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

Webinar: Education and forced displacement – How can technology make a difference?

3 May 2016

  • Date: 18 May 2016
  • Time: 9:30-11am EST / 3:30-5 pm CEST (90min.)
  • Hosted by: INEE; BMZ/GIZ; UNHCR
  • Partners: World Vision International, All Children Reading: A Grand Challenge for Development (USAID, World Vision, and the Australian Government), Creative Associates International

    Recording and presentations
    Below are links to the webinar recording and a Google Drive folder containing all of the presentations.

    Watch the recording on YouTube:
    (File size: 197.88MB, Duration: 1 hour 30 minutes)

    Presentations folder link:

Keep the conversation alive

  1. Join the conversation about ICT4EiE in the discussion forum on the INEE website. We have populated the forum with some of the questions from today's webinar, but please feel free to add more questions, comments, feedback, and experience directly in the forum. 
  2. Stay informed about future events related to ICT4EiE by subscribing to the INEE technology and education mailing list - select "Technology and Education in Crises" and any other lists that interest you. (Note that if you are already an INEE subscriber, you can also join this mailing list by updating your subscriptions via the link at the bottom of any INEE email.)


Conflict, crisis, and forced displacement are amongst the biggest obstacles to reaching the international education goals. With 60 million people fleeing from war, violence, and lack of future perspectives, the most severe refugee crisis since World War II is about to create a “lost generation” of children and youth with no access to adequate education. Information and Communication Technologies (ICT) have the potential to support, enhance, and enable education for the most marginalized. There are a variety of initiatives underway showing promising results and lessons learnt regarding the use of ICT for education in contexts of forced displacement.

In March 2016, two landscape reviews on ICT for Education in Conflict and Crisis* and on Technology for Refugee and IDP Education** were launched at the UNESCO Mobile Learning Week. Key findings and recommendations from these two landscape reviews will be presented in the webinar. In addition, initial findings from an ongoing teacher support initiative between Columbia University Teachers College, Finn Church Aid, and UNHCR that involves mobile-mentoring (or m-mentoring) for refugee teachers in Kakuma refugee camp, Kenya, will be discussed. One of the participating refugee teachers will share his experiences participating in the m-mentoring prototype and related training activities during the webinar.   

Objective and aims

The aim of this webinar is to bring together stakeholders from different backgrounds, including practitioners, researchers, and policy makers from the fields of education and ICT in conflict and crisis settings. During the webinar, the panelists will discuss promising approaches, challenges, and lessons learnt regarding the use of ICT for education for refugees and IDPs. The final objective is to stimulate further exchange, identify ways forward, and improve existing practices to reach a larger number of children, youth, and teachers with regard to education and ICT in situations of forced displacement.

Some of the key questions for discussion will be: How can technology improve access to inclusive, equitable, and quality education in sustainable ways in the context of forced displacement? How can we best measure its impact in these settings? What are the benefits and challenges of ICT supported education interventions in refugee and IDP settings? Which aspects have to be considered when  using ICT for education particularly in refugee and IDP settings (e.g. conflict sensitivity, inclusiveness, feasibility and sustainability of the intervention)?   

The webinar will consist of brief presentations by the panelists to share the highlights from their respective work, followed by Q&A and a discussion among panelists and participants. When participants register for the webinar they will be given the opportunity to submit questions in advance, which will feed into the discussion during the webinar. Participants will also be able to pose questions to the panelists during the webinar. Please register here by May 15th .


  • Dr. Negin Dahya, University of Washington Information School: Education in Conflict and Crisis – How Can Technology Make a Difference?
  • Laura Stankiewicz, Creative Associates International: Technology for Refugee and IDP Education
  • Dr. Mary Mendenhall, Columbia University Teachers College: Strengthening Support for Refugee Teachers in Kakuma
  • Peter Mading Angong, Primary School Teacher, Kakuma Refugee Camp (tbc): Mobile Mentoring for Refugee Teachers – Experiences from Kakuma


  • Laura Davison, INEE
  • Sophia Palmes, GIZ Education Sector Program
  • Alexandra Galeitzke, GIZ Education Sector Program
  • Marie Maier-Metz, UNHCR Education Division

For further information please contact Alexandra Galeitzke ( or Sophia Palmes (


* The landscape review "Education in Conflict and Crisis: How can Technology Make a Difference?” is a publication in the frame of the Mobiles for Education Alliance and was commissioned by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ) and in close collaboration with World Vision International, All Children Reading: A Grand Challenge for Development (USAID, World Vision, and the Australian Government), INEE and Creative Associates International. The author is Dr. Negin Dahya from the University of Washington Information School.

** The landscape review on ICT for Refugee and IDP education is another publication in the frame of the Mobiles for Education Alliance. It was commissioned by All Children Reading: A Grand Challenge for Development (USAID, World Vision, and the Australian Government), Creative Associates International and in coordination with GIZ and BMZ. The author is Laura Stankiewicz who currently works as Project Coordinator for the International Commission on Financing Global Education Opportunity.