A year after almost 745,000 Rohingya fled violence in Myanmar’s Rakhine state, and education delivery in 27 Refugee camps in Bangladesh remains a significant challenge. The main barriers to fulfilling the Right to Education among Rohingya refugees through the curriculum or Learning Framework.
Education in the 27 camps in Bangladesh is delivered by a range of International aid agencies (INGO) community-based organisations (CBO) and other national development organisations. Responsibilities vary, however, there are no formal curriculum or framework for Rohingya. Many organisations have educational responsibility for a handful of camps – managing many of the ‘temporary learning centres’, secular education in Madrassas and ‘Child-Friendly spaces’ as well as coordinating and training teachers.
In practice, many of these groups operate very differently in creating their own learning materials which are not helping anyway, they also the delivery of basic teacher training and how they approach coordination. Efforts appear to be made to move toward a common compromise through the creation of a Learning Framework which is being designed to guide further Learning Framework development by Rohingya Crisis Foundation.
Many agencies are obliged to seek approval for any activities through the Bangladesh government coordinating office, the Refugee Relief and Repatriation Commission (RRRC) and official Bangladesh government policy is that formal education is not permitted. However, in practice, many classes are permitted to be taught in shelters or religious education in madrassas. Learning Framework development does happen; also, the government does not permit any instruction in the Bangla language.
The relationship between agencies and the Bangladesh government appears cordial but slow. Learning Competency Frameworks Approach (LCFA) has been submitted for approval since February 2018 but have not approved yet because it was for Bangla language where it is not permitted to use the official Bangla curriculum in the camps.
Therefore, some international agencies expressed that their focus on advocacy was often purely operational – and maintaining access to deliver existing programming rather than actively canvassing for greater flexibility with quality formal education.
The Rohingya refugee children struggle to get their basic right to education There are many Rohingya who can’t get the Myanmar curriculum in camps– And Bangladesh restricted its national curriculum as well. There is no future for Rohingya children to look forward. The reason why we are forming our own Learning Framework so that we can help Rohingya children for a better future through formal education.