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Refugee Educator Academy

The Carey Institute for Global Good’s Center for Learning in Practice (CLiP) is dedicated to promoting the education of all people through the advancement of a sustainable learning framework—a set of core workforce and professional development methods and tools for use by a range of public and nonprofit organizations which include:

    • Online Communities that produce value
    • Reflection that is embedded in work
    • Knowledge Exchange that is strategic, experiential, and empowering
    • Analytics that produce data for action, innovation, and improvement
    • Content that is curated, open, and applied        

Our online Refugee Educator Academy uses this sustainable learning framework to recruit, train, support, and connect people who teach and work with and for refugees around the world.


Refugee Educator Academy

We are focused on refining and advancing the performance of the workforce serving refugees in schools, camps, relocation centers, community organizations, social services, homes, and other care facilities. We aim to improve the experiences and outcomes for the world’s most vulnerable individuals: refugees.

We work with you, our partners, clients, and learning participants, to:

  • Migrate off-line training online
  • Build capacity to scale learning and share knowledge
  • Provide relevant and timely learning opportunities
  • Embed learning in practice, supporting adult learners in their current work environments and through social and contextualized learning
  • Identify key analytics
  • Develop and apply learning assessments
  • Foster community and collaboration among refugee educators and service providers worldwide

Services for Organizations and Leaders in the Field

  1. Off-line to Online Strategy and Needs Assessment: Successfully transfer your in-person/handbook training online
  1. Instructional Design: Develop full program curricula, learning architectures, and learning plans to support the accomplishment of your goals
  1. Course Facilitation: Help you run the course from start to finish, including course communications and learner interventions
  1. Train the Trainer: Develop materials and run virtual or in-person training sessions to onboard a larger group of trainers/facilitators
  1. Learning Analytics: Evaluate the impact of training solutions through comprehensive data analytics
  1. Knowledge Base: Provide unlimited access to our self-service knowledge base, which includes guides, tutorial videos, and answers to most questions
  1. Capacity Building: Provide best-practice guides on all aspects of learning design, including design, course facilitation, analytics, and reporting.

Supports for Educators and Other Service Providers in the Field

  1. Learning Opportunities: Online courses on a variety of topics to expand your knowledge, skills, confidence, and impact which situate learning in your day-to-day work context and in what you value and strive to understand more deeply
  1. Communities of Practice: Online communities of practice, including tools to collaborate and grow with like-minded colleagues working
  1. Reflective Tools: The means to self-assess and motivate next steps in your practice
  1. Micro-credentialing: Recognition for your effort and for the life-long learning you are engaged in as a professional in your field 

Why A Refugee Educator Academy?

With more than 65 million forcibly displaced people in the world, the well-being of refugees has taken on crisis proportions. Failure to offer refugees opportunities to learn and develop not only poses an immediate threat to their well-being and health; it also threatens personal, national, and international security in the long term.  We are called upon as a global community, to attend to the basic human rights of each person and to offer the promise of a better tomorrow and a brighter future to each of our children, neighbors, and colleagues.  Yet, there is a staggering shortage of people qualified to teach and support the complex needs of the 65 million displaced people worldwide. Essential knowledge, skills, tools, supports and community connections are desperately needed.

At the same time there is an abundance of quality content, including for example on minimum standards for child protection, teacher training packs, social emotional learning, and other critical content areas. This content is mostly in hard-copy form delivered by a limited number of trainers in fixed locations and is thus available only to a few within the immediate vicinity of a physical training facility. Or, if shared as a PDF online, it is static rather than dynamic, often written in transmission mode rather than as a dialogic exchange of ideas, and assumes a uniform context rather than respond to the variety of contexts in which we work.

The Refugee Educator Academy seeks to build upon the excellent work in existence through vibrant partnerships, the open exchange of ideas and content, and the movement of refugee educator and service provider learning into a virtual community space. The academy will provide an integrated system that includes courses, certifications, practice communities, and a general online support system marked by excellent facilitation and high-contact and strong relationships among participants.

The Refugee Educator Academy strives to increase the number and accelerate the preparation of qualified refugee educators and service providers in the United States and around the world with the goal of reaching 10,000 teachers/service providers by 2022.

Pilot Courses & Webinar

Pilot Courses Space is Limited

Available to professional developers of educators working with learners from pre-k education through adult work-based learning.


Integrated or Specialized? Making Choices about the Design and Delivery of Refugee Education with Dr. Sarah Dryden-Peterson, Harvard School of Education –  Share ideas and practices related to integrating refugees into national school programs and designing specialized programs for refugees.
January 4th at 11am EST


Communities of Practice: Designing Peer-Learning for Teachers of Teachers of Refugees
Participants will learn through experience-based assignments to assess where peer-learning is essential; identify where and how to support peer-learning; and design, launch and evaluate their community of practice. Learning facilitator: Nancy White, co-author of “Digital Habitats: Stewarding Technology for Communities” with Etienne Wenger and John Smith. 

Course Design:
This is a fully participative, social learning course. It is conversation and practice focused supported by content. What you get out of the course will depend on what you contribute!


Introduction to Knowledge Sharing for Refugee Educators 
This pilot is for teachers of refugees who want to be connected with others from whom they can learn and with whom they can share what they are learning about the difficult tasks in which they are all engaged. This course is about the practices and process that make that exchange of knowledge possible. It is a reminder that you do not have to learn everything on your own. Learning facilitator: Dr. Nancy Dixon, author of “Common Knowledge: How Companies Thrive by Sharing What They Know”

Course Design:

  • Synchronous and Asynchronous Elements including:
  • Shared readings
  • Online exchanges with others like yourself
  • Weekly small group discussions through Skype or phone


Introduction to Peer Coaching and Mobile Mentoring for Refugee Educators 
Explore how to coach refugee educators; discuss coaching methods and routines that support faculty including examples of effective lessons, weekly messages and lesson comments; and include discussion on reflective practice and provide strategies to support faculty as they learn and implement the practice to deepen reflection on their work. Learning facilitator: Professor Emerita Rosemary Arca, author of the Coaching Field Guide for the City University of New York (CUNY) Reflective Practice Institute. 

Course Design:

  • Fully asynchronous
  • Participants will contribute to weekly discussions in community circles



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