ASSESSING PEDAGOGICAL COMPETENCY AMONG TEACHERS IN ROHINGYA LEARNING CENTRES IN BANGLADESH

Mr. Hashim Mohammed Hamza

doi:10.5281/zenodo.24076535

Abstract

This review discusses and assesses the pedagogical competency among teachers in Rohingya learning centers in Bangladesh. It focuses on the teaching strategies adopted by the teachers, their lesson delivery, and curriculum understanding with respect to refugee education in informal learning centres. The study highlights that the limitations provided by displacement settings, like resource shortages, policy restrictions, and lack of training have a greater impact on the classroom practices adopted by teachers . The findings of the review state that even though teachers try to maintain pedagogical resilience, and adaptive, learner - focused learning, the challenges of curriculum ambiguity, lack of formal recognition, varied learner groups, and systemic limitations make their teaching practice more survival - based, focusing on just foundational literacy. This review acknowledges the tension between pedagogical competency and humanitarian demands and suggests changes to be made on the institutional and systemic level in addition to individual teacher level to bring positive change in the educational outcomes of refugee children. 1.0

Keywords

Not provided

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