Click on the names below to learn more about the speakers (and their presentations) and facilitators at the IIEP Summer School 2009.
Joris van Bommel, Ministry of Foreign Affairs, the Netherlands
Peter Buckland, the World Bank
Geoff Calder, Newcastle University
Frank van Cappelle, IIEP/UNESCO
Peter Colenso, DFID
Samira Hanna-el-Daher, Ambasssador of Lebanon to UNESCO
Steve Darvill, OECD-DAC
Dorian Gay, IIEP/UNESCO
Sally Gear, DFID
Anton De Grauwe, IIEP/UNESCO
Phyllis Kotite, consultant
Khalil Mahshi, IIEP/UNESCO
Jonathan Metzger, AED
Sugata Mitra, Newcastle University
Kurt D. Moses, AED
Robert Prouty, FTI Secretariat
Olav Seim, UNESCO
Christopher Talbot, UNESCO
Kerstin Tebbe, INEE
Alla Tkachuk, Artist
Dan Wagner, International Literacy Institute
Lynne Bethke, InterWorks
Lyndsay Bird, IIEP/UNESCO
Leonora MacEwen, IIEP/UNESCO
Landon Newby, IIEP/UNESCO
Morten Sigsgaard, IIEP/UNESCO
Joris van Bommel, Education Advisor, Ministry of Foreign Affairs, the Netherlands
Joris van Bommel is an Education Advisor, in the Education and Developing Countries Division, in the Ministry of Foreign Affairs in the Netherlands, currently responsible for policy and programming Education in Emergencies, (post-) Crisis Situations and Fragile States.
As an education advisor, Joris van Bommel has been working in the field of education in developing countries for over a decade. Prior to his current position, Joris served as Programme Officer at the Secretariat of the Association for the Development of Education in Africa (ADEA) at that time based within the UNESCO International Institute for Educational Planning (IIEP). As UNICEF Programme Officer, Joris gained field experience with UNICEF in the Burkina Faso country office.
His educational background is in Development Studies and Education at the Radboud University of Nijmegen (CIDIN - Center for International Development Issues Nijmegen - an interdisciplinary academic institute addressing issues of inequality, poverty, development and empowerment). He conducted research in Zimbabwe on development cooperation and basic education. Joris has been trained as teacher at the Pedagogical Academy for Teacher Training Primary Education.
Peter Buckland, Lead Education Specialist, the World Bank
See Peter Buckland's presentations on fragility and on financing.
Peter Buckland is a Lead Education Specialist in the Human Development Network managing the HDNED work program on Education and Fragile States. He is also Chair of the INEE Working Group on Education and Fragility. From 2003 to 2007 he was a Senior Education Specialist in the Middle East and North Africa region of the World Bank, where he was task team leader for Education projects in Iraq and Jordan. From 2002 to 2003 he worked in the Bank's Human Development Network focusing on education and post-conflict reconstruction. Prior to joining the Bank, he spent five years at UNICEF. In both of these posts he has served as HQ focal point for education in situations of conflict, crisis, and instability.
Peter is a South African citizen who was born and educated in Zimbabwe. In South Africa he worked in education in various capacities: starting in teaching, and moving through the ranks of academia (to the post of Director of the Institute of Education, University of Bophuthatswana), the public service (as secretary for Education and Culture in KaNgwane, and later as Acting Superintendent-General of Education in Gauteng), and the private sector (as Director of the Education and System Change Unit of the National Business Initiative).
Geoff Calder, Researcher, Newcastle University
See Geoff Calder's presentation on ICT projects in Tanzania.
Geoff Calder is currently doing post graduate research at Newcastle University, England. His main area of study is sustainable solutions to ICT in rural developing countries. He recently returned from Tanzania where he worked with the Government as technical advisor to implement ICT in all 32 Government teacher education colleges. This national programme was funded by the Swedish International Development Corporation Sida as part of a broad progamme to introduce ICT into basic education.
From 2002 to 2004 he established and Internet learning centre in Mtabila, a refugee camp for displaced Burundi’s in Western Tanzania. Geoff has also been involved in several other ICT education projects in remote parts of rural Tanzania. He has worked in schools and colleges ‘off’ the national electricity grid and therefore has considerable experience of using renewable energy to power ICT systems. Before moving to Tanzania Geoff worked for 23 years in the UK in the adult education. His current interests include low maintenance, low energy ICT solutions and the impact of ICT on education in developing countries.
