The Relief-Development Transition

Abstract

In recent decades, sustainability has become a keyword in international development circles and an overarching objective for work across a wide array of social projects, including education. Yet, no widely accepted definition or operational guidelines exist that adequately describe its meaning. Furthermore, much of the discussion about sustainability in international development discourse presumes a certain degree of social, political, and economic stability in the country or context in question. What, then, does sustainability mean in so-called fragile states?¹ In particular, what does the sustainability of educational support look like in the transition from humanitarian relief in an unstable emergency context to a more stable situation of economic and educational development? How is the concept of sustainability reconceptualized when programs originally developed by international development institutions for an emergency context are revised, elements discontinued, and fledgling national governments assume responsibility for the provision of educational services from international organizations?