Past Program


Today there are more forcibly displaced people globally than at any time since the end of the Second World War.  Over half of all refugees are children. Global levels of migration are also higher than ever before. In 2017, 258 million people (or one in every thirty) were living outside of their country of birth. The education and assessment needs of refugee and migrant children are complex and can differ enormously.  In many cases education policy and practice can further hinder the chances for young refugees and migrants to acquire the education and qualifications that they will need to thrive in the communities where they reside and in the world.

These challenges can include a lack of understanding of the talents and skills that they have acquired as well as the specific educational needs of young people who have been through traumatic experiences, long-standing barriers to accessing education, and policies that prevent refugee and migrant children from acquiring the kinds of qualifications that will help them to thrive in the world.  All of these hinder not only the wellbeing and future prospects of these young people but also of the wider societies in which they will live.

However, new insights from cutting edge research, assessment, and practice around social and emotional learning, language policy and the use of technology have the potential to create a much more positive future for refugees, migrants and all young people in our education systems.

Building on the 2019 Global Education Monitoring Report and recent Education for Tomorrow’s World work on language policy and social and emotional learning, this program will bring together experts, policymakers and practitioners from a wide range of organizations, sectors and countries to develop policy and financing solutions that can create better education outcomes and life chances for both refugees and displaced people and their host communities.

Over the course of the five-day program participants will address key questions, including:

  • How can learning environments help mitigate and reverse the effects of stress and trauma on students?
  • What scalable and transferable teacher training approaches can help educators develop safe and inclusive classrooms?
  • How can technological and policy solutions help address challenges around recognition of refugee and migrant education credentials?
  • How can education assessment, research, and interventions increase life chances for refugees, displaced peoples, and their host communities?
  • What can be done to ensure that multilingualism is seen as contributing positively to communities and societies?
  • How can social and emotional learning help to foster a sense of connectedness, solidarity, and cohesion between migrants and host communities?
  • After the 2018 Global Compact on Refugees and the Global Compact for Safe Orderly and Regular Migration where are the early examples of international best practice and how can they be replicated?

During and immediately after the Salzburg program, participants and staff will co-create a number of strategic products to leverage the learning and recommendations from the meeting:

  • Advocacy: A Salzburg Statement will be jointly drafted to respond concisely to the Key Questions and serve as a call to action to help participants personally as well as their institutions and communities.
  • Online engagement: A series of online debates will be launched following the program to continue online engagement on a monthly basis around key questions raised through the program.
  • Multimedia outreach: A series of webinars and podcasts will discuss and disseminate the Salzburg Statement and multiply its impact in different settings. These will provide an opportunity to engage with many more people than are present at the meeting and bring the outcomes to new audiences.
  • Impact report: A report will subsequently be published summarizing the program as well as highlights from the Twitter and webinar debates that follow it.

Salzburg Global Seminar’s Education for Tomorrow’s World programs seek to bring together cross-sector and cross-generational change-makers from around the world to tackle complex challenges.

This program will bring together around 60 participants, including global education leaders, researchers and change makers, with expertise across refugee and migrant education, social and emotional learning, language policy, design thinking and the use and development of technology in education from around the world.

The highly interactive program will be structured around a mix of thought-provoking presentations, curated conversations, informal interactions, knowledge exchange, and practical group work. The process seeks to combine theory, policy and practice across sectoral silos, opening up new perspectives and learning opportunities. Participants will also work intensively in focus groups, allowing for in-depth group work on key issues.