See Frank van Cappelle's presentation on StatPlanet.
Frank van Cappelle is a Resident Fellow at IIEP. He is involved in training and research activities in the area of monitoring and evaluating the quality of education, in particular of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). He is currently undertaking research into the use of visualization software which will enable researchers to more effectively communicate the policy messages associated with research data. He has also developed software for improving the accuracy and visualization of data from large-scale studies of the quality of education (StatPlanet). Prior to IIEP he worked as a field researcher in remote rural areas in India to investigate children’s learning opportunities through public “playground” computers (“The Hole in the Wall” experiments) based on gender, socio-economic status and children’s social networks. He holds Master’s degrees in International Development, Cultural Anthropology, and Social Science Informatics from the University of Amsterdam.
Peter Colenso, Head of the Human Development Group, Policy & Research Division, DFID
See Peter Colenso's presentation on Education, Fragility and Resilience.
Peter Colenso is Head of the Human Development Group in DFID's Policy & Research Division. The Human Development Group covers Education, Health and HIV/AIDS. Formerly Head of Profession for Education in DFID, Peter has also worked as an Education Specialist for the World Bank and for NGOs in Africa, Asia and the Balkans.
Samira Hanna-el-Daher, Ambassador of Lebanon to the UNESCO Executive Board
Ambassador Samira Hanna-el-Daher is a career diplomat who served as head of mission for Lebanon in Japan, the Philippines, Australia, China, Switzerland, Great Britain, Cyprus and the USA, as well as legal counselor to the Lebanese Permanent Mission to the United Nations in New York. She is currently representing Lebanon in the Executive Board of UNESCO and is President of the Finance and Administration Commission. She was president of the G 77 and China Group at UNESCO and is currently member of the Panel of High Personalities for South-South Cooperation of G 77. She is a member of the Mediterranean Peace Forum, and the European Union conflict prevention workshops and HELIO, an environmental NGO. As representative of Lebanon to Francophonie IOF, she participated as an observer in elections in Mauritania, Burkina Faso and was part of the reflection group on Ivory Coast, Togo and Haiti. She was also president of the political, economic and cultural diversity commissions for IOF.
Ambassador el-Daher has chaired and participated in many conferences and symposia on dialogue of civilizations, cultural diversity, Middle East issues, women in the Arab world, et cetera. She was a member of the Cabinet of the Minister of Foreign Affairs, and was head of the International Relations Department in Beirut. She has published several articles and prepared for UNESCO a handbook for teachers on disarmament.
Steve Darvill, Humanitarian Aid Adviser, OECD-DAC
Steve Darvill is Humanitarian Aid Adviser within the OECD Development Cooperation Directorate (DCD). His responsibilities include participation in peer reviews where he has specific responsibility for reviewing the humanitarian, fragile states and peace-conflict elements of the development cooperation systems of OECD DAC member states. He also authored a synthesis report to the DAC on composite findings from ten humanitarian peer reviews measuring progress against the collective donor commitments under the Good Humanitarian Donorship initiative
Prior to joining OECD in October 2007, Steve worked for AusAID in Canberra for nearly twelve years, where his specific functions included AusAID Rehabilitation and Peacebuilding Adviser in post-tsunami/post-conflict Aceh, AusAID Liaison Officer to the UN in Cyprus during the 2003 Iraq conflict, AusAID Emergency Manager in Timor Leste in 1999, and Emergencies Desk Officer for Central and East Africa in the late nineties. Steve was appointed as the AusAID Humanitarian/Peace-Conflict Adviser in 2003 and worked extensively on humanitarian, conflict and fragile state contexts in Asia and the Pacific where he provided advisory support to the Minister for National Unity, Reconciliation and Peace in the Solomon Islands and to the Mindanao Working Group in the Philippines. He participated in several inter-agency conflict vulnerability analyses, e.g. in Timor Leste, Solomon Islands, Fiji and Myanmar as well as leading AusAID analyses in southern Philippines, eastern Indonesia, Sri Lanka and PNG. He oversighted development of the AusAID Peace Conflict & Development Learning Package and led an internal AusAID reference group on humanitarian protection. Steve was also a regular contributor to seminars at the Australian Defence Force Peacekeeping Centre and provided pre-deployment briefings to Australian military personnel about to depart on mandated peacekeeping missions.
