Abstract
Based on papers presented at the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration in Addis Ababa in June 20111 and a review of the literature, this paper asks what the issues affecting forced migrant teachers are compared to voluntary migrant teachers, and what policies are necessary to ensure their welfare. Noting the research gaps around the role and status of refugee teachers in emergencies, it is found that teachers are significantly under-represented in the refugee population. By analysing the reasons why this is so and finding gaps in the existing policy environment and legislative framework, the paper attempts to determine the connections between the issues faced by refugee teachers, the protection of their rights and the contribution they are able to make towards increasing access to and quality of education. To exemplify how these issues play out on the ground, the paper describes a case study of Sudanese refugees in Uganda. Following a review of how the learning from the application of the Commonwealth Teacher Recruitment Protocol (2004) might be applied to efforts to improve institutional frameworks for the management of migrant teachers in emergencies, the paper concludes with recommendations for policy-makers aimed at protecting the professional role and status of teachers forced to migrate and enhancing their ability to operate constructively in emergency conditions.
Published Version
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