Gustavo Payan-Luna - Academia.edu (original) (raw)
Gustavo Payan is an international development specialist with experience in conflict-affected and fragile environments. An impassioned advocate for education in crisis and conflict situations and an expert in preventing school-based violence, he builds programs and influences policy to foster peace and security through access to learning and livelihoods. Gustavo is currently the senior technical advisor and Deputy Chief of Party of the Asegurando la Educacion project in Honduras. He also serves as a co-chair of the Advocacy Working Group from the Inter-Agency Network for Education in Emergencies (INEE).
Prior to DAI, Gustavo served as a lead facilitator of conflict-sensitive education trainings, launching INEE’s global initiative and supporting UNICEF Colombia’s efforts. He managed and provided technical assistance to education and youth development projects in Cyprus, Eastern Europe, Ethiopia, and the Philippines, focused on issues such as out-of-school children and youth, accelerated learning, technical and vocational education and training, and transparency in education and livelihoods. Gustavo, an Edward Mason Fellow, is originally from Ciudad Juarez, Mexico, and his favorite role is being a dad.
Master’s, public administration, Harvard Kennedy School
M.A., sustainable international development, Brandeis University
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Papers by Gustavo Payan-Luna
Journal on education in emergencies, 2022
Journal on education in emergencies, 2022
Journal on education in emergencies, 2022
Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Well-being, 2019
The teacher professional development program in this case study helps teachers recognize and talk... more The teacher professional development program in this
case study helps teachers recognize and talk about
their context. It gives them skills to be conflict-sensitive
and gain a better understanding of the challenges
related to violence—including gender-based violence
(GBV) and other crises and how they intersect with
education. It promotes social-emotional learning (SEL)
and restorative practices that increases their sense
of agency and helps them deliver education more
effectively.
This study compares multiple resiliency factors (individual, caregiver, context) displayed by you... more This study compares multiple resiliency factors (individual, caregiver, context) displayed by youth who are participating in international-‐donor-‐funded youth development programs implemented by Education Development Center, Inc. (EDC), in Central America (Honduras) and the Horn of Africa (North East Kenya), two regions that suffer from high levels of violence in communities. In Honduras, gangs such as Mara Salvatrucha (MS-‐13) plague vulnerable neighborhoods, while along the border of Kenya and Somalia, extremist groups such as al-‐Shabaab both terrorize and stigmatize the predominantly ethnic Somali local population. Although significant research and programming focused
on resiliency has been undertaken in North America, much less data are available in other
regions. Furthermore, little attempt has been made to compare and contrast regions in a
manner that could facilitate the sharing of experiences and lessons learned. This study used a combination of interviews and focus groups and the application of the
Child and Youth Resilience Measure (CYRM-‐28, developed by the Resilience Research Centre) with a small sample in both regions.
Journal on education in emergencies, 2022
Journal on education in emergencies, 2022
Journal on education in emergencies, 2022
Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Well-being, 2019
The teacher professional development program in this case study helps teachers recognize and talk... more The teacher professional development program in this
case study helps teachers recognize and talk about
their context. It gives them skills to be conflict-sensitive
and gain a better understanding of the challenges
related to violence—including gender-based violence
(GBV) and other crises and how they intersect with
education. It promotes social-emotional learning (SEL)
and restorative practices that increases their sense
of agency and helps them deliver education more
effectively.
This study compares multiple resiliency factors (individual, caregiver, context) displayed by you... more This study compares multiple resiliency factors (individual, caregiver, context) displayed by youth who are participating in international-‐donor-‐funded youth development programs implemented by Education Development Center, Inc. (EDC), in Central America (Honduras) and the Horn of Africa (North East Kenya), two regions that suffer from high levels of violence in communities. In Honduras, gangs such as Mara Salvatrucha (MS-‐13) plague vulnerable neighborhoods, while along the border of Kenya and Somalia, extremist groups such as al-‐Shabaab both terrorize and stigmatize the predominantly ethnic Somali local population. Although significant research and programming focused
on resiliency has been undertaken in North America, much less data are available in other
regions. Furthermore, little attempt has been made to compare and contrast regions in a
manner that could facilitate the sharing of experiences and lessons learned. This study used a combination of interviews and focus groups and the application of the
Child and Youth Resilience Measure (CYRM-‐28, developed by the Resilience Research Centre) with a small sample in both regions.