.22 Test your model before you scale

GuideCore resource

How to Test Your Idea: Start with the Most Critical Hypotheses

Strategyzer (Alexander Osterwalder)

Why we chose it: Shows how to rank assumptions on desirability, feasibility and viability and test the riskiest first. It turns the lesson's hypotheses into a method.

What to look for: Follow the four steps: think, build, measure and learn. Pay most attention to Step 0, mapping the critical hypotheses on your canvas.

Use it in the lesson → Use it to pick the one assumption (price, monthly giving, funder renewal) that your small test should address.

Social enterpriseStartupManagementFree

Taught in → Lesson 11.22 Test your model before you scale

HandbookGo deeper

Lean Impact: How to Innovate for Radically Greater Social Good

Ann Mei Chang (Wiley) · 2018 · Paid book

Why we chose it: Applies lean startup methods to social change, including testing risky assumptions, validating learning and adapting, with funder and beneficiary views in mind.

What to look for: Focus on the chapters on testing assumptions and measuring what matters. Keep the lesson's rule: set a time limit, owner and decision rule before you start.

Use it in the lesson → Use it to adapt lean experiments to a purpose-led organisation and to include participant feedback and harms.

NGOSocial enterpriseStartupManagement

Taught in → Lesson 11.22 Test your model before you scale

Module 12 · Partnerships & Ecosystem Building

12.1 Why partner: types of partnership

FrameworkCore resource

Collaboration Spectrum Tool

Tamarack Institute · 2017 · Global (Canada-based)

Why we chose it: A one-page continuum for deciding how deep a relationship should be. It backs the lesson's point that deeper is not always better, and gives you a shared picture to discuss.

What to look for: The spectrum itself and the three-step exercise: mark where you are now, where you would ideally be, then discuss the gap with the other party.

Use it in the lesson → Use it when you list partnership types: place each planned partner on the spectrum and write one line on why that depth fits the purpose.

NGOSocial enterpriseTemplateBeginnerFree

Taught in → Lesson 12.1 Why partner: types of partnership

Module 12 · Partnerships & Ecosystem Building

12.2 Partnership strategy and value proposition

PrinciplesCore resource

Principles of Partnership: A Statement of Commitment

Global Humanitarian Platform (hosted by ICVA) · 2007

Why we chose it: Five short principles agreed by UN agencies, NGOs and the Red Cross movement: equality, transparency, results-orientation, responsibility and complementarity. A tested starting point for your own partnership principles.

What to look for: The five principles and their one-line explanations. ICVA's companion '10 Practical Ways to Use the Principles of Partnership' shows how to write them into agreements and reports.

Use it in the lesson → Use it when you write your partnership principles: adopt, adapt or reject each one and say why in your own words.

NGOHumanitarianDevelopmentBeginnerFree

Taught in → Lesson 12.2 Partnership strategy and value proposition

FrameworkPractical guide

Value Proposition Canvas

Strategyzer · Free canvas PDF (playbooks paid)

Why we chose it: The original canvas for matching what you offer to what another party needs. Adapted to partners, it forces the two-way thinking this lesson asks for.

What to look for: The jobs, pains and gains side of the canvas. Fill it in for the partner first, then for yourself, so each side's benefit is explicit.

Use it in the lesson → Use it when you write the value proposition for one priority partner type: one canvas per side, then merge into a short proposition.

Social enterpriseStartupTemplateFree

Taught in → Lesson 12.2 Partnership strategy and value proposition

Module 12 · Partnerships & Ecosystem Building

12.3 Ecosystem and partnership mapping

GuideCore resource

Tracing Power and Influence in Networks: Net-Map as a Tool for Research and Strategic Network Planning

International Food Policy Research Institute (Schiffer and Waale) · 2008

Why we chose it: Shows a simple paper-and-counters way to draw who is linked to whom and who holds influence. Adds the power layer that most ecosystem maps leave out.

What to look for: The six steps: list actors, draw links (funding, advice, information), build 'influence towers', discuss, note actor goals, then pick links to strengthen.

Use it in the lesson → Use it when you map your ecosystem: run a short Net-Map session with colleagues or community partners before ranking prospects in the CRM.

