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MENDENHALL ET AL. The confluence of precarious funding and overcrowding meant that teachers had a dearth of teaching and learning materials. The schools also lacked sufficient seating and textbooks, so four or five pupils frequently shared a desk and a book. In the two largest camp-based schools, the lack of textbooks was a critical problem. At Fuji Primary, for example, pupils in class five and class six had to rotate sets of books among the streams of pupils. As a result, in two of the classes we observed, not one pupil had a text. In the Nairobi government school, textbooks were more readily available. Both pupils and teachers in Nairobi and Kakuma expressed the need to have more supplementary learning materials. A Congolese teacher at Lokitaung in Kakuma described the possible use of charts to help pupils understand the lessons, but only trained national teachers spoke of finding creative ways to make and use low- or no-cost teaching aids. One social studies teacher at Kismayo, for example, shared his story of bringing in both real money and some fake bills he had created to teach about currency. Another teacher in the same school spoke about collecting bean and pumpkin leaves to bring into the classroom for the pupils to see and touch. One case study school had access to far greater resources than the others. This school was started in 2002 with a contribution from UNHCR Goodwill Ambassador and Special Envoy, and school namesake, Angelina Jolie. The money was used to build the school infrastructure, including the classroom blocks, the dormitories, the dining hall, and the kitchen. Pupils board at this school and receive three meals daily. Since its founding, the school has been funded by UNHCR. The teachers have an average of 30 pupils in their classes and say they have sufficient school furniture. The average textbook-to-pupil ratio is 1:2, and there is a small library on the premises. With fewer pupils and more teaching and learning materials, teachers at Angelina Jolie employed more engaging classroom practices than teachers at the other schools. We also observed more questioning practices in the smaller community-based schools, Kismayo and Sud Academy. Several teachers we interviewed explained that, in the overcrowded classrooms of government schools, which lacked teaching and learning materials, lecture was their only reasonable choice of instructional practice. Lack of Pedagogical Training Another factor that significantly affected educational quality was the low level of pedagogical training among the majority of the teachers. The teachers complained of how little training they had received; many of those we interviewed 114 Journal on Education in Emergencies
QUALITY EDUCATION FOR REFUGEES IN KENYA identified a need for more professional development. The government school in Nairobi, where all of the teachers were Kenyan nationals employed by the government, had the most trained teachers. The teachers at the Kakuma schools included some Kenyan nationals who had trained within the national system, but the majority were refugees who had had more limited teacher-training opportunities than the national teachers in terms of options, duration, and quality. 8 At Fuji Primary, for example, 10 of the 25 teachers at the school were completely untrained, and 6 of these 10 untrained teachers were new to the school in the term in which we collected data. Some of the teachers we observed, particularly those with no training at all, did not know how to put together a lesson, basic classroom management techniques, or even the value of facing students while speaking. Most of these teachers were well aware of their limited training and instructional practices, and those we interviewed were unanimous in their recognition of the need for more and better preparation. They expressed a particular need for training in classroom management, as the Kenyan head teacher at Kismayo explained: “Now that we have banned caning in the schools, it has been replaced by guidance and counseling,” but teachers were struggling to manage their classes without caning as a disciplinary tool. One teacher at Sud Academy explained the need for formal training, not only to meet the needs of his pupils but also for his own job security: You might be employed right now to be one of the teachers, but tomorrow you might be asked, can you present your paper that show you have gone through those processes, so . . . not to be having any paper the same like you are not qualified. So personally [I think it would be] good in that if we could have got that opportunity so that it can gain that little knowledge . . . even if it is not based on the same career as education system, but a diploma in something. Teachers said relatively high turnover was related to insufficient preparation and to the lack of opportunity for professional training, in particular among refugee teachers. 8 There are strong reasons to hire refugee teachers: they share languages and experiences with at least some of their pupils, and thus stand a good chance of building rapport with the students and understanding what parts of the Kenyan curriculum may be unfamiliar to them. Furthermore, such positions offer valuable employment for refugee adults. However, there are some drawbacks in addition to the limited opportunities for teacher training. Refugee teachers are more likely to have experienced interrupted education and may be relocated at any time, leading to steady turnover. They are also ineligible for full teacher salaries, and the small incentives they receive often require them to find other sources of income that keep them away from their teaching responsibilities. October 2015 115
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VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
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JOURNAL ON EDUCATION IN EMERGENCIES
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BURDE power to guarantee the right
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BURDE ISSUES AND CONTENTS The journ
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BURDE Since the late 1990s, IRC has
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BURDE The authors note that working
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“WHETHER AND HOW?” HISTORY EDUC
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PAULSON children should be taught t
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PAULSON I conducted English languag
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PAULSON and Stammer 2013; Torsti 20
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PAULSON enquiry-based approach to t
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PAULSON The history of recent confl
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PAULSON (2004) explain that “pain
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PAULSON internal conflict in contem
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PAULSON context” (King 2014, 137)
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PAULSON In Israel, new history text
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PAULSON In addition to these positi
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PAULSON Controversy, Protest, and P
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PAULSON APPENDIX Analysis Author(s)
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PAULSON REFERENCES Ahonen, Sirkka.
