CONTRIBUTORS
Davis Muli Musyoki
Communications Officer
This blog was led by Davis Muli Musyoki (APHRC) with co-authorship from Lydia Namatende-Sakwa (APHRC), Abdimalik Farah (APHRC), Davis Musyoki (APHRC), Sophie Lashford (Save the Children), Nancy Njeru (Save the Children), Deurence Onyango (Save the Children), Benard Orimbo (Save the Children) and Geofrey Tanui (Save the Children), whose collective expertise and thoughtful contributions were instrumental in shaping the perspectives shared in this piece.
Kenya, home to the Kakuma and Dadaab refugee camps, hosts over 773,340 refugees. Despite being a sanctuary for those fleeing conflict, the full integration of refugee teachers into the national education system remains elusive. Recently, the LEGO-funded TeachWell Voices project conducted a Political Economy Analysis (PEA) (2024) to explore how this integration could be achieved by examining the policy and institutional context, policy implementation practices, and the roles and incentives of key stakeholders at the heart of refugee teacher inclusion.
The actionable insights generated by this analysis are timely and urgently needed. Education in refugee camps faces immense pressure. Schools in Kakuma and Dadaab are overcrowded, with teacher-to-student ratios reaching alarmingly high levels—1:104 in Kakuma and 1:69 in Dadaab. In light of recent developments, including funding cuts in the U.S., we are seeing a concerning decline in the number of teachers supporting refugee education. This trend poses a serious threat to the stability and quality of learning in these settings. A reduced teacher workforce will inevitably lead to higher teacher-learner ratios, which risks compromising the quality of education that refugee learners receive. Moreover, most teachers are neither registered by the Teachers Service Commission (TSC) nor adequately trained to deliver the competency-based curriculum implemented in Kenyan schools. The PEA study revealed that only 15.5% of refugee teachers are both trained and registered, with women representing just 20.8% of the teaching workforce. These disparities reflect broader structural challenges—limited resources, policy gaps, and entrenched cultural biases—all of which hinder the full inclusion of refugees into Kenya’s education landscape.
Barriers to Inclusion
Schools in refugee camps, though registered with the Ministry of Education, are treated as private institutions. This classification excludes them from government support, such as capitation grants and the deployment of qualified, licensed teachers. The lack of recognition and registration of refugee teachers by the TSC remains the main barrier, denying them opportunities for professional development, fair recruitment, and improved well-being. As a result, most are employed under short-term NGO contracts, facing job insecurity and minimal career growth.
Funding constraints worsen these challenges. Refugee education is heavily dependent on international donors, making it vulnerable to unpredictable funding shifts. While the Government of Kenya has made essential contributions, these remain insufficient to support long-term integration. The incentive-based remuneration model further reinforces inequalities—refugee teachers receive lower pay, minimal benefits, and no formal professional recognition, resulting in dissatisfaction and high turnover.
Cultural and social biases also hinder inclusion. Refugee teachers—both male and female—often face stereotyping, mistrust, and scrutiny, especially when media narratives portray refugees negatively. Male teachers, for instance, may be viewed suspiciously in conservative communities when interacting with women or girls, while female teachers struggle with gendered expectations, safety concerns, and limited mobility, particularly in segregated environments. These issues often prevent them from accessing leadership roles or participating in training.
Additionally, learning environments and infrastructure are rarely designed with inclusivity in mind. Many refugee schools are inaccessible to persons with disabilities. Teachers and learners with special needs face mobility issues, especially in sandy terrains, while communication barriers, such as differing sign languages, pose challenges for those requiring Kenya Sign Language.
Language differences compound the issue, with many refugee teachers lacking fluency in local dialects, limiting their ability to engage effectively with learners. Host community perceptions that refugee teachers are “job competitors” further fuel resentment and discrimination, creating hostility and undermining social cohesion.
Why Inclusion Matters
Realizing an inclusive policy environment is crucial for ensuring that refugees access the same learning opportunities as host communities. In Kenya, stakeholders such as UNHCR, the Ministry of Education, and local NGOs recognize that refugee teachers are not just stopgap labor—they are essential resources in addressing chronic teacher shortages in refugee settings.
