Education Development Trust and IIEP UNESCO joined forces to conduct a much-needed review of the main aspects of management relating to teachers of refugees – from recruitment to certification and professional development as well as incentives and retention.
The review concludes that context is key. For displaced populations, realising their legal rights, where afforded, can be challenging when international frameworks have not been ratified or adapted into national legal frameworks. It can be equally difficult when legal frameworks are poorly integrated into social service policies, plans and strategies (e.g. within national education sector plans). Also, research is needed to understand what host governments managing large refugee populations have done to reconcile the tensions between their international obligations and their capacities to fulfil these. Relatedly, research is needed on how the Global Compact on Refugees will affect government capacity to effectively manage teachers of refugees. Overall, we need to learn more about how to provide education to refugee children by better exploring examples of teacher management models.
The review also concludes that much of the literature indicates that teachers from the refugee community are best placed to teach, or should at least be a part of education provision. Indeed, host countries are aware of this, and are utilising refugees to support national teachers, as is the case to some extent in Jordan, Lebanon, Kenya and Turkey. Nevertheless, in most contexts more and more national teachers are teaching refugees, with very limited support and preparation. Fragmented information on refugee teachers, coupled with a lack of information on host teachers charged with refugee students’ education, points to a need for more research. Issues like the portability of certification and adequate pay are important management factors for both refugee and national teachers. Yet, beyond these issues, there are few studies that critically analyse teachers’ perceptions. A wider study of how teachers of refugees perceive their selection and management would go a long way to ensuring policies and programmes are appropriate, effective and sustainable.
Education Development Trust and IIEP UNESCO joined forces to conduct a much-needed review of the main aspects of management relating to teachers of refugees – from recruitment to certification and professional development as well as incentives and retention.Download now
The work of teachers is crucial in any education system, but in refugee settings, their role is particularly significant. These teachers are sometimes the only educational resource available for learners in these vulnerable settings and may also provide critical socio-emotional support for refugee learners. In this article, the first in a series on durable solutions to the challenges faced by teachers in refugee settings, we explore the importance and implications of fostering an enabling environment for these teachers.
We were delighted to host the UK’s Special Envoy on Gender and Equality, Alicia Herbert OBE, as part of her visit to Rwanda to attend the Rwandan government-led Women Deliver summit. On the second day of her visit, Ms Herbert visited our Building Learning Foundations (BLF) Programme to observe a girls' club activity at GS Mburabuturo, a government school located in Kigali.
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.