ERIC ED607267: Teacher Management in Refugee Settings: Ethiopia

2020·3.9 MB·English

by  ERIC

Stephanie Bengtsson, Rachael Fitzpatrick, Katja Hinz,
Leonora MacEwen, Ruth Naylor, Anna Riggall and Helen West
Teacher
management
in refugee
settings:
Ethiopia
© Copyright Education Development Trust 2020.
All of the photographs featured in this report were taken by members of the research team during data
collection visits in 2018/2019.
The views and opinions expressed in this research are those of the authors and do not necessarily represent
the views of Education Development Trust, UNESCO or IIEP.
The designations employed and the presentation of material throughout this book do not imply the expression
of any opinion whatsoever on the part of Education Development Trust, UNESCO or IIEP concerning the legal
status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries.
ISBN 978-1-912610-03-7
TEACHER MANAGEMENT IN REFUGEE SETTINGS: ETHIOPIA 1
Teacher
management
in refugee
settings:
Ethiopia
Education Development Trust IIEP-UNESCO
Highbridge House, 16–18 Duke Street, 7-9, rue Eugène Delacroix
Reading, Berkshire RG1 4RU 75116 Paris, France
T [phone] T [phone]
E [email protected] E [email protected]
W educationdevelopmenttrust.com W iiep.unesco.org
2 TEACHER MANAGEMENT IN REFUGEE SETTINGS: ETHIOPIA
TEACHER MANAGEMENT IN REFUGEE SETTINGS: ETHIOPIA 3
Contents
Education Development Trust 4
IIEP-UNESCO 4
About the authors 5
Acknowledgements 6
List of figures, tables and case studies 7
List of acronyms 8
Overview 10
Ethiopia country study 18
Research, approach and methods 22
The regions studied 26
Part 1: Policy landscape 28
Part 1a The Ethiopian policy landscape concerning teacher management for refugee education 29
Part 1b Perceptions of policy enactment 37
Part 1c Awareness of policy 43
Summary 47
Part 2: Who teaches refugees? 48
Part 2a Who teaches refugees in Ethiopia? 49
Part 2b Teacher recruitment, retention and deployment 59
Part 2c Teacher training and professional development 65
Part 2d Remuneration, teacher appraisal and motivation 77
Summary of key points 87
Part 3: Identifying promising areas and making recommendations 90
Part 3a Promising areas for policy and practice 93
Part 3b Strengthening teacher management in refugee settings 99
References 105
4 TEACHER MANAGEMENT IN REFUGEE SETTINGS: ETHIOPIA
Education Development Trust
At Education Development Trust, we have been improving practices, pedagogy, behaviour, funding, attitudes and
education around the world for 50 years. We design more is a prerequisite for a company that can truly claim
and implement improvement programmes for school to transform lives through improving education. With
systems, deliver expert careers and employability services, highly informed agents of change operating in low- to
and deploy specialists to provide consultancy services high-income countries with their varying internal contexts,
internationally. we not only design, but also show and enable – so when
working with us, everyone involved, from policymakers
Our work is informed by our continually refreshed body to school leaders and teachers, is able to apply their new
of research that focuses on the bright spots in education, knowledge to drive sustainable system reform.
from education authorities as diverse as those in Vietnam,
Kenya, England, New York and Dubai. Bringing about Our expert knowledge, programme design and
real change that alters the aspects of a national system implementation expertise are also deployed in delivering
that, for many reasons, is not working so well at the Ofsted-rated outstanding careers services in England, and
time, requires knowledge and the ability to design and in owning and managing a family of independent schools.
implement changes to any of the levers that can impede We are a not-for-profit and we are driven by our values of
great educational outcomes. So, the ability to affect policy, integrity, accountability, excellence and collaboration.
IIEP-UNESCO
The UNESCO International Institute for Educational IIEP has five thematic priorities: to promote social equality,
Planning (IIEP) was created in 1963 and supports countries especially regarding gender; to improve learning outcomes;
in planning and managing their education systems so to enhance education system resilience; to promote strong
that all children and youths, no matter who they are, have governance and accountability; and to secure sustainable
equal access to a quality education. IIEP’s integrated education financing.
approach to capacity development combines training in
educational planning and management, research and IIEP believes that, while educational planning and
knowledge sharing, and in-country capacity cooperation management must be pragmatic, it should also envision
for education partners. a better, more equitable and inclusive, future, one of
opportunities for all.
