Research study on the Role and Status of Refugee Teachers in Education in Emergencies

Reference: STPD/HCWG/0503
Location: Two Commonwealth Countries
Duration: 60 person days over the 6 months (Estimated)
Closing Date: 5 Oct 2011

1. Background

1.1 Access to education as a human right is confirmed by a number of declarations and conventions: the 1948 Universal Declaration of Human Rights; the 1949 fourth Geneva Convention and its Protocol I and II; the 1951 Convention Relating to the Status of Refugees; the 1989 Convention on the Rights of the Child; and the 1998 Rome Statute, which mandates protection for educational institutions. The 1990 World Conference on Education for All (Jomtien) and the 2000 World Education Forum (Dakar) confirmed that the right to education persists even in situations of armed conflict. The Dakar Framework for Action particularly included a commitment to “meet the needs of education systems affected by conflict, natural calamities and instability and conduct educational programmes in ways that promote mutual understanding, peace and tolerance, and that help to prevent violence and conflict.”

1.2 Since the 1996 Note by the UN Secretary-General on the Impact of Armed Conflict on Children (the Machel Report), which drew attention to the prevalent loss of this human right during conflict, much progress has been made in advocating for and implementing effective programmes for education in emergencies as the ‘fourth pillar of humanitarian action’. However, the 2011 Education For All (EFA) Global Monitoring Report The hidden crisis: Armed conflict and education and the 2011 World Bank World Development Report Conflict, security and development both highlight the continued role of conflict in obstructing the achievement of the education Millennium Development Goals and EFA targets. Much of the literature surrounding education in emergencies focuses on the impact of armed conflict on children. Surprisingly little focuses explicitly on teachers, and yet it is commonly acknowledged that the biggest influences on the education a child receives are the knowledge, skills and attitudes of their teacher.

1.3 The Commonwealth Secretariat Education Strategic Plan 2010-2012 identifies “conduct research on children in conflict and fragile states and share research with other regions” as an activity under Priority One: Inclusive Education. Papers submitted for the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration, held on 8-9 June 2011, suggested that there is very limited information on the role and status of teachers in emergencies, including teachers who are forced to migrate. Similarly, the Inter-Agency Network for Education in Emergencies has noted, in a review of literature on education in emergencies:

Resource Experts felt that issues related to teachers were under-researched. Specifically, informants called for more studies into teacher development and training, teacher competencies, teacher retention, teaching for psychosocial wellbeing, the benefits of teacher training/capacity building, the morale and compensation of teachers, teacher certification in difficult environments, teacher management in emergencies, and the identity of teachers .

1.4 The Commonwealth Secretariat has particular expertise in teacher mobility, recruitment and migration, most notably in its development of the Commonwealth Teacher Recruitment Protocol. However, the Protocol does not specifically address the issues surrounding teachers who are forced to migrate. Nevertheless, many Commonwealth countries are directly affected by teachers crossing borders to escape open conflict or structural violence, with some countries affected by insecurity themselves. Recent examples include Somali refugees in Kenya, Congolese refugees in Rwanda, Zimbabwean refugees in South Africa and Botswana, Sudanese refugees in Uganda and Afghan refugees in Pakistan. Of course, refugees do not migrate only to neighbouring countries, but may seek sanctuary in any country. Whilst forced migrant teachers may have migrated in order to escape insecurity, they may still live and work under emergency conditions. Whilst it is known that teachers are under-represented in refugee camps, it is not always clear what happens to teachers once they have crossed borders, in terms of their professional and legal status, or their role in contributing to the provision of education to those similarly affected by the emergency. Taken with the above lacuna, there is therefore a need to investigate the issues facing refugee teachers. The Commonwealth Secretariat will therefore undertake a study on the role and status of refugee teachers in education in emergencies, for which it seeks consultancy services.

1.5 The appendix contains a background paper providing more details of the context of the research. This was derived from the deliberations of the Sixth Symposium. These will also inform a paper to be presented at the 11th United Kingdom Forum for International Education and Training International Conference on Education and Development in Oxford, United Kingdom on 13 September 2011. This paper sets out the case for further research on the role and status of refugee teachers in education in emergencies, of which the study the subject of these terms of reference will form a key component.

2. Aims and objectives

2.1 The overall aim of the study is to answer the following two research questions: a) What are the issues affecting forced migrant teachers compared to voluntary migrant teachers? and b) What policies are necessary to ensure the welfare of forced migrant teachers and to create an enabling environment for them to teach?

2.2 The specific objectives are: (i) to identify the issues affecting forced migrant teachers and the existing policies influencing their role and status, and to determine the connections between these issues and policies and forced migrants’ ability to contribute towards education in emergencies; and (ii) to formulate recommendations for policy-makers which will protect the professional role and status of teachers forced to migrate and enhance their ability to operate constructively in emergency conditions.

