Hope, Chalk and Courage
It is difficult to teach when one has not undergone any teacher training. The team of four — Edmund Lim, Foeng Sugiman, Grace Khoo and Joshua Sushil who met refugee teachers and students in person, share their experience of the Empowerment through Mathematics Programme — a pilot initiative to boost the standard of Mathematics teaching in refugee learning centres.
The programme consists of a quarterly 3-hour workshop where the lead trainer and team would travel to KL and conduct in-person training. This is followed by observation sessions at selected learning centres, where trainers observe teachers in action and offer feedback. The support doesn’t stop there; ongoing coaching and follow-up discussions make sure teachers have the tools and confidence to keep growing.
When our team went to KL to visit a refugee learning centre, we were warmly welcomed by friendly, well-behaved students of various ages. Each class had about 10 to 30 students, from kindergarten to upper primary levels, all wide-eyed and buzzing with hope. What struck us most? The teachers themselves are refugees, many in their twenties, some forced to flee before finishing their own education.
Still, they have taken on the role of teachers with great passion. They are eager to learn and improve, especially in teaching methods and subject knowledge. Many of their students may not remember war, but the teachers do and they are working hard to create a better future through education. They teach because they want a better future for their students — and that is truly heroic.
The refugee learning centre uses Singapore’s Mathematics textbooks and teacher guides. However, many students do not have their own workbooks. The teachers must write questions on the board for students to copy and this takes extra time. Also, not all teachers have their own guidebooks and they would have to borrow these books from the office. Despite this, both teachers and students stay positive and keep going.
We also saw some teachers handling two different grade levels in one classroom. For example, one teacher taught Primary 4 and Primary 5 students simultaneously, giving work to one group while teaching the other. This kind of multitasking shows how dedicated and skilled these teachers are, even without formal training.
If this story moves you, perhaps it is a calling to be part of something meaningful. There is so much we can do to help. We can raise funds for books, workbooks, and teaching materials. We can support young refugee teachers with the training and mentorship they truly deserve. Technology can play a big role here. With tools like Zoom, we can offer teacher training and one-on-one mentoring. Just having someone to turn to for help or advice would give these teachers more confidence and support.
Together, we can empower these teachers to shape brighter futures for their students. Because every child, no matter where they come from, deserves the chance to learn, grow, and thrive.
Ready to get involved? Email us at countryrep@jrssg.org to learn more about how you can contribute to this meaningful cause.