Background on Education in Emergencies

Education in emergencies, often abbreviated as EiE, refers to the provision of quality learning opportunities for children, youth, and adults in situations of crisis, including armed conflict, natural disasters, and public health emergencies. This field has grown in importance as global crises displace millions and disrupt schooling worldwide. The Inter-agency Network for Education in Emergencies (INEE) serves as a key global network supporting these efforts, bringing together practitioners, researchers, and organizations committed to ensuring safe and relevant education during crises.

With nearly 300 million children and youth currently affected by conflict and crisis, the need for effective EiE systems has never been more pressing. Traditional approaches have relied heavily on international aid and multilateral frameworks, but recent shifts in global politics and funding have exposed vulnerabilities in the existing model.

The Current Crisis in the EiE System

Experts describe the system that funds and organizes education in disaster zones as being in terminal decline. Factors contributing to this include the erosion of multilateralism and reductions in foreign aid commitments from major donors. Questions have also arisen about the underlying agendas of donor countries, with concerns that aid may prioritize foreign policy objectives over the direct needs of learners and communities. Historical practices such as policy conditionality, where assistance is tied to economic reforms, have further complicated perceptions of impartial support.

These challenges highlight the urgency for systemic change, moving away from top-down models toward approaches that center affected populations.

University of Auckland's Leadership Role

The University of Auckland is co-leading a groundbreaking project aimed at a complete rethink of the global education in emergencies system. Dr Ritesh Shah, director of the Centre for Asia Pacific Refugee Studies at the university, is at the forefront of this initiative. The project seeks to put young people at the heart of EiE planning and delivery, fostering transformation through community-driven insights.

This effort aligns with the university's strong focus on refugee studies and crisis-affected education, positioning New Zealand's higher education sector as a key contributor to international humanitarian responses.

Key Partners and Funding

The initiative operates in partnership with the Inter-agency Network on Education in Emergencies (INEE) and the University of Maryland-College Park. Initial funding comes from a US$75,000 Spencer Foundation Vision Grant, which supports coalition-building over 12 months. The team aims to secure a larger Transformative Research Grant of up to US$3.5 million to implement the full research programme.

These partnerships strengthen the project's capacity to influence global policy while drawing on diverse expertise from academia and practice.

Learn more about the project on the University of Auckland news page.

Photo by Chela B. on Unsplash

Bottom-Up Methodology and Community Engagement

Unlike conventional top-down reforms, this project adopts a bottom-up approach. It begins with workshops in affected communities across regions including Colombia, Syria, and Sudan. Participants—teachers, parents, young people, and local leaders—will envision an ideal EiE system where decision-makers are accountable to communities rather than external interests.

Real-world examples, such as educators maintaining learning in makeshift spaces amid ongoing conflicts, will inform the development of competing visions for the future. These visions will then be shared with global decision-makers to identify champions for change.

Implications for Affected Populations

The ultimate ambition is to ensure that education received by millions in crisis settings better supports their needs, aspirations, and those of their communities. By prioritizing local voices, the project hopes to address past shortcomings where external agendas dominated.

This shift could lead to more sustainable, culturally relevant educational responses that empower rather than impose solutions.

Challenges in Transforming an Entrenched System

Transforming such a complex and established system presents significant hurdles. Entrenched interests, funding dependencies, and varying national contexts require careful navigation. However, the involvement of networks like INEE, which have already signaled commitments to new directions, provides a foundation for progress.

Identifying like-minded allies at community, national, and international levels will be crucial to overcoming resistance and building momentum.

Broader Impacts on Higher Education and Research

For New Zealand universities and the global academic community, this project underscores the role of higher education institutions in addressing humanitarian challenges. It opens avenues for interdisciplinary research collaborations and positions academics as facilitators of systemic change rather than sole experts.

Insights from the initiative could influence curriculum development in education, refugee studies, and international development programmes at institutions worldwide.

Photo by Brett Jordan on Unsplash

Future Outlook and Next Steps

Over the coming months, the coalition will mobilize partners and refine research proposals. Success in securing larger funding would enable in-depth studies and pilot implementations of community-led models.

The project represents a timely response to evolving global dynamics, offering hope for a more equitable and effective EiE framework in the years ahead.

Explore resources from the Inter-agency Network for Education in Emergencies to stay informed on related developments.

Relevance to New Zealand's Academic Community

New Zealand higher education stands to benefit from enhanced international visibility and research opportunities through this leadership role. Academics and students interested in global education issues may find new pathways for engagement, from fieldwork collaborations to policy influence.

Institutions like the University of Auckland demonstrate how local expertise can contribute meaningfully to worldwide challenges in education access and quality during crises.