The Role of ‘Home School’ in Improving Sustainability for Rohingya Refugees in Bangladesh
Abstract
:1. Introduction
2. Literature Review
2.1. Education and Sustainability for Refugee Communities
Furthermore, we note with serious concern that, today, a large proportion of the world’s out-of-school population lives in conflict-affected areas, and that crises, violence and attacks on education institutions, natural disasters and pandemics continue to disrupt education and development globally. We commit to developing more inclusive, responsive and resilient education systems to meet the needs of children, youth and adults in these contexts, including internally displaced persons and refugees. We highlight the need for education to be delivered in safe, supportive and secure learning environments free from violence. We recommend a sufficient crisis response, from emergency response through to recovery and rebuilding; better coordinated national, regional and global responses; and capacity development for comprehensive risk reduction and mitigation to ensure that education is maintained during situations of conflict, emergency, post-conflict, and early recovery[14].
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations[14].
2.2. An Overview of Rohingyas in Bangladesh
2.3. The Scenario of Education for Rohingya Refugees in Bangladesh: Pre and after COVID-19
2.4. Home School for Rohingya Refugees
3. Literature Gap
3.1. Education for Rohingya
3.2. Refugee Education during COVID-19
- To what extent and how has online education during the COVID-19 pandemic promoted the sustainability of Rohingya refugees in Bangladesh?
- What were the challenges that obstructed education online for ensuring the sustainability of Rohingya refugees in Bangladesh?
4. Materials and Methods
4.1. Participants
4.2. Instruments and Data Collection
4.3. Data Analysis
4.4. Ethical Considerations
5. Results
5.1. Positive Aspects of Home School in Ensuring Sustainability
5.1.1. Ensuring Safe and Secure Learning Environments
Prior to COVID-19, we set up some specific standards for the learning centres according to the guidelines of INEE which are safe, secure and joyful for children. For instance, we kept at least 40 per cent of space for recreation for the Rohingya refugee children. After COVID-19, however, this situation changed as we had to close all learning centres immediately. When we launched the home education programme through online, our teachers worked hard to ensure a joyful class for them. Before the class, our community mobilisers also worked to ensure keeping the learning centre safe and secure for children (Participant, Head of BRAC Education, Cox’s Bazar).
At this moment, around 65,000 Rohingya refugee children get learning support through home school activities. During these activities, we tried to encourage them to use masks, hand sanitizer and maintain social distancing at home and school. In addition, our community mobilisers are also helping us with these activities. In this way, we are trying to ensure safe and secure learning activities for them (Participant, Teacher of Home Education).
We are really happy for home learning activities during COVID-19. During the first days of the pandemic, we were unsure what to do as we could not go outside, but our teachers and community mobilisers created the scope to attend learning online Our teachers always encourage us to use masks and sanitiser, and we feel safe and enjoy learning during online classes (Participant, Rohingya boy, Balukhali Camp 2).
5.1.2. Recovering Trauma and Fear of Violence
Before the COVID-19 pandemic, I enjoyed a lot in the learning centre. I actively participated in dancing, singing, painting, and reciting rhymes and poems, which helped me recovering from my traumatic situation. This is because at the time of migrating (forced) to Bangladesh, I was seven years old, and I witnessed the brutal violence of Myanmar forces. When I came to Bangladesh, I could not forget this scene of torture for the first couple of months. However, I got a relief from this situation once I was admitted to the emergency education learning process provided by BRAC. During this COVID-19, the home school also continues some activities that help Rohingya children to improve their mental condition to recover from trauma and fear of violence (participant, Rohingya boy, age 14, Balukhali Camp 2).
I have my brothers and sisters to play at home, but sometimes I am bored staying at home. Our learning centre always gives me happiness, and the classroom has more fun with our teachers. This helps me forget the violence that I saw in Myanmar (participant, Rohingya refugee girl, age 14, Balukhali Camp 2).
We are continuously working to help children to be free from all kinds of fear and trauma they faced. Fear and trauma are something that could not be removed from a direct discussion, rather, we introduced joyful learning so that students could understand that they are living in a good place where such problems will not arise again. Besides, by attending these learning activities, students can divert their minds from fear to joy (participant, teacher of home education).
