ABSTRACT
The goal of providing access to education and lifelong learning globally will remain out of reach until children and youth living in conflict-affected, disaster-afflicted, and other fragile contexts are extended opportunities to learn. To ensure that educational opportunities for displaced populations are relevant and of high quality, teachers, teacher trainers, and education program managers need to acquire the knowledge, skills, and competencies necessary to work in these contexts. Furthermore, the goal of creating a cadre of education professionals who are prepared to offer “education in emergencies” (EiE) cannot be realized unless professors, scholars, and researchers are equipped to facilitate and support this learning.
