| Summary: | This study aimed at examining the changes that occur in the lives of the former teachers of
BRAC schools who lost their job due to the shifting of schools after completion of the
cycles. A total of 386 ex-teachers was selected randomly from 32 team offices and'
interviewed with a structured questionnaire. Findings show that about 72 % of the
teachers could use their teaching skills although they did not have schools. Sixty-three
percent of the teachers perceived that their social status remained static, 25% perceived an
increase, and 13% perceived a decrease. Seventy six percent of them expressed that due to
the shifting of school their mobility decreased, while 15% reported an increase. Forty-nine
percent of the teachers were found to be employed and the rest were unemployed. Seventy
five percent of the teachers became economically poorer due to the incident, but majority
of them who were employed, had benefited economically. Amongst those employed, 71%
were engaged in tuition and teaching and the rest were engaged in services for NGOs,
handicrafts, poultry rearing, etc. The employment status of the teachers was found to be
an influential factor for changing social, economic and mobility status. Since employment
is closely related to their economic and social development, they should be given
opportunity to be engaged in income-earning activities to better their livelihoods.
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