However, recent reports highlight both the continued role and the changing nature of conflict in obstructing the achievement of the education Millennium Development Goals (MDGs) and EFA targets (UNICEF, 2009; UNESCO, 2011; World Bank, 2011). As a McKinsey report notes, ‘The quality of an education system cannot exceed the quality of its teachers’ (Barber and Mourshed, 2007: 13). Papers submitted for the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration, held on 8-9 June 2011 in Addis Ababa, Ethiopia, suggested that there is very limited information on the role and status of teachers in emergencies, including teachers who are forced to migrate. Specifically, informants called for more studies into teacher development and training, teacher competencies, teacher retention, teaching for psychosocial wellbeing, the benefits of teacher training/capacity building, the morale and compensation of teachers, teacher certification in difficult environments, teacher management in emergencies and the identity of teachers (INEE, 2010c: 22).