Based at the NORRAG Global Education Centre, I am responsible for research, evidence synthesis, and advocacy on education in emergencies. In 2023-24 I am focusing specifically on preparations for the UN Global Refugee Forum and Action Track 3 of the United Nations Transforming Education Summit, advancing a global agenda for all teachers in emergency contexts.

Representing the Geneva Graduate Institute as a founding member of the Global Hub for Education in Emergencies, I contribute to strategic and operational objective setting and work with representatives from 14 international humanitarian organizations and bi-lateral donors to determine knowledge production and advocacy priorities for education in emergencies. My particular contribution to the TWG focused on teachers in conflict- and displacement-affected contexts.

Focusing on four country contexts, in partnership with UNHCR and the Secondary Education Working Group, I am contracted to identify and analyze promising policies that enable refugee and internally displaced adolescents' enrollment and retention in secondary education. The project aim is to produce an action agenda that informs the scaling and sustaining of effective policies in more displacement-affected settings globally.

Working with the Myanmar Education Consortium, I am designing and facilitating professional development on conflict sensitive education for technical leads supporting ethnic education providers in Myanmar's border states. Key areas of focus include gender and disability inclusion, school safety, teacher mental health and wellbeing, and psychosocial safety and support.

Focused on play-based and socio-emotional learning interventions in the refugee-hosting and conflict-affected contexts of Bangladesh, Colombia, Kenya, Uganda, and Ukraine, I led the co-design of a teacher and facilitator professional development toolkit to support the scale-up of Sesame Workshop's Watch Play Learn initiative.

In preparation for the release of the inaugural global report on teachers, which focuses on teacher shortages, I researched and authored a background paper on the association between teacher wellbeing and teacher shortages in crisis contexts. I drew on UNESCO Institute for Statistics and World Bank data for SDG 4c, scholarly literature on teacher mental health and wellbeing from more than 10 crisis-affected contexts, and I included detailed case studies from Colombia, Kenya, Myanmar, and Palestine. Full report available here (background paper forthcoming): https://teachertaskforce.org/sites/default/files/2024-02/2024_TTF-UNESCO-Global-Report-on-Teachers_EN.pdf

I supported teaching, research, and consultancy initiatives for refugee education and education in emergencies more broadly. Specific consultancy and teaching activities include:- 2022 AC4 Fellow (Advanced Consortium on Cooperation, Conflict, and Complexity), Columbia Climate School- Senior Researcher: LEGO Foundation - Playful Learning in Crisis Settings (PLiCS)- Senior Researcher: UNHCR - Typology of Teachers of Persons of Concern- Integrative Projects Advisor: Masters students- Teaching Assistant: Issues and Institutions in International Education and Development- Teaching Assistant: Education in Emergencies- Editorial Board: Current Issues in Comparative Education (CICE) Journal

Working with Plan International and UNHCR’s Secondary Education Working Group, I led a small team in the research and synthesis of evidence on the state of secondary education and adolescent development in conflict and crisis-affected contexts, covering nine areas of thematic focus and analysis.

Hosted by the Inter-agency Network for Education in Emergencies, the Teachers in Crisis Contexts (TiCC) Working Group identifies problem areas in teacher management, development and support in crisis contexts and propose and provide inter-agency open-source solutions. The work of TiCC builds on INEE’s long-standing commitment to working with and for teachers in crisis settings. My project specific activities include:- Co-Convener (with UNHCR). United Nations Transforming Education Pre-Summit (Paris) and Summit (New York) meetings: Transforming our understanding of refugee teachers and teaching in contexts of forced displacement. See meeting memo here https://www.unhcr.org/en-us/publications/brochures/62d6ac4a4/transforming-understanding-refugee-teachers-teaching-contexts-forced-displacement.html - Co-Lead (with the Norwegian Refugee Council). Teacher Wellbeing in Emergency Settings Pilot Workshop: Palestine. See outcome resource here: https://reliefweb.int/report/occupied-palestinian-territory/teacher-wellbeing-emergencies-settings-framework-palestine-january-2023 - Co-Editor. Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Wellbeing. See publication here: https://inee.org/resources/promising-practices-teacher-professional-development- Co-Planner & Co-Facilitator. INEE Learning Agenda Consultations (South Asia) Dhaka, Bangladesh (in partnership with the UK Global Challenges Research Fund). See report here: https://inee.org/resources/regional-inee-learning-agenda-consultations- Co-Chair, Advisory Group, Education Cannot Wait - Teacher Wellbeing Toolkit. See publication here: https://inee.org/resources/guidance-note-teacher-wellbeing-emergency-settings- Coordinator and moderator for the Global Partnership for Education (GPE) Global Education Summit meeting: "Strengthening Support for Teachers in Crisis Contexts: Promising and Innovative Practices in Teacher Professional Development"

