Celebrating Teachers Working in Refugee and Host Communities in Uganda

What the report says

Nile Post published an opinion piece marking World Teachers’ Day on 5 October 2026 that highlights the work of teachers in Uganda’s refugee-hosting and host communities. The article says these educators often teach children with different languages, interrupted schooling and varied learning needs, while working in large classes with limited materials and difficult conditions.

The piece credits teachers with helping children adapt to new curricula, rebuild confidence and learn alongside classmates from both refugee and host communities. It also says this role can support social cohesion by building friendships, understanding and a sense of belonging. The article frames teacher support as a wider education priority, arguing that recognition, professional growth and better working conditions are needed to help teachers do their jobs effectively.

The report points to ongoing efforts by the PlayMatters consortium, in collaboration with Uganda’s Ministry of Education and Sports, district governments and NGO partners, to strengthen continuous professional development. It cites examples from Adjumani, where district officials have identified 14 “champion teachers” to support peer learning, school visits and shared problem-solving. A teacher from Yumbe District is quoted describing how learning-through-play changed his view of teaching. The article also notes remarks from a Ministry of Education and Sports official at the launch of PlayMatters 3.0 in Kampala, who said project evidence should inform quality assurance and teacher education systems.