Dorian Gay, Programme Specialist, IIEP/UNESCO
See Dorian Gay's presentation on Strategic Planning in Afghanistan.
Dorian Gay joined the IIEP in 2003. He is part of the Technical Assistance and Sector Planning Team where he is mainly involved in training (education programs and projects) and operational projects with UNESCO member States. Prior to working at IIEP, he worked at the UNESCO Headquarters at the Educational Policies and Strategies Division (today called Education Strategies and Capacity Building). He is currently mainly responsible for the implementation of technical assistance and capacity development projects (especially Afghanistan and Angola) that all involve the formulation of either national or provincial education sector development plans.
Sally Gear, Education Adviser, DFID
Sally Gear works as an Education Adviser for the Department of International Development (DFID) currently based in the Education Team within DFID's Policy Division in London. Her current areas of responsibility include gender and education, education in conflict and fragility and inclusive education. Sally has previously worked as Regional Education Adviser (Sub Saharan Africa) for the British Council, Education and Gender Adviser for VSO and a Lecturer in Social Development at the University of Manchester.
Anton De Grauwe, Programme Specialist, IIEP/UNESCO
See Anton De Grauwe presentations on decentralization and capacity building.
Anton De Grauwe joined the IIEP in 1995, and has been involved in training and research in a number of areas related mainly to improving quality of basic education. He has also written and co-ordinated several publications on school supervision and on decentralization. Prior to joining IIEP, he worked between 1986 and 1989 in the Caribbean as a secondary school teacher and subsequently at the UNESCO Regional Office in Dakar as Assistant Programme Specialist. He is currently in charge of a research and training programme on the implementation of decentralization policies in education. He is also the IIEP's contact person for the Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP).
Phyllis Kotite has worked in numerous United Nations organs and is currently a consultant to international organizations, governments and civil society in educational and social development. She has developed strategies, programmes and implemented projects in conflict prevention, peace education and sustainable development. She worked 5 years for UNESCWA, Beirut, and developed projects for Palestine and Lebanon during conflict, as well as other Arab countries. In the Cabinet of the Director General of UNESCO, Paris, (2 years) she initiated a UNESCO strategy for post-conflict and post natural disaster interventions and was responsible for the Arab and African regions. She also cooperated with the Culture of Peace programme. She was consultant to the Executive Director of UNECA, Addis Ababa, for 6 months and developed projects e.g. an African Agenda for Peace, peace education training for teachers, an early warning system, rural development and advised African women on their policy for Beijing. She also worked for 6 months with UNEP for the Arab region. She was consultant for several years to the Commissioner General of UNRWA and worked on the staff of UNICEF and was a consultant to the League of Arab States.
Other work included missions and consultancies for UNESCO on woman and community development in Sudan and for a community school in Kuwait; UNDP for Palestinian women in the West Bank and Gaza; UNICEF Beirut for Palestinian women, and in Djibouti for an education sector review. She is cooperating with civil society in the Arab region on conflict prevention and peace education projects and cooperates with the European Union conflict prevention group, the International Institute for Peace Education, and the network for a Culture of Peace. She has written more than 30 publications and articles including editing and writing questions for Cultural Symbiosis in Al-Andalus, a book illustrating the pacific nature of the Arab civilization, an article on Gandhi (Indian Journal) and on the International Law and Jerusalem (al Ahram), a survey of best practices in women's programmes (UNESCO) and several manuals. Miss Kotite is currently developing material for training in conflict prevention strategies.
Khalil Mahshi, Deputy Director, IIEP/UNESCO
See Khalil Mahshi's presentation on Strategic Planning in Afghanistan.
Before joining IIEP, Khalil was Director General of International and Public Relations at the Palestinian Ministry of Education for six years. In this capacity, he worked on the design and implementation of development projects and on fund-raising. He also co-ordinated the production of the first five-year national education development plan. He has previously worked as Director of the Ramallah Friends Schools in Palestine and as lecturer in education at Birzeit University in Palestine, where he was active in establishing the Education and Psychology Department, the Research Center, and the Literacy and Adult Education Division.
Apart from his responsibilities as Deputy Director of IIEP, Khalil Mahshi coordinates IIEP field activities in Member States and is involved in projects related to formulating education sector strategic and operational plans as well as capacity development and institutional restructuring. He is also involved in training. Since his arrival at the IIEP in 2001, his work has contributed to improving co-operation with Arab countries and to launching work on education in emergencies and reconstruction.