Legal and policy frameworks, including the Refugee Act (2021) and the Global Compact on Refugees (GCR), to which Kenya is a signatory, provide a basis for inclusion. Formal recognition through certification would allow refugee teachers to access professional development, enhance their competence and motivation, and ultimately improve learner outcomes—advancing the goal of leaving no child behind. Further, granting them equal professional standing would boost livelihoods, reduce economic vulnerability, and contribute to host economies. Inclusion also promotes social harmony by bridging cultural gaps and reducing tension through shared educational experiences.
Pathways to Inclusion
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Legal and policy reform is essential. Refugee teachers must be formally recognized to access certification, work permits, and employment opportunities within the national system. This will require amendments to existing TSC and Ministry policies, and harmonization of procedures across agencies.
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Recognize refugee camp schools as public institutions. This will unlock public funding for capitation, ensure the deployment and payment of TSC teachers, and improve educational outcomes through better teacher–learner ratios.
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Invest in sustainable funding. Beyond donor aid, Kenya should explore budgetary allocations and public–private partnerships to create a dedicated Refugee Education Fund, ensuring long-term solutions to persistent challenges.
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Support the advancement of female refugee teachers through targeted scholarships, mentorship programs, childcare services, and safe working environments. Policies should also promote inclusivity for teachers and learners with disabilities.
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Promote meaningful participation by engaging refugee teachers and refugee-led organizations in decision-making processes. Their lived experiences and insights are invaluable in shaping policies and interventions that reflect community realities.
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Strengthen cross-sectoral collaboration among the Ministry of Education, UNHCR, TSC, NGOs, and education authorities. Coordinated action is critical in aligning efforts and maximizing the impact of legal provisions.
The inclusion of refugee teachers into Kenya’s education system is not just a matter of employment—it is a matter of educational equity and learner success. Refugee teachers help reduce overcrowded classrooms, improving teacher-to-student ratios and increasing opportunities for personalized attention. Their shared cultural and linguistic backgrounds with refugee learners help bridge communication gaps and create more inclusive, relatable learning environments. Importantly, refugee teachers understand the lived experiences and challenges their students face, enabling them to provide not just academic instruction, but also essential psychosocial support—particularly for children affected by trauma.
The presence of female refugee teachers is especially impactful, serving as role models for girls and contributing to improved school attendance and retention rates. Moreover, when refugee teachers are given long-term contracts and formal recognition, it reduces teacher turnover, ensuring continuity and stability in the classroom—key ingredients for meaningful learning outcomes.
Call to Action
1. To Policymakers:
Prioritize legislative amendments to formally recognize refugee teachers under the Teachers Service Commission. Operationalize the Refugee Act (2021) to ensure refugee teachers can access certification, work permits, and secure employment. Allocate national budget resources to support refugee education and establish a dedicated Refugee Education Fund.
2. To Education Stakeholders:
TSC, the Ministry of Education, teacher training institutions, and education authorities must harmonize efforts to integrate refugee teachers through professional development opportunities and mentorship programs. Recognize refugee schools as public institutions to guarantee equitable access to resources and capitation grants.
3. To Development Partners and NGOs:
Go beyond service delivery and invest in long-term systems strengthening. Champion the recruitment and capacity building of female and disabled refugee teachers. Support refugee-led education initiatives and include refugee voices in program design, evaluation, and advocacy efforts.
4. To the Public:
Challenge harmful narratives and stereotypes about refugees. Recognize refugee teachers not as job threats, but as contributors to national development. Advocate for inclusive education by supporting local campaigns and initiatives that advance equity and justice for all learners—regardless of background.
Conclusion
Kenya stands at a critical juncture to lead by example in advancing educational equity. Fully integrating refugee teachers into the national education system will not only address teacher shortages but also foster a culture of inclusion, dignity, and shared prosperity.
When refugee teachers are empowered—through recognition, training, and support—all learners stand to benefit. These teachers bring cultural diversity, multilingual skills, and lived experience that can enrich classrooms, promote empathy, and enhance learning for both refugee and host-community children. Their presence helps fill critical gaps in under-resourced schools, improving teacher–learner ratios, supporting continuity in education, and creating more relatable role models for refugee students—especially girls.
Kenya can lead the way toward a truly inclusive education system—one where no teacher, and no child, is left behind. It is a bold step toward building a just, resilient, and united society where every educator has the tools to teach and every child has the opportunity to learn, thrive, and dream.