Education Cannot Wait Interviews Dr. Faiza Hassan, Director of the Inter-Agency Network for Education in Emergencies

By External Source
Aug 21 2025 (IPS-Partners)

Dr. Faiza Hassan is the Director of the Inter-Agency Network for Education in Emergencies (INEE). A chemical engineer who transitioned into education leadership, Dr. Hassan brings close to 20 years of diverse experience in education, social policy reform and humanitarian response. She has a proven track record in strategic management, technical leadership and driving impactful, large-scale complex programmes.

ECW: With international aid shrinking across the world, why should public and private sector donors continue to prioritize investment in quality education for children living through the world’s most severe humanitarian crises?

Dr. Faiza Hassan: Education is a fundamental human right. Every girl and boy, in every country, is entitled to it. States hold the primary responsibility for ensuring its provision, but in humanitarian crises, governments are often unable to fulfil this role – leaving millions of children without access to learning. Today, more than 234 million children and adolescents have their education impacted by crises worldwide.

During conflict or crisis situations, education becomes more than a classroom activity. It offers safety, stability and hope. It provides children with psychosocial support, helping them process trauma and rebuild a sense of normalcy. Schools often serve as community hubs, connecting children and their families to other critical services like school meals, vaccinations and health care.

Education is also the foundation for achieving peacebuilding, economic recovery, climate resilience, public health, gender equality and stronger governance. Education equips young people with the skills and knowledge to adapt to climate change, lead in their communities and challenge harmful norms. Without it, interventions in health, livelihoods and governance will always be less effective, less sustainable and less equitable.

Education is always what local communities in crisis are prioritizing. Parents in refugee camps, teachers in conflict zones, community leaders facing displacement – they consistently choose to invest what little they have in keeping children learning. Not because it’s easy, but because they know it is the single most powerful tool for securing their children’s future. In 2022, household contributions accounted for 25.8% of education spending in low-income countries and, in comparison, donor funding accounted for 12% of total education spending in low-income countries. So, for donors (both public and private sector), this isn’t about leading the way; it’s about getting behind and supporting communities who are already showing us what matters most.

In a time of shrinking aid budgets, protecting and expanding investment in education is not optional; it is the most strategic and cost-effective investment we can make. If we want to solve the world’s greatest challenges, from climate change and public health to economic inequality, we must stand behind communities to invest in education. Failing to act now will deepen instability, escalate humanitarian needs and undermine progress across all global priorities.

ECW: INEE and Education Cannot Wait (ECW) share a commitment to ensuring that all children affected by crises have access to quality, relevant and safe education. What practical steps are needed to turn this shared vision into reality?

Dr. Faiza Hassan: The Inter-agency Network for Education in Emergencies (INEE) was founded in 2000 on the fundamental right to education. Today, it is a global network of more than 22,000 members affiliated with 4,000 organizations across 190 countries, bringing together practitioners, governments, local and regional civil society, teachers, youth, students and researchers working to secure safe, quality, relevant and equitable education in emergencies and protracted crises.

Together with other partners, INEE helped build the case and momentum for a global fund dedicated to education in emergencies, leading to the creation of ECW. INEE and ECW therefore share not only history, but a complementary role within the EiE architecture. INEE convenes the EiE community, sets shared norms and standards, and builds evidence and capacity; ECW mobilizes and deploys finance to scale delivery. Together, we turn commitments into funded action with partners.

To continue to turn our shared commitment into a lived reality for every girl and boy, I think we need to double down on:

• • Centering local leadership. Communities already know what quality, relevant and safe education looks like in their context. We hear this from INEE members – from a teacher in Uganda, to a grassroots organization in the Democratic Republic of the Congo and a youth-led network in South Sudan – all leading the way in shaping education for their communities. Our role as global actors is not to prescribe, but to back their vision with resources, technical support and political advocacy. That means partnering with national governments, teacher unions, youth-led networks and grassroots education groups as leaders who set the agenda, not as downstream implementers.

• • Breaking the humanitarian-development divide. Education in emergencies cannot be a parallel track. It must be embedded into national education planning, policy and financing from day one of a crisis. This is how we ensure that children don’t just have access to school in the short term, but to pathways for lifelong learning.

• Financing that matches the scale and duration of the need. While ECW supports fast and flexible funding, we also need to think about flexible financing mechanisms that can adapt to protracted crises and support national systems, while also resourcing the local organizations who are often the first and last responders.

ECW: Localization is essential in delivering on the Grand Bargain Agreements, the Sustainable Development Goals and the Pact for the Future. How can we reinforce stronger enabling environments to empower local actors in the education sector?

