This paper describes the role of regional institutions in translating regional policy instruments into practical action using the experience of the Intergovernmental Authority on Development (IGAD) in training teachers for refugee and host community secondary schools in three pilot member states: Ethiopia, Sudan and Uganda. The paper raises questions about the regional organizations could be engaged in developing commonly shared commitments and at the same time implement these policies. Using a participant observation method combined with textual and contextual analysis, the study outlined the results in terms of process, products and lessons achieved in the course of the teacher training process. Regarding the process, the paper highlights consensus building, needs assessment, selection of sites, teachers and trainers as well as development of training modules as important outcomes. The product involves the skill-sets acquired or capacities developed cultural materials and media products. The training initiative brought home useful lessons including the importance of the participatory approach and joint decision-making, the role of partnership, enabling leadership, effective coordination and flexibility in managing joint, multi-stakeholder programs. The paper concludes by articulating the need for further studies and scaling-up the teacher training covering member states that are not involved in the pilot phase.
Key words: IGAD, the Djibouti Declaration, regional organizations, teacher training, policies and commitments, partnership, Ethiopia, Sudan, Uganda.
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