Allison Anderson

Allison Anderson  teaches "Critical Challenges and Opportunities in Education in Emergencies through to Recovery."

Allison Anderson is a nonresident fellow with the Brookings Institution’s Center for Universal Education, focusing on how quality education contributes to sustainable development, disaster risk reduction, and climate change adaptation and mitigation. She led the Center’s post-2015 development agenda work to ensure the inclusion of quality education and learning within the Sustainable Development Goals and the revision of the Education For All goals.

As an international education consultant, Ms. Anderson has worked with a diverse array of international organizations, such as with UNESCO to develop their climate change education for sustainable development strategy; with Education for Change to evaluate child-centered disaster risk reduction programs around the world; and with the Hewlett Foundation to develop a strategy for a cross-national learning forum on Post-2015 advocacy and action with participants from countries across East and West Africa, South Asia and the United States. She also led, in 2015-2016, the global consultations of the Inter-Agency Network for Education in Emergencies (INEE) to identify key challenges and solutions for the field of education in emergencies for incorporation into the new Education Cannot Wait global fund.

From 2003-2010, Ms. Anderson worked with INEE, serving as the Director as well as the Coordinator for Minimum Standards, providing strategic direction and technical expertise to the network’s over 4,000 members working in 138 countries. From 1998-2003, Ms. Anderson worked with the Women''s Refugee Commission, leading adolescent participatory research and advocacy with young people in Kosovo, Sierra Leone and Northern Uganda in order to inform global, regional and national policy and programming.

Ms. Anderson holds a master’s degree in international relations from the Graduate Institute of International Studies / l''Institut universitaire de hautes études internationales in Geneva and a bachelor’s degree in political science with an interdisciplinary concentration in international relations from Yale University.

Publications:

Anderson, A. and Laub, T. (November 2010). The implementation of the INEE Minimum Standards on the Thai/Burma border. Education, Aid, and Aid Agencies. Prof. Colin Brock, editor. University of Oxford.

Anderson, A. and Hodgkin, M. (November 2010). The Transformation of the Humanitarian Sector: Education in Emergencies and the IASC Education Cluster. The Education For All Global Monitoring Report (2011). Paris: UNESCO. Anderson, A., Hodgkin, M. et al. (forthcoming: September 2010). The Inter-Agency Network for Education in Emergencies: A Community of Practice, A Catalyst for Change. UNESCO, UNESCO IIEP.

Anderson, A. and Hoffmann, J. (2010). Minimum Standards, Maximum Results. Even in Chaos: Education in Emergencies. Dr. Kein Cahill, editor. Fordham University Press. Anderson, A. and Hodgkin, M. (2009). Education in Crisis through to Development: The Gender Implications. Commonwealth Ministers Reference Book 2009. Commonwealth Secretariat. Anderson, A. and Lowicki, J. (2000). Recognizing War Affected Adolescents: Frameworks for Action.

Development. London: The Society for International Development, Sage Publications. Anderson, A. (2009). Classrooms in Conflict, The World Policy Journal, Special Issue on Human Security. The World Policy Institute, Volume XXVI, No2. Anderson, A. (2007). INEE Minimum Standards: Mainstreaming Disaster Risk Reduction into Education Sector, Asian Disaster Preparedness Center Journal, fall 2007. Anderson, A., Martone, G. et al. (2006). Standards Put to the Test: the Global Implementation of the INEE Minimum Standards. Humanitarian Practice Network, Special Network Paper. Oversees Development Institute, Number 57, December 2006.

Anderson, A. and Mendenhall, M. (2006). The Inter-Agency Network for Education in Emergencies. Forced Migration Review, Special issue on Education and Conflict: Research, Policy and Practice. Oxford Refugee Studies Centre, July 2006.

Anderson, A. and Brooks, D. (2005) Implementing Minimum Standards for Education in Emergencies: Lessons from Aceh. Humanitarian Practice Network, Humanitarian Exchange, Oversees Development Institute, 2005.

Anderson, A. and Roberts, B. (2005). Education in Emergencies: Learning for a Peaceful Future, Forced Migration Review. Oxford Refugee Studies Centre, January 2005. Anderson, A. and Rognerud, E. (2004). Ensuring A Minimum: Education and Conflicts. Association for the Development of Education in Africa (ADEA) Journal, Volume 16, Number 4, October-December 2004.

Anderson, A. (2004). Developing Minimum Standards for Education in Emergencies. Humanitarian Practice Network, Humanitarian Exchange, Oversees Development Institute, 2004. Anderson, A. (2003). Developing Minimum Standards for Education in Emergencies. Monday Developments, Volume 21, Number 16, September 2003. Anderson, A. and Openy, B. (2002). Young Ugandans Use Participation to Cope with the Aftermath of War. Child Rights Information Network Journal. Special issue on Young People''s Participation. Number 16, October 2002.

Education

• MA in International Relations, Graduate Institute of International Studies / l''Institut universitaire de hautes études internationales
• BA in Political Science, Yale University

Affiliations

• Director, Inter-Agency Network for Education in Emergencies
• International Rescue Committee''s Working Group on Disaster Risk Reduction
• Population Council''s Research Advisory Group on Schooling and Conflict