Reimagining Education in Emergencies: A Conversation Between Helena Murseli and Faiza Hassan

With global crises on the rise and traditional donor funding shrinking, it’s more important than ever to rethink how we support Education in Emergencies (EiE). In response, INEE jointly with EiE stakeholders is convening a series of national, regional and global discussions to reflect on What’s Next for the education sector and specifically EiE. What’s Next involves a strategic rethinking of EiE delivery mechanisms and is about reimagining the education sector as one that is led by local actors, who are less reliant on traditional donors, and offering a fresh perspective of what EiE can look like in practice.

In this conversation, Helena Murseli, UNICEF’s Global Senior Education Advisor, and Faiza Hassan, Director of INEE, reflect on the future of EiE and the broader education sector. Together, they explore how the sector can shift from reactive programming to long-term, sustainable, equity-driven solutions that are part of national education systems. 

Faiza: Hi Helena, I’m really looking forward to this conversation. The EiE space is facing so many critical shifts right now, and while the challenges are growing, I think there’s also an opportunity for us to rethink how we approach the work that we do. Let’s start big: what are your thoughts on what’s next for EiE and the broader education sector?

Helena: Thanks Faiza, and great to be here with you. I think we are at a defining moment. EiE has to move beyond being reactive. The future must be about building resilient, inclusive education systems that can withstand crises, whether from conflict, climate, or displacement. That means thinking long-term. We need systems that are adaptable and flexible, yes, but also ones that are deeply integrated into national policy and planning. EiE has to be part of the main education system and education sector, not a parallel track. That’s how we ensure sustainability and real impact.

Faiza: Absolutely. And with traditional donor funding shrinking, I wonder how we can turn this funding crisis into a real chance for transformation for the education sector. What do you think, how can we use this moment to push for more diversified funding models?

Helena: It’s a tough environment, but it’s also an opportunity. Shrinking traditional donor funds are a wake-up call for the sector to prioritize local ownership and diversify how education is funded. We need to strengthen community-driven education initiatives, empower local actors, and build financing models that go beyond traditional donors, like engaging private foundations, diaspora communities, and local governments. And let’s not underestimate local innovation, many of the most sustainable EiE solutions come from the ground up. We must also seriously explore alternative ways of providing learning beyond schools and diversify learning modalities through digital and distance learning.

Faiza: Totally agree. And we also need to keep education on the agenda, especially when so many sectors are competing for attention and there’s some talk about deprioritizing education as part of humanitarian response. What’s your take, how can we better advocate for education to remain a priority in emergencies? 

Helena: Advocacy starts with reframing the narrative. Education isn’t a secondary issue, it is foundational to survival, stability, and recovery. Education is life-saving and also life-changing. We need to communicate that with clarity, backed by data and human stories. Also, we need to strategically engage in global forums, whether at climate summits, humanitarian conferences, or peacebuilding events. EiE has a place in every one of those conversations. Coalition-building is key, we should be working hand-in-hand with actors from health, protection, and climate sectors to show how education is central to all of it.

The Evolving Role of EiE

Faiza: Given everything we’re facing, climate disasters, conflict, protracted displacement, how do you see the role of EiE evolving?

Helena: Great question. The numbers are staggering, over 230 million children across more than 60 countries are affected by crises. Even when they’re enrolled, learning is not guaranteed. Only 17% of crisis-affected children in primary school meet basic reading proficiency. So EiE needs to go well beyond reopening classrooms. It’s about building education systems that are shock-responsive, adaptive, and sustainable. That includes embedding EiE in national education strategies, social protection frameworks, and peacebuilding efforts. As the sector evolves, so too must the roles of those working within it. Teachers, often the first responders when education is in crisis, need stronger support, training, and recognition. Civil society, international organizations, and communities all have a role to play in building a more resilient, coordinated, and equitable EiE ecosystem.

Shifting the Narrative

Faiza: It’s clear we need to rethink how the world sees EiE. What’s your take, do we need to reshape the global narrative around education in emergencies?

Helena: Absolutely. Too often EiE is framed as temporary or optional. This has real consequences. Many children affected by crisis and conflict spend their entire school-age years as refugees or internally displaced persons. Unfortunately, EiE interventions in these contexts are often short-term and poorly connected to national education systems, leaving millions of children without stable and consistent learning opportunities. As I mentioned earlier, education not only changes lives, it is life-saving. We need to position EiE as a core part of national education systems, not something that operates in isolation. That means making sure children, teachers, and communities are at the center of shaping the solutions. Their voices must drive the decisions. We also need to bring new sectors and partners into the conversation, such as private tech firms, climate organisations, and even financial actors. EiE doesn’t belong in just one lane. It’s a cross-cutting development, humanitarian, and peacebuilding issue.

Final Reflections

Faiza: So much of what we’ve discussed points to one big takeaway, as global crises become more frequent and complex, the EiE community must lead with a fierce commitment to equity and ensuring that local actors are at the center of decision-making and shaping the solutions. 

Helena: Exactly. If we get it right, by making bold policy changes, investing in resilient systems, and shifting the narrative, we can transform EiE from a reactive intervention into a cornerstone of preparedness, recovery and peace.

What’s Next for EiE?

We want to hear from you! With traditional donor funding shrinking, it’s more important than ever to rethink how we support education in emergencies. How have the recent funding cuts impacted education service delivery in your context? How do you see education in emergencies evolving? And how can we continue ensuring access to quality education for all children without relying so heavily on traditional donor funding? What are your hopes, aspirations, and plans?

Share your insights with us through this short survey - available in English, Arabic, French, Portuguese, and Spanish - or join a virtual Meet-Up. Looking forward to hearing from you!