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|All Authors / Contributors:||
Barry Sesnan; Eric Prentice Allemano; Henry Ndugga; Shabani Said; Commonwealth Secretariat.
|Description:||xv, 73 pages : maps ; 24 cm|
|Contents:||Foreword; Acknowledgements; Dedication; List of tables, figures and boxes; Abbreviations and acronyms; Examinations; Terminology; 1. Introduction; 1.1 Background; 1.2 Summary of recommendations; 1.3 The role of the Commonwealth; References; 2. Review of the Literature; 2.1 Overview of documentation; 2.2 Categories of refugee teachers; 2.3 Recognition of refugee qualifications obtained in a host country; 2.4 The Commonwealth; 2.5 The challenges of teacher recruitment, training and certification in emergency and reconstruction; 2.6 Inter-Agency Network for Education in Emergencies; 2.7 Study countries in the literature and notes; 2.7.1 Kenya; 2.7.2 South Africa; 2.7.3 Uganda; 2.7.4 South Sudan; Notes; References; 3. Methodology; 3.1 Choice of countries; 3.2 Selection of informants; 3.3 Field research and interviews; 3.4 Interviewees' expectations; Note; 4. Findings --
The Refugee Teacher's Experience; 4.1 Findings; 4.1.1 Categories of teachers studied; 4.1.2 Migrants are not new; 4.1.3 'Push and pull'; 4.1.4 'Pull' factors; 4.1.5 Social and psychological factors; 4.1.6 Resilience; 4.1.7 Working abroad or refugee? 4.1.8 Home countries and returnees; 4.1.9 'One foot in each county'; 4.2 Kenya; 4.2.1 Refugees in Kenya; 4.2.2 Important background; 4.2.3 Becoming a teacher in Kenya; 4.3 South Africa; 4.3.1 Refugees in South Africa; 4.3.2 Supply and demand in South Africa; 4.3.3 The refugee process in South Africa; 4.3.4 Becoming a teacher in South Africa; 4.3.5 Zimbabweans in South Africa; 4.3.6 Ugandans in South Africa --
refugee status can end; 4.4 Uganda; 4.4.1 Refugees in Uganda; 4.4.2 Becoming a teacher in Uganda; 4.4.3 Policy on employment of refugees in Uganda; 4.4.4 Sampling; 4.4.5 Kyangwali refugee settlement; 4.4.6 Kiryandongo refugee settlement; 4.5 South Sudan; Notes; References; 5. From Findings to Policy and Practice; 5.1 Government; 5.1.1 Government policies, national and local; 5.1.2 Divergence between policy and practice; 5.2 Refugee teachers; 5.2.1 Scarcity of qualified teachers in refugee populations; 5.2.2 Teacher supply and demand; 5.2.3 Sponsorships and scholarships; 5.2.4 Attrition among refugee teachers; 5.2.5 Motivation/desire to be a teacher; 5.2.6 The legal and professional status of refugee teachers; 5.2.7 The main obstacles to becoming a teacher in a host country; 5.3 The management of refugee teachers in host countries; 5.3.1 Preparedness for an emergency provoking a refugee influx; 5.4 Getting trained, qualified and certified; 5.4.1 Short courses; 5.4.2 Missing qualifications; 5.4.3 More advanced courses; 5.4.4 Learning management and school governance; 5.5 Being specifically trained to teach in emergencies; 5.5.1 Teacher Assistance course (a rapid methodology course); 5.5.2 Be a Better Teacher/Bon enseignant; 5.5.3 Conversion courses; 5.6 Financial considerations; 5.6.1 Pay and remuneration; 5.6.2 Low levels of payment in camps; 5.6.3 The ladder; 5.7 Sensitising the host country; 5.7.1 Promoting knowledge about refugees and refugee rights; 5.7.2 Refugee teachers as an asset; 5.8 Language; 5.9 Returning home; 5.9.1 Recognising returnees' qualifications; 5.9.2 Note on tripartite agreements; 5.9.3 Adapting the Commonwealth Teacher Recruitment Protocol (CTRP) to the needs of refugee teachers; Notes; References; 6. Models and Best Practice; 6.1 Refugee Law Project, Uganda; 6.2 Refugee Rights Unit, Cape Town University, South Africa; 6.3 Scalabrini Centre, Cape Town, South Africa; 6.4 Windle Trust Kenya; Note; Reference; 7. Final Remarks; References; Appendix A. Interview Topics; Appendix B. Researchers; Bibliography
|Responsibility:||Barry Sesnan, Eric Allemano, Henry Ndugga and Shabani Said.|
'a major contribution to this emerging field of study and highly recommended' The African Symposium, Volume 13, No. 1, June 2013