CAS Higher Education in Emergencies 2021

Higher Education is an essential component of humanitarian response: it supports development and learning, improves quality of education, and builds resilience. This course builds the necessary knowledge and competencies for quality HEiE responses.



1 October 2021 - 30 August 2022
14 ECTS credits
80 Teaching hours
155 Distance teaching hours




Blended learning


+41 22 379 96 26


Registration deadline

15 September 2021


CHF 5000.-

Scholarship criteria

In order to be informed of the latest news regarding our training in the field of education in emergency situations, you can fill out this form

Contribution to the SDGs

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all


  • Develop knowledge and skills related to the design, development and implementation of higher education programs that are relevant and adapted to these contexts
  • Reinforce the right to education across the entire education continuum, including quality higher education that contributes directly to learners’ ability to engage in their community, as well as to their social and economic stability
  • Focus on the integration of digital pedagogy in HEiE programs that are adapted to humanitarian contexts and on innovative learning pathways for learners living in challenging circumstances


Academic staff preparing to engage in higher education in emergencies; humanitarian staff engaged in managing education programs in the field


6 modules:

  • International law and policies & International and National Higher Education requirements
  • Digital and connected learning
  • Program design and implementation
  • Physical and psychological protection and wellbeing
  • Monitoring and evaluation
  • Research in HEiEC


Prof. Abdeljalil AKKARI, Faculty of Psychology and Educational Sciences, University of Geneva


Consuelo GUARDIA MACCHIAVELLO, University of Geneva


This module will introduce participants to international law and policies related to higher education. It will also highlight selected case studies of international and national requirements for higher education. The thematic sessions of this module will address issues such as:

  • the Universal Declaration of Human Rights and higher education;
  • the Bologna Declaration and higher education in Europe;
  • access to higher education and widening participation including refugees;
  • emergency remote teaching and learning in higher education;
  • equity and social justice in higher education;
  • higher education and corporal social responsibility;
  • sustainable development and higher education;
  • financing higher education, private higher education, student loan and higher education
  • language policy in higher education
  • inequalities and digital divide in higher education
  • internationalization and decolonization of higher education
  • autonomy and quality assurance of higher education.

Critical perspectives will be derived from the engagement of the participants in critical thinking through group work, presentations and discussions. Written assignments will be based around topics selected by the participants during the presentations and discussions.


This module aims to develop strategic knowledge and know-how to develop engaging content and implement collaborative online learning. Participants will become familiar with major families of educational technologies. They will be able to select an appropriate mix of technology to support learning interactions in distance education, meeting educational goals. We will demonstrate cost-effective open source solutions that are appropriate to support distance learning in the challenging context of education in emergencies situations. Participants will be evaluated through the design of a prototype digital learning environment.


Part 1: Monitoring

Effective monitoring strategies can help mitigate the challenges inherent to some situations that can be defined as fragile and at risk, and can help provide targeted assistance, while reducing risks.

This course deals with monitoring in fragile and at-risk environments, where reaching vulnerable populations in conflict-affected areas remains a challenge. It will highlight some examples of concrete projects where intervention took place such as the Ci-RES (Création de capacités institutionnelles d’intégration des réfugiés) project ( Therefore, this course examines some monitoring characteristics and introduces the student to a variety of project monitoring methods that can be applied in at risk environments. Through case study exercises and group discussions, this course will stimulate ideas on how to design and implement monitoring processes that strengthen accountability and learning in fragile learning environments.


Part 2 : Evaluation (to be updated)


Conducting research in the field of higher education in emergencies requires different methodologies and different postures of research and analysis. To familiarize students with these methods, different research projects will be presented. The objective is for them to have a foundation in constructing a research project, to understand the issues related to inclusion and collaboration with participants, and to be able to critically analyze research projects.

Contribution to the SDGs

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Les termes utilisés pour désigner des personnes sont pris au sens générique; ils ont à la fois la valeur d'un masculin et d'un féminin.