DevelopmentResearchToolkitFree

Taught in → Lesson 12.3 Ecosystem and partnership mapping

Module 12 · Partnerships & Ecosystem Building

12.4 Partner selection and due diligence

Regulatory guideCore resource

Chapter 2: Due Diligence, Monitoring and End Use of Funds

Charity Commission for England and Wales · 2011 · UK (England and Wales)

Why we chose it: Official, practical 'know your donor, beneficiary and partner' checks built on a risk-based approach, matching the lesson's call for proportionality. England and Wales only; a good model elsewhere.

What to look for: The 'risk-based approach', 'Know your partner' and 'Charities operating internationally' sections.

Use it in the lesson → Use it to build your checklist for the prospect you assess, then swap in your own country's law and regulator.

NGOUKFree

Taught in → Lesson 12.4 Partner selection and due diligence

ToolkitPractical guide

Charter for Change Due Diligence Passporting Tool

Humentum with Charter for Change members · 2024

Why we chose it: Shows due diligence from the partner's side: one standard financial assessment shared across funders to cut duplicate audits. Helps keep checks proportionate and two-way.

What to look for: How passporting works and the free assessment tool (English, French, Spanish). It covers financial checks only, so add safeguarding and data checks yourself.

Use it in the lesson → Use it when you define checks by partnership type: decide which you can accept from a partner's existing assessment instead of repeating them.

NGOHumanitarianLocally ledToolkitFree

Taught in → Lesson 12.4 Partner selection and due diligence

Module 12 · Partnerships & Ecosystem Building

12.5 Alignment, power dynamics and equitable partnerships

GuideCore resource

Equitable Partnerships and Localisation: Pocket Guide

International Council of Voluntary Agencies (ICVA) · 2025

Why we chose it: A short, practical overview of equitable partnership and localisation from a global NGO network. Turns the lesson's power ideas into concrete questions about funding, decisions and credit.

What to look for: The key concepts, then the sections on current trends, barriers and practical opportunities. Read with one real partnership in mind.

Use it in the lesson → Use it when you assess alignment and power in one partnership: compare your funding, decision-making, overheads and credit with its practices.

NGOHumanitarianLocally ledBeginnerFree

Taught in → Lesson 12.5 Alignment, power dynamics and equitable partnerships

ResearchGo deeper

Time to Decolonise Aid: Insights and Lessons from a Global Consultation

Peace Direct with Adeso, Alliance for Peacebuilding and Women of Color Advancing Peace and Security · 2021

Why we chose it: Evidence from 158 people in a global consultation on how structural racism and unequal power shape aid partnerships. Gives the power section a Global South voice.

What to look for: The recommendations on shifting power and resources. Use the second edition, which corrected the first (see page 2).

Use it in the lesson → Use it to challenge your own partnership: who holds the money, sets the agenda and takes the credit, and what would change that?

NGODevelopmentGlobal SouthLocally ledResearchFree

Taught in → Lesson 12.5 Alignment, power dynamics and equitable partnerships

Module 12 · Partnerships & Ecosystem Building

12.6 Designing the partnership: roles, governance and resources

ToolkitCore resource

The Partnering Toolbook (4th edition)

The Partnering Initiative (Ros Tennyson) with UNDP, GAIN and IAEA · 2011

Why we chose it: A concise classic on how partnerships work across sectors, laid out as 12 phases. Adds governance, leadership roles and review cycles to your design.

What to look for: The chapters on partnering agreements and managing the partnering process (roles, leadership, governance), then delivering and sustaining partnerships.

Use it in the lesson → Use it when you design roles, steering group and routines for one partnership: use the phases as a checklist for what you have left out.

ManagementDevelopmentToolkitFree

Taught in → Lesson 12.6 Designing the partnership: roles, governance and resources

Module 12 · Partnerships & Ecosystem Building

12.7 Formalising: MoUs and partnership agreements

ToolkitCore resource

How to Strengthen Collaboration: A Toolkit for Civil Society Organisations

Global Network of Civil Society Organisations for Disaster Reduction (GNDR) and The Partnering Initiative · 2021

Why we chose it: Built with 20 civil society groups in Nigeria and Zimbabwe, so it fits small, locally led organisations. Gives an agreement template plus linked tools for assessment, health checks and transitions.

