Current Reality

Rahim, a 14-year-old boy from Cox’s Bazar, dreams of becoming a teacher. But his education is under threat. The 2017 Rohingya refugee crisis brought over 740,000 refugees to the area, worsening teacher shortages as many left to work with aid organizations. Even before the crisis, Cox’s Bazar had some of the lowest student learning levels in Bangladesh. Poverty, frequent natural disasters, and an 18-month COVID-19 school closure have made things worse, increasing dropout rates and widening learning gaps. Yet Rahim remains determined to continue his education. His story reflects the urgent need to invest in teachers, strengthen schools, and create opportunities for both host and refugee communities to thrive.

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Our Solution

Our Solution

Teach For Bangladesh is actively addressing the challenges of Education in Emergencies (EiE) by expanding its Fellowship Program into Cox’s Bazar, where both Bangladeshi host community and Rohingya refugee children face significant barriers to quality education. In partnership with the International Rescue Committee (IRC) Bangladesh, we are recruiting and training teacher-leaders, equipping them with context-specific pedagogical skills to support crisis-affected students. Our Fellows are engaging in structured professional development, incorporating healing-centered learning models, and collaborating with system teachers and headteachers to build sustainable teaching practices. Simultaneously, we are mobilizing alumni leaders to work in education leadership roles within EiE contexts, ensuring long-term systemic impact. By integrating EiE expertise with our Fellowship model, we are strengthening local leadership, improving student learning outcomes, and fostering community-driven solutions to sustain quality education in crisis-affected regions.

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Testimonials

“The training on DRR and SEL provided necessary knowledge and skills for educators working in disaster prone areas. I believe that after receiving the training fellows are now more compatible and confident to transfer the disaster preparedness skills to their students. Our students of Ukhiya, Cox’s Bazar have to live through intersectional adverse childhood experiences because of the geographical location and refugee crisis and climate vulnerability. The training sessions on SEL were full of hands-on activities of how we can nurture the five socio emotional competencies among our students. Fellows are now more inquisitive about trauma informed pedagogy in the classroom. I personally rely on the manuals provided in the training for SEL exercises and disaster training dissemination among teachers and parents.”

Md Mehedi Hasan Shanto

Fellow, 2024 Cohort

“ক্লাসে পড়তে পড়তে যখন একঘেয়ে লাগে তখন আমাদের শিক্ষক বিভিন্ন গেইমের আয়োজন করেন যা আমাদের পড়ায় মনোযোগ ফিরিয়ে আনে। আমাদের শিক্ষকের সহায়তায় আমরা দুর্যোগের ক্যালেন্ডার বানিয়েছি যা দিয়ে কোন মাসে কোন দুর্যোগটি হতে পারে তা জেনে আগে থেকেই প্রস্তুরি নিয়ে রাখতে পারি। এ ছাড়া আমরা একটি কমিউনিটি ম্যাপও বানিয়েছি যা থেকে আমরা কাছাকাছি আশ্রয়কেন্দ্র, নিরাপদ পানির উৎস ইত্যাদির অবস্থান জানতে পারি।”

কালো রাণী তঞ্চঙ্গ্যা

Student, Grade 7