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Evidence for System Transformation: Teachers in Conflict-Affected and Displacement Contexts. Part 1: Teacher Management: Planning, Recruitment, Deployment and Remuneration

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Bibliographic Details
Title: Evidence for System Transformation: Teachers in Conflict-Affected and Displacement Contexts. Part 1: Teacher Management: Planning, Recruitment, Deployment and Remuneration
Language: English
Authors: Katy Bullard, Ramya Vivekanandan, Contributor, Raphaelle Martinez, Contributor, Global Partnership for Education (GPE)
Source: Global Partnership for Education. 2024.
Availability: Global Partnership for Education. Available from: World Bank, MSN P6-600, 1818 H Street NW, Washington D.C., 20433. Tel: 202-458-0825; Fax: 202-522-3923; e-mail: information@globalpartnership.org; Web site: http://www.globalpartnership.org
Peer Reviewed: N
Page Count: 16
Publication Date: 2024
Document Type: Reports - Descriptive
Descriptors: Foreign Countries, Teaching (Occupation), Context Effect, Geographic Regions, Conflict, Dislocated Workers, Refugees, Teacher Recruitment, Teacher Placement, Teacher Salaries, Compensation (Remuneration), Teaching Conditions, Educational Needs
Abstract: Teachers are at the center of delivering high-quality education in any setting. Teachers in conflict-affected contexts need many of the same sources of support as other teachers, quality instruction, consistent pay and so on, while also requiring specific pedagogical, psychosocial, and administrative and logistical support. This background research reviews the evidence on teachers in conflict-affected contexts in relation to major teacher management areas: planning, recruitment, deployment and teacher compensation. Though focused specifically on conflict-affected and displacement settings, some of the considerations raised in this note can apply to teacher management more broadly in fragile settings. A companion brief focuses on teacher professional development and teacher well-being in crisis settings. This paper is part of a series on evidence for education system transformation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679630
Database: ERIC
Description
Abstract:Teachers are at the center of delivering high-quality education in any setting. Teachers in conflict-affected contexts need many of the same sources of support as other teachers, quality instruction, consistent pay and so on, while also requiring specific pedagogical, psychosocial, and administrative and logistical support. This background research reviews the evidence on teachers in conflict-affected contexts in relation to major teacher management areas: planning, recruitment, deployment and teacher compensation. Though focused specifically on conflict-affected and displacement settings, some of the considerations raised in this note can apply to teacher management more broadly in fragile settings. A companion brief focuses on teacher professional development and teacher well-being in crisis settings. This paper is part of a series on evidence for education system transformation.