Next Steps in Managing Teacher Migration

Papers of the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration

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The Sixth Commonwealth Teachers’ Research Symposium brought together education researchers, practitioners and policy-makers to share experiences from developed and developing countries both within and outside the Commonwealth. This collection of papers from the event examines current trends in teacher migration, including education in emergencies, forced migration and pan-African migration, in line with the current global focus on education in conflict affected countries.

Co-published with UNESCO.



Teacher migration and the role of historically black colleges and universities and Hispanic serving institutions in the United States

The Commonwealth Teacher Recruitment Protocol (CTRP) recommends that recruiting countries have an obligation to better manage their own teacher resources so as not to deplete or displace the resources of other countries. This paper examines how investing in minority teacher recruitment and development at historically black colleges and universities (HBCUs) and Hispanic-serving institutions (HSIs) may help the US better manage its teacher supply and demand, thus reducing the need to recruit from limited pools of trained teachers in developing nations. Teacher education programmes at HBCUs and HSIs are uniquely suited to prepare teachers to work effectively in challenging schools in which overseas-trained teachers may have difficulty. HBCUs and HSIs can also play an important role in providing in-service professional development for new teachers from other countries. This paper also addresses how HBCUs can increase awareness of the Commonwealth Teacher Recruitment Protocol and advocate for the fair treatment of teachers from other countries. The case of Prince George’s County public schools (PGCPS) in the United States is used as a case study and an example of the mistreatment of overseas teachers recruited to teach in shortage areas in the United States. It also demonstrates how HBCUs can play a role in helping the United States better manage its teacher resources, so these situations can be avoided. The author recommends that HBCUs also participate with Commonwealth working groups and advisory committees to broaden collaboration and perspectives.


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