Jonathan Metzger, Vice President and Director, Information Technology Applications Center, Academy for Educational Development
See Jonathan Metzger's presentation on AED Technology.
Jonathan Metzger, Vice President and Director of the Information Technology Applications Center (ITAC) at the Academy for Educational Development, has been actively using information technology for development purposes for more than twenty years and has worked or run projects in more than sixty countries. In his current role as Director of ITAC, Metzger oversees using ICTs as tools to enhance the education system such as the pioneering work in Macedonia to wire the entire country, revamp and improve the classroom environment, bring connectivity to every school, and introduce new critical thinking skills for Math and Science.
Prior to directing the Center, he created a regional ICT for development program for USAID Asia and Near East Bureau and served as its Internet for Development Advisor from 2000-2006. In that time period, twenty USAID Missions across the Middle East and Asia were part of the regional Bureau’s effort to utilize the Internet as a tool for education and socio-economic development. During this time, over $300 Million was invested in using IT development tools. From 1995-2000, he designed and implemented USAID Africa Bureau’s Leland Initiative which focused on introducing and capitalizing on the Internet in twenty-three sub-Saharan countries.
Metzger started actively promoting the Internet across emerging market economies in 1989 when he was a founding member of the organization SatelLife with their worldwide HealthNet Program, the world’s first multiple low-earth orbiting satellite email service. The HealthNet Program introduced some of the first email networks in developing countries and was designed for health professionals to gain access to the latest medical information.
Sugata Mitra, Professor of Educational Technology, Newcastle University
See Sugata Mitra's presentation on Hole in the Wall.
Sugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences, Newcastle University, UK. Prof. Mitra works in the areas of Cognitive Science, Information Science and Educational Technology. He has been working on these areas as well as on Physics and Energy for more than 30 years. He has keen interest in engineering and software development. His contributions include a number of inventions and first-time applications. Among other applications, he is credited with having started the database publishing industry (particularly the Yellow Page industry) in India and Bangladesh, as well as having implemented the first applications of digital multimedia and Internet based education in India. His experiments (often referred to as “The Hole In The Wall” experiments) with children and the Internet have been reported worldwide since 1999. His current research interests include technologies for remote and rural education, distance education, instructional robotics, self organizing systems, and collaborative systems on the Internet.
Few people know that the tale behind the inspiration for the Oscar winning film Slumdog Millionaire started in 1999, when Professor Mitra was working as an academic in Delhi. Professor Mitra's office overlooked a slum, which gave him the idea of knocking a hole in a wall to install a computer with an internet connection for local street children to discover by themselves. Within a month they had taught themselves how to use the computer and surf the internet in English. Read more in this article from The Guardian and see the CNN video. Read more about Professor Mitra's concept of Minimally Invasive Education in the IIEP newsletter (2007, no. 4), and in this summary of a 2007 IIEP Strategic Seminar, which features links to the Hole in the Wall website and to related academic articles. Or check his website.
Kurt D. Moses, Vice President and Director, Systems Services Center, Academy for Educational Development
See Kurt Moses's presentations on AED and EMIS in Fragile Countries.
In the last 25 years, Mr. Moses has assisted over 600 organizations at all levels of education, in 56 countries, from OECD members to the developing world, in planning, development, design and implementation of instructional and management information systems (MIS) including E-Education and telecommunications connectivity. In the last five years he has been working with Southern Sudan to create a nation-wide, decentralized EMIS, using Google Earth style interfaces to identify schools, and linking to a simulation system to allow forward planning.
He has advised numerous countries and agencies on electronically mediated instruction. Moses founded the Global Learning Portal, a portal aimed at primary and secondary school teachers in some of the world’s least advantaged countries. He has configured telecommunications connectivity links between central facilities and remote districts, and he has developed educational simulation techniques to provide financial estimates on the impact of changes in enrollment, staffing, compensation, and teaching technology for both the primary and secondary level educational systems.
Moses is a graduate of Stanford University and the University of Chicago. He has worked for several major donor agencies, as well as a number of private/public partnerships aimed at the developing and transitional world.
