Protracted crises, transition and education financing

1Protracted crises and inclusion in national systems

Most crises last for years; a displaced child may spend their entire schooling away from home. Parallel solutions (camp schools using the country-of-origin curriculum, teachers paid by NGOs) then become costly and fragile. The current direction, driven by the Global Compact on Refugees (2018) and UNHCR's refugee education strategy, is inclusion in national education systems: the same schools, the same curricula, the same examinations, with targeted support (language classes, bridging classes, strengthening of host schools).

In internal crises, the logic is the same: support public schools, inspection services and the ministry's information systems rather than bypassing them. The humanitarian-development-peace nexus approach means planning emergency responses and system strengthening together.

2Accelerated and non-formal education

Accelerated education programmes (AEP) are for over-age children and adolescents who have missed years of school: they condense a cycle (often six years of primary in three) with an adapted curriculum, trained teachers and a flexible calendar. The Accelerated Education Working Group (AEWG) has defined ten principles for effective practice, including alignment with the national system and certification recognised by the ministry.

Non-formal education covers other options: catch-up classes to rejoin a grade, literacy and life skills for adolescents, vocational training, distance learning (radio, printed materials, phones) when schools are closed. Without a pathway into formal education or employment, these programmes have few lasting effects.

3Transition, certification and continuity

Transition is prepared from day one. It relies on four levers:

• Recognition of learning: placement tests, equivalencies, access to national examinations, certificates issued by the competent authority.
• Teachers: qualification pathways for volunteers, gradual integration into the public workforce, alignment of pay.
• Infrastructure: moving from temporary spaces to durable and safe buildings, handover to the authorities and management committees.
• Governance: active school management committees, data integrated into the ministry's information system, crisis-sensitive education plans.

A written exit strategy, with a timeline and responsibilities, prevents the end of funding from closing classrooms overnight.

4Financing education in crises

Education remains one of the least funded sectors of humanitarian response plans. The main sources are: humanitarian response plans (HRP) and country-based pooled funds, Education Cannot Wait (First Emergency Responses, Multi-Year Resilience Programmes of about three years, Acceleration Facility), the Global Partnership for Education (GPE) on the development side, development banks and bilateral donors. Some donors have set targets, such as the European Union, which devotes 10% of its humanitarian aid budget to education.

A strong proposal presents a shared analysis (JENA, PiN), quantified targets, a cost per child, access, protection and learning indicators, and a transition plan. Local and national partners must receive a real and direct share of funds, in line with localisation commitments.