Blogs – GERE

What I heard about the exclusion of refugee teachers

“Refugee teachers have long been overlooked in terms of inclusion and policy recognition. Even those who are part of the system often work without clear conditions of service.”

My name is Isaac Zaji, a refugee teacher based in Meheba Refugee settlement in the North-western part of Zambia. I am a secondary school teacher.

I have been teaching for 26 years, and stepping into the role of a researcher during this study was both exciting and empowering. It felt like a dream come true; to finally have a platform to contribute to improving the welfare and inclusion of refugee teachers. I approached the research with confidence and a strong sense of purpose.

However, my own journey has not been without moments of discomfort and reflection. One particularly disturbing experience occurred during an audit, when questions were raised about how refugee teachers were employed within the national education system. Despite being legally employed through the Teaching Service Commission, the situation made me feel inadequate and highlighted a deeper issue: inclusion without full recognition.

*Isaac during a data collection visit for the project.*

Collecting data through interviews and Focus Group Discussions (FGDs) was insightful. While interviews often produced more structured responses, FGDs allowed participants to express themselves freely and in greater detail.

A deeply moving moment came when a retired refugee teacher revealed that he had not received his terminal benefits even after being laid off 13 years prior. Sadly, he passed away just a few months after sharing his story. Such moments underscored the urgency and importance of this research.

One particularly emotional moment during an FGD involved a retired teacher who had served diligently for 33 years. He shared how the Ministry of Education struggled to process his retirement due to issues with his residency permit. Eventually, he was retired with compensation equivalent to short-term contracts rather than full benefits. His story was both heart-breaking and powerful. It captured the reality faced by many refugee teachers.

If there is one message I would share, it is this: refugee teachers have long been overlooked in terms of inclusion and policy recognition. Even those who are part of the system often work without clear conditions of service. Advocacy has been limited but this is beginning to change. Initiatives like this research, supported by organisations such as Jigsaw Education and its partners, are a turning point.

This Think Piece is part of a series, featuring 18 refugee teachers from Chad, Uganda and Zambia. You can read the full publication here.

The contributors are peer researchers on a GERE study exploring refugee teacher inclusion, agency, and wellbeing. Read more about the study here.

Funding

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.

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Teaching and researching in displacement settings

By Haidar Abakar Fedail

“I’m motivated, enthusiastic, interested and cheerful about my job, although there are many challenges and obstacles that always discourage me.”

My name is Haidar Abakar Fedail. I have lived in Iridimi refugees settlement three since 2019 . I’m a secondary school biology teacher. In addition to that, I’m a university graduate, in medical laboratory science. I also run a medical laboratory after school.

I want to tell you about my experience at school. Let me tell you first about my feelings and motivations. I’m motivated, enthusiastic, interested and cheerful about my job, although there are many challenges and obstacles that always discourage me.

The working conditions are very hard and indescribable when compared with teaching in other countries. Right now in Iridimi [refugee settlement], teachers are on strike for four days following frequent, prolonged protests. Teachers were disappointed that their demands went unfulfilled. Our problems include lack of support, delayed and interrupted contracts, and insufficient salaries.

*Haidar collaborates with a fellow peer researcher during a research training week.*

We are having a terrible dispute and sharp discussions and negotiations with educational authorities in the location because they are not going to pay teachers for three months during their holiday . According to the latest information issued by UNHCR and JRS, refugee teachers in refugee settlements will not be paid during the coming summer holiday.

There’s also other challenges which affect teachers, such as lack of salary, wellbeing, inclusion and agency.

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Building trust through shared experiences

By Margaret Atto

“[The] experience showed me how important it is to involve people who understand the community when conducting research. Using peer researchers helps build trust and allows participants to share their experiences more openly.”

My name is Margaret Atto. I am a refugee currently living in Uganda and a teacher by profession. I have taught for over 10 years. Currently I am volunteering, teaching both lower and advanced secondary level. I am also a peer researcher with Jigsaw and recently I had the opportunity to engage with and collect data from fellow refugee teachers about their experiences, challenges and opportunities in accessing teaching in the national education system.

As a refugee teacher and peer researcher, collecting data from fellow refugee teachers was both a practical and meaningful experience. Many participants felt comfortable sharing their stories with me because they knew that I was also a refugee and understood their situation. This created trust and openness during the discussions. Some participants confidently shared their personal journeys, the barriers they face in accessing teaching opportunities, and their efforts to continue contributing to education despite these challenges.