Robert Prouty, Acting Manager of the EFA FTI Secretariat
Bob Prouty is the Acting Manager of the Education for All - Fast Track Initiative (EFA-FTI), a partnership of donors, developing countries and civil society groups whose purpose is to accelerate progress toward the 2015 Millennium Development Goal by which all children worldwide will be able to complete a primary school program of good quality. The EFA-FTI endorsed the education sector plans of 37 countries, and has allocated $1.4 billion in support through its Catalytic Fund.
Bob specializes in classroom issues and learning outcomes. He holds a Ph. D. in Educational Administration with an emphasis on African studies from Michigan State University and has taught at the primary, secondary, and university levels. Bob lived for 10 years in rural areas of D.R. Congo (formerly Zaire) and Rwanda and speaks three African languages. Much of his career has been focused on education issues in francophone West Africa.
Olav Seim, director for the Education for All (EFA) International Coordination Team, UNESCO
See Olav Seim's presentation on UNESCO EFA.
Olav Seim holds a MSc in Comparative Politics from the University of Bergen, Norway. Before joining the Ministry of Foreign Affairs in 1988, he worked in the Norwegian Agency for Development Cooperation (Norad) and the Ministry of Trade and Shipping. He has been posted in Hong Kong, Rome and Bangkok. In the Ministry Mr. Seim has specialized in development issues, with a special interest in education and the strengthening of the multilateral system. Mr. Seim joined UNESCO in 2008 as director for the Education for All (EFA) International Coordination Team. UNESCO is the United Nations Specialized agency mandated to provide the international coordination of all EFA partners and ensure that they are working together towards the six EFA goals.
Chris Talbot, Chief, a.i., UNESCO HQ Section for Education in Post-Conflict and Post-Disaster Situations
Christopher Talbot is Chief, a.i., of the UNESCO Headquarters Section for Education in Post-Conflict and Post-Disaster Situations. He leads a team responsible for technical support to Education Sector staff in UNESCO field offices engaged in responding to conflict and disasters. That team also works on capacity building of UNESCO and partner staff, disseminates the findings of research on education in emergencies and advocates for high quality educational provision in humanitarian operations. Previously Mr. Talbot worked at IIEP, where he launched the Programme on Education in Emergencies and Reconstruction, which produced a series of case studies and thematic policy studies, a Guidebook related to education in conflict, emergency and reconstruction, and training materials for officials of Education Ministries in conflict-affected countries and agencies supporting them. Mr Talbot worked for UNHCR for eight years, including as a Senior Education Officer, responsible for technical support and policy advice on the education of refugees worldwide. A co-founder of INEE, the Inter-Agency Network for Education in Emergencies, he has been active in its technical work and governance and in the humanitarian Education Cluster system. Previously, he taught in Australian and French high schools for 17 years. He also worked in curriculum development and teacher training, focusing on peace education, human rights, environmental and development education, in New South Wales.
Kerstin Tebbe, INEE Coordinator for Education and Fragility
See Kerstin Tebbe's presentation on INEE.
Kerstin Tebbe is the Inter-Agency Network for Education in Emergencies (INEE) Coordinator for Education and Fragility, in which position she supports the work of the INEE Working Group on Education and Fragility as well as broader network activities. Prior to joining INEE in 2008, she worked for an international NGO backstopping international education projects in Southern Africa and Pakistan. She has a BA in Literature from New York University and a MA in International Peace and Conflict Resolution from American University in Washington, DC.
See Alla Tkachuk's presentation on the MASK Project.
Alla Tkachuk, a British artist, lives and works in London. In 2006 she went for the first time to Kenya to paint members of different ethnic groups and got involved in teaching art to their schoolchildren. She discovered that there is no art education in schools and being encouraged by the schoolteachers and children's' talents and their keen interest in art, decided to set up Mobile Art School in Kenya (MASK)
In her own work as an artist she is dealing with notions of human identity in private, political and business worlds. Over the last few years she has painted widely acclaimed images of Prince Charles as a black man, had lead a pioneering series of seminars on modern portraiture at National Portrait Gallery in London, and painted a series of 20th century dictators which were shown on Europe's largest digital screen top of the Axel Springer building in Berlin. She became ‘Critic’s Choice’ on the Saatchi Online Gallery. She is now engaged in exploring transformation of production and consumption of representational art through digital media and technologies producing first 3D painted portraits. Alla exhibits internationally and her work has featured in numerous publications and on TV.
