Educators in Exile

The Role and Status of Refugee Teachers

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978-1-84859-147-9
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978-1-84929-091-3

Educators in Exile
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Publication date: 28 February 2013
Size: 240mm x 165mm
ISBN: 978-1-84929-091-3
Pages: 74

Much of the literature surrounding education in emergencies focuses on the impact of armed conflict on children. Surprisingly little focuses explicitly on teachers, and yet it is commonly acknowledged that the biggest influences on the education a child receives are the knowledge, skills and attitudes of their teacher.

Through field research from Kenya, South Africa and Uganda, the study examines the role and status of teachers in emergencies. It identifies the issues refugee teachers face and makes recommendations on how policy can better address their particular needs and protect their rights, and thus improve access to and quality of education to populations affected by an emergency. The research findings also include data on South Sudan and the status of teachers returning there from exile.



ContentsExpand or collapse me

Foreword
Acknowledgements
Dedication
List of tables, figures and boxes
Abbreviations and acronyms
Examinations
Terminology

1. Introduction
1.1 Background
1.2 Summary of recommendations
1.3 The role of the Commonwealth
References

2. Review of the Literature
2.1 Overview of documentation
2.2 Categories of refugee teachers
2.3 Recognition of refugee qualifications obtained in a host country
2.4 The Commonwealth
2.5 The challenges of teacher recruitment, training and certification in emergency and reconstruction
2.6 Inter-Agency Network for Education in Emergencies
2.7 Study countries in the literature and notes
2.7.1 Kenya
2.7.2 South Africa
2.7.3 Uganda
2.7.4 South Sudan
Notes
References

3. Methodology
3.1 Choice of countries
3.2 Selection of informants
3.3 Field research and interviews
3.4 Interviewees’ expectations
Note

4. Findings – The Refugee Teacher’s Experience
4.1 Findings
4.1.1 Categories of teachers studied
4.1.2 Migrants are not new
4.1.3 ‘Push and pull’
4.1.4 ‘Pull’ factors
4.1.5 Social and psychological factors
4.1.6 Resilience
4.1.7 Working abroad or refugee?
4.1.8 Home countries and returnees
4.1.9 ‘One foot in each county’
4.2 Kenya
4.2.1 Refugees in Kenya
4.2.2 Important background
4.2.3 Becoming a teacher in Kenya
4.3 South Africa
4.3.1 Refugees in South Africa
4.3.2 Supply and demand in South Africa
4.3.3 The refugee process in South Africa
4.3.4 Becoming a teacher in South Africa
4.3.5 Zimbabweans in South Africa
4.3.6 Ugandans in South Africa – refugee status can end
4.4 Uganda
4.4.1 Refugees in Uganda
4.4.2 Becoming a teacher in Uganda
4.4.3 Policy on employment of refugees in Uganda
4.4.4 Sampling
4.4.5 Kyangwali refugee settlement
4.4.6 Kiryandongo refugee settlement
4.5 South Sudan
Notes
References

5. From Findings to Policy and Practice
5.1 Government
5.1.1 Government policies, national and local
5.1.2 Divergence between policy and practice
5.2 Refugee teachers
5.2.1 Scarcity of qualified teachers in refugee populations
5.2.2 Teacher supply and demand
5.2.3 Sponsorships and scholarships
5.2.4 Attrition among refugee teachers
5.2.5 Motivation/desire to be a teacher
5.2.6 The legal and professional status of refugee teachers
5.2.7 The main obstacles to becoming a teacher in a host country
5.3 The management of refugee teachers in host countries
5.3.1 Preparedness for an emergency provoking a refugee influx
5.4 Getting trained, qualified and certified
5.4.1 Short courses
5.4.2 Missing qualifications
5.4.3 More advanced courses
5.4.4 Learning management and school governance
5.5 Being specifically trained to teach in emergencies
5.5.1 Teacher Assistance course (a rapid methodology course)
5.5.2 Be a Better Teacher/Bon enseignant
5.5.3 Conversion courses
5.6 Financial considerations
5.6.1 Pay and remuneration
5.6.2 Low levels of payment in camps
5.6.3 The ladder
5.7 Sensitising the host country
5.7.1 Promoting knowledge about refugees and refugee rights
5.7.2 Refugee teachers as an asset
5.8 Language
5.9 Returning home
5.9.1 Recognising returnees’ qualifications
5.9.2 Note on tripartite agreements
5.9.3 Adapting the Commonwealth Teacher Recruitment Protocol (CTRP) to the needs of refugee teachers
Notes
References

6. Models and Best Practice
6.1 Refugee Law Project, Uganda
6.2 Refugee Rights Unit, Cape Town University, South Africa
6.3 Scalabrini Centre, Cape Town, South Africa
6.4 Windle Trust Kenya
Note
Reference

7. Final Remarks
References

Appendix A. Interview Topics
Appendix B. Researchers

Bibliography