One important realisation during the research process was that refugee teachers often feel more comfortable discussing their experiences with fellow refugees who understand their context. Because of this shared background, they considered me more like a colleague than an outsider. This made it easier for them to openly share their experiences and provide rich and detailed information based on their practical teaching experiences. What I enjoyed most about collecting data was the opportunity to build trust with the refugee teachers. Through these conversations, I was able to collect meaningful and authentic information about how they cope with professional and social challenges. I also witnessed their strong passion for teaching and their determination to continue supporting learners, even in difficult circumstances.

*Margaret collaborates with a fellow peer researcher during a research training week.*

One particular thing that stood out for me was when a colleague shared how he offered to work as a translator in a primary school where most learners came from an Arabic – speaking background, while some of the national teachers didn’t understand the learners’ language. Because he understood the language, he helped translate the teacher’s explanations so that learners could better understand the concepts being taught. This showed how much refugee teachers can play an important role in bridging language cultural gaps in classrooms.

However, the data collection process also had its challenges. One of the main challenges was organising participants for Focus Group Discussions because the teachers lived in different villages within the settlement, which made it difficult to bring them together to attend the organised meeting. In some cases participants withdrew at the last minute due other commitments, making it difficult to get replacement or reschedule meetings. Despite these challenges, experience showed me how important it is to involve people who understand the community when conducting research. Using peer researchers helps build trust and allows participants to share their experiences more openly.

Above all, what stood out most was the resilience of refugee teachers. Despite facing many difficulties, including limited employment opportunities and lack of stable income, many of them continue teaching without pay because they believe in the importance of education and hope that their situation will improve in the future. One key lesson I learned from this experience is that the voices of refugee teachers need to be heard. Their challenges and contributions should be recognised and addressed with urgency. Research should not only focus on collecting information but also on understanding people’s experiences, building trust and using the findings to support meaningful change.

Participating in this research has enriched my experience in participatory research and strengthened my understanding of its role in promoting inclusion of refugee teachers in the national education system.

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Why inclusion matters for refugee teachers

By Mbalau Mutondo

“Inclusive policies can strengthen education systems, promote social cohesion between refugees and host communities, and improve access to quality education for refugee learners.”

Education plays a vital role in shaping productive and responsible citizens. At the centre of every effective education system is a teacher, a trained professional who impacts knowledge, skill, values and attitudes to learners. Teachers help young people develop the capacity to contribute positively to their communities and the nation at large. To perform this role effectively, teachers require both intrinsic motivation, such as passion for teaching, and extrinsic motivation, including fair salaries, professional recognition and career advancement opportunities.

However, for many refugees and former refugee teachers in Zambia, particularly those living in Meheba refugee resettlement in Kalumbila District of Northwestern Zambia, participation in the national education system remains challenging. Despite their qualifications and dedication, many face structural barriers that limit their professional growth and inclusion.

Refugees are often forced to leave their countries due to war, political instability or persecution. Yet many arrive in host countries with valuable skills, qualifications and professional experience. Among them are trained teachers who are eager to continue serving communities through education.

The Refugee Teachers can help address teacher shortages in underserved communities, support refugee learners facing language and cultural barriers, promote intercultural understanding in classrooms, and strengthen education systems with diverse perspectives.

When effectively integrated into the national system, Refugee Teachers can contribute significantly to human capital development and social cohesion with host communities.

*Mbalau receives a Certificate of Participation having completed his second research training week*.

Our research conducted in Meheba, Mayukwayukwa and Lusaka, through interviews, questionnaires and Focus Group Discussion identified several barriers that limit the participation of refugee and former refugee teachers in Zambia’s national education system. These include employment discrimination related to refugee status, high cost of tertiary education, expensive teacher registration fees, and costly study permits required for further education.

Additional challenges include language barriers for teachers from French or Portuguese speaking countries, the complex process of recognising foreign academic qualifications, low salaries in private schools where many refugee teachers work, and restrictions of movement outside the refugee settlement that hinder job searching and professional development opportunities. In addition, refugee teachers continue to use the Alien National Registration Card while Zambian nationals use the National Registration Card that ends with stroke 1. This distinction sometimes reinforces a sense of exclusion within professional spaces.

My journey reflects many of the experiences shared by refugee teachers in Meheba Refugee Settlement.I began working as a young Refugee Teacher in September 2001. Before entering the profession, I completed my primary education and later attended Secondary School from 1991 to 1996.

