NAVIGATING THE IMPOSSIBLE: A GROUND-LEVEL PERSPECTIVE ON THE CHALLENGES FACED BY TEACHERS IN ROHINGYA REFUGEE CAMPS

Mr. Hashim Mohammed Hamza

doi:10.5281/zenodo.24077177

Abstract

The aim of this review is to shed light on the various challenges faced by the teachers who work in the Rohingya refugee camps in the Coz Bazaar district of Bangladesh. Even though education is considered to be a basic human right which should be protected at all costs, in the Rohingya refugee camps, its delivery is riddled with a vast range of issues and challenges. These challenges include policy restrictions, sociocultural tensions, poor or no infrastructure, a shortage of resources and materials, and a lack of proper training of teachers. This review reveals that teachers play a crucial role in providing education in the refugee camps but are heavily under - supported. They have to deal with gender norms, uncertain curriculum, intergenerational expectations, complex governance structures, and trauma - affected children. This study argues that, the systemic educational reform must take into consideration the wellbeing of teachers, their professional competency, and institutional recognition.

Keywords

Not provided

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