In this report, the culmination of a joint research project between Education Development Trust and IIEP-UNESCO, we explore the role of a critical but too often neglected set of actors in addressing the teaching and learning crisis worldwide: those working in the ‘middle tier’ of education systems. Together, these actors – from district education officers to teacher mentors – have incredible potential to improve learning outcomes, working across schools and districts to improve teaching quality. Drawing on a diverse range of case studies from Delhi, Shanghai, Jordan, Rwanda and Wales, we not only highlight the potential of middle-tier actors to bring about lasting change, but also assess the critical factors in enabling their success.

Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Kenya, and is the third in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.