Education Cannot Wait Interviews Tom Fletcher, Under-Secretary-General for Humanitarian Affairs and Emergency Relief Coordinator
Tom Fletcher is the United Nations Under-Secretary-General for Humanitarian Affairs and Emergency Relief Coordinator, OCHA. He started his official duties on 18 November 2024.
Prior to taking up this role, Fletcher was the Principal of Hertford College at Oxford (2020-2024) and Vice Chair of Oxford University’s Conference of Colleges (2022-2024). He was British Ambassador to Lebanon (2011-2015) and Number 10 Foreign Policy Adviser to three UK Prime Ministers (2007-2011).
Fletcher previously served as Global Strategy Director of the Global Business Coalition for Education (2015-2019) and as chair of the UK Creative Industries Federation (2015-2020). He was awarded a CMG in 2011.
Fletcher has worked closely with the United Nations during his diplomatic career in Africa, the Middle East and Europe, including leading a report on technology for the UN Secretary General (2017). He is the author of 'The Naked Diplomat' (2016), 'Ten Survival Skills for a World in Flux' (2022), and two novels, 'The Ambassador' (2022) and 'The Assassin' (2024). He has written for the Financial Times, Prospect and Foreign Policy Magazine, and presented a BBC series on democracy.
Fletcher holds a Master of Arts degree in Modern History (Oxford, 1998). He was Visiting Professor at New York University (2015-2020) and the Emirates Diplomatic Academy (2016-2019). He is fluent in English and French, and has a good working knowledge of Arabic and Swahili.
ECW: How can education – especially for the 234 million crisis-affected children in urgent need of education support – better strengthen efforts to protect civilians, ensure human rights and foster adherence to international humanitarian law?
Tom Fletcher: Education is a frontline necessity in humanitarian crises – not an afterthought or something that can be dealt with later. Everywhere I go, I see how education provides children with a sense of normalcy, safety and hope amid the chaos. Learning is a shield against the threats and trauma of war and disaster. A child in school is less likely to be recruited by armed groups, exploited or harmed – and at its best, education instills values of peaceful coexistence, dignity, respect for each other, and for the agreed rules and laws that benefit everyone.
ECW: As a professor, diplomat and humanitarian, you know education's transformative power. Today, with crises escalating, funding contracting and priorities competing, why must public and private donors see education as a life-saving intervention, not a secondary need? What are the consequences if we fail to sustain funding through multilateral funds like Education Cannot Wait, especially for crisis-affected children in the hardest-hit contexts?
Tom Fletcher: We know that education stabilizes communities, protects children and plants the seeds of peace. Without it, we don’t just skip lessons – we lose generations. It is the deepest tragedy that in a place like Gaza, some 658,000 school-aged children are without formal education because nine out of 10 of their schools are damaged or destroyed by the war. Without a school to go to, these children are more vulnerable, their human rights are undermined, and their futures hang in the balance.
But we are also facing a brutal funding crunch and we are reimagining the entire humanitarian enterprise. At the heart of this humanitarian reset will be three simple ideas: we will be smaller, closer to those we serve and robust in the protection of civilians. Education is one of our most powerful tools in this endeavour, and multilateral funds like Education Cannot Wait – thanks to the vision, courage, tenacity and leadership of Sarah and Gordon Brown, the latter also ECW’s founder – give us the means to deliver hope. Failing to fund education means we don’t just turn our backs on children, but we risk perpetuating the very cycles of poverty and instability we claim to fight.
ECW: The United Nations Office for the Coordination of Humanitarian Affairs (UN-OCHA) drives global efforts to respond to humanitarian crises in Sudan, Ukraine, Gaza and the Democratic Republic of the Congo, among others. Why is education crucial in humanitarian crises, and how does it foster peace, security and economic development for all?
Tom Fletcher: In conflict-affected countries, one in three children – approximately 103 million children – are out of school, which is three times the global rate (Save the Children analysis 27 Dec 2024). Addressing this educational gap is essential: Education promotes understanding and helps young people turn away from the pull of extremist ideologies. In the long run, education drives economic progress by giving girls and boys the tools to build their own futures. That is why, even amidst a war, the classroom can be the most powerful place – a space where children can rediscover hope, dignity and purpose.
In every humanitarian crisis I’ve seen, once people find safety, education is among the first services they seek. It’s where healing begins. It’s where recovery takes root. Education is the antidote to despair and division because it teaches young people how to reclaim their place in the world.
ECW: UN-OCHA plays a key role in support of ECW investments in education in emergencies and protracted crises through its humanitarian coordination system which, alongside UNHCR’s refugee coordination role, is essential to the efficient, effective delivery of quality education in crises. Why are the UN-OCHA and UNHCR coordination systems crucial, and how can they be further strengthened?
Tom Fletcher: Coordination isn’t a bureaucratic nicety – it’s how we save more lives with the resources we have. Alongside UNHCR and our many partners, we form the backbone of a coordinated humanitarian response – to support our frontline colleagues' efforts to reach people in their hour of greatest need. But we can and must do better. This means handing over decision-making power to partners on the ground who know their communities best, streamlining processes to reduce duplication and investing in local capacity. Our mantra must be: Local where possible and international only when necessary. That’s how we can ensure that education in emergencies arrives quickly in a way that truly meets the needs of the communities we serve.
ECW: We all know that ‘readers are leaders’ and that reading skills are key to every child’s education. What are three books that have most influenced you personally and/or professionally?
Tom Fletcher:
“Ministry of the Future” by Kim Stanley Robinson
“Silk Roads” by Peter Frankopan
“Team of Rivals” by Doris Kearns Goodwin
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