Educators in Exile: The Role and Status of Refugee Teachers

Format:

Book

Author/Creator:

Commonwealth Secretariat, Corporate Author.

Language:

English

Subjects (All):

Refugee camp schools.

Commonwealth countries.

Physical Description:

1 online resource (89 pages)

Other Title:

Educators in Exile

Place of Publication:

[Place of publication not identified] Commonwealth Secretariat 2013

Language Note:

English

Summary:

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.

Contents:

Cover

Title

Copyright

Foreword

Acknowledgements

Dedication

Contents

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

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

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

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

Appendix A. Interview Topics

Appendix B. Researchers

Bibliography.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

1-84859-147-0

OCLC:

884548466