Authors Zeena Zakharia and Francine Menashy suggest that a surge in corporate support of refugee education has increased the private authority of corporate actors in education in emergencies policy spaces.

While other critical needs such as health, water and sanitation are being responded to, educational needs cannot be forgotten and these have an equally detrimental impact if left unaddressed. The ‘pile-on effect’ of the coronavirus is that, during the global COVID-19 pandemic, interruptions to education can have long term implications -- especially for the most vulnerable.

Early life experiences shape the architecture of the brain and lay the foundation for later development. The very youngest refugees† face compounding risks that threaten their long-term development and wellbeing. Still, the multi-dimensional needs of displaced infants, toddlers and those who care for them remain overlooked and underfunded.

This report examines whether donor policies and humanitarian funding are keeping up with increased demand for education in emergencies, and whether there has been any progress towards addressing the recommendations in the first Walk the Talk-report.