The Commonwealth Secretariat would like to thank the experts who reviewed draft versions of the report, and who provided such perceptive comments: Dr Marina Anselme, Eleanor Brown and Ita Sheehy.v DedicationThis publication is dedicated to all those who teach, train and run education programmes in difficult conditions. In particular it is dedicated to Mr Abdi Ali Yusuf, who was shot dead while escorting a Norwegian Refugee Council mission in Ifo Camp, Dadaab, Kenya on 29 June 2012. vi Contents Foreword iii Acknowledgements v Dedication vi List of tables, figures and boxes x Abbreviations and acronyms xi Examinations xiii Terminology xiv 4. Findings -The Refugee Teacher's Experience 4.1 Findings 4.1.1 Categories of teachers studied 4.1.2 Migrants are not new 4.1.3 'Push and pull' 4.1.4 'Pull' factors 4.1.5 Social and psychological factors 4.1.6 Resilience 4.1.7 Working abroad or refugee? 4.1.8 Home countries and returnees 4.1.9 'One foot in each county' 4.2 Kenya 4.2.1 Refugees in Kenya 4.2.2 Important background 4.2.3 Becoming a teacher in Kenya 4.3 South Africa 4.3.1 Refugees in South Africa 4.3.2 Supply and demand in South Africa 4.3.3 The refugee process in South Africa 4.3.4 Becoming a teacher in South Africa 4.3.5 Zimbabweans in South Africa 4.3.6 Ugandans in South Africa -refugee status can end 4.4 Uganda 4.4.1 Refugees in Uganda 4.4.2 Becoming a teacher in Uganda 4.4.3 Policy on employment of refugees in Uganda 4.4.4 Sampling 4.4.5 Kyangwali refugee settlement 4.4.6 Kiryandongo refugee settlement 4.5 South Sudan Notes References 5. From Findings to Policy and Practice 5.1 Government 5.1.1 Government policies, national and local 5.1.2 Divergence between policy and practice 5.2 Refugee teachers 5.2.1 Scarcity of qualified teachers in refugee populations 5.2.2 Teacher supply and demand 5.2.3 Sponsorships and scholarships 5.2.4 Attrition among refugee teachers 5.2.5 Motivation/desire to be a teacher 5.2.6 The legal and professional status of refugee teachers 5.2.7 The main obstacles to becoming a teacher in a host country viii Contents 5.3 The management of refugee teachers in host countries 5.3.1 Preparedness for an emergency provoking a refugee influx 5.4 Getting trained, qualified and certified 5.4.1 Short courses 5.4.2 Missing qualifications 5.4.3 More advanced courses 5.4.4 Learning management and school governance 5.5 Being specifically trained to teach in emergencies 5.5.1 Teacher Assistance course (a rapid methodology course) 5.5.2 Be a Better Teacher/Bon enseignant 5.5.3 Conversion courses 5.6 Financial considerations 5.6.1 Pay and remuneration 5.6.2 Low levels of payment in camps 5.6.3 The ladder 5.7 Sensitising the host country 5.7.1 Promoting knowledge about refugees and refugee rights 5.7.2 Refugee teachers as an asset 5.8 Language 5.9 Returning home 5.9.1 Recognising returnees' qualifications 5.9.2 Note on tripartite agreements 5.9.3 Adapting the Commonwealth Teacher Recruitment Protocol (CTRP) to the needs of refugee teachers Notes References 6. Models and Best Practice

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The article seeks to sensitize the development community, particularly outside the education sector, about the issues surrounding education as a vehicle for promoting sustainable development in an AIDS environment in Africa. By illustrating how the epidemic impacts education sector staff as well as parents and students at all levels, the article intends to suggest how national authorities, NGOs and donor agencies can work out strategies to enhance the role of education in promoting sustainable development in Africa. Analysis will demonstrate how the AIDS epidemic weakens the education sector, particularly in countries with a generalized epidemic (defined as more than 3% of the adult population being HIV‐positive), undermining the sector's ability to contribute to general literacy and sustainable development. The article will demonstrate that HIV and AIDS is still not fully accepted as an educational issue, which has hampered efforts to deal with its ravages in the educational sector. The need for holistic policy frameworks for supporting teachers and administrators living with HIV and AIDS will be discussed as well as how changes in curriculum and better relations with the community are important in addressing the needs of students. The article will highlight options for developing innovative responses to HIV and AIDS in African education, showing how different forms of education can serve as vehicles for responding to the challenges of the epidemic. The examples emphasize the importance of learner‐centered instruction and partnerships with the health sector and other resources needed in an AIDS‐affected environment. Key messages of the article are that the HIV and AIDS epidemic is a multi‐sectoral problem and that responding to it effectively in the education sector requires coherent responses that address the needs of learners and instructors, including those who are personally affected or infected by HIV and AIDS. Adapting the Education for Sustainable Development initiative to address the challenges posed by the epidemic must be supported by policy development, leadership and advocacy. Diverse partnerships are essential, as the education sector alone cannot deal with the challenge of HIV and AIDS to sustainable development.