Educators in Exile
The Role and Status of Refugee Teachers

Much of the literature surrounding education in emergencies focuses on the impact of armed conflict on children. Surprisingly little focuses explicitly on teachers, and yet it is commonly acknowledged that the biggest influences on the education a child receives are the knowledge, skills and attitudes of their teacher.
Through field research from Kenya, South Africa and Uganda, the study examines the role and status of teachers in emergencies. It identifies the issues refugee teachers face and makes recommendations on how policy can better address their particular needs and protect their rights, and thus improve access to and quality of education to populations affected by an emergency. The research findings also include data on South Sudan and the status of teachers returning there from exile.
Through field research from Kenya, South Africa and Uganda, the study examines the role and status of teachers in emergencies. It identifies the issues refugee teachers face and makes recommendations on how policy can better address their particular needs and protect their rights, and thus improve access to and quality of education to populations affected by an emergency. The research findings also include data on South Sudan and the status of teachers returning there from exile.
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Introduction
Education is a basic human right, affirmed by various declarations and conventions. International consensus on this issue was confirmed by the 1990 Jomtien World Conference on Education for All and the 2000 Dakar World Education Forum. The right to education persists even in situations of armed conflict. By extension it is regarded as being in force in all but the very earliest phases of emergencies.
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