Raihan, Ruba-EChowdhury, Mohammed Jahedul Islam2023-08-292023-08-2920232023-04ID 20257023http://hdl.handle.net/10361/20106Cataloged from PDF version of thesis.Includes bibliographical references (pages 54-57).This thesis is submitted in partial fulfillment of the requirements for the degree of Masters of Science in Early Child Development, 2023.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.65 pagesenBRAC University thesis reports 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.Teachers’ preparednessMyanmar curriculumRohingya childrenEducation in humanitarian contextCapacity buildingRefugees EducationThesis