STEPHANIE BENGTSSON

Education systems and policy, education in emergencies and forced displacement, teachers and teacher education, inclusive education

Stephanie Bengtsson is a Project Officer at IIEP and a member of the Research and Development and Technical Cooperation teams. She supports IIEP’s work on crisis-sensitive education planning.

More specifically, Stephanie is leading on a research project aiming to provide governments with a range of evidence-based policy choices and implementation strategies to support the effective selection, deployment, and management of teachers in refugee contexts.  Before joining IIEP in 2018, Stephanie worked as a research scholar at the Wittgenstein Centre for Demography and Global Human Capital (a collaboration of IIASA, VID/ÖAW, and WU) and as an independent education consultant.

 

Education

  • Doctorate in International Educational Development from Columbia University Teachers College
  • MPhil in International Perspectives on Inclusive Education from the University of Cambridge
  • Bachelor of Arts (cum laude) in English and American Literature and Language from Harvard University

 

Publications

Books and Book Chapters

Bengtsson, S., Barakat, B. & Muttarak, R. with Birhanu Kebede, E. (2018). The Role of Education in Enabling the Sustainable Development Agenda. London: Routledge.

Bengtsson, S. and Dryden-Peterson, S. (eds.) (2017). Education, Conflict, and Globalisation. London: Routledge.

Bengtsson, S. (2011). Fragile States, Fragile Concepts: A Critical Reflection on the Terminology of Fragility in the Field of Education in Emergencies. In J. Paulson (ed.), Education, Conflict & Development. Oxford Studies in Comparative Education. Oxford: Symposium Press.

Bengtsson, S. & Bartlett, L. (2011). From Child-Friendly Schools to Child-Friendly Research Methods: Lessons learned from UNICEF’s “Learning Plus Initiative”. In K. Mundy & S. Dryden-Peterson (eds.), Educating Children in Conflict Zones: Research, Policy, and Practice for Systemic Change. A Tribute to Jackie Kirk. New York: Teachers College.

Articles in peer-reviewed journals

Barakat, B. & Bengtsson, S. (2017). What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia, Comparative Education, DOI: 10.1080/03050068.2017.1360564.

Selected other noteworthy documents 

Bengtsson, S. & Dyer, C. (2017). Ensuring High Quality Primary Education for Children from Mobile Populations. GIZ; BMZ and EAC. 

Barakat, B., Bengtsson, S., Muttarak, R., Kebede, E. B., Crespo Cuaresma, J., KC, S., & Striessnig, E. (2016). Education and the Sustainable Development Goals (Background paper prepared for the 2016 UNESCO Global Education Monitoring Report). Paris: UNESCO.

Bengtsson, S. & Naylor, R. (2016). Education for refugees and IDPs in low- and middle-income countries: identifying challenges and opportunities. 

Power, L., Millington, K.A. & Bengtsson, S. (2015). Building Capacity in Higher Education. HEART Topic Guide. Brighton: Institute of Development Studies. 

Bengtsson, S. & Ailwood, J. (2014). Unlocking Educational Quality through Teacher Wellbeing & Professional Support in Zimbabwe’s Schools. NORRAG News, 50: pp.96-97