GERE blog

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)

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)

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)

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…

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)

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.