2.3 The recommendations should be evidence-based, practical and realistic, and based on a sound analysis of the research findings. They should be accompanied by a projection of likely challenges to implementation, and suggestions for solutions. Where appropriate and possible, they should be supported by a cost-benefit analysis.

3. Anticipated results

3.1 The principal immediate outcome will be the use of the research findings as an evidence-based resource for further advocacy by the Commonwealth Secretariat and its partners (including INEE and UNESCO) to raise the profile of the needs and rights of forced migrant teachers in emergencies. It is anticipated that in turn this will lead to the medium term outcome of the development of responsive policies by governments and other stakeholders, such as NGOs delivering education services in emergencies. Such policies will provide better protection for forced migrant teachers’ rights and a more enabling environment for them to function as education professionals. The long term impact will be the enhancement of forced migrant teachers’ ability to contribute towards high quality, inclusive education in emergencies, resulting in better learning outcomes for a higher number of students, and the integration of forward-thinking planning for emergencies in governments’ policy and strategy development.

4. Scope

4.1 Under this assignment, the following specific activities will be undertaken: i) review the available literature to identify the reported issues affecting forced migrant teachers and the existing policies influencing their role and status; (ii) undertake field research in selected countries to identify the current issues facing refugee teachers and the factors influencing the realisation of their potential to contribute to the provision of education; iii) prepare a report detailing the findings and containing recommendations based on them.

4.2 The main research target of the study is teachers who are forced to migrate from conflict in their home countries and who become refugees in neighbouring or nearby countries which are members of the Commonwealth. Within this group, a special focus will be placed on those teachers living and working in insecure conditions. However, refugee teachers migrating to other Commonwealth countries should also be addressed. The study will address both teachers who remain within the education system, and those employed outside it. It should address teachers who have received UNHCR Refugee Status Determination as well as those who are forced migrants but whose status has not been so determined.

5. Tasks

5.1 Task 1: Literature review

By interrogating the literature, the consultant will produce a synthesis review providing a situational analysis of the role and status of teachers in emergencies. As sub-queries of the principal research questions, the following should be addressed:

• What legal, social, economic and political challenges do forced migrant teachers face compared with voluntary migrants? How do these impact on their ability to pursue their profession? What support has been offered to them to face these challenges? How successful was this?
• Why are teachers under-represented in refugee camps/communities?
• What policies are in place to manage teachers forced to migrate, and how do these impact on teachers?
• How are teachers utilised by the education systems of the host country (including emergency education)?
• What incentives do forced migrant teachers have for exiting or remaining in the teaching profession?
• How do the state, private and informal education service providers differ in the opportunities they offer forced migrant teachers?
• What mechanisms exist to ensure the rights of forced migrant teachers are respected? Are there cases where they are not?
• What plans do governments have in place to be able to deal with a sudden influx of forced migrant teachers?
• What is the impact on forced migrant teachers of different qualification requirements between the source and destination country?
• What has been the role of the host community in accommodating forced migrant teachers?
• Is the potential offered by forced migrant teachers fully maximised? If not, what is the impact on access to and quality of education in emergencies?
• What is the impact of forced teacher migration on educational access and quality in source countries?
• What policies in destination countries can assist with the process of repatriation of refugees to home countries?

Where the information in the literature is lacking on any of the above issues, it should be noted as a research gap, and, where possible, addressed in the field research. A suggested starting point for the literature is the Oxford Conference paper Beyond the Commonwealth Teacher Recruitment Protocol: Next steps in managing teacher migration in difficult circumstances.

5.2 Task 2: Field research

The purpose of this task is to gain first-hand, up-to-date information from the target group, policy-makers and other stakeholders on the research questions. The sub-queries are as set out in paragraph 5.1. While the consultant will propose a sampling framework and methodology in their Proposal, it is anticipated that no fewer than two Commonwealth countries will be selected, preferably from the examples given in paragraph 1.4. The consultant will be expected to cover the following range of respondents through a combination of semi-structured interviews and questionnaires, and present these as case studies:

• programme staff in international organisations responsible for developing migration management instruments, such as the African Union Commission, International Labour Organisation, International Organisation for Migration, etc
• programme staff in international organisations responsible for strategy in emergencies, such as the United Nations High Commissioner for Refugees, United Nations Office for the Coordination of Humanitarian Affairs, and members of the Education Clusters
• policy-makers in governments in host countries, at the national, provincial/regional/district and local levels as appropriate, including education and immigration ministries (or their equivalents) and qualifications authorities
• policy-makers in governments in source countries, where possible
• policy-makers in NGOs and other providers of education in emergencies
• programme managers delivering education in emergencies
• teacher training institutes
• teaching councils
• teacher unions and other teacher organisations
• teachers – forced migrants and local – including primary, secondary and post-secondary, and, where possible, including those who have exited the teaching profession
• students – forced migrants and local – including primary, secondary and post-secondary
• parents and other community members