What to look for: Tool 4, the Partnering Agreement Template. Tool 6 helps if the partner is a company.

Use it in the lesson → Use it when you outline your MoU or agreement: adapt its headings, then add funder flow-down clauses and your safeguarding and data terms.

NGODevelopmentGlobal SouthLocally ledTemplateToolkitFree

Taught in → Lesson 12.7 Formalising: MoUs and partnership agreements

TemplatePractical guide

Memorandum of Understanding (MoU) Template

tools4dev · 2014

Why we chose it: A very simple, free MoU for partners who see each other as equals. Clear that an MoU does not replace a binding contract or a donor sub-grant agreement.

What to look for: The note on when to use an MoU and the advice to have a local legal specialist review the final text.

Use it in the lesson → Use it to start your outline, then check it covers money, safeguarding, data and exit, and add what is missing.

NGOTemplateBeginnerFree

Taught in → Lesson 12.7 Formalising: MoUs and partnership agreements

Module 12 · Partnerships & Ecosystem Building

12.8 Managing the relationship

GuideCore resource

Transforming Partnerships in International Cooperation

Peace Direct · 2023

Why we chose it: Practical advice drawn from 200 people in 70 countries on trust, open communication, flexible funding and local ownership. Adds the 'how' behind the lesson's trust-building habits.

What to look for: The recommendations for your kind of organisation (civil society, donor, INGO or intermediary). Look for the advice on communication and budgets.

Use it in the lesson → Use it when you write your relationship plan: pick two or three practices on communication, feedback and fair budgeting and turn them into routines.

NGODevelopmentGlobal SouthLocally ledFree

Taught in → Lesson 12.8 Managing the relationship

Module 12 · Partnerships & Ecosystem Building

12.9 Partnership risk and conflict resolution

FrameworkCore resource

Risk Sharing Framework

Risk Sharing Platform (Grand Bargain, IASC; co-led by the Netherlands Ministry of Foreign Affairs, ICRC and InterAction) · 2023

Why we chose it: Moves the question from 'how do we pass risk down the chain' to 'who is best placed to carry it'. Covers fiduciary, safeguarding, security and reputational risk, with guiding questions.

What to look for: The guiding questions on how risks are identified, who carries them and what partners need to manage them. Skim the list of risk types first.

Use it in the lesson → Use it when you list partnership risks and mitigations: for each risk ask who carries it and whether you can share or reduce it.

NGOHumanitarianLocally ledManagementFree

Taught in → Lesson 12.9 Partnership risk and conflict resolution

Module 12 · Partnerships & Ecosystem Building

12.10 Partnership monitoring, health checks and KPIs

ToolkitCore resource

Building Equitable Partnerships: Tools Pack

Plan International and Social Development Direct (SDDirect) · 2025

Why we chose it: A tested annual Partnership Health Check, plus a partnership continuum, an added-value case and a readiness assessment. Built to shift power, and tested in responses such as Ukraine.

What to look for: The Partnership Health Check survey and how to run the conversation. The added-value case helps you set value-based KPIs.

Use it in the lesson → Use it when you design your health check: copy the dimensions, write your own questions and repeat them yearly to see trends.

NGODevelopmentLocally ledTemplateToolkitFree

Taught in → Lesson 12.10 Partnership monitoring, health checks and KPIs

FrameworkGo deeper

Collaboration Factors Inventory (3rd edition)

Wilder Research · 2018 · US (widely used) · Free for non-commercial use

Why we chose it: A research-based survey of the factors that predict whether collaborations succeed. A tested alternative to home-made questions.

What to look for: The factors it measures, such as trust, communication and shared vision, and the online version. Use is permitted for non-commercial purposes.

Use it in the lesson → Use it to cross-check your health-check questions, or to diagnose a long-running partnership that feels stuck.