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PAULSON Freedman, Sarah Warshauer,
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PAULSON Murphy, Karen, and Tony Gal
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PAULSON Stover, Eric, and Harvey M.
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IMPROVING THE QUALITY OF SCHOOL INT
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TORRENTE ET AL. Improving the quali
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TORRENTE ET AL. postconflict Guatem
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TORRENTE ET AL. Only a handful of r
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TORRENTE ET AL. Africa. Teachers li
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TORRENTE ET AL. The integrated reso
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TORRENTE ET AL. strategy, whereby s
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TORRENTE ET AL. Student Sample Stud
Page 64 and 65: TORRENTE ET AL. for children from f
Page 66 and 67: TORRENTE ET AL. subsequently added
Page 68 and 69: TORRENTE ET AL. Characteristics at
Page 70 and 71: TORRENTE ET AL. of students’ gend
Page 72 and 73: TORRENTE ET AL. Table 3: Multilevel
Page 74 and 75: TORRENTE ET AL. Table 4: Three Leve
Page 76 and 77: TORRENTE ET AL. Mental Health Probl
Page 78 and 79: TORRENTE ET AL. Impacts on the Qual
Page 80 and 81: TORRENTE ET AL. Overall, these resu
Page 82 and 83: TORRENTE ET AL. et al. 2012). Colle
Page 84 and 85: TORRENTE ET AL. Burde, Dana, Amy Ka
Page 86 and 87: TORRENTE ET AL. Hagelskamp, Carolin
Page 88 and 89: TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
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Page 94 and 95: MENDENHALL ET AL. northwestern Keny
Page 96 and 97: MENDENHALL ET AL. Second, the langu
Page 98 and 99: MENDENHALL ET AL. colleagues, who i
Page 100 and 101: MENDENHALL ET AL. These principles
Page 102 and 103: MENDENHALL ET AL. attend schools se
Page 104 and 105: MENDENHALL ET AL. First, we selecte
Page 106 and 107: MENDENHALL ET AL. science teacher a
Page 108 and 109: MENDENHALL ET AL. There are many ty
Page 110 and 111: MENDENHALL ET AL. at Sud Academy, a
Page 112 and 113: MENDENHALL ET AL. Notably, the teac
Page 116 and 117: MENDENHALL ET AL. New teachers ofte
Page 118 and 119: MENDENHALL ET AL. In our analysis,
Page 120 and 121: MENDENHALL ET AL. The head teacher
Page 122 and 123: MENDENHALL ET AL. particularly in c
Page 124 and 125: MENDENHALL ET AL. Government of Ken
Page 126 and 127: MENDENHALL ET AL. Sieff, Kevin. 201
Page 128 and 129: MENDENHALL ET AL. APPENDIX 1 List o
Page 130 and 131: MENDENHALL ET AL. 4.2 Teacher used
Page 132 and 133: REISMAN AND JANKE INTRODUCTION Usin
Page 134 and 135: REISMAN AND JANKE New challenges ar
Page 136 and 137: REISMAN AND JANKE youth aged 15 to
Page 138 and 139: REISMAN AND JANKE This improved acc
Page 140 and 141: REISMAN AND JANKE According to the
Page 142 and 143: REISMAN AND JANKE • Renovated or
Page 144 and 145: REISMAN AND JANKE To address these
Page 146 and 147: REISMAN AND JANKE • Accelerate im
Page 148 and 149: REISMAN AND JANKE takes place; anal
Page 150 and 151: REISMAN AND JANKE simply does not m
Page 152 and 153: REISMAN AND JANKE to 9-12 weeks per
Page 154 and 155: REISMAN AND JANKE Domain 4, Standar
Page 156 and 157: REISMAN AND JANKE In cases where go
Page 158 and 159: REISMAN AND JANKE • the costs of
Page 160 and 161: REISMAN AND JANKE • Where there i
Page 162 and 163: REISMAN AND JANKE To be useful in t
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REISMAN AND JANKE for what CSE can
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REISMAN AND JANKE Government of Sou
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BOOK REVIEW But King’s third mess
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BOOK REVIEW (Bickmore 1999). The re
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CONTRIBUTORS J. LAWRENCE ABER (la39
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CONTRIBUTORS research has shown tha
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CONTRIBUTORS Homelessness; and she
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