GERE blog

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)

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 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.

Featuring the story of one participant in the Voices of Refugee Youth research study, Israr and Abdul outline their perspective of the challenges facing refugees in Pakistan when seeking to access education and employment.

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.

Khatira reflects on her experience of conducting data collection in her role as a youth researcher for Voices of Refugee Youth, including the challenges and most interesting parts of this process.

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.

In our latest blog, Noor – one of our youth researchers in Pakistan – shares his experience as part of the Voices of Refugee Youth study, and the way it has contributed to his journey as a researcher.

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.

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

Khalid shares his perspective of being a Youth Researcher in Pakistan for the Voices of Refugee Youth study.

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.

Drawing on her experience during data point 3, Asma shares one participant’s story of education opportunities in Pakistan.

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

Umer outlines the impact of the pandemic on refugee education in Pakistan, drawing on his own experience.

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