The Role of ‘Home School’ in Improving Sustainability for Rohingya Refugees in Bangladesh

Abstract

During the COVID-19 pandemic, most education providers could not offer face-to-face educational support to Rohingya children in the camp at Cox’s Bazar in Bangladesh; however, some sector partners provided education online, and ‘Home School’ was one of them. This article intends to examine and learn to what extent and how home school education produced new knowledge for Rohingya children and promoted the sustainability of Rohingyas in the camp during the COVID-19 pandemic. A qualitative research approach was used to discern the impact of online education on the sustainable livelihood of Rohingya refugees in Bangladesh. Using purposive sampling, data were collected through semi-structured interviews with Rohingya refugee children, key informant interviews with education providers, and teachers who worked in the camp during COVID-19. The conversation analysis technique was applied to analyse data. The findings of this study uncover that, regardless of some downsides, including the lack of endowment for formal education, the shortage of community mobilisers, the limited subjects offered, the limited duration of class time, and weak internet connection, home school education contributed enormously to ensuring the sustainable livelihood of Rohingya refugees in Bangladesh by ensuring a safe and securing learning space and upholding the equal participation of boys and girls, and contributed to recovery from trauma and fear of violence in the camp.