5.1.3. Ensuring the Equal Participation of Boys and Girls
When we started the home school learning in the camp, we observed that more boys joined mobile learning in LCs. Initially, parents did not want to send their girls to LCs. Thus, we have motivated them continuously to allow their daughters to attend the home school. Now, the proportion of boys and girls in the home school is the same (participant, Education Manager, BRAC Home School).
Before COVID-19, we ensured an equal participation of boys and girls in learning centres. Girls’ education is necessary to ensure the sustainability of refugee communities. This is also strongly related to SDG 4. Thus, we have given maximum effort to ensure an equal participation of boys and girls in the home school (Participant, Head of BRAC Refugee Education, Cox’s Bazar).
I was not feeling good, as LCs remained closed for a long time. I did not have any work to do at home. I would always miss going to class and studying together with our teachers. Sometimes, I would read books by myself. However, I am very happy now as I can go to home school regularly. I can talk to my teachers and friends and read my favourite books. I found more fun at home school instead of staying at home (participant, Rohingya refugee boy, age 14, Balukhali Camp 2).
It was boring to stay at home during COVID-19. We could not visit each other due to COVID-19 restriction imposed by the Bangladesh government. Even we do not have any scope to go to the learning centre. Our teachers explained that COVID-19 could be easily transferred from one to another. However, the home school has given us a new life. Our teachers have given us information on awareness and preventive messages about COVID-19. We can also meet some friends maintaining social distance at learning centres. I believe that home school has offered me a better life in the camp during COVID-19 (participant, Rohingya refugee girl, age 13, Balukhali Camp 2).
5.2. Challenges of Home School in Ensuring Sustainability
5.2.1. Lack of Provision for Formal School
During COVID-19, we tried to continue the educational activities online. We believe that COVID-19 would negatively affect Rohingya children’s minds if we could not offer education. Now they can come to learning centres and interact with their friends and teachers in the home school. However, sometimes, Rohingya refugee children do not want to go to the home school. This is because their parents do not encourage them to continue studying due to a lack of formal recognition of the study. Their parents think that education without formal recognition is meaningless. I observed this mentality during emergency education, which persists now (participant, Head of BRAC Education, Balukhali Camp 2).
In my view, without formal education for Rohingya refugees, ensuring a sustainable livelihood for them is not easy. We are trying to keep calm and quiet Rohingya refugee children during the learning session. This learning session helps to reduce the trauma of COVID-19 and the fear of violence they saw in Myanmar. But, we are unable to provide them with formal recognition. Thus, sometimes, it becomes hard for us to bring more groups to the learning activities (participant, Rohingya teacher 1, Home School, Balukhali Camp 2).
5.2.2. Offering Limited Subjects
We tried to provide adequate learning opportunities to the refugee children as we did before COVID-19; however, we had to limit these activities due to some problems. During COVID-10, we provided only Math and English-related learning activities through home school, which is insufficient to offer an inclusive education (Education Provider 2, BRAC, Cox’s Bazar).
During COVID-19, I learned Math and English through home school; however, these learning activities were not attractive to me as we performed activities in the learning centres. In the centre, I did so many activities by hand, which was enjoyable to me, but I did not enjoy the home school and online learning as I did not have the chance to do activities in person. The online sessions are monotonous to me (Rohingya refugee child 1).
Children are not attentive to the online session. I observed they were busy with other activities instead of listening to me. I tried to make the online session enjoyable, but sometimes I failed. Some students did not respond to my questions, and thus, online activities were occasionally unsuccessful (Participant, Rohingya teacher 2, Home School, Balukhali Camp 2).
5.2.3. Limited Duration of Lessons
Before starting the class, our community mobilisers and teachers communicate with parents and make them understand what will be taught in the learning centres. They prepare their child according to our directions. However, the issue the parents and children raised is the limited duration of home school in the learning centres. We had many students in the learning centres before COVID-19. Due to the risk of spreading COVID-19, it is not easy to accommodate more students in home school learning. Thus, each student group needs to stay at home six days a week. Managing home school learning for each group of students for more days would help them develop their mental strength (participant, Education manager, BRAC, Home School).
