Promoting access to quality, safe, and relevant education for all persons affected by crisis

Who We Are

Click on the groups below or scroll down this page to see more information. 

1. Members

2. Secretariat Staff
3. Language Community Facilitators

4. Interns and Consultants

5. Steering Group Members


1. INEE Members

INEE is a network of more than 14,000 individual members and 130 partner organizations in 190 countries. INEE members are practitioners working for national and international NGOs and UN agencies, ministry of education and other government personnel, donors, students, teachers, and researchers who voluntarily join in the work related to education in emergencies. INEE exists for and because of its members. Find out more about INEE members by visiting the Member Database and the Member Map. (Free login required for both.)

For more details about the INEE membership, click to view the INEE Membership Snapshot. If you are already an INEE member, be sure to keep your online profile up-to-date, so our snapshots are as accurate as possible. Click here for tips on how to update your profile. Thank you!


2. Secretariat Staff

INEE maintains a core staff team that represents the network, leads and supports network activities, and coordinates network processes, systems and projects. INEE Secretariat staff are hosted by INEE Steering Group member agencies, which not only helps to ensure promotion and institutionalization of education in emergencies within those agencies but is also cost-efficient.





Dean Brooks


Contact: dean.brooks [at]

Dean Brooks has over two decades of international education experience working in complex emergencies, conflict, disaster and development contexts. Initially, he worked as an international educator (primary, middle-school, and special education). For the past 17 years, he has focused his work on Education in Emergencies (EiE) and child protection, in a number of settings, including East and West Africa, Eastern Europe, Central Asia, and the Middle East. Before joining INEE, he last worked as a Special Advisor on Education for the Norwegian Refugee Council, providing support to country programs in Latin America, Asia, the Middle East and West Africa. Dean has been an active member of INEE since 2001. He is based at the International Rescue Committee in New York, USA. 



Natalie Brackett

Coordinator, Standards and Practice 

Contact: natalie.brackett [at]

Natalie manages and coordinates the activities of the INEE Standards and Practice Working Group and provides technical assistance on the INEE Minimum Standards, while promoting the resources, network tools, and other work generated by the Standards & Practice Working Group and sub-Working Group activities. Natalie received her M.Ed. in International Education Policy and Management from Vanderbilt University's Peabody College in May 2017, and she holds a B.A. in Anthropology and Religious Studies from Washington University in St. Louis. Natalie has four years of experience as an educator, researcher, and practitioner supporting humanitarian and international development organizations, including prior experience with the International Rescue Committee, Lutheran World Relief, and community based NGOs across South and Southeast Asia. Natalie is based out of the New York offices of the International Rescue Commitee.


Laura Davison

Coordinator, Education Policy

Contact: laura.davison [at]

Laura has spent the past 8 years in international humanitarian work, predominantly with the Inter-Agency Network for Education in Emergencies (INEE) and the United Nations High Commissioner for Refugees (UNHCR). To date, Laura has focused on humanitarian crises and protracted situations in sub-Saharan Africa, North Africa, and the Middle East, as well as on education policies for forcibly displaced populations globally. As INEE’s Education Policy Coordinator, Laura provides technical expertise and supports activities of the INEE Education Policy Working Group. She fosters inter-agency collaboration between 25 working group member organizations, coordinating diverse initiatives to build evidence and influence policies relating to education in crisis-affected contexts. Laura received her M.Ed. from the Harvard Graduate School of Education as a Fulbright scholar from Switzerland, and holds an M.A. in Theology and Religious Studies from the University of Cambridge. Laura is a British-Swiss national and speaks English, French, and Spanish. She is based at the RET International offices in Geneva, Switzerland.


Lindsey Fraser

Administration Officer

Contact: lindsey.fraser [at]

As INEE’s Administration Officer, Lindsey contributes to the effective functioning of the INEE Secretariat by ensuring excellent budget and financial management, tools production and distribution, and administrative/logistical functioning. Lindsey has over 20 years of financial and operations experience in not-for-profits. Prior to joining INEE in May 2012, Lindsey was the Director of Operations for HiTOPS, Inc. an organization working to promote adolescent health and well-being. She is based in the New York offices of the International Rescue Committee.


