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In the Rohingya refugee camps of Cox’s Bazar District in Bangladesh, education offers a critical pathway to learning, hope and opportunity. A UNESCO-supported language training programme helps teachers in the camps develop proficiency in Burmese, enabling them to teach and connect with their students more effectively, paving the way for a better future.In the sprawling Rohingya refugee camps of Cox’s Bazar District, in Bangladesh, a quiet revolution is taking place inside classrooms. Since 2021, Rohingya refugee children have been taught using the Myanmar curriculum and with Burmese as the language of instruction. The shift brought structure and opportunity, but it also exposed a critical gap: many teachers could not yet teach effectively in Burmese, struggling with pronunciation, fluency and the everyday demands of running a classroom. To address this challenge, UNESCO, in partnership with local NGO CODEC and with support from Education Cannot Wait, launched a Burmese language training programme in May 2024, equipping refugee and host-community educators with the skills they need to not just to deliver learning but to connect meaningfully with their students and foster the trust, safety and sense of belonging and well-being that children and youth need to thrive.These are four inspiring stories of Rohingya teachers in Cox’s Bazar who have benefitted from the training programme.  Sumaia Akter: From silence to confidence in the classroomSumaia Akter, a Rohingya refugee teacher, arrived in Bangladesh in 2017 after being displaced from Myanmar. Teaching in Camp 07 in Ukhiya, she found herself unable to give even basic instructions in the language her students were supposed to be learning in. “Before the training, I could not even give a basic introduction or classroom instruction in Burmese. Because of this, children were deprived of receiving quality education,” explains Sumaia.After completing the training supported by UNESCO, the change was immediate. “My style of conducting class has changed. Now I use classroom instructions in Burmese, and I can communicate more confidently with my learners,” she says. For Sumaia, the work is ongoing. “Gradually, by practicing and sharing, we will improve our language competency and provide better education for our children.” Mohammed Osman: From challenge to classroom leadershipMohammed Osman was 22 years old when he joined the programme as a refugee teachers from Camp 21 in Teknaf with limited formal education and minimal Burmese proficiency.“Before receiving Burmese language training, I could not facilitate classes in Burmese, which is essential for the Myanmar curriculum. After completing the training, it enhanced my language fluency and pronunciation. Now I can conduct the class using the Burmese language and maintain effective classroom management,” he says.Today, Mohammed Osman teaches across multiple grade levels and is recognized within his community as a role model, demonstrating that the right support can unlock extraordinary potential.  Mohammed Ayaz: From trainee to trainerMohammed Ayaz’s story began close to rock bottom. Displaced from Myanmar in 2017 and living in Camp 15, he had studied in Burmese before his displacement, but years in the camps had eroded his skills. His job was at risk. “I was about to lose my job as a teacher at the learning centre, as there are teachers’ competency tests, where my limited Burmese knowledge was a challenge,” he tells.The training changed his trajectory. “Before, I used to pause a lot while speaking. Now I can speak fluently and confidently. I feel proud to teach my own community with correct Burmese pronunciation.”Today, Mohammed Ayaz has progressed to become a trainer himself, mentoring other  educators and multiplying the programme’s reach across the camps.“If we train 100 teachers well, they will train another 100 in the learning centres. Step by step, we can improve Burmese proficiency across the camps, and our children will receive quality education.” Mohammed Mehedy Hasan: From zero knowledge to strengthening systemsNot all the challenges belong to refugee teachers. Mohammed Mehedy Hasan, a Bangladeshi education officer supporting schools in the Katupalong Registered Camp, had no prior knowledge of Burmese, limiting his ability to support teachers and students effectively.Through UNESCO-supported language training, he developed practical skills using participatory tools and real classroom simulations.“I started from zero. Now I can confidently instruct in Burmese in front of my students. This training was essential and practical for our real field context,” he says. His new competency extends beyond his own classroom. It enables him to support and evaluate teachers across the wider camp system, amplifying the programme’s impact still further.  Transforming education from withinWhat unites these stories is the fact that when educators are given the right tools and training, the effects ripple outward – from the individual to the classroom, and from the classroom to the community. “We’ve seen stronger learning delivery and better communication between teachers and learners, but what stands out is the change in classroom environment. When children feel included and cared for, the academic outcomes follow. This training programme has helped create those conditions,” says Lily Neyestani-Hailu, Chief of the Section for Education in Emergencies at UNESCO.She underlines that refugee teachers carry a particular weight as they need to navigate their own displacement while holding space for the children in their care. “When they are empowered they do not simply overcome barriers. They become leaders, shaping the future of education for their entire communities,” she adds. About the project This project, which was conducted from 2022 to 2024, supported the needs of adolescents and children in Cox’s Bazar District in Bangladesh. The aim was to improve access, quality, mental health and psychosocial support (MHPSS), disability inclusion, gender equity, continuity, child protection, mobilization of resources and improvements in the education system for adolescents and children in pre-primary, primary and secondary education levels.