National Inclusion Policy Openings/Barriers for Refugee Teachers: Critical Reflections from Kenya.

This article focuses on the challenges faced by refugee teachers in Kakuma refugee camp, Kenya, and critically examines how global, regional, and national refugee education policies address their needs amid efforts to include refugees in national education systems. Drawing on interviews with refugee teachers and policy analysis, the study finds that while policies acknowledge refugee teachers’ contributions, they largely fail to provide recognized teaching certification, adequate compensation, and clear career pathways, nor do they specify responsible actors for supporting these educators. The Djibouti Declaration on Regional Refugee Education offers the most comprehensive policy framework addressing refugee teachers’ professional development and equitable treatment, but its implementation remains limited. The article advocates for the meaningful inclusion of refugee teachers in policy-making and improved support mechanisms to recognize and sustain their critical role in delivering quality education to displaced learners.