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The disruption caused by the COVID-19 pandemic to education systems around the world has been of an unprecedented scale. Within weeks of the first confirmed cases of infection, several countries took hard-hitting decisions, including closing entire school systems, in order to curb the pandemic’s propagation.
Authored by Candyce Billy and Katja Hinz from IIEP-UNESCO with Helen West from Education Development Trust. This article is part of a series of articles on teacher management in refugee settings.
This article highlights global recommendations to attract, recruit and deploy teachers in refugee settings, and to improve the equity and gender parity dimensions of staffing processes.
Authored by Candyce Billy and Katja Hinz from IIEP-UNESCO with Helen West from Education Development Trust. This article is part of a series of articles on teacher management in refugee settings.
This article highlights global recommendations to ensure all teachers in refugee settings are appropriately compensated for their work, fairly appraised, and have access to opportunities for career progression.
Authored by Candyce Billy and Katja Hinz from IIEP-UNESCO with Helen West from Education Development Trust. This article is part of a series of articles on teacher management in refugee settings.
Findings from EDT and IIEP’s multi-country case studies revealed that a set of system-level preconditions is needed to foster effective teacher management in refugee settings. These preconditions include (but are not restricted to):
Authored by Candyce Billy and Katja Hinz from IIEP-UNESCO with Helen West from Education Development Trust. This article is part of a series of articles on teacher management in refugee settings.
Authored by Candyce Billy and Katja Hinz from IIEP-UNESCO with Helen West from Education Development Trust. This article is part of a series of articles on teacher management in refugee settings.
This article highlights global recommendations to improve access to and the quality of pre- and in-service teacher professional development in refugee settings.
Written on 10 Oct 22 by Joshua Muskin, Patrick Kaper-Barcelata
We Teach Here is a film series that focuses on the lives of teachers working in refugee settings in Ethiopia, Kenya, and Uganda. Some of these teachers are refugees themselves. Others are national teachers who are working with refugee learners. All are members of communities affected by crisis and displacement.
This booklet draws on research-based knowledge generated during the Covid-19 crisis and on previous research on germane topics, to suggest a framework that supports the development of contextually relevant educational strategies to teach during and after the pandemic. The booklet is addressed to education administrators at the school and system level. It was written with the acknowledgment that the pandemic is still ongoing in much of the world, and that interruptions to education in many parts of the world are likely to continue through 2022, and perhaps beyond.
In education, assessment is an important tool for tracking the academic performance and learning progress of students. The assessment also helps determine the effectiveness of teaching and the various needs of an education system. Learning assessments provide schools and teachers with an understanding of what the students are learning, and how to adopt measures that promote effective teaching (Education Endowment Foundation, 2020; Liberman, Levin, & Luna-Bazaldua, 2020).
