Case Study

What policies and implementation strategies exist for the effective management of teachers in refugee contexts in Ethiopia?

Published by
UNESCO International Institute for Education Planning (UNESCO-IIEP)
Authored by
Stephanie Bengtsson and Helen West
Published
Topic(s)
Teachers
School Management

This case study was collected as part of Teachers in Crisis Contexts (TiCC) Roundtable to share compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.  For more case studies, click here.


 

Most refugee children will spend their entire childhood in exile. Responding to their educational needs will require innovative policy solutions that put teachers at the centre, not just because teachers are often the only educational resource available to learners during crisis, but because teachers are themselves rights-holders as members of affected communities. To help advance this search for innovative policy solutions, UNESCO International Institute for Educational Planning (IIEP), together with EdDevTrust, has launched a multicountry research project on teacher management policies in refugee contexts, with a pilot study in Ethiopia supported by UNICEF Ethiopia.

For the purposes of this research, the core aim of effective teacher management policy is to nurture and sustain a thriving body of great teachers who facilitate quality teaching and learning for all by:

  1. Providing meaningful opportunities for intra- and interpersonal and professional growth
  2. Improving employment and career conditions