This video was prepared for a roundtable debate at the Global Refugee Forum 2025. The participatory roundtable aimed to amplify the lived realities of refugee teachers, elevate their policy-relevant perspectives, take stock of progress and learning, whilst reinforcing the urgent need for sustainable and equitable financing for education and teachers in crisis settings. Our GERE-Research contribution included hearing from our refugee teacher researchers in Chad, Uganda and Zambia, as well as some emerging findings from our research.
The Scaling Refugee Teacher National Inclusion Models for Enhanced Agency and Well-being project is a 33-month research study as part of the GERE research initiative – a partnership between Jigsaw, Refugee Education UK and UNHCR. Running from 2024–2027 in Chad, Uganda, and Zambia, the project explores how refugee teachers can be more effectively included in national education systems in ways that strengthen both their agency and their wellbeing.
Across the three countries, 18 refugee teachers have been recruited as peer researchers. They play a central role in shaping research tools, conducting fieldwork, and bringing critical contextual insights to the study. Through an accredited training programme, they are being equipped not only as researchers but also as reflective, evidence-based practitioners.
This work is supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada. The views expressed herein do not necessarily represent those of IDRC or its Board of Governors.