Dr. Faiza Hassan: To answer this question, we need to start by being clear about what localization is and what it is not.

Localization is not about bringing local actors into the existing humanitarian system; it is about rewiring the system to serve and center them. That distinction matters because the current architecture was never built with local leadership in mind; it was built to manage donor risk, uphold donor priorities, and control resources and decision-making.

We must be honest that retrofitting a system never designed for community-led response will only take us so far. We need to stop asking how to make space for local actors within global structures, and start asking: What would this system look like if it were built from the ground up by the communities we claim to serve?

To create enabling environments in the education sector, we must let go of old assumptions that international actors are best placed to assess, coordinate, define or lead. We must let go of funding models that entrench dependency, and coordination structures that exclude the very people doing the work. Many of INEE’s members speak about rigid compliance frameworks, limited direct access to funding, and an over-reliance on international intermediaries that sideline local leadership. Changing this requires political will and a full structural redesign; technical tweaks will not suffice.

This is where the power of a diverse network matters. When ministries, local authorities, teachers and school leaders, youth and parent groups, grassroots organizations, researchers, funders and the private sector come together, we unlock our shared expertise. Collectively, we can redesign institutions, financing pathways and accountability mechanisms so they serve local actors.

With a diverse coalition, this is a moment of real possibility. The humanitarian reset, the UN at 80, and the global stock take on aid effectiveness offer an opening. We must be bold enough to use it. Our goal cannot be to diversify participation in a system that continues to marginalize; it must be to design one that stands behind and is led by local actors.

ECW: How do investments in girls’ education support efforts to build global security, ensure economic resilience and create more fair and equal societies?

Dr. Faiza Hassan: Investments in girls’ education drive healthier families, stronger economies and more stable societies. Educated girls are healthier, their children are healthier, and they are more likely to participate in the workforce and civic life – which strengthens economic resilience and more equal governance. In crisis contexts, the returns are even greater. Education can delay early marriage, reduce vulnerability to exploitation, and provide skills and networks that help communities recover.

Without education, investments in health, livelihoods, and protection deliver less and do not last. That is why INEE’s Guidance Note on Gender and other gender-responsive tools stress the need to integrate equity and inclusion into every aspect of emergency education planning, from safe learning environments to curriculum, teacher support and community engagement. These resources provide practical ways to ensure that girls’ education in crisis is not only accessible, but relevant, protective and transformative.

Families and communities already understand this, which is why they make sacrifices to keep girls in school. The least we can do is match their commitment with investments that uphold every girl’s right to learn, even in the most challenging circumstances.

ECW: We all know that ‘readers are leaders’ and that reading skills are key to every child’s education. Which three books have most influenced you – personally or professionally – and how have they shaped your perspective on education and resilience?

Dr. Faiza Hassan: Stories help children make sense of the world and find their place in it. They can spark imagination, nurture curiosity and offer comfort. They also build the confidence and continuity that help keep learning alive during times of upheaval.

I have always loved reading. I’ve read thousands of books across different genres, but fantasy and sci-fi have a special place in my heart. Over the years, there are some books that stand out to me, not because of their content, but because of what they gave me at key moments in life.

• •

Majalat Majid:

• A weekly Arabic children’s comic magazine that I read growing up in Yemen, where my family found a new home after leaving Somalia. It was my introduction to stories with familiar characters, humor and adventure, planting the seed for a lifelong love of reading.

• •

De Vijf:

• The Dutch translation of Enid Blyton’s The Famous Five. I read it shortly after my family was displaced from our home in Taiz and resettled in a small Dutch village. I was ten, and it was the first book I picked up in our local library. More than just a story, it gave me confidence, a foothold in a strange new place, and the sense that maybe things would be okay.

• •

And Then There Were None

by Agatha Christie: I read it as a teenager, adapting to yet another new environment. Turning each page without having to stop or translate gave me a quiet but lasting confidence that shaped my belief in my own ability to adapt and thrive.

These books, and so many others, were more than entertainment; they were anchors during moments of transition and a reminder of why access to books can be life-changing for children facing disruption today. Access to age-appropriate storybooks, comics, fantasy series, adventure tales, mystery novels, poetry collections, graphic novels, and even simple magazines help children and adolescents regulate, belong and learn. Books are not just tools for literacy, they are sources of managing uncertainty, connection and hope. If we want girls and boys in crisis to thrive, investments must include access to stories alongside safe schools, trained teachers and predictable financing.

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