Since the year 1991, a large number of the Muslims population has voyaged to Bangladesh as refugees from Myanmar. From the year 1991 to 1992, the government of Bangladesh has received and housed refugees in twenty-one camps during their arrivals. Currently, the largest population of the refugees is made up of the Rohingya ethnic group, which consists of more than 220,000 refugees who mainly live in two simple camps that are situated along the border (Milton, Rahman, Hussain, Jindal, Choudhury, Akter & Efird, 2017). Their migration was caused primarily by the prevalence of forced labor and the ethnic and religious oppression, which was enforced to them within Myanmar. Among these refugees occupying these camps are children who have not been able to access education in their lives. This essay will sightsee the conditions of Rohingya refugee children living in one of the camps with concerns about their educational status.
The term Rohingya is employed to differentiate the ethnic, linguistic, and religious group which existed in the former Arakan state of Myanmar. The people of Rohingya are formally stateless and renounced by the government of Myanmar, in which the government of Myanmar states that the people of Rohingya originally came from Bangladesh.
The Education Status of the Children Living in the Camp
The children living in these camps have been able to receive formal opportunities in education from the year 1997. The government of Bangladesh, however, restricted their access to kindergarten and primary levels. In the year 2007, the government set up secondary education for the children of Rohingya in the camps. Currently, the education program offered for the refugees' children of Rohingya is continued and effected by the Management internationals and the research training. (RTMI) (Milton etal, 2017). The number of schools which are found in the camps includes a total of eleven primary schools in Nayapara and ten schools in Kutupalong which totals to twenty-one primary schools while there are only two secondary schools present in the two camps, one found in the Nayapara and the other one located in Katupalong. Both teachers from Rohingya and Bengali offer education services to the children in the camp schools.
The government and some of the international organizations offer free education stationeries to the children for free. Some of these stationeries include books, pens, writing papers, and pencils. This means that the children of Rohingya camp do not mainly face a significant challenge in terms of the education cost on their education. The total number of children who are beneficiaries of these educational programs offered in the camp is 4000 children who are taught by a total number of sixty-seven teachers, among them being supervisors.
For these children to feel motivated to go to school each day, the government offers them one pack of biscuits regardless of the gender of the children. Such motivations have seen the positivity of the children attending the school regularly.
However, some challenges are experienced in schools. Reports show that some of the teachers from Nayapara camp are not always fulfilling their responsibilities towards the children. These challenges are associated with the absent teachers in the schools who do not give notice of their absence, forcing children to wait longer in the schools without accessing education. The negligence of the teachers, according to the reports, also shows that apart from being absent without notice, some even use their phones mostly during class hours, which makes children more helpless about education.
The main challenge which is faced in Rohingya refugees relating to children's education is the high number of children drop out of the schools. This high rate of children dropout was articulated to 22% of the children from kindergarten towards the end of their primary education (Prodip, 2017). The main reasons for the high dropout cases include the intentions for the children to earn their own money. This means that the male students and some female students always drop out of school to go to search for employment outside the camps. Some of the female students also leave their studies for early marriages as a result of their parents thinking that their daughters are a liability.
In conclusion, the children living in Rohingya camp have both positives and negatives about education. However, for the children to continue attending their classes, the motivational meeting is organized with guardians of the children to encourage both teams on the importance of education.
Prodip, M. A. (2017). Health and Educational Status of Rohingya Refugee Children in Bangladesh. Journal of Population and Social Studies [JPSS], 25(2), 135-146. Retrieved from https://www.tci-thaijo.org/index.php/jpss/article/view/102280
Milton, A. H., Rahman, M., Hussain, S., Jindal, C., Choudhury, S., Akter, S., ... & Efird, J. T. (2017). Trapped in statelessness: Rohingya refugees in Bangladesh. International journal of environmental research and public health, 14(8), 942. Retrieved from https://www.mdpi.com/1660-4601/14/8/942
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Research Paper on Access to Education of Rohingya Refugee in Bangladesh. (2022, Mar 28). Retrieved from https://proessays.net/essays/research-paper-on-access-to-education-of-rohingya-refugee-in-bangladesh
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