GERE blog

Jean Bosco reflects on what he learned as a peer researcher in Nakivale Settlement, especially around refugee teacher inclusion, wellbeing, and agency. He describes the value of the experience, the enthusiasm of participants, and the practical challenges of collecting data. (Think Piece 16 of 18)

William reflects on his experience as both a teacher and peer researcher in Uganda, showing how the research strengthened his confidence and understanding of education. His piece highlights the common challenges refugee teachers face, including lack of recognition, inadequate pay, and high stress. (Think Piece 15 of 18)

Hussein reflects on displacement, multilingual teaching, and the renewed purpose he has found through education in Chad. He shares how the project encouraged teamwork, adaptability, and new teaching ideas, and highlights the joy of helping students grow. (Think Piece 14 of 18)

Isaac reflects on the long-overlooked status of refugee teachers and the gap between formal employment and full recognition. Drawing on his experience as a teacher and researcher, he highlights moving stories of retired teachers and the urgent need for clearer conditions of service, stronger advocacy, and real policy change. (Think Piece 13 of 18)

Haidar reflects on the difficult working conditions faced by refugee teachers in Iridimi, including delayed contracts, low pay, strikes, and concerns about wellbeing and inclusion. Despite these challenges, he remains committed and motivated in his work. (Think Piece 12 of 18)

Margaret reflects on how shared experience helped build trust during data collection with fellow refugee teachers in Uganda. She highlights their resilience, the role refugee teachers can play in bridging language and cultural gaps, and the importance of listening to refugee voices to support more meaningful change. (Think Piece 11 of 18)

Mbalau examines the barriers that limit refugee teachers’ participation in Zambia’s education system, from discrimination and qualification recognition to fees, language, and movement restrictions. He argues that inclusion is not only fair, but also valuable for education systems, social cohesion, and national development. (Think Piece 10 of 18)

Mahamat reflects on the realities of teaching in refugee community schools in Chad and the value of finally having the chance to take part in research. He shares what he learned from interviews and Focus Group Discussions, group discussions, including the difficulties of inclusion in practice, and the importance of careful listening. (Think Piece 9 of 18)

Anitha reflects on how the research transformed her as a teacher, woman, and mother. She shares how listening to others revealed gaps in refugee teachers’ access to employment and rights, while also strengthening her confidence, creativity, and sense of purpose. Her piece is a powerful story of personal growth. (Think Piece 8 of 18)

Vasco reflects on the challenges and rewards of being both a refugee teacher and a peer researcher in Zambia. He shares how data collection changed his fears into confidence, and how participants voiced strong support for refugee teacher inclusion. (Think Piece 7 of 18)

Maymoona reflects on teaching in an overcrowded refugee settlement school and on how data collection changed the way she sees her role as a teacher and woman. She shares the challenges of reaching participants, the importance of listening in their own language, and the hope she found in others’ stories. (Think Piece 6 of 18)

Deborah reflects on her journey as a refugee teacher and the relief of joining a study focused on refugee teachers’ challenges. She shares what she learnt from meeting other teachers, hearing diverse perspectives, and redefining key ideas through lived experience. Her piece is also a clear call to see refugees as people with dreams, skills, and voices. (Think Piece 5…

Clodina reflects on the power of listening to refugee teachers and the importance of recognising their experiences. She highlights how data collection opened up honest conversations, revealed resilience, and reinforced the need to create spaces where refugee teachers are heard, valued, and empowered to contribute to education. (Think Piece 4 of 18)

Sadam reflects on what he discovered through data collection in Chad, including teachers’ strong commitment to their schools despite poor conditions, low pay, and psychological pressure. His piece highlights the value of listening carefully, building trust, and creating space for teachers to share their experiences and help shape solutions. (Think Piece 3 of 18)

Zebron reflects on the potential of refugee teachers when they are empowered and included. Drawing on his own experience as a refugee teacher, researcher, and educator, he shares what he learned from collecting data and listening to others, including the importance of dialogue, trust, and support in unlocking teachers’ contributions. (Think Piece 2 of 18)

Abraham shares his insights on the realities of teaching and conducting research in contexts of displacement, and what he has learned about himself and his community from listening to the experiences of others. His words highlight the importance and urgency of creating space for refugee voices in decision-making. (Think Piece 1 of 18)

In this post, our three Research Advisors (Bello in Chad, Joyce in Uganda, and Abraham in Zambia) share their reflections on the second training week, which took place in late 2025.

This video includes perspectives from our refugee teacher researchers in Chad, Uganda and Zambia, as well as some emerging findings from our research.

In this video - first shared at UKFIET, The Education and Development Forum conference 2025 - the Peer Researchers introduce themselves, speak about their experiences of teaching in their host countries, and reflect on the first phase of the project.

In May and June 2025, we completed three week-long training sessions as part of our latest GERE study. In this blog, we share our key takeaways from the training with the team of refugee teacher researchers.

In this post, we share our key takeaways from inspiring scoping visits to Uganda, Zambia and Chad, providing a foundation for the research approach.

Announcing our latest research study: Scaling refugee teacher inclusion models for enhanced agency and well-being: project launch. Read more to learn about this 33-month study in Chad, Uganda and Zambia.

We're delighted to announce the launch of the Voices of Refugee Youth research publications, which represent the culmination of a four-year research study.

In our final Voices of Refugee Youth blog of the year, Steven reflects on the transition to remote data collection methods mid-way through the research study.

Youth participation is central to the Voices of Refugee Youth research project. In this blog, Alexandre reflects on his experience of this approach, including the practical implications to be considered and benefits for research outcomes.

Reflecting on the impact on Covid-19 on the Voices of Refugee Youth research study, Kelly and Josiane offer an overview of the changes the pandemic demanded of the data collection process and their experience of this.

Looking back at her experience on the research methods training course for the youth researchers on Voices of Refugee Youth, Gaëlle reflects on the content she learned and personal highlights from Units 3 and 4.

In our latest blog, Fabrice reflects on the impact of Covid-19 on refugee university students in Huye district, Rwanda, including the impacts on teaching, funding and employment, and the opportunities to engage with new learning platforms.

Christophe reflects on the opportunities available for refugees in Rwanda and the value of obtaining technical skills for future education and employment.

Emmanuel shares his perspective of being a Youth Researcher in Rwanda for the Voices of Refugee Youth study.

The second data point for the Voices of Refugee Youth survey took place in Rwanda in October 2021. In this blog, one of our youth researchers, Gentille, reflects on her experience of data collection.

Increasing participation and representation is central to ‘Voices of Refugee Youth’. In this blog, Becky – one of the Jigsaw team – reflects on approaches to co-authorship in academic research, drawing on learnings from the study so far.

Drawing on their experience during the study, Aime Parfait and Aimee explore the role and practical application of research ethics.

Gabriel – one of our Youth Researchers in Rwanda – provides a personal account of his experience in education and employment, and the ways in which the Voices of Refugee Youth initiative has impacted on this.

Katrina – one of the Jigsaw team – shares her reflections on the affordances of the research study’s youth-centred methodology so far.

Javan shares his thoughts on the transition of the research methods training course to online delivery, due to the pandemic.

Alexandre and Emmanuel present their analysis of data collected from refugee secondary school students in Mahama Camp in Rwanda for Data Point 1