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REFUGEE TEACHER MANAGEMENT
This Brief provides basic planning and programming recommendations for managing refugee
teachers, and is geared particularly towards camp settings where teachers are being recruited
directly from refugee communities. The Brief is intended for anyone who is responsible for
EDUCATION: Issue Brief 5
This briefing note has been produced by the Education Unit, Division of International Protection,
for field operations and partners as a quick reference note on key thematic education issues.
SAFETY AND PROTECTION FOR
REFUGEE CHILDREN:
PLANNING FOR REFUGEE
The presence of untrained, stressed teachers leads
TEACHERS IN 4 STEPS
to poor scholastic outcomes and may also present
protection risks in schools. However, teachers with 1 ASSESS NEEDS: Track and accurately
clear roles and responsibilities outlined in a code budget for your teacher supply.
of conduct, training and supportive supervision
can ensure that schools are safe, protective spaces 2 RECRUIT: Standardize and harmonize teacher
where children can regain a sense of normalcy recruitment and management policies.
following the trauma of displacement. Trained 3 TRAIN: Ensure that all teachers have access
teachers can also ensure that children acquire life- to orientation, training and ongoing in-service
saving knowledge and skills like disease prevention support according to their needs.
and self-protection from environmental risks,
including sexual and gender-based violence. 4 MOTIVATE: Find ways to support, motivate
and reward teachers.
In situations that necessitate the recruitment of o all partners use a standard initial training
D
unqualified, inexperienced refugee teachers, pack for all new teachers covering these
commitment to building teachers capacity to foundational topics: teachers role and
keep children safe and help them learn in school is responsibility; child protection; subject
critical. Teacher training is a technical area requiring knowledge and curriculum; pedagogy?
expertise, so reaching out to national partners
to ensure quality professional development is hat options for teacher development other
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recommended. Use these two basic standards than short workshops exist?
to plan teacher training (remembering that
untrained teachers are a protection risk): hich national teacher education partners
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might be able to provide technical support to
1 All newly recruited, unqualified teachers train refugee teachers (MoE, Teacher Training
have access to training in basic teacher Colleges, Universities, UNICEF, local and/or
competencies within the first three months of international NGOs etc.)?
recruitment.
PLANNING RECOMMENDATIONS
2 All teachers have access to an initial
induction, periodic training and school-based, A
ssess teachers professional development
in-service support to develop their teaching needs and plan initial induction trainings
practice. according to these needs. Use data on
teachers level of education and experience
to plan trainings. Experienced, well qualified
teachers may only require induction on their
U
se diverse strategies to continue to build hat options are available to improve working
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teachers capacity. Explore methods to support conditions for teachers?
school-based teacher development which could
include: teacher observation, collaborative hat options are available to engage teacher
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lesson planning, action research. Pedagogical participation in decision making?
advisors, qualified national teachers and/or ho are potential partners at national level
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experienced or qualified refugee teachers can with whom to open dialogue on large-scale, in-
be used to support school-based development. service teacher training with options to progress
towards qualification?
INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-
Crisis Recovery http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1006
Checklist
1 ASSESS NEEDS: TRACK AND ACCURATELY 3 TRAIN: ENSURE THAT ALL TEACHERS HAVE
BUDGET FOR YOUR TEACHER SUPPLY. ACCESS TO ORIENTATION, TRAINING AND
ONGOING IN-SERVICE SUPPORT ACCORDING
Teacher data disaggregated by level (ECD, TO THEIR NEEDS.
Primary etc); gender; qualification; status
(refugee or national); per grade or upper/lower
Primary available
Data on teachers educational background and
teaching qualification and experience available
Data on teacher turnover rate available
All newly recruited, unqualified refugee teachers
are trained in basic teacher competencies within
Accurate projections of numbers of teachers first three months of recruitment
required to meet acceptable teacher-pupil
ratios for this year and next year available and
reflected in annual plans
All national and qualified teachers are oriented
to and trained on specific issues in refugee
settings
Annual plans include budget for compensation
AND training of unqualified teachers
All teachers have on-going in-service support
and periodic training is coordinated and
planned as needed
2 RECRUIT: STANDARDIZE AND HARMONIZE
TEACHER RECRUITMENT AND MANAGEMENT
POLICIES. 4 MOTIVATE: FIND WAYS TO SUPPORT,
MOTIVATE AND REWARD TEACHERS.
All partners use standardized, common teacher
policies and practices including:
Working conditions for teachers are improved
Teacher recruitment criteria and process
Teacher terms of reference
Opportunities for teachers to participate in
decision making and planning available
Teacher code of conduct with monitoring
mechanisms and protocols to respond to pportunities for teacher qualification and
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violations certification with national training institutes or
universities negotiated
Teacher compensation is harmonized amongst
all partners
Teacher recruitment, terms of employment and
compensation policies are transparent and clear
to all teachers