Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
Children account for 41% of the over 89 million people who are forcibly displaced worldwide, and education is key to their life chances. It is therefore critical to consider the question of who teaches refugees, what challenges these teachers may face, and what support is needed to ensure better teaching and learning outcomes in these communities. Refugee teachers are an absolutely vital resource in their communities but have not received sufficient attention in the past. Here, we reflect on our research and expertise working with teachers of refugees to provide insights into the crucial ways in which they can be effectively supported.
Over the last 18 months, Covid-19 has affected education systems around the world, but in refugee settings, the effects of the pandemic on education have been particularly acute. Already in crowded classrooms and often without the necessary educational resources, children and teachers in such settings have generally not had the luxury of turning to online learning. In the calls for teachers to be at the centre of education recovery, it is essential that teachers in refugee settings are not forgotten in plans to ‘build back better’.
While many parts of the world have witnessed significant progress in girls’ education and refugee education in recent years, access to learning remains a critical challenge for refugee girls. In this commentary, we reflect on key learnings from a recent research report published by the Inter-Agency Network for Education in Emergencies (INEE), which specifically considers the state of girls’ education in crisis and conflict situations.