Ibrahim*, 17, fled Rwanda with his family in 2015 and is now a student leader in Dadaab, where he is experiencing the impact of more supportive, learner-centred teaching through Save the Children’s LEGO Foundation-supported TeachWell Voices project. The initiative is strengthening refugee teachers’ professional skills, leadership and recognition, resulting in more engaging classrooms, stronger teacher-learner relationships and improved school leadership, while Communities of Practice are giving refugee teachers a collective voice to advocate for greater professional recognition.
When 17-year-old Ibrahim Kayom Bakamis fled Rwanda with his family in 2015, he arrived in Dadaab Refugee Camp carrying little more than hope for a safer future.
Today, Ibrahim is a student at Juba Comprehensive School and serves as Governor of the Children's Assembly. He speaks confidently about leadership, justice and the future he hopes to build for himself and other refugee children.
"I may become a minister. I may become a governor," he says with a smile. "If I had refused to go to school, I don't even know if I would be speaking English today. Education is the key to my future."
Ibrahim's journey reflects the broader impact of TeachWell Voices (TWV), a project supported by the LEGO Foundation that is strengthening refugee teachers' professional development, amplifying their voices and promoting their recognition within Kenya's education system. The impact is being felt at multiple levels, from learners and schools to the wider education system.
Impact on learners
For Ibrahim, one of the most noticeable changes has been the way teachers engage with learners.
In the past, he viewed some subjects with fear and frustration. Mathematics felt difficult and disconnected from his ambitions. Today, he describes a classroom experience that is more engaging, supportive and learner centred.
"I used to hate mathematics because I thought history was the only subject I needed to become a governor. But our teachers have changed. They no longer make learners feel afraid when we don't understand something. They tell us stories, explain difficult concepts patiently and encourage us to ask questions and work together. My mathematics teacher never gives up on me until I understand. Now I enjoy mathematics, I perform well, and I have seen how much friendlier our teachers have become."
The changes extend beyond teaching methods. Ibrahim says that teachers who participate in professional development opportunities often return with renewed motivation, sharing new knowledge and ideas with their students.
"Whenever our teachers come back, they tell us where they went, what they learned and how students in other schools are succeeding. You can see how happy and motivated they are, and they bring back new ideas that make our lessons more interesting and enjoyable." Said Ibrahim
For learners like Ibrahim, these improvements are helping create classrooms where students feel supported, encouraged to participate and confident in pursuing their aspirations.
Impact on learning environments
As Governor of the Children's Assembly and a student leader, Ibrahim has witnessed the head teacher and other teachers become more understanding and compassionate, taking time to listen to learners and understand the challenges they face before responding. For Ibrahim, this shift has fostered a stronger relationship built on trust, respect and mutual understanding between teachers and learners.
Abdi*, a teacher at Juba Primary School, reviews an exercise with learners Ibrahim*, Nasro* and Ubah* during a classroom lesson. The learners watch attentively as he guides them through the work, reflecting the more supportive, learner-centred approach to teaching strengthened through professional development. Samfelix Randa / Save the Children
"Many children in refugee camp come to school late, not because they don't want to learn, but because they have to fetch water, take care of their younger brothers and sisters, or finish chores at home before they can come to school. In the past, being late meant you were punished immediately. Now it's different. Our head teacher and teachers first ask what happened. They want to understand what challenges we are facing at home before they make a decision. That has made us feel respected and supported, and it has changed the relationship between teachers and learners.’’ Said Ibrahim.
For Head Teacher Abdi Mohammed Daud, these changes reflect the value of investing in refugee teachers and strengthening their professional skills and leadership capacity.
As the head teacher at Juba Primary School, Abdi has spent years observing how education transform both individuals and communities. He has also seen how refugee teachers, despite facing significant structural barriers, continue to serve as the backbone of education in refugee-hosting areas.
Reflecting on his participation in the Kenya Primary Schools Head Teachers Association (KEPSHA) conference in Mombasa through opportunities supported by TeachWell Voices, Abdi explains how professional learning has influenced school leadership and teaching practices.
"Attending the KEPSHA conference in Mombasa was an experience I will never forget. For the first time, we felt included and recognised as part of Kenya's education system. We learned practical skills in instructional leadership, preparing schemes of work and work plans, financial management, school administration and learner-centred teaching. We also learned that great leadership is about understanding and supporting learners, not just managing schools." Abdi
He adds:
"I returned with new ideas that have helped improve how we run our school, relate with our learners and support our teachers. Over the past three years, we have seen improved academic performance and greater confidence from parents in our school."
These experiences demonstrate how strengthening the professional capacity of refugee teachers and school leaders can contribute to improved learning environments and stronger relationships between schools, learners and communities.
Impact on systems and teacher recognition
While changes in classrooms and schools are important, TWV is also contributing to broader efforts to strengthen the professional recognition and inclusion of refugee teachers within Kenya's education system.
According to Abdi, despite their qualifications and commitment, refugee teachers continue to face significant barriers. Many hold certificates, diplomas and even university degrees, but without Teachers Service Commission (TSC) registration, they are unable to access the same professional recognition, career opportunities and employment benefits as Kenyan teachers. Consequently, they receive lower remuneration, have limited opportunities for professional growth and recognition, despite being the backbone of education in refugee schools.
Through TeachWell Voices, refugee teachers are participating in Communities of Practice that provide opportunities for peer learning, collaboration and collective advocacy. These platforms have enabled teachers to identify shared challenges, strengthen their professional identity and engage more effectively with stakeholders including the TSC on issues affecting refugee education. They hope that one day they will receive the recognition and opportunities they deserve.
"Being part of the Refugee Teachers Community of Practice has given us a platform to speak with one voice about the challenges we face. For many years, refugee teachers felt forgotten, but today we can see that our concerns are being heard.’’ Abdi
For Abdi, one of the most encouraging developments has been ongoing progress towards greater recognition of refugee teachers by the TSC.
"We are already seeing progress, including the government's move to begin the process of Teachers Service Commission registration for refugee teachers. That gives us hope that one day we will receive the recognition we have worked so hard for.’’ Abdi
Such progress represents more than professional recognition. In Dadaab, majority of teachers are refugees, strengthening their status and opportunities has the potential to improve educational quality and stability for thousands of refugee children.
Abdi, a teacher at Juba Primary School, leads a classroom lesson as learners follow attentively. Through strengthened professional development and learner-centred teaching approaches supported by TeachWell Voices, teachers are creating more engaging and supportive learning environments for refugee children. Samfelix Randa / Save the Children
Looking ahead
For Ibrahim, the impact of these changes is already visible. Teachers are more approachable, lessons are more engaging and learners feel respected and supported.
For Abdi and other refugee teachers, TeachWell Voices is creating opportunities to strengthen their professional skills, exercise leadership and advocate for their rights and recognition.
Together, these changes demonstrate how investing in refugee teachers can create a ripple effect that reaches far beyond the teaching profession itself. By strengthening teachers' capacity, amplifying their voices and advancing their inclusion within the education system, TeachWell Voices is helping create better learning experiences for refugee children today while contributing to a more equitable and resilient education system for the future.
