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Ethiopia © Copyright Education Development Trust 2020 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 +44 (0) 118 902 1000 T +33 (0) 1 45 03 77 00 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,
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