Kenya report exposes challenges facing refugee teachers

More than 91 per cent of teachers working in refugee and host community schools in Kenya are motivated to remain in the profession, but their well-being remains a concern, according to a new study by the African Population and Health Research Center (APHRC).

The report, When Motivation Is Not Enough: The State of Teacher Well-being in Refugee and Host Community Schools in Kenya, found that teachers face overcrowded classrooms, inadequate learning materials, low pay and limited professional support.

It calls for better working conditions, recognition of refugee teachers’ qualifications and access to professional development to strengthen their ability to support learners.

Teachers struggle with poor working conditions

Abbas Abdullahi Abdi, who was born in Ifo refugee camp in Dadaab, has spent 15 years teaching despite the financial challenges facing refugee educators.

Abdi teaches at Abdul Aziz Comprehensive High School, where he earns KSh 13,000 a month. Despite having a diploma in Early Childhood Development, he says restrictions affecting refugee teachers have limited his opportunities for better pay and career progression.

“The salary is not enough to support my family, including my parents,” he says.

Abdi arrived in Kenya from Somalia with his parents in 1991. He began teaching in February 2012 after completing his secondary education and training in early childhood development.

He is now pursuing a Diploma in Teacher Education at Garissa Teacher Training College through an integration programme supported by the government and partners, including the United Nations High Commissioner for Refugees and the Department of Refugee Services.

The programme is intended to help refugee teachers obtain recognised qualifications and improve their prospects for professional advancement.

About 83 refugee teachers are enrolled in the diploma programme, while 45 early childhood development teachers have been recognised, with the government indicating that they will receive Teachers Service Commission (TSC) numbers.

Abdi says the need for teachers remains urgent, with some handling as many as 100 learners in a class. His students come from different countries and have varied language backgrounds, while some have experienced displacement and conflict.

Despite these challenges, he has seen former learners progress to university and teaching careers.

He expects to complete his diploma in October 2027, followed by teaching practice in 2028. He is also preparing for the Competency-Based Curriculum through training sessions.

Insecurity and low pay affect refugee educators

Dorcas Tindi Ayo, a teacher in Kakuma Refugee Camp in Turkana County, says overcrowding, insecurity and inadequate pay make it difficult for teachers to deliver quality education.

Some teachers handle up to 200 learners, many of whom have fled conflict in the Democratic Republic of the Congo, South Sudan, Somalia and Rwanda. Language barriers and the emotional effects of displacement add to the demands on teachers.

“There are not enough desks for everyone, forcing some children to sit on the floor. Under these conditions, it becomes difficult for teachers to prepare and deliver lessons effectively,” she says.

Security is another concern, particularly for refugee teachers who walk to school from their homes. Ayo says women are especially vulnerable to harassment, sexual violence and physical attacks along the way.

Refugee teachers also earn considerably less than their Kenyan counterparts despite performing similar duties. Some earned KSh 9,000 a month last year, with payments later rising to KSh 13,000.

“The money is insufficient to meet their basic needs. It may only cover food and other expenses for about two weeks,” she says.

The loss of food rations and cash assistance through the Bamba Chakula programme has left some teachers increasingly dependent on their salaries.

Ayo says women face additional challenges, including short-term contracts and inadequate maternity protections. Some contracts run for only two or three months, leaving teachers uncertain about their employment and income.

She calls for better pay, transport and risk allowances, safer housing near schools and stronger employment protections.

Funding pressures threaten continuity of learning

Joseph Mutua of the Lutheran World Federation says refugee education depends heavily on donor support, making schools vulnerable when funding declines.

He says organisations supporting education provide teachers, learning materials, training and school feeding programmes in collaboration with other partners, including the World Food Programme.

“We have close to 140,000 learners in schools across Dadaab and Kakuma, and about 62 schools. You can see the population of learners vis-à-vis the number of schools,” he says.

Mutua says declining donor contributions have constrained the resources available to support teachers and learners.

“Largely, refugee education is dependent on the goodwill of donors. We continue to experience reductions in donor funding, and that puts a lot of constraints on resources,” he says.

With learners not paying school fees, education providers must work within available funding to keep schools operating.

“We have to employ the resources that we have to make sure that at least there is some continuity with the learning,” he says.

Mutua supports efforts under the Shirika Plan to integrate refugees into national systems, including helping refugee teachers obtain recognised qualifications and professional registration.

He says refugee schools should also be registered as public institutions so they can qualify for government capitation.

He adds that teachers need training and mental health and psychosocial support, while insecurity in areas such as Dadaab remains a concern.

“There are groups that operate there, and sometimes the safety of teachers is in question,” he says.

Research calls for investment in teacher well-being

APHRC’s research found that although more than 91 per cent of teachers surveyed were highly motivated to remain in the profession, their well-being score stood at 59 per cent.

The findings suggest that commitment to teaching does not necessarily mean teachers have the support and conditions they need.

The study also found that 31.6 per cent of teachers were not formally qualified despite already teaching. Some classrooms had as many as 90 learners, while schools served children from communities speaking approximately 18 languages.

Teachers are expected to support learners of different ages and language backgrounds, including children affected by conflict, displacement and violence.

However, heavy workloads, inadequate sanitation facilities, insufficient learning materials and limited professional support undermine their well-being.

Patricia Kitsao Wekulu, a research scientist at APHRC who leads work in its Early Childhood Development Unit, says teachers’ welfare is essential to children’s learning and development.

“It’s very important for teachers to be in a good state of mental well-being because they are the ones who support our young children. If teachers do not feel well supported, it will be difficult for them to support the young children they are teaching,” she says.

Wekulu says refugee teachers are employed under different arrangements by communities and partner organisations, often without the benefits available to formally registered teachers.

The lack of TSC registration can limit access to social protection, maternity leave, healthcare and professional development. Women teachers also face safety risks and inadequate transport, further affecting their working conditions.

She says improving teacher welfare requires coordinated action to address pay, safety, professional recognition and psychosocial support.

Government considers changes to teacher recognition

Dr Gichuhi Ndegwa, Director of Education and head of the Ministry of Education’s Directorate of Policy, Partnerships and Stakeholder Community Affairs, says the government is working towards recognising refugee teachers through the Shirika Plan.

“Under the Shirika Plan, we are focusing on recognising refugee teachers by giving them Teachers Service Commission (TSC) numbers so that they can be recognised like other teachers. However, for this to happen, the law needs to change,” he says.

Ndegwa says education bills are before Parliament, with a special paper also expected to support the policy process. The government is engaging the TSC and other stakeholders to advance the reforms.

Training programmes at Garissa Teacher Training College and Bishop Bahati TTC are also preparing refugee teachers for possible recognition within the national education system.

The proposed changes are expected to address barriers to professional registration and improve refugee teachers’ prospects of accessing more stable employment.

The study’s findings underscore the need to match teachers’ motivation with better working conditions, professional opportunities, and protection, particularly in schools serving refugee and host communities.