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\nPart 1: Teacher Management: Planning, Recruitment, Deployment and Remuneration  \nMay 2024  \nThe Global Partnership for Education (GPE) publishes background papers to disseminate the findings of work in progress and encourage the exchange of ideas about development issues. This is part of a larger effort by the GPE Secretariat to provide open access to its analytical work and contribute to discussions about evidence in education. The authors of the papers should be cited. The findings, interpretations and conclusions expressed in this paper are entirely those of the authors and do not necessarily represent the views of GPE and its affiliated organizations, or those of the GPE Board of Directors or the governments they represent.  \nAcknowledgements  \nThis brief was written by Katy Bullard with input from Ramya Vivekanandan and Raphaelle Martinez, and feedback from Anna-Maria Tammi, Meredith Bouvier and Joa Keis. It is part of a series of briefs from the GPE Secretariat’s Education Policy and Learning Team on teacher, teaching and learning issues.  \nFor more information or to give feedback on this paper, please reach out to Ramya Vivekanandan, senior education specialist and thematic lead for Teaching and Learning, at [rvivekanandan@globalpartnership.org](rvivekanandan@globalpartnership.org).  \n1. Background  \nEducation is a critical source of support for children living in conflict-affected and displacement contexts. Teachers are at the center of delivering high-quality education in any setting. The challenges of teacher management in crisis are often the same as in other settings, just more intense (Mendenhall, Gomez, and Varni 2018). In crisis contexts, sufficient numbers of teachers must be recruited and deployed where they are needed. Teachers in conflict-affected contexts need many of the same sources of support as other teachers—preparation and ongoing support that buildsand refines their capacity to deliver high-quality instruction, consistent pay and so on, while also requiring specific pedagogical, psychosocial, and administrative and logistical support.  \nThis brief reviews the evidence on teachers in conflict-affected contexts in relation to major teacher management areas: planning, recruitment, deployment and teacher compensation. A forthcoming companion brief will focus on teacher professional development and teacher well-being in crisis settings. While not discussed in depth in this note, teacher well-being is a critical consideration across every teacher policy area. 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.  \nSuch settings may face the unique challenge of multiple state and non-state providers offering education, including nongovernmental organizations ( NGOs) and communities. This can complicate teacher working conditions and policy planning (Mendenhall, Gomez, and Varni 2018) as there may be more education providers and more institutions with varying degrees of formality that are hiring and overseeing teachers, often in a decentralized manner. For example, in many contexts of forced displacement, refugee schools are not managed by the national ministry of education, but rather local or international NGOs, UNHCR (the United Nations Refugee Agency) or other ministries. Depending on the political will to integrate refugees into national education systems, governments may have varying levels of interest as well as ability and capacity to try to regulate, or even count and account for these nonstate providers, with implications for teacher planning and management in these contexts.  \n2. Evidence  \nThis section reviews the evidence on teacher planning and management in conflict and displacement settings. Considerations for each policy area will vary depending on the nature of the","cbCaik89OIFklBIh","https://ap.wps.com/l/cbCaik89OIFklBIh","pdf",157588,16,"English","# Background\n## Evidence\n### Teacher planning and recruitment","[{\"question\":\"What areas of teacher management does the brief cover?\",\"answer\":\"It reviews evidence on teacher planning, recruitment, deployment, and teacher compensation (remuneration) in conflict and displacement settings.\"},{\"question\":\"Why is teacher management particularly challenging in crisis contexts?\",\"answer\":\"It often involves poor or fragmented data, weak preparation, and insufficient financing, requiring more intense and context-specific support than in non-crisis settings.\"},{\"question\":\"How do displacement statuses affect teacher policy design?\",\"answer\":\"Policies must distinguish displaced teachers from teachers working with displaced students, since whether teachers are internally displaced, asylum-seekers, or refugees—and which student populations they serve—changes what support is needed.\"}]","Evidence for System Transformation - Part 1 - Teacher Management Planning, Recruitment, Deployment and Remuneration | PDF",1792054092]