Dalia participating in the Kurdish Sorani language learning classes in Sulaymaniyah.UNHCR/Rasheed Hussein Rasheed
Amid the echoing chatter of students in the busy classrooms of a public school in Sulaymaniyah, one voice stands out – that of 41-year-old Syrian refugee teacher Dalia Mahmoud. Confidently teaching the local Kurdish curriculum, Dalia brings refugee and local children together in her classroom to learn and build connections.
Dalia’s journey to becoming a teacher in the Kurdistan Region of Iraq (KR-I) was not easy. Before fleeing her homeland in 2015, Dalia was working as a teacher in her hometown of Qamishlo in Syria, a role she excelled in and held with great pride. The transition to a new country brought challenges, but it also showed Dalia’s strong spirit and commitment to her profession.
As I left Syria, I felt my whole life full of uncertainty. But I discovered that there is still a chance when I arrived in Kurdistan. I was happy that I could still teach again. It was a chance for me to help the community to stand up on their feet again and help them build a sustainable future. Dalia says.
Dalia teaching at local and refugee students in a public school in Sulaymaniyah.UNHCR/Rasheed Hussein Rasheed
Dalia explains that when she arrived in the KR-I with her family, she initially worked with NGOs as an incentive-based teacher in refugee hosting schools. Set up by the Kurdistan’s Ministry of Education and supported by NGOs, these schools operated as parallel education systems using instruction in Arabic for the refugee community.
In 2022, with the launch of the Refugee Education Integration Policy (REIP), the Kurdistan Regional Government (KRG) committed to integrating refugees into the KRG public education system. The inclusion of refugee children comes with the gradual end of the parallel education system and the switch of the language of instruction from Arabic to Kurdish. As part of the REIP, refugee teachers like Dalia also joined the government payroll as lecturers, formally recognized by the KRG.
For Dalia, this transition marked a significant turning point in her life, as she moved from being an incentive-based teacher to an educator recognized by the government to teach in the local language, Kurdish. This step not only affirmed her skills, but also became illustrative of her inclusion into the local community as both a teacher and a member of society.
“Becoming an official teacher in KR-I is more than a job. It is also a recognition of my qualifications and remarkable contribution as a refugee in the Region. It means I am not just teaching. I’m part of this community,” Dalia says.
As a Kurdish Kurmanji speaker with experience teaching in Arabic, Dalia admitted being initially nervous about teaching in Kurdish Sorani. “At first, we found Sorani different from our dialect, even though both are Kurdish. We faced challenges initially, but we managed to overcome them,” Dalia says.
Language classes provided by UNHCR and partners helped Dalia and other teachers with this transition. After successfully completing three months Sorani language courses during the summer break, Dalia returned to teaching with renewed confidence, eager to help both refugee and local children build a sustainable future.
“I have learned the local language, and I am now working with the local government. This has deepened my sense of belonging. I am excited about the future opportunities for myself and my students. By teaching children in Kurdistan, I hope to contribute to its growth,” Dalia says.
A student attending the Dalia classroom in one of the public schools in Sulaymaniyah.UNHCR/Rasheed Hussein Rasheed
Through her journey of learning the local dialect and adapting to a new teaching environment, Dalia has cultivated a special connection with her students. She explains how Sirwan, who is both her student and neighbour, often stays after class to walk home with her. “Sirwan tells me how much he looks forward to my classes,” Dalia says. “His excitement reminds me why I wanted to become a teacher in the first place and why learning the local language was so important. Without realizing it, Sirwan has become my teacher, too. Every day, I learn at least one new Sorani word from him as we chat on our way home.”
Dalia’s experience is just one among the 700 Syrian refugee teachers formally hired by the KRG’s Ministry of Education as part of the REIP. Their inclusion not only helps them support their families but also allows them to contribute meaningfully to the education of all children living in KRI, regardless of their backgrounds and nationalities.
In coordination with other UN agencies and educational partners, UNHCR is dedicated to supporting the government in implementing the REIP, which aligns with the KRG’s pledges made at the Global Refugee Forum in 2023, “to ensure that the REIP will be incrementally implemented for grades 5 to 12 by 2030, which will benefit refugee children aged 10-18 years and qualified refugee teachers”.
For Dalia and many other passionate Syrian teachers, the REIP is an important opportunity that enables them to continue their careers, representing a significant step forward for refugee empowerment and inclusion in the region.
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