Rohingyas as ‘FDMNs’ in Bangladesh: Implications for their Right to Education

The Rohingya crisis, rooted in decades of systemic discrimination and persecution in Myanmar, has led to successive waves of displacement, most notably the massive influx into Bangladesh beginning in August 2017. Currently, over a million Rohingya refugees reside in Bangladesh, primarily in sprawling camps in Cox’s Bazar. Crucially, Bangladesh does not officially recognize them as ‘refugees’ under the 1951 Refugee Convention. Instead, they are categorized as ‘Forcibly Displaced Myanmar Nationals’ (FDMNs). This designation, while reflecting the factual basis of their displacement, has significant implications for their rights, including their access to education.

Historical Context and the FDMN Designation

The Rohingya have a long history in Rakhine State, Myanmar, but have been systematically denied citizenship and fundamental rights. Waves of violence, particularly in 1978, 1992, and 2017, forced hundreds of thousands to flee to Bangladesh. The 2017 exodus, triggered by the Myanmar military’s ‘clearance operations’ (widely documented as atrocities by the UN Human Rights Office and others), led to the current humanitarian crisis.

Bangladesh's decision to categorize them as FDMNs stems from a desire to maintain diplomatic pressure on Myanmar for their repatriation and to avoid the long-term responsibilities associated with refugee status under international law. While understandable from a political perspective, this designation limits access to certain protections and rights typically afforded to refugees, including formalized education pathways.

Current Educational Landscape for Rohingya FDMNs

Prior to 2017, limited informal education initiatives existed within the Rohingya camps. However, the massive influx overwhelmed these systems. Currently, education for Rohingya FDMNs in Bangladesh is largely provided by NGOs and international organizations, operating outside the formal national education system. UNICEF, Save the Children, BRAC, and others play a crucial role in establishing learning centers and providing educational materials.

The education provided ranges from early childhood development programs to basic literacy and numeracy skills, and some limited secondary level learning. However, several significant challenges persist. These include overcrowding in learning centers, a shortage of qualified teachers (often volunteers), limited learning materials, and a lack of recognized certification for the education received. A significant concern is the language barrier, as the curriculum is typically in Bengali or English, requiring translation efforts. The lack of formal accreditation hinders the future educational and employment prospects of Rohingya children.

Legal Frameworks and Rights Considerations

Bangladesh is a signatory to several international human rights treaties that guarantee the right to education, including the International Covenant on Economic, Social and Cultural Rights (ICESCR). Article 26 of the Universal Declaration of Human Rights also affirms this right. However, these rights are not always fully applied to the Rohingya FDMN population, given their non-refugee status.

The National Education Policy of Bangladesh does not explicitly address the educational needs of FDMNs. While Bangladesh has demonstrated commendable humanitarian assistance, the lack of legal clarity regarding their access to the formal education system creates significant obstacles. Furthermore, the restrictions on freedom of movement within the camps limit access to existing educational opportunities. The concept of ‘non-refoulement’—the principle of not returning individuals to a country where they face persecution—is relevant, though its application to education remains complex.

NGO Interventions and Best Practices

NGOs are implementing innovative approaches to overcome the educational challenges. These include:

• Accelerated Learning Programs: Designed to help children quickly catch up on lost learning.
• Teacher Training: Providing professional development opportunities for Rohingya teachers and volunteers.
• Multilingual Education: Utilizing Rohingya language alongside Bengali and English to facilitate learning.
• Digital Learning: Leveraging technology to expand access to educational resources.
• Life Skills Training: Equipping students with essential skills for daily life and future livelihoods.

BRAC, for example, has implemented a large-scale education program focusing on holistic child development. UNICEF provides support for teacher training and curriculum development. These initiatives demonstrate the potential for effective educational interventions, but require sustained funding and coordination.

Risks and Opportunities

Risks: The lack of formal education can lead to a ‘lost generation’ of Rohingya children, vulnerable to exploitation and radicalization. Continued restrictions on access to education exacerbate existing inequalities and hinder their long-term prospects. Funding shortages and political instability can disrupt ongoing educational programs.

Opportunities: Integrating Rohingya children into the formal education system, even on a temporary basis, can provide them with valuable skills and knowledge. Investing in teacher training and curriculum development can improve the quality of education. Utilizing technology can expand access to educational resources and bridge the learning gap. Increased international support and coordination can strengthen educational programs. Recognizing prior learning and offering accredited certificates will significantly benefit their future opportunities.

Next Steps and Recommendations

To improve access to education for Rohingya FDMNs, the following steps are crucial:

• Legal Clarity: Bangladesh should consider providing legal recognition to Rohingya children for the purpose of accessing education, even if it does not grant full refugee status.
• Integration into National System: Explore opportunities to integrate Rohingya children into the national education system, with appropriate safeguards and resource allocation.
• Increased Funding: Secure sustained funding from international donors to support educational programs.
• Teacher Training: Invest in comprehensive teacher training programs.
• Curriculum Development: Develop culturally relevant and linguistically appropriate curriculum.
• Accreditation of Learning: Establish a system for recognizing and accrediting learning achieved within the camps.

Addressing the educational needs of Rohingya FDMNs is not only a humanitarian imperative but also a crucial step towards fostering long-term stability and development in the region.