Peter Transburg

Senior Communications Coordinator

Contact: peter.transburg [at]

Peter is responsible for all aspects of communications, membership, and developing ways to increase opportunities for engagement, partnerships, and building awareness about INEE and its impact. He also oversees the activities of the INEE Language Communities and Task Teams. Peter joined INEE in 2011, following six years of managing food assistance programs for the World Food Programme in DR Congo and Mozambique. Peter has a Masters degree in information management and speaks French, Spanish, Portuguese, and Lingala. He is based in San Francisco, USA.


Sonja Anderson
Evidence for Education in Emergencies (E-Cubed) Coordinator 

Contact: sonja.anderson [at]

Sonja supports Dubai Cares' E-Cubed research fund. She coordinates the call for applications, the designation of eligibility and criteria, and the proposal review process. She recently completed a consultation with the International Committee of the Red Cross in Jordan and Lebanon, mapping education interventions for refugee youth in order to identify potential entry points for ICRC programming. Sonja received her M.Ed. from the Harvard Graduate School of Education in International Education Policy and holds a BA in International Relations from the University of San Francisco. She is based in Seattle, USA.


3.  Language Community Facilitators


مجتمع اللغة العربيه (ALC)

Mai Abu Moghli, Facilitator

Contact: arabic [at]

Mai Abu Moghli is a PhD candidate at University College London (UCL). Her research focus is on human rights education in the Occupied West Bank/Palestine. Mai is human rights activist and interested in issues related to right to education and social change. Mai holds a Masters degree in human rights from the University of Essex and has worked extensively in the field of human rights in the Middle East and North Africa region. Mai speaks English and Arabic and currently lives between the UK and Palestine.


Communauté de langue française

Emeline Marchois, Facilitator

Contact: francais [at]

Emeline’s interests are in child protection, inclusive education and disability in emergencies and fragile states. She’s a qualified modern foreign languages’ teacher from Cambridge University, UK, with six years of experience teaching in Europe and the Caribbean. She also worked as a tutor and psycho-social assistant for local NGOs in Colombia and most recently as an education program manager/coordinator (nutrition, adult training) for international NGOs in Haiti (Caritas, Save the Children, WFP). Her research for the NOHA master’s in humanitarian action addressed education in Colombia where she also worked with the Ministry of Education on inclusive education projects.


Comunidade de Língua Portuguesa

Andreia Soares, Facilitator

Contact: portugues [at]

Andreia is INEE Portuguese Language Community facilitator based in Portugal. She has a degree in Leisure and Social Pedagogy focused on Local Development approaches and has been working since 2004 in Development and Cooperation Programs in Angola, Cape Verde and Guinea-Bissau. Being a trainer in Human Rights, Gender, Youth and Volunteering she works mainly with non-formal education methodologies and as a teacher she has been working in vocational education.


Comunidad Hispana

Claudio Osorio, Facilitator

Contact: espanol [at]

Claudio provides support to Spanish-speaking INEE members, and facilitates INEE´s activities and initiatives in the Spanish-speaking world, working with Ministries of Education, NGOs and UN Agencies to gather resources and build collaborative initiatives on disaster risk reduction in the education sector. He has more than 14 years of experience in disaster risk reduction (DRR) in essential facilities (water and sanitation, health facilities and education sector) in Latin America and Caribbean countries, contributing to define sectorial priorities and strategies at regional and country level to increase disaster resilience of essential services and vulnerable communities.



4. Interns and Consultants



Sarah Montgomery  
Standards & Practice Intern

Contact: sarah.montgomery [at]

Sarah is a Master of Public Administration in Development Practice candidate at Columbia University’s School of International and Public Affairs with a focus on education. She holds a Bachelor of Science in Anthropology from Santa Clara University. Prior to joining INEE, Sarah worked in Kenya at Daraja Academy, a free, all-girls secondary school. During her time at Daraja, Sarah worked with the girls’ empowerment class and peer support program in addition to conducting outreach with local families and organizations. She is currently working on a research project with Indian girls’ education NGO, Educate Girls, researching the motivation of and potential incentives for their community education volunteers. Sarah is interested in the practical application of contextualized education in emergencies standards as well as the inclusion of life skills and empowerment courses, specifically for girls.


