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.


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.


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