Commissioned by PEIC, this research sheds fresh light on the numbers of children affected by conflict and estimates the impact of conflict and insecurity on education in terms of direct and indirect costs.
This case study accompanies the report The quantitative impact of armed conflict on education: counting the human and financial costs commissioned by Protecting Education in Insecurity and Conflict, part of the Education Above All Foundation. It is one of three country case studies conducted for this research. The other case study countries are the Nigeria and Pakistan.
That report outlines how conflict affects education, noting ten main channels through which conflict can impact on access to education and learning:
Commissioned by PEIC, this research sheds fresh light on the numbers of children affected by conflict and estimates the impact of conflict and insecurity on education in terms of direct and indirect costs.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.
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.
Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Ethiopia, and is the first in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.
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.