This content comes from our newly released interactive youth version of the 2019 GEM Report.
The reluctance of some countries to recognize teacher qualifications across borders is one of the most important challenges for migrant teachers.
‘Becoming a teacher in a foreign country is really challenging. I had two or three interviews where I said that I was not a Canadian citizen yet, and kind of never got a call again. Some universities’ requirements are very strict for foreign teachers. Some would only grant me a quarter of a Canadian credit for every Cuban credit. Some thought that a teacher with an accent from a small Caribbean country did not have what it takes or have much to offer.
We, foreign teachers, bring our culture, different teaching perspectives, experiences and values from our old country to Canada with the end goal of helping our students become lifelong learners.’
Teacher migration can create shortages in the countries they leave. Caribbean countries have experienced high teacher emigration in recent decades, not least because of active recruitment efforts in the United Kingdom and the United States. Facing shortages in public schools in the early 2000s, the New York City Education Board increased international recruitment, attracting hundreds of teachers from the Caribbean. For small island states, even small numbers of emigrating teachers can create significant shortages. Continue reading