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In-Person Humanitarian Training Courses

Education in Emergencies

The Fall 2022 Education in Emergencies course has been postponed. We are hoping to bring the Education in Emergencies course to our online platform soon.

Where: Amman, Jordan
When: November 6-10

Course Overview

With the increasing number of 35.6 million children living in conflict-affected countries, and hundreds of thousands of families displaced by natural disasters and climate change-induced crises, the need for innovative and sustainable education in emergencies programmes is key in our common goal of ensuring inclusive and equitable quality education for all (SDG4).

Responding to the educational needs of children and adults in fragile contexts requires a progressive professionalization of the workers in the sector. The present 5-day intensive course on Education in Emergencies is articulated around core professional competences involved in the design and implementation of educational projects, from the emergency phase to post- conflict situations — emphasizing the mechanisms required to ensure protection and improve the quality of education during and after humanitarian crises, within INEE standards and guidelines.

Education in Emergencies programmes shall promote a holistic development of the child in any humanitarian intervention. For this reason, we will be presenting students with the main challenges that children face during forced displacement (from protection risks to child recruitment in armed forces, food security or SGBV) and fostering participants’ knowledge and skills to better cater to the educational needs of the most vulnerable. At the end of the training, humanitarian workers will have increased their knowledge, skills and dispositions on providing quality education programmes in emergencies and protracted settings.

Key Topics

  • Education focus of the Global Compact on Refugees and the Sustainable Development Goals (SDGs)
  • Designing and implementing quality educational projects in fragile contexts
  • Formal and non-formal education for the displaced
  • Inter-Agency Network for Education in Emergencies (INEE)
  • Minimum Standards for Education
  • Education in Emergencies and Cash Transfer Programming
  • Challenges faced by children associated with armed forces and marginalized youth
  • Nutrition and children
  • Child protection and well-being
  • Inclusion in education
  • Gender issues regarding access to education.

Faculty Biographies

Gonzalo Sanchez-Teran has worked for the Jesuit Refugee Service since 2001 as Country Director in Guinea Conakry, Liberia, Côte d’Ivoire, and the Central African Republic, and as Program Officer at the Chadian-Sudanese and the Somali-Ethiopian border. During this time he has organized, managed and implemented emergency projects in refugee and IDP camps with a special focus in education. He has also done consultancy work on humanitarian assistance, development and advocacy for International NGOs in Zimbabwe, Madagascar, Zambia, Côte d'Ivoire, Kenya, Chad, Cameroon, Uganda, South Sudan, Republic of the Congo and the Democratic Republic of the Congo.

Since 2014 he is the Deputy Humanitarian Programs Director at Fordham University (New York) where he also teaches at the International Diploma on Humanitarian Assistance. He is also the Director of the Education in Emergencies Course and the Strategic Issues in Humanitarian Assistance Course for the MIHA (Master on International Humanitarian Assistance).

Gonzalo is also a regular lecturer for the Humanitarian Cooperation Master at Comillas University (Madrid), NOHA Master in International Humanitarian Action at Deusto University (Bilbao), and the Master of International Cooperation in Sustainable Emergency Architecture at the UIC (Barcelona). In the last years he has conducted training Courses for local NGOs in Sudan, Jordan, South Korea, Kenya, Myanmar, South Africa, Malaysia, India, the United Arab Emirates, Nepal and Nicaragua. From 2010 to 2011 he was the director of Intermon, Oxfam's book collection. Since 2015 he has been invited to participate and lecture in seminars at Columbia University, New York (Implementing the Sustainable Development Goals, September 2015), the Pontifical Academy of Science, Rome (Children and Sustainable Development: A Challenge for Education, November 2015), the Academic Counsel of the United Nations System, New York (Meeting the Challenges of Development and Dignity, June 2016), UCLA University, Los Angeles (Humanitarianism and Mass Migration, January 2017), and the V International Congress of Scholas Chairs at Fordham University, New York (June 2019).

Since 2018 he has worked with the AECID (Agencia Española de Cooperación Internacional), conducting trainings and capacity building programs for its national and international staff.

Contact: [email protected]

Jessica Oddy has worked in the humanitarian education space for the past decade, globally, including protracted urban and camp refugee settings, internal displacement, resettlement, and transitory contexts. She has worked for various organisations, including NORCAP, Save the Children, Lutheran World Federation, War Child UK and UNHCR in a variety of EiE technical advisory and managerial roles. Most recently, she has focused on research and evidence, publishing numerous reports on Children and the Accelerated Education Working Group using participatory methods.

In 2021, Jess set up Equity-Based EiE Consulting, supporting organisations, institutions and academia to design and deliver equity-centred programmes, policies and research rooted in socially- just methods and equity-based design thinking. Central to Equity-Based EiE Consulting’s work is their redesigning aid apprenticeship scheme for forcibly displaced youth.

This is in response to the fact that there are huge barriers for people with lived experiences of humanitarian crises to gain access to consultancy opportunities, speaking panels, and to publish their research.

Over the past couple of years, Jessica has taught on the OLIve Higher Education initiative at the University of East London, an initiative for refugees and asylum seekers to access higher education in the UK. She has also guest lectured on Race, Decoloniality and EiE for MA and Undergraduate courses at Swarthmore College (2021,2022), NYU Steinhardt ( 2021, 2022), Colombia University ( 2022), Langara College (2021), University of East London (2022) and Kings College London ( 2022).

Jess is also part of the Collective on Education, Decoloniality and Emergencies (CEDE!) Collective, co-organising their first online conference in December 2021, which reflected on issues of power and justice within the field of EiE. In addition to her professional work, Jess is a final year PhD candidate at the University of East London’s Centre for Migration, Refugee and Belonging. Her research focuses on diverse young people’s educational experiences in emergencies and how colonial legacies influence the types of programmes available for youth in displacement situations. View links to her research and publication.

Contact: [email protected]

This course is offered through Fordham University's Graduate School of Arts & Sciences. This course can be taken as a stand-alone class or as part of the Master of Arts in International Humanitarian Affairs (MIHA).

Date: November 6 - 10, 2022
Location: Amman, Jordan
Fee: $600 for non-academic credit | The cost includes tuition, materials, coffee breaks, and lunch

If you wish to earn academic credit through the Graduate School of Arts and Sciences you will pay the per credit fee. In addition, all credit earning students are required to pay the general fee and the technology fee. Please consult this link for further information: GSAS Tuition and Fees. The course is worth 3 graduate level academic credits.

Qualifications: All participants are required to have a university degree.

Participants must be fluent in English, as the course is conducted only in English. The Course is targeted to Humanitarian practitioners and workers of the social sector interested in education. Questions? Email [email protected].