Political Economy Analysis (PEA) of Refugee Inclusion in the National Education System in Kenya (2025)

This Political Economy Analysis (PEA) examines the inclusion of refugee teachers within Kenya’s national education system, with a focus on Kakuma and Dadaab refugee camps. Conducted under the TeachWell Voices Project by Save the Children and partners, the study explores the structural, institutional, cultural, and financial factors shaping refugee teacher integration.

Using a mixed-methods approach—including key informant interviews, focus group discussions, and surveys—the analysis identifies significant barriers to inclusion. These include lack of formal recognition and certification, restrictive policy frameworks, fragmented governance between key institutions, limited professional development opportunities, and inadequate and unsustainable funding. Refugee teachers are largely engaged as “incentive workers,” receiving low pay and limited benefits, which undermines motivation and retention. Cultural and gender dynamics further constrain equitable participation, particularly for female teachers.

Despite these challenges, the study highlights emerging opportunities within evolving policy frameworks, including the Refugee Act (2021), ongoing education reforms, and initiatives such as the Shirika Plan. These create entry points for integrating refugee teachers into national systems through certification pathways, improved coordination, and strengthened financing mechanisms.

The PEA concludes with strategic recommendations for policy reform, capacity building, sustainable financing, and stakeholder engagement. It emphasizes the need for a coordinated, multi-stakeholder approach to bridge policy-practice gaps and promote equitable inclusion. Strengthening the integration of refugee teachers is critical not only for improving their professional wellbeing but also for enhancing the quality and inclusivity of education for both refugee and host community learners in Kenya.