Teacher management in refugee settings: Uganda

Abstract

Includes bibliography

There are 108.4 million forcibly displaced people in the world - the highest number since the Second World War. Of these, 35.3 million are refugees. Around half of them are children. This level of displacement is challenging the world's education systems. Sub-Saharan Africa is reported to host a fifth of the world's refugees. 4.9 million refugees are hosted in Eastern and Horn of Africa and the Great Lakes, including over 1.5 million in Uganda. In situations of crisis and displacement, the role of teachers is particularly important. They are the "key to successful inclusion" and sometimes the only educational resource available to students. Teachers working in refugee contexts are themselves facing challenges and instability as members of affected communities, and are unable to fulfill this important role without appropriate support and training to manage often overcrowded, mixed-age, and multilingual classrooms. This case study aims to contribute to the growing evidence base on teachers working in crisis and displacement contexts and to provide the Ugandan government, UNHCR, and other key partners with research-based policy guidance to support the ongoing effective management of teachers to ensure quality education for all learners.