I provided high-level strategic guidance on gender-responsive education in emergency contexts to eight UNICEF country offices across the South Asia Region. My role helped ensure education continuity, especially for disadvantaged and vulnerable girls, with a focus on scalable solutions and innovative technology to address the issue of school closures due to COVID-19. A key output from this consultancy was the regional guidance note Gender-responsive Education in the Context of COVID-19 (see below) which was used by governments and UNICEF country offices to inform policy and practice.

I led the design of international policy advisory and teacher professional development service initiatives. Key projects and responsibilities included, but were not limited to:- Strategic planning that raised the institution’s contract portfolio in South and Southeast Asia, and in Latin America by 400% within two years;- Program Director: He Aputahi Taketake, Chile: Māori - Mapuche Indigenous Education Leaders Partnership with the Ministry of Education and UNESCO;- Designed and led a policy-level program on teacher professional development and appraisal for the Ministry of Education, Vietnam, funded by the World Bank; - Led the capability development of 46 teacher PLD facilitators and researchers, focused on international partner and program engagement;- Lead Advisor: Ministry of Education New Zealand - Global citizenship and sustainability resource development & youth civic engagement policy and framework.

Through this role I offered governance and strategic direction to the Ministry of Foreign Affairs and Trade funded Asia New Zealand Foundation in order to support the Leadership Network's performance against its funding objectives. The Leadership Network consists of 400 cross-sector leaders selected for their demonstrated experience and interest in improving New Zealand's knowledge of and connections with Asia. During my own time in the Network I facilitated New Zealand’s young leaders delegation to South India and designed and facilitated the 15+15 Indonesia-New Zealand Dialogue in Bandung, Indonesia.

Contributing to the Global Facility for Disaster Reduction and Recovery (GFDRR), I was contracted to research and co-author the Guidance Note for Post-Disaster Education Sector Recovery. This project supports education sector stakeholders to better prevent, prepare for, respond to, and recover from disaster in its various forms (i.e. sudden onset, protracted, human induced, natural).

I provided leadership and contributed to social impact across a number of teacher professional development research, design, and evaluation work streams, including but not limited to:- XL Future Leaders, Indonesia: The co-design and leadership of a youth innovation and entrepreneurship initiative (shortlisted for the 2015 UNESCO Wenhui Award for Education and Innovation);- Australian Aid Programme / DFAT, Solomon Islands: Technical Advisor, Curriculum Development Project. - Google, Indonesia: Project director, research, and design. Indonesia eLearning Lab Pilot Program;- Ministry of Health, New Zealand: Health Promoting Schools, community development facilitator capacity building;- Ministry for Children (Oranga Tamariki), New Zealand: Project director, Children's Action Plan regional leadership development program.- Axiata, Malaysia: Education and youth leadership development programme manager

Focused on empowering New Zealand youth in their role as global citizens at local, national and global levels, and explored how global citizenship is integral to realizing the Millennium Development Goals and Sustainable Development Goals.

Looking Beyond Disaster: Program design and forum facilitation to meet the needs of international participants with experience and expertise in disaster response and recovery. During this time I was also a facilitator for the United Nations Environment Program's Children and Youth for Rio+20 Conference in Bandung, Indonesia.

At Aranui High School, before the school’s post-earthquake rebuild and renaming:- I designed and taught curriculum in Social Sciences and Geography with a focus on community development, youth social enterprise, and leadership development. - I was the school's teacher representative for He Kakano, a national leadership initiative for indigenous leadership and pedagogy. - I also served as the secretary for the Canterbury Geography Teachers' Association.

Based in Manila and on the island of Mindoro, in this role I:- Developed and maintained networks with INGOs working with child rights issues in Southeast Asia. - Advised on the development of educational resources for the prevention of child trafficking and child sexual abuse. - Advocated for improved child centered global policy at high-level international forums.- Civil Society Delegate: UN Global Forum for Migration and Development

- Co-developed course materials for undergraduate Cultural Anthropology courses and facilitated topic specific tutorials for students. - Collaborated with faculty staff on their respective research projects. Tutored / assisted in the following courses:Anthropology 100: Human Cultures: Introduction to Social Anthropology Anthropology 320: Ethnographic Film and PhotographyAnthropology 331: Anthropology Today: Debates in Culture