Teresa Wolverton
Standards & Practice Intern 

Contact: teresa.wolverton [at]

Teresa is a Master in Public Affairs candidate at Princeton University’s Woodrow Wilson School of Public and International Affairs focused on international development and humanitarian response. She holds a Bachelor of Arts in International Politics & Economics from Middlebury College. Before joining INEE, Teresa worked on projects promoting access to education for minorities with the U.S. Department of State and conducted research on education policies affecting child immigrants in Western Europe. Teresa speaks Arabic, French, and Chinese, and spent four years in international advertising, leading localization projects in over 100 markets around the world. She is interested in education in emergencies in ongoing and post-conflict settings as well as standards and best practices for the integration of child refugees in host country educational systems.


Benil Mostafa
Administrative Intern

Contact: benil.mostafa [at] 

Benil is a Master of Arts in Human Rights candidate at Columbia University, specializing in refugee rights and children’s rights. She holds a Bachelor of Arts in International Criminal Justice from John Jay College of Criminal Justice. Prior to joining INEE, Benil worked as a refugee processing specialist at International Rescue Committee’s Processing Unit. She is interested in the right to quality education for children from refugee backgrounds, adaptability of host governments' national curriculum for refugee students, teacher support and professional development in crisis settings, including policies and practices of refugee education across camp, urban and resettlement contexts. Her recent project work and field research entailed teachers’ and administrators’ experiences and perceptions of integration of Syrian refugee children in public schools in Turkey.


Hang M. Le
Education Policy Intern

Contact: hang.le[at]

Hang is a current doctoral student in the International Education Policy program at the University of Maryland – College Park. Her research interests include educational policy transfer, global financing of international education development, and education for refugee children. She is particularly interested in the role that dominant narratives of the refugee crisis play in promoting educational privatization in conflict settings. Hang has prior experience working with education technology start-ups as well as supporting educational NGOs in her home country Vietnam. She holds a BA with High Honors in Educational Studies and Political Science from Swarthmore College, PA, and an MA in International Education Policy from the University of Maryland – College Park.


Kate Chung

Communications Intern

Contact: kate.chung[at]

Kate is a Master of Arts in International Education candidate at the School For International Training Graduate Institute and holds a Master of Science in Spanish. Kate has worked in the humanitarian aid field with the International Rescue Committee as a Program Officer in Nairobi and the UN World Food Program as an Assessment Officer in South Sudan. She has recently been living in the United States and raising a family while working as a world language teacher in both the U.S. public school system and as the founder of a private language school for young children. Kate has lived in Germany, Madagascar, Haiti, Kenya and South Sudan.


5. Steering Group Members

Dubai Cares
Annina Mattsson
Acting Director of Programs

Annina Mattsson is an international development and humanitarian professional with more than 12 years of experience in education, humanitarian assistance, disaster risk-reduction, conflict prevention, and peace-building. She joined Dubai Cares in February 2016 and has since been responsible for leading the Programs department. Prior to joining Dubai Cares, Annina worked as an independent international development consultant with special focus on monitoring and evaluation. A national of Finland, and a mother of two, she received her Master of Science in Violence, Conflict, and Development from the School of Oriental and African Studies (SOAS).

Finn Church Aid
Jouni Hemberg
Executive Director

Jouni Hemberg has almost 30 years’ experience both in field of humanitarian assistance and in the education sector. His previous tasks in International Red Cross movement, UN and, Save the Children leadership and field work have taken him to work in many countries in Africa, Asia, the Americas, and Europe. Currently, Jouni leads Finn Church Aid (FCA) the largest development NGO in Finland with focus on Education in Emergencies in its humanitarian work. FCA also focusses on youth and vocational education, as well as teacher education and education sector development. Before his humanitarian career, Jouni was a teacher and a popular rock musician in Finland.  

