Lifelong learning lessons from the Rohingya crisis and beyond
When we think of lifelong learning, we often consider the process of acquiring new skills or knowledge throughout an individual's life. For many, it’s an opportunity to remain competitive in the workforce or simply satisfy personal curiosity. However, in some parts of the world, lifelong learning is not just a choice but a necessity, especially for those who have been displaced, marginalised, or oppressed. The Rohingya crisis offers an opportunity to dive deeper into the complexities of this issue.
The Rohingya, an ethnic minority from Myanmar, have faced decades of persecution, leading to what the United Nations has described as a “textbook example of ethnic cleansing”. Since the peak of violence in 2017, hundreds of thousands have fled to neighbouring Bangladesh, seeking refuge. Whilst this move has provided relative safety, it has also birthed another set of challenges including those regarding education.
A key feature of lifelong learning is the acknowledgment that learning is continuous, adaptable, and not restricted to conventional institutions. It supports skill development that can be useful in various stages and settings throughout one's life. For the Rohingya children, this could mean the acquisition of skills that may be essential for survival now and in future reintegration, either back in Myanmar or in new communities.
Rohingya displacement from Myanmar to Bangladesh
In light of the recent crisis, the Bangladesh government has permitted numerous INGOs and NGOs to offer emergency education in temporary learning centres within refugee camps to the children of the Rohingya community.
As of May 2022, there were approximately 3,400 of these learning centres. A noteworthy characteristic of many of these centres has been their use of the Chittagonian language, which shares significant similarities with the Rohingya dialect. However, this decision was tethered to a broader governmental strategy, which encompassed a prohibition on the teaching of the Bengali language and the national curriculum to Rohingya children - a move which served to hinder their integration and permanent settlement in Bangladesh. This decision not only increased pressure on non-formal and informal educational providers in the camps, but also curtailed the possibility of individuals receiving the formal certification that is often necessary to secure stable, well-paid jobs.
In a promising turn of events in 2020, however, concerted dialogues with the Rohingya populace and the government of Bangladesh paved the way for the sanctioning of formal education programmes within the refugee camps. Spearheaded by UNICEF and its partners, the ‘Myanmar Curriculum Pilot’ promised Rohingya children an education grounded in the national syllabus of their homeland, Myanmar. Although the COVID-19 caused an 18-month hiatus in the operations of all learning centres within the camps, in December 2021 Myanmar Curriculum classes for the middle school grades was launched. This venture exceeded expectations, enrolling over 10,000 children.
Whilst this development was well-received, some commentators have pointed out that those voluntary, community-led schools developed by refugees which were dramatically closed by the Bangladesh government in December 2021 may have been an effective outpost to support the ambitions of those seeking education who have no ambitions to return to Myanmar. Following its initial success, the Myanmar Curriculum Pilot programme expanded its reach and by July 2023, curriculum extension was fully realised, offering Rohingya children of all age groups in the camps the opportunity to engage with formal educational materials from Myanmar.
Educational provision in refugee camps within Bangladesh illustrates the conflicting pressures that its evolution can entail, and the innovative, collaborative arrangements that can and should be bred to facilitate sustained access to learning. All people have a right to learn, grow, and seek better lives for themselves and their families. Providing communities with opportunities for lifelong learning can aid in coping with trauma, fostering resilience, and preparing for an uncertain future. While organisations and refugee-led initiatives do their best to support the education of refugees in these challenging circumstances, it is evident that an inclusive approach involving the co-operation of stakeholders at the local, national, and international level is increasingly needed to ensure the sustainability of educational systems. This case study underscores the importance of acknowledging formal certification while also embracing the value of non-formal learning. It serves as a testament to the critical role of lifelong learning in paving the way for resilient, empowered communities ready to face an evolving landscape.