The Alignment of Refugee Teacher Professional Development with National Education Policy Directives: A Study in Kebribeyah Refugee Camp, Kebribeyah, Ethiopia

Abstract

The objective of this qualitative phenomenological study was to examine the congruence between camp teachers’ professional development in Kabribeyah refugee camp with national professional development policy guidelines. The findings from the study, through document analysis, interviews, and NVivo-based thematic coding, indicated a significant gap between the rhetoric of PD inclusion and the actual practice. The refugee teachers continue to be excluded from the national professional development and the formal accreditation system, due to their legal status, lack of recognition of prior credentials, and funding constraints. Thus, the study recommends a structured and inclusive PD model for camp educators through a joint stakeholder effort that translates inclusive policy into practice.