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Promising Practices in Refugee Education: Invest in Teacher Training

“Teachers are the most important school-based factor in determining the quality of education.”  — Promising Practices in Refugee Education Synthesis Report 

There is a great need for training of early childhood education teachers and providers in refugee contexts, in which the pivotal role that pre-primary or preschool teachers play in both the learning and well-being of young children under five is even more pronounced. In displacement,  adults must focus on daily survival activities such as collecting food rations and looking for work, impeding their ability to fully address the developmental needs of their young children. In this circumstance, teachers can provide a consistent, nurturing relationship and expertise in addressing the needs of young children in their community. However, in refugee settings, teachers are working in challenging and under-resourced environments, often lacking training, materials, and compensation—and we’ve found this to be even more prevalent among refugee teachers at the pre-primary level.


That’s why Little Ripples invests meaningful time and resources in empowering pre-primary teachers. During Little Ripples Teacher Trainings, participants are engaged in active learning and playing, in helping create curriculum and learning tools, and in thinking critically about their behavior and their classroom environment. In the Central African Republic and eastern Chad, 101 men and women (primarily women) have completed at least one Little Ripples Teacher Training. After completing just one training, Little Ripples teachers in refugee camp Djabal, eastern Chad, serving 150 students, reported:

  1. improved relationships with their students,

  2. increased sense of pride in their role and new knowledge,

  3. increased attendance

  4. increase in children’s excitement and positive feelings for preschool, and

  5. improvements in student educational milestones.