5.3 Task 3: Preparation of draft study report

The study report will present and analyse the findings of the literature review and field research, and go on to suggest achievable recommendations for policies to improve the role and status of forced migrant teachers in emergencies. It will particularly focus on how access to high-quality education in emergencies can be enhanced through the provision of well-planned, effective institutional frameworks for managing involuntary teacher migration. Recommendations should be grouped according to the target audience: regional or global bodies; host government policy-makers; source government policy-makers; programme managers for education in emergencies; education managers etc. The analysis will include a section on possible blockages to creating this environment, and suggest practical solutions. The report should be prepared in plain, concise English suitable for an international audience. Ease of use and accuracy of information are prime concerns.

5.4 Task 4: Preparation of final study report

The consultant will amend the draft study report in the light of the comments by the Commonwealth Secretariat on the draft report, and submit a final report. The Commonwealth Secretariat reserves the right to request further amendments until the product is satisfactory.

6. Outputs

6.1 Inception Report

This report should be submitted for approval to the Commonwealth Secretariat at the end of the second week of implementation of the consultant services. The report will include the following:

• work plan and time schedule describing tasks and sub-tasks to be implemented;
• details of the proposed study methodology and sampling framework;
• any issues related to the TOR.

6.2 Progress Report

A report describing the state of implementation of the TOR will be submitted for approval to the Commonwealth Secretariat within six weeks of the approval of the Inception Report. This report will include all completed activities related to implementation of the contract, achievements reached, substantial issues and recommendations (related to procedures, conduct of interviews, protocol format, etc.). The progress report will include the following:

• report on the literature review;
• any challenges found in the implementation of the consultancy and the steps to be taken to mitigate them.

6.3 Draft Study Report

The draft report is expected to be fully proof-read, and include all graphics etc to be included in the final copy. It is to be submitted for approval to the Commonwealth Secretariat within six weeks of the approval of the Progress Report.

6.4 Final Study Report

The revised study report is to be submitted to the Commonwealth Secretariat within four weeks of the approval of the draft study report. Depending on the quality of the report, the Secretariat may, within two weeks of submission, request further amendments to be made. In this eventuality, the requested amendments must be made within two weeks, after which the report must be submitted again for approval.

7. Expected inputs, schedule of implementation and payments

7.1 The consultancy is anticipated to be for a period of 60 person days spread over six months. For the performance of the duties enumerated under the Terms of Reference, the consultant will be paid an all inclusive fee. The fee shall be paid in the following manner:

• 25% of the fee as an advance payment on signing of the contract;
• 25% of the fee based on the approval of the draft study report;
• Balance on the approval of the final study report and on completion of the consultancy.

7.2 Deadlines on deliverables are as follows:

Deliverable	Deadline
Signing of Contract
Submission of Inception Report	Within 2 weeks
Approval of Inception Report	Within 2 weeks
Submission of Progress Report	Within 6 weeks
Approval of Progress Report	Within 2 weeks
Submission of Draft Study Report	Within 6 weeks
Approval of Draft Study Report	Within 2 weeks
Submission of Final Study Report	Within 4 weeks
Approval of Final Study Report

8. Consultant’s qualifications

8.1 The consultant must be a citizen of a Commonwealth member state. The consultant must be able to demonstrate evidence of the skills, knowledge and experience detailed in the following Person Specification:

• A minimum of a degree (or equivalent experience) from an internationally recognised institution in Education or a closely related social science, with a preference for an advanced degree, or a minimum of a degree in a social science related to international migration or refugee studies supported by relevant experience in the education sector.
• Knowledge and work experience in educational research (in data collection instrument design, analysis of qualitative and quantitative data and report writing), preferably with a specialised expertise in refugee studies, education in emergencies or international migration gained in a variety of fields, levels and socio-cultural contexts. This knowledge would ideally have been gained through both academic research and practical experience.
• Experience of writing similar publications combining research, analysis and report writing, and presenting the results in an accessible and engaging manner.
• Accurate written communication skills, with the ability to write fluently and concisely in plain English.
• Highly developed IT skills, with the ability to present information clearly.
• Ability to deal diplomatically and productively with a variety of stakeholders, including at ministerial level.
• Ability to produce high-quality work to tight deadlines with the minimum of supervision.

Download the Terms of Reference