CONTRIBUTORS
Erick Simiyu Makhapila
Research Officer
This blog was led by Erick Makaphila (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.
A Silent Revolution in Refugee Education
In the refugee camps of Kakuma and Dadaab, where the struggle for stability overshadows daily life, classrooms offer a glimmer of hope. These classrooms are sustained by three key groups of educators: refugee teachers, who bring unrecognized yet vital qualifications from their home countries; national teachers, employed by humanitarian organizations but excluded from Kenya’s national education system; and aspiring refugee teachers, who begin as volunteers while pursuing formal qualifications. Together, they form the backbone of refugee education, ensuring that displaced children have access to learning despite the overwhelming challenges they face.
Teacher-to-learner ratios in these camps starkly illustrate the challenges faced
In Kakuma, primary schools, comprising around 25 institutions, serve nearly 72,000 learners with approximately 700 teachers, resulting in a student-to-teacher ratio of around 1:103. Secondary schools, with approximately 19,000 students across 9 institutions and 261 teachers, fare slightly better, with a teacher-to-student ratio of about 1 teacher per 74 students. Similarly, in Dadaab, approximately 22 primary schools cater to around 36,000 learners with nearly 400 teachers, resulting in a teacher-to-student ratio of roughly 1 teacher per 86 students. Secondary schools here host almost 5,000 learners in nearly 5 schools, supported by just 86 teachers, achieving a ratio of about 1 teacher per 59 students. These figures starkly contrast Kenya’s national average teacher-to-learner ratio of 1 teacher per 38 students, highlighting significant disparities in refugee education.
Economic challenges further complicate matters. Refugee teachers earn a modest monthly stipend of approximately Ksh 8,000, a stark contrast to the starting salary of Ksh 22,800 for Kenyan national teachers, which excludes additional benefits such as medical and housing allowances. Furthermore, the qualifications of many refugee teachers remain unrecognized; in both camps, 74.6% of teachers lack certification from the Teachers Service Commission (TSC), 11.4% hold formal TSC certification, and 14% possess alternative forms of recognition, such as NGO training or informal qualifications from their home countries.
At the heart of this hope are refugee teachers—selfless educators who step up to fill critical gaps in learning for displaced children. Their efforts, however, remain overshadowed by systemic challenges and inadequate support, which hamper their ability to thrive as educators and leaders. Refugee teachers are not just teaching; they are transforming. Yet, their journey to recognition and equitable compensation has been long and arduous.
Barriers Beyond the Classroom
John Ekai’s story is a poignant reminder of the challenges refugee teachers face beyond the classroom. Having fled the horrors of conflict in South Sudan at just nine years old, John (not his real name) sought refuge in Kenya’s Kakuma camp. Education became his sanctuary, a beacon of stability amid chaos. Driven by determination, he excelled in both primary and secondary school and eventually earned a teaching diploma through a refugee sponsorship program.
Now in his late twenties, John stands at the front of overcrowded classrooms filled with refugee children who share his journey of displacement. In these settings, the standard teacher-to-learner ratio of 1:45 often doubles or triples, leaving John grappling with the challenge of teaching hundreds of eager minds with scant resources. “The children look to us for hope,” John shares, “but it’s hard to give them the quality they deserve when we lack even the basics.”
Unlike public schools in Kenya’s host communities, which receive government capitation funding, the refugee schools rely heavily on unpredictable humanitarian aid. This leaves John and his colleagues perpetually under-resourced, a reality that underscores the urgent need for systemic reforms. Despite his qualifications and dedication, John’s journey is marked by systemic barriers:
Unrecognized Credentials: Despite holding a diploma recognized by international standards, John’s qualifications remain unvalidated within Kenya’s Teachers Service Commission (TSC) framework, stalling his career aspirations. “We are doing the same work, but our papers don’t seem to count,” John laments.
Economic Disparities: John’s monthly stipend of less than KES 10,000 barely supports his family. “I see other professionals thrive,” he says, “but for us teachers, it feels like an endless struggle.” Refugee teachers like John cannot access additional allowances and benefits enjoyed by their national counterparts, further widening the economic gap.
Limited Training Opportunities: Refugee teachers have limited access to professional development programs aligned with Kenya’s Competency-Based Curriculum (CBC), leaving them unable to meet evolving educational demands. “We need training that connects us to the standards of the national system,” John emphasizes.
Gender Gaps: Female teachers face unique challenges, including cultural barriers and limited leadership opportunities, further constraining the education system’s potential. Programs addressing these gender-specific obstacles are virtually non-existent in refugee settings.
Fragmented Systems: Operating within parallel structures managed by NGOs, refugee teachers like John are disconnected from national frameworks. “We feel like outsiders in the system,” he notes. This fragmentation limits access to resources and long-term professional growth.
These barriers are not just administrative hurdles; they are deeply personal struggles that affect the livelihoods and aspirations of teachers like John. His story underscores the urgent need for systemic reforms to unlock the potential of refugee educators.
A Call for Recognition and Inclusion
The challenges faced by refugee teachers demand immediate attention and action. Integrating refugee teachers into national education systems would:
Promote Equity: Equalizing pay and training opportunities ensures that refugee teachers are valued alongside their national counterparts. “We do the same job; we deserve the same respect,” says Mary, a refugee teacher in Dadaab.
Improve Educational Outcomes: Certifying refugee teachers and equipping them with updated skills through training enhances learning quality for refugee children. “When we are trained and recognized, our teaching improves,” Mary adds.
Foster Social Cohesion: Inclusive policies that bridge refugee and host community education systems foster mutual understanding and shared opportunities. “Education is not just for us; it’s for the future of all communities,” John reflects.
Pathways to Progress
Kenya has the tools to uplift refugee teachers and enhance education outcomes in camps. Advocacy for the following reforms is critical:
Recognition of Prior Learning (RPL): Evaluate and certify refugee teachers’ existing qualifications, allowing them access to opportunities within the national education system. “Validation of our experience would open doors we’ve never had,” says Mary.
Tailored Training Programs: Bridging courses can align refugee teachers’ skills with national standards, ensuring they meet Kenya’s CBC requirements.
Equitable Compensation: Align stipends for refugee teachers with national teacher salaries, closing the pay gap and ensuring a dignified livelihood.
Gender-Focused Initiatives: Introduce mentorship programs and leadership opportunities for female refugee teachers, empowering them to overcome cultural barriers.
System Integration: Harmonize refugee education systems with national frameworks to ensure cohesive policy implementation and resource allocation. “We need to be part of one system, not treated as a separate group,” John asserts.
Celebrating the Unsung Heroes
Refugee teachers are not just educators; they are catalysts for change in some of the most challenging educational contexts. Their resilience, dedication, and impact deserve recognition and action. By addressing systemic barriers and investing in their professional growth, Kenya can transform refugee education into a model of equity and excellence. Let us honor these unsung heroes by giving them the tools, recognition, and support they need to continue shaping the futures of refugee learners and their communities.