When I joined the national education system, I received the same training and salary structure as Zambian teachers. However, challenges remained. Promotion opportunities have often been limited for refugee teachers despite years of service and experience.

Ensuring the inclusion of refugee and former refugee teachers in the national education system is not just a matter of fairness but also a strategic investment in education.Inclusive policies can strengthen education systems, promote social cohesion between refugees and host communities, and improve access to quality education for refugee learners. Recognising the contribution of refugee educators allows countries to utilise valuable human resources that can contribute to national development and educational advancement.

The experiences shared by refugee and former refugee teachers in Meheba Refugee Resettlement highlight important challenges within the broader education system. Although these educators possess the qualification, dedication and passion required to teach effectively, structural barriers continue to limit their opportunities for professional growth and full participation. For meaningful inclusion to occur, policymakers and education shareholders should review policies related to teacher recruitment, promotions, qualification recognition and career advancement for refugee educators. A more inclusive education system will empower refugee teachers while strengthening Zambia’s commitment to equitable and quality education for all.

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My experience as a refugee teacher and Peer Researcher

By Mahamat Adam

“After I was given the role of peer researcher, I began communicating with peer researchers in different countries and exchanging ideas with them.”

I live in a refugee settlement in Chad and work as a teacher in refugee community schools. I worked as a teacher from 2005 to 2009 in Sudan. And from 2009 until now, I have been working in refugee community schools in Chad. It seems to me that working as a teacher in the context of refugee environments requires endurance and patience because in emergency situations, there is no clear plan for implementation, the learning environment is poor, and there is a lack of educational resources and infrastructure.

My experience in data collection – both as a teacher and a peer researcher – fills me with pride and a sense of accomplishment. This has been my life’s work. I can compare teaching in my home country to teaching in a refugee setting, and there is a significant difference.

*Mahamat collaborates with fellow peer researchers during a research training week*.

I have been waiting for such an opportunity to conduct research for a while, and we hope to complete the research according to the plan. The research has changed my perspective for the better. I used to be a teacher in my homeland, and now, as a refugee, I had been cut off from communicating with others and conducting research. But after I was given the role of peer researcher, I began communicating with peer researchers in different countries and exchanging ideas with them.

The interviews and Focus Group Discussions I conducted with the participants, did not always go as expected or as planned. The people, the timings, and the places changed. In fact, when I conducted the interviews and discussions, no one I had scheduled to meet with refused to participate, but some cited exceptional circumstances, so they were replaced by other participants. The questions were answered well, but there were a few that were difficult to answer because the question was weak or the participant lacked information. Also, the environment had an impact on the interviews and discussions, particularly in institutions such as schools. There was noise that disrupted the recording process. As for the logistical aspect, I borrowed some equipment such as chairs and tables from the schools. The reaction from the participants was good. There were no national teachers among the participants, so we were unable to observe any differences.

The primary method I used for data collection was interviews. Participants often provided useful background information on education during the interviews. From the interviews and group discussions, I gathered that participants felt the inclusion process—even if it were to take place—would be difficult to implement, which surprised me.

I did not face any significant challenges throughout my work period because I made plans in an agreement with the participants regarding timing and location. There are no national teachers on the list and so there is no language barrier. However, some questions were awkwardly phrased – when I asked a question and asked them to answer, they would sometimes repeat the question back to me.

I benefited from this experience by sharing my insights and experiences through this blog with readers interested in the education of refugee children. I also learned a great deal about research, including types of research, data collection methods, and research frameworks. On the teaching front, I’ve sought to understand the educational issues and challenges faced by refugee communities amid the suspension of aid from donors and funders; the lack of such aid negatively impacts both individuals and society as a whole. I am sharing this piece with readers to reflect the life I live, and through this blog, I will continue to share my experiences with others.

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How this research has changed me

By Anitha Nduwimana

“This research opened my eyes and transformed me—I am not the same person who started this journey.”

My name is Nduwimana Anitha. I am a 41-year-old refugee from Burundi, a mother of four, and currently living in Nakivale Refugee Settlement in Uganda, where I have spent the last ten years. I hold a Bachelor’s degree in Educational Sciences with a concentration in English (Licence en Sciences de l’Éducation, Département d’Anglais). After six years of unemployment, I began volunteering as a French teacher in a private secondary school within the settlement.

At the beginning, the journey was not easy. I often felt confused, speechless, and sometimes isolated. However, standing in front of my students slowly reminded me of a dream I had carried for many years: to serve others and contribute to education in a humanitarian context. Teaching young people in the settlement helped me rediscover my purpose.

