| dc.description.abstract | This study examines Rohingya refugees' educational quality and outcomes in Cox's
Bazar, explicitly focusing on Camp 11. The mixed method and a 360 data set were used, where
parents, elementary and secondary school students, eleventh graders, and their instructors
contributed to my data set. This study encompasses parents, primary and secondary students for
quantitative analyses, students in the 11th grade, and teachers to gather qualitative data. The
primary emphasis is placed on the educational environment, the quality of educators, and the
advancement of education and higher education within Rohingya camps. The findings of the
study give different scenarios of learning centers. Access to resources, teacher training, and
curriculum application were identified as areas that could use improvement based on quantitative
analysis, showing strengths and weaknesses in the current educational services. The qualitative
insights elucidate the arduous experiences encountered by students in pursuing higher education,
as well as the teachers' perspectives regarding the education system. Policymakers, educators,
and humanitarian groups engaged in refugee education worldwide can draw broader implications
from the study's findings than those specific to Cox's Bazar. Refugee education and fundraising
efforts can be strengthened globally with these new understandings. This research emphasizes
the importance of incorporating cultural sensitivity and a focus on rights into educational
practices. By prioritizing educational programs that honor the culture and rights of Rohingya
refugee communities, we can make a real difference in their future. | en_US |
