Localising Education in Emergencies (EiE): Perspectives from Research, Teaching, and Government
With rising numbers of out-of-school children and youth globally, coupled with drastic reductions in international aid to education, this is a critical moment to rethink and restructure the systems underpinning humanitarian and development aid flows to education. As seen in INEE’s consultations with diverse stakeholders in the EiE sector, localisation of power, leadership, and education response is at the heart of “what’s next” for Education in Emergencies. This is not a new shift: after several years of advocacy and dialogue, during the 2016 World Humanitarian Summit and in the subsequent Grand Bargain agreement, donors, NGOs and aid providers agreed to make humanitarian action “as local as possible, as international as necessary”. Yet, evidence suggests that localisation efforts have largely failed to meaningfully shift persistent power asymmetries between the Global North and Global South. Consider the following numbers:
💡The Grand Bargain target to provide 25% of humanitarian funding to local actors is far from realised, with only 4.4% of tracked international humanitarian funds (not including sub-grants and sub-contracts) being received by local actors in 2023.
💡In 2022, in the education sector, over half (59%) of Education Cannot Wait funding was provided to UN agencies, while national NGOs delivering education received less than 1% directly.
Against this backdrop, a few key questions emerge: As we look ahead to 2026, how must we think and act differently to achieve our localisation goals? What can we learn from teachers and local educators who continue to uphold education when systems fail? And what kinds of partnerships and processes are already emerging as promising examples of shifting power? In response to these questions, and drawing from a recent research from the ERICC programme, INEE in partnership with ERICC hosted this webinar where speakers disseminated key findings and evidence-based insights on localisation, shared reflections on teaching and co-creating research in crisis-affected contexts, and highlighted the realities faced by local educators working to advance education in their own settings.
Presentation: Click here
ERICC brief on localisation: Click here
Speakers
Dr. Arianna Pacifico: Arianna Pacifico, PhD is an Education Researcher at the Airbel Impact Lab, supporting the International Rescue Committee’s global research agenda including the Education Research in Conflict and Protracted Crisis (ERICC) programme, an ambitious FCDO-funded project that aims to build a rigorous body of research evidence about what works to improve education access, quality, continuity in conflict and crisis settings.
Dr. Oladele Akogun: Oladele Akogun is Senior Researcher and Regional Research Director at the Airbel Impact Lab–ERICC, with expertise in health systems and education research for policy and practice. His work emphasises community engagement and improving access to and use of intervention services. He holds a PhD in Public Health and a Postgraduate Diploma in Education, and works across epidemiology, international health, and education. In addition, he holds degrees in Law and Alternative Dispute Resolution and is a certified arbitrator and mediator. Since joining the Federal University of Technology, Yola, in 1986, he has mentored numerous graduate and postdoctoral researchers globally, founded the University’s Research and Development unit, and is Professor of Public Health Parasitology and Systems Research.
Asmaa Mustafa: An English language teacher, educational researcher, and community activist from Gaza. She was awarded the title of Palestinian Teacher of the Year 2022 and Global Teacher 2020 as part of international initiatives recognizing educational excellence. She works in the field of emergency education and has led several educational initiatives for children during the war, including conducting learning sessions in displacement shelters and designing activities that promote peace, hope, and resilience. She has contributed to writing and documenting human and educational experiences during the genocide in Gaza, with articles published in regional and international platforms such as Manahijiat Journal and Al-Araby Al-Jadeed. She is currently working on a book that highlights human stories from the war, in addition to conducting research on the cultural identity of Gaza’s cities and the realities of education under displacement. Asma is committed to supporting children both psychologically and educationally, empowering them to continue learning under the harshest conditions, and contributing to community awareness through various educational and cultural initiatives.
Mohammed Yahya Balarabe: born in Gombi, Adamawa State in Nigeria, Mohammed Balarabe holds a bachelor’s degree in education and is the Gombi Local Government Director of Social Mobilisation. He acted as Education Secretary when the Common Heritage Foundation commenced its research on education in the Local Government, and has continued to represent the education system in the study on community initiatives.
The recording of this web event and all presentations will be posted on the INEE website. If you have any questions about the web event, please contact [email protected].