Jennifer Adams
Executive Committee Member, Karanga: The Global Alliance for SEL and Life Skills, Canada
Ayman Agbaria
Head, Master's Program in Education, Haifa University, Israel
Hisham Al-laham
Media Specialist, Women Media and Development, State of Palestine
Shaddin Alhajahmad
Senior Economic Justice Policy Officer, Oxfam, Jordan
Carine Allaf
Senior Programs Advisor, Qatar Foundation International (QFI),USA
Ryan Allen
Associate Professor, University of Minnesota, USA
Eugenia Arvanitis
Assistant Professor, University of Patras, Greece
Jamie Balfour-Paul
Founder and Performing Magician, Magic for Smiles, UK
Mechthild Becker
Scientific Assistant, Potsdam Institute for Climate Impact Research, Germany
Aleem Bharwani
Director of Public Policy and Strategic Partnerships, University of Calgary, Canada
Margi Bhatt
Coordinator, Education Policy, INEE - Inter-agency Network for Education in Emergencies, USA
Nick Bilbrough
Founder and Coordinator, The Hands Up Project, UK
Subindra Bogati
Founder & CEO, Nepal Peacebuilding Initiative, Nepal
Emma Bonar
Youth Specialist, Norwegian Refugee Council, Jordan
Giancarlo Brotto
Global Education Strategist; Founding Partner, Catalyst, Canada
Roxane Caires
Senior Project Associate, Global TIES for Children, New York University, USA
Anthony Capstick
Lecturer in Applied Linguistics, University of Reading, UK
Maurice Crul
Professor of Sociology, Vrije Universiteit, Netherlands
Frosse Dabit
Senior Education Program Specialist, UNRWA, Jordan
Marios Dakis
Psychologist; Project Coordinator, The HOME Project, Greece
Salam Dharejo
Country Coordinator for Pakistan, Terre des Hommes, Pakistan
Kerryn Dixon
Associate Professor, Foundation Studies, University of the Witwatersrand, South Africa
Andrea Fahed
Education Coordinator, Lebanese Alternative Learning, Lebanon
Maria Fernandez Sabau
Independent Advisor and Cultural Manager, Spain
Chesley Flannery
Dean of Students and International Affairs; Teacher of English Literature and Composition, Salzburg International School (SALIS), Salzburg, Austria
Carmela Francolino
Talent Manager, NaTakallam, France
Danielle De La Fuente
Founder and Executive Director of Amal Alliance, USA
Tibi Galis
Executive Director, Auschwitz Institute for Peace and Reconciliation, USA
Benedicte Gendron
Professor, University of Montpellier III, France
Molly Hayes
Research Fellow, University of Minnesota, USA
Kathleen Heugh
Associate Professor of Applied Linguistics, University of South Australia, Australia
Warigia Hinga
Director, Tumaini Brooks Center, Kenya
Ella Ininahazwe
Refugee College Guidance Counselor, Kepler, Rwanda
Janhvi Kanoria
Director of Innovation Development, Education Above All, Qatar
Julia Kirby
Manager of Research & Content Dissemination, WISE
Frank Kiyingi
Executive Director, Advocacy for Child Relief, Uganda
Philine Kruse
Philine Kruse, Graduate Student, M.Sc. in Refugee and Forced Migration Studies, University of Oxford, UK
Sindith Kuester
Education Consultant, Qatar Foundation International, Germany
Daniela Labra Cardero
Co-Founder, Atentamente
Brian Lally
Education Specialist, Multi Aid Programs, UK
Linda Liu
Vice President of International, The College Board, USA
Camilla Lodi
Psycho Social Support and Social Emotional Learning Regional Adviser, Norwegian Refugee Council, Jordan
Joanne McEachen
Global New Measures Director, New Pedagogies for Deep Learning, USA
Catherine Millett
Senior Research Scientist, ETS Policy Evaluation & Research Center, United States
John Mugo
Executive Director, Zizi Afrique Foundation, Kenya
Anja Nielsen
Senior Policy and Advocacy Adviser for Education and Youth, Unicef, UK
Annamaria Olsson
Founder and Head of Board, Give Something Back To Berlin, Germany
Fiona Pape
Regional Head of English for Education Systems - MENA, The British Council, Egypt
Louka Parry
Executive Committee Member, Karanga: The Global Alliance for SEL and Life Skills, Australia
Jim Pedrech
Ambassador, Project Kakuma, Canada
Kirk Person
Director, External Affairs, SIL International, Mainland Southeast Asia, Thailand
Caroline Pontefract
Director of Education, UNRWA, Jordan
Gerhard Pulfer
Portfolio Manager for Education in Displacement, Porticus, Austria
Diana Rodriguez-Gomez
Assistant Professor, University of Wisconsin, Madison, USA
Javier Rojas
Consultant, SIMO, Mexico
Ana Rold
CEO and Publisher, Diplomatic Courier, USA
Samuel Rushworth
Co-Director, GCRF Global Engagement Network, UK
Hassina Sherjan
Director, Aid Afghanistan for Education, Afghanistan
Margaret Sinclair
Co-Convenor, NISSEM, UK
Mark Sparvell
Senior Education Leader, Microsoft, USA
Reda Thabet
Education Specialist, UNRWA, State of Palestine
Sarah Towle
Author and Educator, UK
Bahira Trask
Professor and Chair of HDFS Department, University of Delaware, USA
Patricia Vazquez
Education Consultant, Mexico
Kerry Whigham
Academic Programs Associate, Auschwitz Institute, USA
Mary Winters
Program Specialist, The LEGO Foundation, Denmark



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