The quantitative impact of armed conflict on education in the Democratic Republic of the Congo: counting the human and financial costs

EDT is proud to have presented findings on the professional development of teachers of refugees, and formally pledged support for refugee learners and their teachers around the world, at the Global Refugee Forum between 13th and 15th December 2023.

Our work in emergency and refugee settings, alongside our research on policy and practice in these contexts, has long formed an important part of what we do at EDT. Ahead of this week’s Global Refugee Forum, we are delighted to share that EDT is formally pledging its support for refugee learners and their teachers around the world.

At the end of 2022, there were 108.4 million forcibly displaced persons. Among these are 35.5 million refugees, over half of whom are children. Effective management of teachers is central to ensuring inclusive, equitable, and quality education for these children and young people, as teaching quality constitutes the most important factor affecting students’ learning. This report, the final in a series of country reports, investigates teacher management in refugee contexts in Uganda. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.

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.