*Anitha presents to her fellow peer researchers and colleagues during a research training week*.

Through this project, I had the opportunity to conduct interviews and Focus Group Discussions with refugee teachers, national teachers, school directors, and other education authorities. Listening to their experiences opened my eyes. I realised that many refugee teachers are not aware of the pathways to access employment or the laws that affect their professional opportunities. I was also surprised to hear some teachers say that after many years of unemployment or very low salaries, they had started to accept their difficult situation as their destiny.

Being involved in this research was a transformative experience. It allowed me to interact with school leaders and strengthened my skills in research and teaching methodology. It also encouraged me to be more creative and innovative in my classroom.

Most importantly, this journey changed me. It gave me confidence not only in my professional life but also in my role as a woman and a mother. Today, I feel empowered and proud of the work I am doing with my learners. This research opened my eyes and transformed me—I am not the same person who started this journey.

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My experiences of data collection in a context of displacement

By Vasco Musebo

“Together as one”, “Together we can.”

My name is Vasco Musebo, a peer researcher for Jigsaw in Zambia. I am a Congolese refugee, and have lived in Meheba refugee settlement since 2016.

I am a non-active refugee teacher. I worked as a language teacher for seven years, five in my country of origin (the DRC), and two here in Zambia.

In fact, being a refugee and a researcher at the same time (collecting interview and Focus Group Discussion data with both national and refugee teachers) seemed quite difficult at the beginning. I assumed that it could be seen to be playing with fire as many organisations and individuals across the world were to hear the outcome of my findings, including the Zambian government.

It felt to me as if we were challenging the government by examining and exposing their weakness in the education sector, which seemed somehow offensive in nature. Fortunately, the more I engaged myself in the assignment, the more fearless I became. I discovered that I was not alone, but surrounded by a very powerful shell of defense composed of a variety of well-placed organisations and stakeholders.

Furthermore, visiting and meeting other nationalities and collecting data from them was unbelievable. Every ethnic group has a way of sharing their hidden secrets, information or thoughts with others and, sometimes, they cannot open up regardless of your position or authorisation.

*Vasco prepares resources ahead of data collection*.

What made me successful in the data collection was the experience I already had as a teacher of different nationalities, as well as the knowledge, strategies, and code of conduct I acquired through the training from Jigsaw.

Regarding the Focus Group Discussion, I experienced something very admirable (to be highlighted in this narrative of course). At first, the interaction with our participants was balanced from both parts (between national teachers and refugee teachers). But later on, I was amazed and unexpectedly surprised to see and hear the national teachers expressing their bitterness on behalf of refugee teachers, who are treated with less consideration of their rights and working conditions (poor payment, refugee teacher inclusion almost not there, etc…).

I remember one of the national teachers declaring, “We are all one, all Africans, same blood color, created by one God; everyone can be a refugee, but why is it that a refugee teacher is segregated?”. It was so touching to hear.

From this experience, I deeply understood that this research is a very significant opportunity and has paved the way for participants to open their hearts and share their hidden demands for change in the intellectual world.

I would simply encourage Jigsaw and all the parties involved into this research, not to give up until participants’ request is granted. I pledge to remain supportive, engaged into this struggle until the dream is fully achieved.

“Together as one”, “Together we can.”

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What I learned about myself through research

By Maymoona Bathit Brago

“What have I learned about myself? I have learned how to empower myself.”

I am Maymoona Bathit Brago. I am from Sudan and I live in Touloum refugee settlement. I have been teaching since 2016, but I have been in Touloum settlement for two years.

The school environment is not too bad, but it is also not good enough. The students suffer a lot inside the class because it is overcrowded, and you can find more than one hundred and sixty students in one class. I thought my experience of collecting interviews and Focus Group Discussions (FGDs) was pretty awesome, and made me feel comfortable in my role as a teacher. As a refugee in the settlement, it made me proud to be a peer researcher helping my community.

My role as a woman changed a lot through my work as a teacher in the refugee settlement. It also changed the way I heard or understood what someone said during the data collection. For example, when I did the focus group discussion, some of them didn’t understand Arabic. I did my best to explain to them using their mother tongue language. I also learned how to empower myself.

*Maymoona* *presents to her fellow peer researchers during a research training week*.

The interview and FGDs were different from what I expected. I was not able to speak to all the individuals as I planned because some of them are farmers and live far away from the settlement. Also, the teachers were on holiday and the network was pretty bad. The participants didn’t respond to all the questions in the way that I expected because they are far away from the information, and it was their first time hearing about it. They just do their duty, nothing much more.

