Education is not just about knowledge. It is about dignity, hope, and the determination to build a better future — even in the most difficult circumstances. Imran’s story is one of those powerful reminders.
Imran is a Rohingya refugee from Myanmar who has lived in a refugee camp in Bangladesh since he was two years old. Growing up without full access to formal education, he refused to let that define his future. Instead, he sought out opportunities to learn through self-study and online courses — driven by a belief that education can open doors, even in places where those doors often seem closed.
One detail that stayed with us: Imran was able to take the Commonwealth Education Trust’s Foundations of Teaching and Learning courses on Coursera and our Teach2030 courses because his friends helped pay for them. In a context where opportunity is scarce, community stepped in — and learning became a pathway to leadership.
Today, Imran is putting that learning into action. He is the Director and a teacher at a school for refugee children in the camp, serving more than 250 students. Through his leadership, the school is becoming a place of possibility for children whose lives have been shaped by displacement and uncertainty.
Recently, Imran shared a moment that deeply moved him. During a class with refugee girl students, he was struck by their enthusiasm for learning, their passion for growth, and their desire to become leaders. Their courage and hope left a lasting impression on him.
He also noticed something else: these girls are eager to tell their stories. They are interested in storytelling, in finding their voices, and in being seen and heard beyond the boundaries of the camp. For Imran, this was more than just an inspiring classroom moment. It was a call to action.
He reflected on how much these girls have to offer, but also on how much they lack: opportunities, platforms and enabling environments that would allow their potential to flourish. He came away with a renewed sense of responsibility and a personal commitment to do more.
In his words, he wants to ensure that their lives are not wasted, that their youth is not lost to limitation, and that every opportunity he can access might also become an opportunity for them.
He is now determined to help them participate in national and international opportunities wherever possible, so that they can learn, grow and begin to lead.
Imran’s story is a powerful example of what educator leadership looks like in practice. It is about seeing potential where others see barriers. It is about choosing hope. And it is about using education not only to transform your own life, but to create pathways for others.
At CET, we are proud to celebrate educators like Imran, whose commitment to learners goes far beyond the classroom. His story reminds us why teacher development matters: when teachers are empowered, they in turn empower others.
And sometimes, that ripple effect begins in the most challenging places, with one teacher deciding that the next generation deserves more.