TEACHER MANAGEMENT IN REFUGEE SETTINGS: ETHIOPIA 5
About the authors
Stephanie Bengtsson is a Programme Specialist at IIEP, Ruth Naylor is a Principal Consultant at Education
where she has been based since 2018. Prior to joining IIEP, Development Trust. She was a member of the Inter-agency
she worked as a teacher educator, a research scholar and Network for Education in Emergencies Policy Working
a consultant. Her areas of expertise include sustainable Group subgroup on forced displacement and has co-
development, education policy, teachers and teaching, authored a topic guide for DFID advisers on education for
and education in crisis and displacement contexts. populations in forced displacement. Her areas of expertise
Stephanie holds a doctorate in international educational include education in conflict affected countries, teacher
development from Teachers College, Columbia University, quality and effectiveness and addressing gender inequality
and an MPhil in inclusive education from the University in education.
of Cambridge.
Anna Riggall is Head of Research at Education
Rachael Fitzpatrick has worked at Education Development Trust. She leads Education Development
Development Trust as a Research Officer since 2016. Trust’s global programmes of academic educational
Rachael’s experience spans market and social research, research and promotes evidence engagement across
and she has successfully conducted large and small-scale the organisation. She holds an MA in Education and
research and evaluation projects in a diverse range of Development Studies and a PhD in Education. She
countries (including Rwanda, Vietnam, Jordan and the UK). specialises in the areas of education system reform,
Rachael’s research interests and expertise are in system education for marginalised groups (including children with
level reform at both national and local level and parental disabilities, girls and refugees), teacher development,
engagement. She has an MA in Social Research Methods leadership, accountability, and education in emergencies.
from Durham University, and is currently undertaking a
part-time PhD in Education at the University of Bath. Helen West is a Senior Education Consultant at Education
Development Trust and holds a Master’s degree in
Katja Hinz is an Associate Research Officer at IIEP. Educational Planning, Economics and International
She holds a Master’s degree in History, Sociology and Development from University College London. She has
Philosophy of Science from the University of Bielefeld undertaken advisory work and research for government
in collaboration with Ecole Normale Supérieure. For her agencies and NGOs including DFID, NORAD, UNICEF and
Bachelor she studied Political Science at the University of Save the Children. Her areas of specialism include refugee
Zurich and Science-Po Bordeaux. Katja arrived at IIEP in education, education evaluation, curriculum design and
2014 as a Carlo Schmid-Fellow. She works in the crisis- teacher development. She has conducted research into the
sensitive educational planning team where she researches management of teachers of refugees in countries such as
the management of teachers in refugee contexts. Kenya and Ethiopia, trained refugee teachers in Lebanon
and is also a qualified teacher.
Leonora MacEwen is a Programme Specialist at IIEP and
holds a Master’s degree in Comparative Development
Studies from L’École des hautes études en sciences
sociales (EHESS). She has worked at IIEP since 2005,
focusing on crisis-sensitive planning. She has provided
technical cooperation in this area to countries such as
Burkina Faso, Chad, South Sudan, Ethiopia and Jordan and
has developed guidance on crisis-sensitive planning based
on these experiences.
6 TEACHER MANAGEMENT IN REFUGEE SETTINGS: ETHIOPIA
Acknowledgements
This research was made possible thanks to a generous • Meredith Bannon and Zoe James for their valuable
financial contribution by UNICEF Ethiopia. contributions to many aspects of the research, including
policy document review and qualitative and quantitative
Further acknowledgement for their valuable efforts and data analysis.
contributions goes to:
• The many participants (teachers, principals, learners
• PRIN international Consultancy, especially Surafel Ayele, at schools) in the three regions, as well as the many
Wendweson Damtie, Abyinur Bekele, Kibrom Habtu, government representatives at multiple levels, CTEs, and
Mr. Biniam Bekele, Yehualashet Debebe and Tirfe representatives from the Ministry of Education, the Agency
Berhane, who participated in qualitative data collection for Refugee and Returnee Affairs, UNHCR, UNICEF, Plan
and preliminary analysis. International, NRC, IRC, the World Bank and VSO.
• IPSOS Kenya who implemented a survey of teachers • The many colleagues for their helpful comments and
in 130 schools. thoughts on the report including Demissew Lemma, IIEP-
UNESCO, for his coordination support throughout the data
• McCourt School of Public Policy’s students in supporting collection process, Hugues Moussy and Barbara Tournier
preliminary policy analysis.
from IIEP-UNESCO, Metalign Ayehu and Tony McAleavey
from Education Development Trust, Amy West, Lyndsay
• Joy du Plessis and Hassan Ahmed, who led two of our
Bird and Jonathan Penson as independent reviewers,
qualitative research teams.
Enock Mambili, Berhanu Geneti and Etsegenet Lemma from
UNHCR Ethiopia Josephat Mukhanji, and Christine Wanjala
from UNICEF Ethiopia.
