E13S11 A Career Journey in Education Access During Emergencies with Barbara Moser-Mercer

The Social Change Career Podcast

Gain deep insights into the critical importance of education during emergencies and the transformative impact it has on individuals and communities. Discover the extensive expertise of Dr. Barbara Moser-Mercer in advocating for and implementing education in emergencies, leveraging the capacities of local actors and stakeholders for sustainable impact on displaced and refugee hosting communities. Explore the diverse career paths available in the field of Education and Higher Education in Emergencies and the opportunities for impactful work.

In This Episode, We'll Dive Into:

1. Education as a Lifeline: Explore the pivotal role of education for protection and social-emotional well-being for individuals and communities facing emergencies.

2. Empowering Communities: Learn how education empowers communities to overcome challenges and build resilience.

3.Career Insights: Gain valuable insights from Dr. Moser-Mercer's extensive career journey in Higher Education in Emergencies.

4. Communities at the Heart of Change: Discover the importance of engaging communities for impactful change, emphasizing participation, agency, accountability and transparency.

5. Global Impact Insights: Gain insights from a career at the intersection of policy, practice, and research, driving impactful change on a global scale.

Bio: Barbara Moser-Mercer, professor emerita and founder of InZone (University of Geneva), is visiting professor at University of Nairobi, engaged in strengthening African solutions that advance Higher Education in Emergencies (HEiE) and has been coordinating the launch phase of the African Higher Education in Emergencies Network (AHEEN); she is currently also a Visiting Fellow at the University of Oxford’s Refugee Studies Center researching and working on a book on Higher Education in Emergencies.

Following her initial training as conference interpreter she pursued her studies and research in cognitive psychology, focusing on the development of expertise in complex cognitive skills of bilinguals, both from a cognitive psychology and a cognitive neuro-science perspective. These findings have been instrumental in informing the design and the development of student-centered multilingual digital learning environments and social-emotional learning programs in different fragile contexts. Building on insights and experience in a variety of displacement contexts she has studied, as well as further developed, a viable interface between humanitarian and academic actors conducive to scaling higher education opportunities for displaced youth that benefit both students and their communities and inform education policy in refugee-hosting countries. She has contributed to several working groups of the Inter-agency Network for Education in Emergencies (INEE) including co-chairing the Standards and Practice WG, PSS-SEL WG, Distance Education WG, and the Minimum Standards for Education Update Reference Group.

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