Teachers’ preparedness to implement Myanmar curriculum for the Rohingya children in the Rohingya camps of Cox’s Bazar

Abstract

In the complex humanitarian context where a foreign curriculum is implemented teachers’ preparedness is fundamental and inevitable. This paper tries to identify the level of preparedness of teachers engaging to teach Myanmar Curriculum (MC) to the Rohingya children living in the Refugee camps in Bangladesh. To explore the gaps on teacher’s capacity, this research used KII, Classroom Observations, FGD of stakeholders to measure teachers’ readiness to deliver MC and quantified the collected qualitative data. The collected data have been analyzed to formulate effective recommendations for equipping the teachers better to deliver the MC. The collected evidence suggested that there is a severe gap and teachers need further preparation and capacity development training on basic pedagogy, subject contents, and Myanmar Language. This research further suggested conducting a comprehensive baseline survey revising the current Teachers’ Professional Development Framework and developing close collaboration between Bangladeshi and Myanmar Teacher education institute is needed.