Education in Emergencies and Reconstruction: Bridging the Funding Gap

More than half of the world’s 103,5 million out-of school children live in countries affected by, or recovering from, emergencies. Conflict and wars are among the greatest barriers to reaching Education for All and the second of the Millennium Development Goals. This thesis focuses on one of the most serious impediments to the provision of quality education in situations of emergency and reconstruction: the lack of donor commitment and funding. It summarises recent literature and research explaining education not only as a right, but also as a necessity that can be both life-sustaining and life-saving, providing physical, psychosocial and cognitive protection in times of emergency and calamity. It documents how and to what extent the artificial dichotomy between humanitarian relief and development assistance nonetheless hinders effective delivery of education in emergencies and reconstruction, preventing both the conceptual and practical framework necessary to ensure adequate and consistent donor support for education in emergencies. Using the example of the Norwegian Government –one of few donors committed to including education in their humanitarian response, this thesis analyses why and how donors should bridge the gap between their humanitarian assistance and development agenda. The thesis documents how the Government of Norway conceive of education in emergencies and reconstruction in terms of relief and development, and questions to which extent this approach can function as a policy and programming model for other donor and assistance agencies. With reference to the ‘Norwegian model’, the paper suggests policy and funding structures that could more effectively bridge this dichotomy to guarantee that the support corresponds to the actual needs in this crucial field.