International Rescue Committee

Jennifer Sklar (Co-Chair)
Senior Education Technical Advisor

Jennifer Sklar has more than 17 years of experience working in the field of international education as a practitioner and technical advisor, focused on the provision of education in areas of conflict. Jennifer is responsible for the development of IRC’s global technical priorities in education and leading a team of technical advisors to improve the overall quality of IRC education programs. Her specific technical expertise is in social and emotional learning, impact evaluation, and strategies to improve girls’ learning outcomes. Jennifer has lived in several countries and implemented a variety of programs, including years of work in Ethiopia as IRC’s Education Coordinator, overseeing education programs in six refugee camps. She has a Masters degree from Columbia University School of International Affairs and Public Administration.


Randi Gramshaug
Senior Adviser

Randi Gramshaug works as a senior adviser in the education section of Norad. Her main responsibilities are education in crisis and conflict as well as follow-up of Norway’s support to education in Palestine, Madagascar and Haiti. Randi has been a member of INEE since 2011, and is currently a member of the Steering Group. Before joining Norad, she has worked within the field of education for Unicef in Afghanistan, Cambodia, and Sudan, and for UNHCR in Kenya/Dadaab. Randi has also worked as a teacher in Norway and in the Republic of Congo. Randi has a master's in social anthropology.


Norwegian Refugee Council
Silje Sjøvaag Skeie (Co-Chair)
Special Adviser, Educatio

Silje Sjøvaag Skeie is an education in emergencies specialist, with over 10 years of experience in supporting the education needs of children and youth affected by conflict. Silje is responsible for the development of NRC’s global education policies and programmatic response strategies. Her specific areas of expertise include non-formal education, gender-responsive programming, and conflict-sensitive education. Silje has been an INEE member since 2005, and has represented NRC on the INEE Minimum Standards Working Group, the Education Cannot Wait Working Group and the Gender Task Team. She holds an M.Phil in Pedagogy from the University of Oslo.


Kerstin Holst
Education Officer

Bio forthcoming



Ita Sheehy
Senior Education Officer

Bio forthcoming



Friedrich Affolter
Education Expert for Risk-Informed Programming 

Friedrich Affolter is an Education Expert for Risk-Informed Programming at the Education-in-Emergency Unit at UNICEF NY. Until June 2016, he served as the manager of UNICEF’s Peacebuilding, Education and Advocacy Programme (PBEA), which designed education programmes that contribute to the mitigation of drivers of conflict in 14 fragile and post-conflict countries. Earlier UN assignments include Sudan, South Africa, Angola and Afghanistan. Friedrich holds a Masters and a Doctorate Degree from the Center for International Education of the University of Massachusetts at Amherst.



Nina Papadopoulos
Team Lead of Access in Crisis and Conflict at USAID

Nina Papadopoulos has worked for over 15 years promoting the right of education in conflict and crisis with a diverse range of organizations. She currently supports USAID missions to ensure the effective implementation of USAID’s Education Strategy, particularly the agency goal of increased equitable access to education in crisis and conflict environments. Nina is the co-author of the Education Cluster Coordinator Handbook, and authored a background paper for the 2011 EFA Global Monitoring Report titled: Achievements and challenges of the Education Cluster in the occupied Palestinian territory, Somalia, and Sri Lanka. For the past three years she has been an adjunct at Georgetown University in the Program on Justice and Peace Studies. Nina is a doctoral candidate at the Center for International Education at the University of Massachusetts.


World Vision International
Jonathan B. Miller
Director of Basic Education

Jonathan Miller is currently the Director of Basic Education at World Vision International. His association with INEE goes back to the launch of INEE in 2000. He served previously on the INEE Steering Group from 2009 – 2011, as well as on various working and advisory groups. He has more than twenty-five years of experience as a classroom educator and senior leader of education and youth development programs for IRC, CARE, Room to Read, ROTA, and UNICEF. He has worked to improve the quality of education in crisis, post-crisis, and development contexts for the world’s poorest and most vulnerable populations. Technically, his experience spans the globe, including long-term postings in Liberia, Guinea, Sierra Leone, Kosovo, Bangladesh, Vietnam, and Qatar, with field support provided to education programs in 22 additional countries.