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dc.contributor.advisorAmina, Tabassum
dc.contributor.authorChakma, Nayon
dc.date.accessioned2024-08-01T05:46:01Z
dc.date.available2024-08-01T05:46:01Z
dc.date.copyright©2022
dc.date.issued2022-10
dc.identifier.otherID 18357063
dc.identifier.urihttp://hdl.handle.net/10361/23709
dc.descriptionThis thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education degree in Educational Leadership and School Improvement, 2022.en_US
dc.descriptionCataloged from PDF version of thesis.
dc.descriptionIncludes bibliographical references (pages 48-52).
dc.description.abstractAround 3,000,000 Rohingya children currently receive education in Cox’s Bazar Rohingya camps. "To what extent do the Rohingya children receive a quality education in the camp?" and how Teachers’ Professional Development is ensured, its effectiveness in the classroom, and the challenges were the focus area of this research paper. It used a qualitative approach and concentrated on how teacher professional development programs help teachers develop their capacity to ensure that Rohingya children receive a high-quality education. The main goal of this study is to analyse existing teachers’ professional development and identify the difficulties TPD programs face and the barriers to offering Rohingya children a quality education. The Rohingya camps were the site of this study. The study found that teachers’ training is vital in ensuring education for Rohingya children. However, providing quality education for Rohingya children goes a long way, as many challenges will be overcome in the coming days.en_US
dc.description.statementofresponsibilityNayon Chakma
dc.format.extent70 pages
dc.language.isoenen_US
dc.publisherBrac Universityen_US
dc.rightsBRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.
dc.subjectRohingyaen_US
dc.subjectTeachers’ professional developmenten_US
dc.subjectHigh-quality educationen_US
dc.subjectChildrenen_US
dc.subject.lcshProfessional education
dc.subject.lcshRohingya (Burmese people)--Bangladesh
dc.titleExploring teacher’s professional development (TPD) interventions and its challenges in the Rohingya response education programen_US
dc.typeThesisen_US
dc.contributor.departmentInstitute of Education Development, BRAC University
dc.description.degreeM.Educational Leadership and School Improvement 


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