Education in Emergencies: Examining an Alternative Endeavour in Bangladesh

Rahman, Muhammad Ishaq-ur; Missingham, Bruce David

doi:10.1007/978-981-13-0708-9_4

Cited by 6 publications

(12 citation statements)

References 4 publications

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“…Despite legal, political and diplomatic challenges and barriers, the Government of Bangladesh, its citizens, Bangladeshi development organisations and local community organisations are trying their best to support Rohingya refugees and their displaced children. Though Bangladesh has experience of providing education in emergencies caused by both man-made and natural disasters (Rahman & Missingham, 2018), still more needs to be learned in order to provide assistance and respond to the humanitarian needs of displaced Rohingya children.…”

Section: Resultsmentioning

confidence: 99%

Education in emergencies: challenges of providing education for Rohingya children living in refugee camps in Bangladesh

Shohel

2020

Education Inquiry

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Section: Resultsmentioning

confidence: 99%

Education in emergencies: challenges of providing education for Rohingya children living in refugee camps in Bangladesh

Shohel

2020

Education Inquiry

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“…The Ministry of Education stated in January 2014 that 'disaster preparation will be included into 10 more texts with crisis and disaster management process (CDMP) financial and technical support' (Kagawa & Selby, 2014). Although some studies (Ahmad & Numan, 2015;Parvin et al, 2022;Rahman & Missingham, 2018) have highlighted the availability of disaster-related knowledge and topics in the national curricula, Habiba et al (2013), and Rahman and Missingham (2018) have raised questions about ER and CM related literacy within Bangladeshi school textbooks, and criticised them as being disorganised and lacking logical development. The research strongly recommends updating the curriculum, reorienting, and reorganising textbooks using an interdisciplinary and holistic approach (Habiba et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

State of knowledge on emergency response and crisis management

Rashid

Sony

Aninda

2023

GJSD

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In the era of late modernity, individual vulnerability is affected by various threats and risks. Consequently, people need to be aware of these and fit in more than ever before. To help people become competent in this changing world and to prepare for future threats, academic institutions play a vital role. To understand such an academic role, a part of the literature has highlighted how a student can better learn emergency responses (ER) and crisis management (CM). Nevertheless, very little literature has focused on how a developing country’s students, particularly teenagers, learn and understand ER and CM. Focusing on such gaps in the literature, this study aims to understand a sample of Bangladeshi secondary students’ state of knowledge related to ER and CM. With the help of cluster sampling, the researcher distributed a survey among a sample of 360 students between 9th and 12th standard from two southern districts respectively Khulna and Noakhali, which are also disaster-prone areas of Bangladesh. Adopting Krathwohl’s model of knowledge typology, such as factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge, the researcher collected and evaluated the data with descriptive statistics. The findings of this study show that even though most of the students are familiar with different ER- and CM-related keywords, they have limited deeper knowledge. Furthermore, there was a significant knowledge difference between the genders. Similarly, the lack of training in the academic environment also makes these young students vulnerable to any kind of threat from their surroundings that could affect the districts’ weak institutional and legislative structure. The scholarship of this study, which has policymakers and young academics as its possible audience, could assist them in raising the knowledge levels of students by adding new information to textbooks with illustrations and by setting up drills.

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“…To avoid conflict and persecution, Rohingya refugees have been fleeing Myanmar in large numbers to nearby countries, primarily Bangladesh. As of September 30, 2018, the population of Rohingya refugees in Bangladesh is 895,631, and 55% of this population is children (Karim & Hussain, 2019;Milton et al, 2017;Rahman & Missingham, 2018). The vast majority of Rohingya refugees reside in 34 extremely congested camps in the districts of Cox's Bazar in Bangladesh.…”

mentioning

confidence: 99%

“…The vast majority of Rohingya refugees reside in 34 extremely congested camps in the districts of Cox's Bazar in Bangladesh. The situation in the camps is precarious due to overcrowding, disease, lack of suitable shelter, safe drinking water, and prevailing weather conditions (Karim & Hussain, 2019;Milton et al, 2017;Rahman & Missingham, 2018;Shohel, 2022). Therefore, facilitating quality education in these circumstances is particularly challenging and limited (Milton et al, 2017;Shohel, 2022).…”

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confidence: 99%

Critical Features of Science Education: A Comparison between Global and National Education Policy for Rohingya Refugee Children in Bangladesh

Rahman

Buck

2023

Journal of Research in Science, Mathematics and Technology Education

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Rohingya refugee children, a persecuted minority, should have the opportunity to acquire the level of scientific literacy necessary to survive and thrive in an increasingly scientific world. Unfortunately, our understanding of the role science education holds in the various educational policies that guide the programming for Rohingya refugee children in the camps in Bangladesh is minimal. The purpose of this study was to enhance that understanding. A vertical axes comparative case study approach was used to compare and analyze the policies at the global and national levels to elucidate the existing inclusion or lack of science and scientific literacy for the Rohingya refugee education system. Findings showed that the educational policies fall short in supporting and promoting science and scientific literacy along with numeracy and literacy. Based on evidence on comparison between global and national policies for education for Rohingya refugee children, this study led to the development of recommendations for enabling policies and inclusive science and scientific literacy can pave the path for a better future for the prosecuted Rohingya refugee children.

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Education in Emergencies: Examining an Alternative Endeavour in Bangladesh

Cited by 6 publications

References 4 publications

Education in emergencies: challenges of providing education for Rohingya children living in refugee camps in Bangladesh

Education in emergencies: challenges of providing education for Rohingya children living in refugee camps in Bangladesh

State of knowledge on emergency response and crisis management

Critical Features of Science Education: A Comparison between Global and National Education Policy for Rohingya Refugee Children in Bangladesh

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