In terms of how the conversation unfolded and how participants responded to me, it was positive because they have hope in order to make their dreams a reality. Yes, I noticed the difference in how national teachers, refugee teachers or inactive teachers engaged with me. All of them said it was their first time finding an organisation interested in solving their problems.

The time I enjoyed most in data collection was the individual data collection with teachers. Thinking about a specific moment, I had a conversation with a secondary school teacher. This teacher had no monthly salary at all and there were no other options for them. They had no security inside the school, whether from students or the community. It was a painful conversation because they were in conflict about whether to leave or stay at the school.

I also learnt a lot from working alongside the other peer researchers. They all have hope, and work hard in order to achieve their dreams.

What have I learned about myself? I have learned how to empower myself. I learnt that every action has a reaction in my community. There is always hope for their wellbeing.

And if I can share one message with someone reading this blog, it would be this piece of wisdom: when there is a negative there will be a positive. We must always use our words to change the situation, not to describe the situation.

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Why refugee teachers should not be seen as a burden

By Deborah Kalumbi

“If I could share one message with the world, it is this: A refugee is not a burden. We are people with dreams, careers, and voices. Being in this situation does not make us any less human.”

Teaching has been my dream for as long as I can remember. Whenever the opportunity arose, I never hesitated because nothing brings me more joy than sharing knowledge. However, despite my passion and extensive volunteer work, finding a formal teaching job as a refugee has been a difficult journey. Even so, I have never thought about giving up on my dreams.

When I was invited to become a peer researcher, I felt a deep sense of relief. Finally, there was a study focused specifically on the challenges refugee teachers face. This journey has been incredibly fulfilling. It helped me realise how many of us share the same limitations, but it also showed me the different—and often surprising—perspectives national teachers have regarding our inclusion. It made me realise how much work is still needed to change people’s minds.

The highlight of the data collection process was meeting so many different people. They shared their struggles and opinions freely, hoping that their voices might finally lead to change. It is a heavy but beautiful feeling when people look to you as someone who might help improve their situation.

The hardest part was actually finding active refugee teachers. At first, the few I found were hesitant to participate. However, once they understood the nature of the research and its purpose, they became more than happy to open up.

The most profound part of this experience was the chance to redefine key terms based on our own lived experiences. We were able to blend formal definitions with our personal realities, which was a powerful process. Additionally, envisioning a life of a refugee with the participants in a perfect world was exhilarating.

If I could share one message with the world, it is this: A refugee is not a burden. We are people with dreams, careers, and voices. Being in this situation does not make us any less human.

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The power of hearing refugee teachers’ voices

By Clodina Akiteretse

“Listening to a refugee teacher describe how recognition would restore dignity sparked excitement in me to highlight their truths. It made me feel that our experience can inspire change.”

My name is AKITERETSE CLODINA, a refugee teacher living in Nakivale settlement, Uganda. I teach at a primary school and have 8 years of experience. My school is a lively place where children love to learn and we’re passionate about making a difference despite challenges like limited resources.

*Clodina presents to her fellow peer researchers during a research training week*.

Collecting interview and focus group discussion data was an exciting journey. Wearing the hat of a researcher alongside my identity as a refugee teacher made me eager to hear and highlight our stories. One moment that stands out is when a fellow refugee teacher said “Being heard gives me hope”. This sentence made me realise how important it is to give voice to our experiences. The interviews were different from what I expected because they were inspiring and participants spoke openly about their struggles, which surprised me and showed me the power of honest conversations that flow naturally. I noticed that refugee teachers shared experiences that showed their resilience and strength. And refugee teachers shared more personal experiences than national teachers, showing their unique challenges.

The part I enjoyed most about data collection was hearing stories that energised me. Listening to a refugee teacher describe how recognition would restore dignity sparked excitement in me to highlight their truths. It made me feel that our experience can inspire change. For instance, one participant said being part of research made them feel valued for the first time in years. Moments like these reminded me of the importance of highlighting refugee voices.

This research taught me that listening with empathy unlocks valuable insights. Refugee teachers need recognition and support to thrive. Highlighting our stories can build a more inclusive education community. By giving voice to our experiences, we can challenge stereotypes and create opportunities for collaboration and growth.

Ultimately, it’s about creating spaces where refugee teachers are heard, valued and empowered to contribute to the education systems that work for everyone.

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