Teachers in Crisis Contexts (TiCC) Roundtable
Teachers working in conflict, crisis, and displacement contexts face numerous challenges, including, but not limited to: inequitable recruitment and management policies, barriers to certification, and a lack of sustained and relevant professional development opportunities. These conditions also adversely impact the learning, well-being, and future opportunities of children and adolescents.
While efforts to deliver quality education in these settings are promising, current policies (where they exist) and programs continue to fall short when it comes to providing continuous and systemic support to teachers. Gaps in translating research into improved policy and practice prevail and barriers for teachers remain unaddressed in many contexts. It is therefore imperative that global education actors — including teachers and teacher educators — collaborate on systemic and large-scale approaches to improve teacher policy and practice in conflict, crisis, and displacement contexts.
- Produce, share, and learn from evidence-generating promising practices, policies, and research approaches for supporting teachers in conflict, crisis, and displacement contexts.
- Engage teachers in decisions about practice, policy, and research through their active participation in the roundtable and post-event planning and advocacy.
- Identify critical gaps and develop an action-oriented agenda for improving teacher practices and policies in conflict, crisis, and displacement contexts.
- Mobilize roundtable participants and their partners to build on the outcomes that emerge during the roundtable in our collective efforts to strengthen support to teachers.