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Children in refugee contexts urgently need quality and protective education that will help them heal, grow, protect them from further harm, and equip them with the skills they need to contribute to their communities both now and in the future. However, efforts around the world have fallen far short of this goal: in refugee settings, teachers typically receive minimal or no teacher training at all and many only have secondary school certificates and their own educational experiences to draw on. If they do receive training, it is often in the form of one-off workshops. In Kakuma, only about 31% of the teachers have received any training, which could be as little as one day.
It is clear that if we are to help children and youth imagine and build a better future, there is an urgent need for new approaches to education in refugee contexts. Providing refugee teachers with meaningful and sustained support, strengthening a sense of professional identity, and further shaping a culture of better teacher support are all critical in this context. In order to achieve this, refugee and national teachers participating in the Teachers for Teachers initiative will be supported through a threefold program that focuses on: training, coaching and mobile mentoring.
Short and long-term training in pedagogy; curriculum and planning; child protection, well-being and inclusion; and teacher’s role and well-being
Peer-to-peer support through teacher learning circles and classroom observations
Ongoing guidance and support by connecting with global mentors through Whatsapp and mobile technology