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To mark the launch of a new research brief on practical steps to support teachers in refugee settings in Kenya, EDT was delighted to convene a recent high-impact workshop with IIEP-UNESCO. The event, attended by government representatives from several key departments, focused on developing strategic, tangible plans to improve the quality of teaching and learning available to all students in Kenya’s refugee hosting communities.

Children account for 41% of the over 89 million people who are forcibly displaced worldwide, and education is key to their life chances. It is therefore critical to consider the question of who teaches refugees, what challenges these teachers may face, and what support is needed to ensure better teaching and learning outcomes in these communities. Refugee teachers are an absolutely vital resource in their communities but have not received sufficient attention in the past. Here, we reflect on our research and expertise working with teachers of refugees to provide insights into the crucial ways in which they can be effectively supported.

In the face of a widespread crisis of teaching and learning, policymakers around the world must consider how best to strengthen their education systems to improve teaching and learning outcomes – and to do so at scale. One key element of the education workforce is too often neglected in this mission: the middle tier. Here, we share insights, based on our research with IIEP-UNESCO, on the creation of an environment which unleashes the potential of a professionalised middle-tier workforce. If properly enabled, the middle tier – rather than being a marginal part of the education system – can be a vital asset – pivotal to policy implementation and transformational change.

Education Development Trust (EDT) has been delivering training for the School-Led Tutoring route of the National Tutoring Programme since 2021, and recently expanded its training offer for the 2022-23 academic year. This helps to ensure that all tutors employed by schools have the right skills and knowledge to provide high-quality tuition to their pupils, and that schools understand how to embed tutoring effectively within their own contexts.