TEACHER MANAGEMENT IN REFUGEE SETTINGS: ETHIOPIA 7
List of figures, tables and case studies
Figures (page) Tables (page)
1 Structure of report findings (13) 1 Age and gender of refugees in Ethiopia (%) (20)
2 Summary of policy and practice findings (15) 2 Distribution of refugee groups in Ethiopia by (20)
location and country of origin
3 Analysis framework (25)
3 Number and types of teachers surveyed by (24)
4 Map of Ethiopia, showing location of the regions (27)
region, IIEP-UNESCO and Education Development
included in the study
Trust teacher survey sample
5 Number of respondents who were aware of (44)
4 Field work phases (24)
policy changes that affected refugee teachers
and teachers of refugees 5 International and regional policies on refugees (29)
6 Percentage of Primary Host Community Teachers’ (49) 6 Table of relevant refugee policies (31)
qualification by region and gender, 2011 E.C,
7 Relevant national teacher management (34)
EMIS data 2018/19
documents
7 Qualifications of ARRA national teachers by (51)
8 Relevant documents on teacher management in (34)
region and gender in refugee primary schools,
refugee contexts
UNHCR data
9 Average monthly salary/incentives according to (77)
8 Qualifications of refugee teachers by region and (51)
our teacher survey
gender in refugee primary schools, UNHCR data
10 Pupil:Teacher Ratio in camp primary schools by (83)
9 Qualifications of refugee and ARRA national (51)
region (EMIS data 2018–19)
teachers by region and gender in refugee
primary schools, UNHCR data
10 Highest grade reached during schooling, (53)
by school type and teacher background Case studies (page)
(teacher survey)
1 Refugee Camp Primary School, (52)
11 What teachers were doing before they started (53) Benishangul-Gumuz
working as a teacher, by school type and teacher
2 Refugee Camp Primary School, Gambella (63)
background (top three responses) (teacher survey)
3 Adwa College of Teacher Education, Tigray (67)
12 Gender of teachers by school type and teacher (55)
4 Refugee Camp Primary School, Tigray (72)
background (teacher survey)
13 How teachers heard about the vacancy in their (62) 5 The challenges of informal evaluation and (81)
formal appraisal at a Refugee Camp Primary
school, by school type and teacher background
School, Benishangul-Gumuz
(top three responses) (survey)
14 Number of capacity development trainings (66)
participated in prior to deployment
15 Number of teachers who are involved in (71)
mentoring relationships with other teachers
16 Number of teachers who agreed with statements (74)
relating to relationships within schools
17 Number of hours of the work week to be spent on (78)
a given activity (MoE)
18 Teacher agreement with the statement ‘I am highly (85)
valued in my role as teacher in my community’
19 Summary of promising policy and practices (91)
8 TEACHER MANAGEMENT IN REFUGEE SETTINGS: ETHIOPIA
List of acronyms
ABE Alternative Basic Education GoE Government of Ethiopia
AfL Assessment for Learning GPI Gender Parity Index
ARRA Agency for Refugee and Returnee Affairs IDA International Development Association
(Ethiopia)
IDP Internally Displaced Person
BA Bachelor of Art
IGAD Inter-Governmental Authority on Development
BED Bachelor of Education
IIEP- International Institute for Educational
BIMS Biometric Identity Management System UNESCO Planning
BoFED Bureau of Finance and Economic ILO International Labour Organisation
Development
INEE Inter-agency Network for Education
BSC Bachelor of Sciences in Emergencies
BSRP Building Self-Reliance Programme INGO International Non-Governmental Organization
CCA Continuous Classroom Assessment IRC International Rescue Committee
CITE Centre for International Teacher Education MA Master of Arts
CPD Continuing Professional Development MoE Ministry of Education
CPR Classroom Pupil Ratio MoU Memorandum of Understanding
CRRF Comprehensive Refugee Response MPhil Master of Philosophy
Framework
MSC Master of Science
CSO Civil Society Organisation
NCRRS National Comprehensive Refugee
CTE College of Teacher Education Response Strategy
CV Curriculum Vitae NDRRMC National Disaster Risk Reduction and
Management Council
DFID Department for International Development
(United Kingdom) NECT National Education Collaboration Trust
DRC Democratic Republic of Congo NGO Non-Governmental Organization
ECCE Early Childhood Care and Education NORAD Norwegian Agency for Development
Cooperation
ECRRP Ethiopian Country Refugee Response Plan
NRC Norwegian Refugee Council
ECW Education Cannot Wait
NUE National University of Education
EMIS Education Management Information System
OAU Organisation of African Unity
ESDP Education Sector Development Programme
OECD Organisation for Economic Co-operation
ETA Ethiopian Teacher Association
and Development
ETB8 Ethiopian Birr (currency)
PM Prime Minister
FVERA Federal Vital Event’s Registration Agency
PTA Parent-Teacher Association
GCR Global Compact on Refugees
PTR Pupil:Teacher Ratio
GCTE Gambella College of Teacher Education
REB Regional Education Bureau
GEQIP General Education Quality Improvement
ReDSS Regional Durable Solutions Secretariat
Program
SDG Sustainable Development Goals
GER Gross Enrolment Ratio
SOP Standard Operating Procedures