In the UK, for example, the Refugee Assessment and Guidance Unit at London Metropolitan University produced an overview identifying a considerable number of programmes in the UK designed to help refugee teachers join the UK teaching profession (RAGU, 2007). One such example is a one-year programme offered by the Institute of Education at the University of London called Pathway into Teaching for Refugee Teachers, offered free to refugees, to support their entry into the formal teaching system in the UK.19 Similarly, the Refugees into Teaching partnership, between the UK Training and Development Agency for Schools and the UK Refugee Council, offers guidance on assimilating refugee teachers into schools (Refugees into Teaching, 2007). It is even less clear how this could be accomplished in developing countries dealing with a sudden large influx of refugees. It should be noted, however, that both this and the Gottelmann-Duret and Toumier study address the formal, state system and do not address education in emergencies, which is often left to non-state actors to provide.