ResearchUSFree

Taught in → Lesson 12.10 Partnership monitoring, health checks and KPIs

Module 12 · Partnerships & Ecosystem Building

12.11 Renewal, scaling or exit

GuideCore resource

Living Our Values in the Distress of Exit

INTRAC · 2020

Why we chose it: Practical lessons from INTRAC's decade of accompanying international NGOs through exit: allow time, speak face to face, and help partners find new funding.

What to look for: The six points on responsible exit, especially the two-year rule of thumb for long partnerships, in-person bad news and capacity support for exit.

Use it in the lesson → Use it to draft your exit plan template: notice periods, communication steps and what support you offer a departing partner.

NGODevelopmentBeginnerFree

Taught in → Lesson 12.11 Renewal, scaling or exit

Case studyGo deeper

Is There Such a Thing as Responsible Exit?

INTRAC (Rick James) · c.2015

Why we chose it: A case study of EveryChild's exit from six countries and INTRAC's evaluation of whether its exit principles held. Shows how exit time should scale with partnership length.

What to look for: EveryChild's three principles (sustainability, avoiding harm, preserving local momentum) and the timelines: 3 to 12 months for short partnerships, 2 to 3 years for those over ten years.

Use it in the lesson → Use it to set renewal and exit criteria, and to match your notice period to the age of the partnership.

NGODevelopmentFree

Taught in → Lesson 12.11 Renewal, scaling or exit

Module 13 · Strategy to Action: Plan, Deliver & Review

13.1 From strategy to annual plan

ToolkitCore resource

Action Planning (CIVICUS Toolkit)

CIVICUS: World Alliance for Citizen Participation · 2003

Why we chose it: Written by and for civil society organisations, with a step-by-step method for turning strategic objectives into a work plan. It also covers people and timing, which plans often skip.

What to look for: The step-by-step planning activities, the sections on the workplan, individual plans and the role of management, and 'From action plan to business plan'.

Use it in the lesson → Use it for the cascade exercise: take each objective, agree the year's priorities and activities, then who does what and by when.

NGOGlobal SouthToolkitBeginnerFree

Taught in → Lesson 13.1 From strategy to annual plan

GuidePractical guide

Project DPro Guide

PM4NGOs · 2nd edition · Free (CC BY-NC)

Why we chose it: An open project management guide made for development and humanitarian organisations, covering identification through closure. Helps separate projects, programmes and operations.

What to look for: The sections on how projects, programmes and portfolios differ, and the project phases. The 'Quick Guide to the Project DPro' is a short way in.

Use it in the lesson → Use it when you sort your initiatives into projects, programmes and operations and check each has the capacity it needs.

NGODevelopmentHumanitarianManagementFree

Taught in → Lesson 13.1 From strategy to annual plan

Module 13 · Strategy to Action: Plan, Deliver & Review

13.3 Deliverables and acceptance

StandardGo deeper

Government Functional Standard GovS 002: Project Delivery (version 2.1)

UK Government (Infrastructure and Projects Authority) · 2025 · UK (government)

Why we chose it: An official standard showing how a mature delivery system defines accountable roles, planning and control. Overkill for most small organisations, so use it as a benchmark and scale down.

What to look for: The overview of the eight elements and the Continuous Improvement Assessment Framework. Skip detail on government approval processes.

Use it in the lesson → Use it to sanity-check your acceptance criteria and who signs off, keeping only what fits your size.

ManagementUKFree

Taught in → Lesson 13.3 Deliverables and acceptance

Module 13 · Strategy to Action: Plan, Deliver & Review

13.7 One plan: budget, risks, funding, communications and partnerships

ToolkitPractical guide

Guide to Using a Program Strategy Map

The Bridgespan Group · Global (US-origin)

Why we chose it: Helps you decide what to scale back or fund differently by plotting each programme's fit with impact goals against its financial sustainability. Useful when the integration check shows costs and funding do not match.

What to look for: The five steps: name your critical questions, define what 'good' looks like, gather information, create the map, make decisions. A companion Excel tool is offered.

Use it in the lesson → Use it when links fail in your integration check: map your initiatives, then decide what to reduce, re-phase or fund differently.

NGOManagementToolkitFree

Taught in → Lesson 13.7 One plan: budget, risks, funding, communications and partnerships