Its roots are deeply embedded in Myanmar’s society and political landscape. Despite evidence suggesting their presence in the region for centuries, the Rohingya have been systematically marginalised and denied citizenship under Myanmar’s 1982 Citizenship Law. This has rendered them ineligible for many basic rights, including access to formal education.

In the decades following the country’s independence in 1948, successive governments severely restricted the Rohingya’s access to education by limiting enrolment in public schools, segregating Rohingya students, denying them the right to higher education and other policies.

The situation deteriorated further after the 2012 Rakhine State riots, which led to the displacement of thousands and the segregation of communities. Many Rohingya children were confined to internally displaced persons camps, where educational facilities were either non-existent or grossly inadequate.

The crisis escalated dramatically in August 2017 when a brutal military crackdown, described at the time by the United Nations High Commissioner for Human Rights as a “textbook example of ethnic cleansing”, forced more than 1 million Rohingya to flee to neighbouring Bangladesh. This mass exodus had a devastating impact. Children, who constitute a significant portion of the refugee population, found themselves in overcrowded camps with limited access to schooling.

In the immediate aftermath, humanitarian organisations scrambled to establish learning centres within the refugee camps in Cox’s Bazar, Bangladesh. UNICEF reported that, by January 2019, more than 145,000 Rohingya children were attending these centres. However, classes were often conducted in makeshift structures and lacked trained teachers and standardised curricula. Moreover, some centres taught in Burmese, others in English, and a few in the Rohingya language, leading to inconsistencies in learning outcomes.

Bangladesh, India, Malaysia, Indonesia

The ongoing educational crisis among Rohingya refugees is exacerbated by the Bangladeshi government, which has imposed restrictions on formal education within the camps, with the aim of preventing Rohingya refugees from settling there permanently. In December 2021,authorities ordered the closure of home-based and community-led schools, affecting approximately 30,000 children. This decision was part of a broader policy to limit educational opportunities and discourage integration.

Furthermore, the lack of an accredited curriculum has hindered the provision of quality education. While efforts have been made to introduce the Myanmar curriculum in the camps, bureaucratic delays and political considerations have stalled its implementation. As a result, students lack recognised certifications, limiting their future opportunities.

The rapid influx of refugees has overwhelmed existing facilities. Learning centres are often overcrowded, with insufficient teaching materials and a shortage of trained teachers. The challenging living conditions in the camps further exacerbate these issues, making it difficult to create suitable learning environments.

The Rohingya language is primarily oral, with no standardised written form, complicating the development of educational materials. Additionally, debates over whether to teach in Burmese, English, or the local Chittagonian dialect have led to inconsistencies and confusion among students.

Early marriages, child labour and traditional gender roles prevalent within the community often impede children’s, especially girls’, access to education. Safety concerns, within and outside the camps, also deter parents from sending their children to school.

Beyond Bangladesh, Rohingya refugees in India, Malaysia and Indonesia face similar challenges.

In India, children encounter significant barriers to education due to their refugee status. Many are denied admission to local schools, and there is a lack of alternative educational facilities. Discrimination and bureaucratic hurdles further exacerbate the situation, leaving many children without access to formal education.

While Malaysia hosts a considerable number of Rohingya refugees, the lack of legal recognition prevents children from enrolling in public schools. Education is primarily provided by community-based organisations, but these initiatives often lack resources and official accreditation.

Rohingya refugees in Indonesia face uncertainty regarding their legal status, which affects their access to education. While some community schools exist, they are limited in number and capacity, and children often face language barriers and financial constraints.

International action needed

Human Rights Watch has consistently highlighted the denial of education to Rohingya children, urging host countries to lift restrictions and allow access to formal schooling. UNICEF and other UN agencies have been instrumental in establishing learning centres and providing educational materials. However, funding constraints, coupled with policy restrictions, have limited their effectiveness.

Advocacy groups continue to call for a coordinated international response to ensure that Rohingya children receive the education they are entitled to under international law.

Numerous NGOs have stepped in to fill the gaps left by governmental and international bodies. Organisations such as Save the Children, Bangladesh Rural Advancement Committee and the International Rescue Committee have been pivotal in providing informal education and psychosocial support to Rohingya children. These organisations often operate under challenging conditions, with limited resources and constant threats of policy changes that could halt their operations.

The denial of education has profound psychological effects on Rohingya children. The lack of a structured learning environment can lead to feelings of hopelessness and despair. Many children suffer from trauma due to the violence they have witnessed, and the absence of educational opportunities exacerbates their poor mental health. Psychosocial support programs are crucial in addressing these challenges, but they are often underfunded and understaffed.

Cultural norms and safety concerns often result in girls being kept out of school. Early marriages are prevalent, further limiting their educational opportunities. NGOs and international organisations have been working to address these issues by creating safe spaces for girls and advocating for gender-sensitive educational policies.

The long-term consequences of denying education to an entire generation are dire. Without education, Rohingya children are likely to remain in a cycle of poverty and marginalisation. The lack of skills and knowledge will hinder their ability to contribute to their communities and economies, perpetuating their statelessness and disenfranchisement.

Uncertain future

To uphold Rohingya children’s right to education under international law, host countries need to reform their policies to allow access to formal education and provide the necessary resources to implement these changes.

Increased international funding is crucial, including funding for infrastructure, teacher training and educational materials.

Engaging the Rohingya community in educational initiatives is essential. Community leaders and parents need to be involved in decision-making processes to ensure that educational programs are culturally sensitive and meet children’s needs.

Continued advocacy and awareness-raising are needed to keep the Rohingya education crisis in the global spotlight. This includes lobbying governments and international bodies to take concrete action.

Given the unique challenges faced by Rohingya children in the refugee camps, there is a need for the development of a standardised curriculum, the use of technology to deliver education and flexible learning environments that can adapt to changing circumstances.

The denial of education to the Rohingya is a stark reminder of the broader injustices faced by this marginalised community. Addressing the crisis requires both immediate humanitarian interventions and long-term political solutions that recognise the Rohingya’s right to education and citizenship.

Until then, the future of an entire generation remains uncertain, perpetuating a cycle of poverty and disenfranchisement.

[Noor Sadeque is a student activist who was among the Rohingya refugees who fled Myanmar in 2017. He has been a resident of Cox’s Bazar for eight years. His supporters in Australia have established a solidarity fundraising campaign to help him rent a safe house after he was targeted by armed gangs for his activism, and to help pay for his mother’s medical treatment. He can be contacted at noorsadeque97 gmail.com.]

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Noor Sadaque

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