Billy, Candyce;
Thibault, Claire;
Bengtsson, Stephanie;
(2023)
Ensuring effective teacher management in refugee settings in the COVID-19 era: A Ugandan case study of policy and practice.
Education and Conflict Review
, 4
pp. 63-71.
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Abstract
Uganda has been considered a model for progressive and inclusive refugee policies. In 2017, the country adopted the Djibouti Declaration. The Plan of Action accompanying the declaration recognises the role of teachers in achieving inclusive and quality education. It proposes key actions to support the inclusion of refugee teachers in national education systems. Together, the Djibouti Declaration and the Action Plan represent a promising holistic model of teacher management. Drawing on findings from a larger research study, this article explores the progress made in implementing the Plan of Action, factoring in the impact of COVID-19, and discusses the conditions under which a holistic approach to teacher management can lead to improved motivation, well-being, teaching quality and retention of teachers.
| Type: | Article |
|---|---|
| Title: | Ensuring effective teacher management in refugee settings in the COVID-19 era: A Ugandan case study of policy and practice |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Refugee teachers, Uganda, teacher management, policy |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10175042 |
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