Dan Wagner, Professor of Education and Director of the International Literacy Institute
See Dan Wagner's presentation on Literacy.
Dan Wagner is Professor of Education and Director of the International Literacy Institute, co-founded by UNESCO and the University of Pennsylvania (www.literacy.org). After an undergraduate degree in Engineering at Cornell University, and voluntary service in the Peace Corps (Morocco), he received his Ph.D. in Psychology at the University of Michigan, was a two-year postdoctoral fellow at Harvard University, a Visiting Fellow at the International Institute of Education Planning in Paris, a Visiting Professor at the University of Geneva (Switzerland), and a Fulbright Scholar at the University of Paris. Dr. Wagner has extensive experience in national and international educational issues, and has served as an advisor to UNESCO, UNICEF, World Bank, USAID and others on international development issues. His most recent multi-year projects have been in India, South Africa, and Morocco. In addition to many professional publications, Dr. Wagner has written/edited over 20 books, including: Literacy: Developing the future (now in 5 languages); Literacy: An international handbook; Learning to bridge the digital divide; New technologies for literacy and adult education: A global review; Monitoring and evaluation of ICT for education in developing countries. He is currently Visiting Fellow at IIEP-UNESCO.
Lynne Bethke is a partner in InterWorks, an organization working to improve the effectiveness of disaster management, humanitarian action and international development. She has worked with IIEP/UNESCO on capacity development initiatives with government officials to plan and manage educational responses in emergencies and after conflict. She also co-developed the training materials for the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction.
Lyndsay Bird, Programme Specialist, IIEP/UNESCO
Lyndsay Bird has worked as an education specialist in developing contexts for the past eighteen years. She is currently a programme specialist for IIEP/UNESCO working on issues related to education in emergencies and fragile contexts. She is managing ongoing research partnerships in this field and is designing the IIEP contribution to the IASC Education Cluster approach for capacity development of senior education officials in planning education in emergencies. Her previous work with Save the Children involved policy and advocacy work on education in fragile states. She has also been an active participant on the FTI fragile states task team and worked closely with the FTI, World Bank and USAID on the development and revision of the FTI Progressive Framework for fragile states. Her PhD undertaken at the Institute of Education, University of London focused on ‘Learning about War and Peace in the Great Lakes region of Africa’. This reviewed the learning mechanisms by which refugees from the Great Lakes acquired knowledge regarding past and ongoing conflicts and made life decisions as a consequence.
Leonora MacEwen, Assistant Programme Specialist, IIEP/UNESCO
Leonora MacEwen is an Assistant Programme Specialist at IIEP/UNESCO, working on education in emergency situations. She has supported research partnerships in this field and the implementation of the IASC Education Cluster approach for capacity development of senior ministry of education officials. She has also contributed to the writing and revision of the IIEP Guidebook for Planning Education in Emergencies and Reconstruction. She has a Master’s degree from the Ecole des Hautes Etudes en Sciences Sociales, Paris, in Comparative Development Studies.
Landon Newby is a Master’s degree student studying e-learning at the University of Oxford and an intern at IIEP/UNESCO, where he works on issues related to education in emergencies and fragile contexts. He has four years of teaching and training experience in teaching methodologies and teaching and learning assessment. Landon has worked at the university level researching ICT in Ugandan secondary schools, the role of social networking and relational embeddedness in education, and geospatial information systems and school mapping. His current research involves the educational use of technology and the internet in higher education within the Occupied Palestinian Territories.
See Morten Sigsgaard's presentation on Drivers of fragility in Afghanistan.
Morten Sigsgaard is a Master’s degree student of Sociology at University of Copenhagen, and an intern at IIEP/UNESCO, where he works on issues related to education in emergencies and fragile contexts. He has participated in designing the IIEP contribution to the IASC Education Cluster approach for capacity development of senior education officials in planning education in emergencies, and in producing a desk study on education and fragility in Afghanistan for the INEE Education and Fragility Working Group. Before arriving to IIEP, he developed innovative youth leadership trainings and exchanges in MS ActionAid Denmark. He has completed a 1-year training course on Conflict Resolution by the Danish Centre for Conflict Resolution and has volunteered with the Transnational Foundation for Peace and Future Research, Lund, Sweden. He has several years of practical experience with youth and peacebuilding in the Balkans.