What's Happening?
A renewed alliance for teachers in emergencies has been relaunched, co-chaired by the International Rescue Committee (IRC) and the Inter-agency Network for Education in Emergencies (INEE), and housed under the Teacher Task Force (TTF). This initiative
marks the 60th anniversary of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, which called for governments to recognize the importance of teachers' work. The new group builds on over a decade of work by INEE’s Teachers in Crisis Contexts (TiCC) Sub-group, established in 2014. The alliance focuses on five key commitments: prioritizing teachers from the start of an emergency, ensuring equitable pay and working conditions, investing in teacher preparation and professional development, supporting teacher well-being, and actively listening to teachers' voices. The group defines 'teacher' broadly to include national, refugee, internally displaced, and community teachers, as well as volunteers, para-teachers, and facilitators in non-formal programs, acknowledging the diverse roles and challenges faced by educators in crisis-affected regions.
Why It's Important?
The renewed focus on teachers in emergency contexts is crucial for the stability and future of education in regions affected by conflict, displacement, and disaster. Over one in five of the world's children now live in such environments, making the role of teachers more critical than ever. These educators often go beyond traditional teaching, leading community responses to disasters, aiding in recovery from war, and preparing for climate change. Research from the FCDO-funded Education in Conflict and Protracted Crisis program (ERICC) highlights that inadequate pay and shortages of infrastructure and teaching materials are top stressors for teachers in these settings. Furthermore, refugee teachers often earn significantly less than their national counterparts, and many donors still rely on short-term incentives rather than sustained investment in teacher salaries and professional development. This lack of support not only impacts individual teachers' well-being but also undermines the quality and continuity of education for vulnerable children, perpetuating cycles of disadvantage.
What's Next?
The Teachers in Emergencies thematic group plans to champion sustained investment and support for teachers as a precondition for education resilience, recovery, and thriving in crisis-affected contexts. This will involve convening TTF Members and other experts to share knowledge across various crisis settings, producing evidence-informed resources, and advocating for teachers at national and global events, including the upcoming Teacher Policy Dialogue Forum. The group is committed to ensuring that teachers' own voices and lived experiences directly influence its positions and recommendations. The 15th Teacher Policy Dialogue Forum, scheduled for November in Addis Ababa, will bring together the Teacher Task Force and the African Union Commission to discuss teacher professional development as a lifelong journey. The Teachers in Emergencies group intends to bring its perspective to this forum, emphasizing that professional learning should not be interrupted by displacement or border crossings. The initiative also invites individuals working with, researching, or funding education in emergencies to join their efforts.
Beyond the Headlines
The challenges faced by teachers in emergency contexts extend beyond immediate financial and resource constraints, touching upon deeper ethical and systemic issues. The practice of treating teachers' willingness to persist despite difficult conditions as evidence that those conditions are acceptable shifts responsibility away from institutions and onto the educators themselves. This overlooks the profound personal sacrifices teachers make and normalizes inadequate support. The broad definition of 'teacher' adopted by the renewed alliance is significant, as it acknowledges the varied profiles of educators in crisis zones—from formally recognized national teachers to unpaid volunteers and refugees—each facing unique challenges regarding pay, safety, and well-being. Addressing these disparities requires a fundamental shift in policy and funding, moving away from short-term, incentive-based solutions towards comprehensive, long-term investments that recognize the intrinsic value and critical role of all educators in fostering stability and development in fragile contexts.