I am happy to attend home school once a week during COVID-19. However, I can only enjoy going to home school for 20 min per week. I have to stay home when I feel bored the rest of the day. I understand that the authority of the home school has some limitations and restrictions in running this programme during the current situation. Yet, I urge you to extend the class time during COVID-19 (participant, Rohingya refugee boy, Age 13, Balukhali Camp 2).
5.2.4. Lack of Community Mobilisers
We faced several challenges in arranging online education in the refugee camp. We tried to maintain smooth communication with the refugee children and appointed some educated people from the camp. Before COVID-19, we found many Rohingya people to work with us, but we faced difficulty managing such people during this pandemic. According to our estimation, we need at least 100 community mobilisers, but we found only 40. As a result, we could not maintain the planned activities sometimes (participant, Head of BRAC Education, Home School)
It is important to communicate with the students properly, particularly during giving instructions. I feel it would be better for me if I got more help from the Rohingya-educated people. Sometimes, it is difficult for me to minimise this language barrier (participant, teacher of Home School, Balukhali Camp 2)
5.2.5. Weak Mobile Network and Call Drop
A mobile network is not always available throughout the camp. To organise students, our teachers contact parents through community mobilisers using the mobile phone. Sometimes, it is tough to talk to parents as they face mobile call drops. Moreover, teachers also face call drop issues during online lectures. Thus, the home school learning hampers sometimes due to a lack of a strong mobile network (participant, Education Manager, BRAC, Balukhali Camp 2).
Sometimes, our teachers cannot start our online class on time. We also experienced a call drop during the class period. I understand that our teachers are not responsible for this issue. I appreciate our teachers’ effort that they have given us to make the session lively and joyful (participant, Rohingya boy, age 14, Balukhali Camp 2).
6. Discussion
7. Conclusions
- Promoting a safe and secure learning environment for refugee children [21];
- Supporting refugee children to recover from trauma and fear of violence [14];
- Ensuring equal participation of boys and girls [14].
- A lack of formal schooling [51];
- Studying limited subjects and limited contact hours [51];
- A lack of community mobilisers [59];
- Problems in smooth communication due to mobile phone network problems [5].
8. Research Implications, Study Limitations and Further Need for Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Interview Questionnaire for Rohingya Refugee Boys and Girls in the Refugee Camp in Cox’s Bazar (Semi-Structured Interviews)
Background Information |
Name: |
Father’s name: |
Mother’s name: |
Date of birth: |
Country of birth: |
Camp’s name: |
Length of stay in the camp: |
Learning centre: |
Religion: |
List of Questions |
|
Appendix B. Interview Questionnaire for teachers in the Refugee Camp in Cox’s Bazar (Key Informant Interviews)
Background Information |
Name: |
Country: |
Address: |
Contact details: |
Date of birth: |
Camp’s name: |
Level of education: |
Name of organisation: |
List of Questions |
|
Appendix C. Interview Questionnaire for Education Providers (BRAC) in the Refugee Camp in Cox’s Bazar (Key Informant Interviews)
Background Information |
Name: |
Country: |
Address: |
Contact details: |
Date of birth: |
Camp’s name: |
Level of education: |
Name of organisation: |
List of Questions |
|
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Prodip, M.A.; Roy, G. The Role of ‘Home School’ in Improving Sustainability for Rohingya Refugees in Bangladesh. Sustainability 2023, 15, 11860. https://doi.org/10.3390/su151511860
Prodip MA, Roy G. The Role of ‘Home School’ in Improving Sustainability for Rohingya Refugees in Bangladesh. Sustainability. 2023; 15(15):11860. https://doi.org/10.3390/su151511860
Chicago/Turabian StyleProdip, Mahbub Alam, and Goutam Roy. 2023. "The Role of ‘Home School’ in Improving Sustainability for Rohingya Refugees in Bangladesh" Sustainability 15, no. 15: 11860. https://doi.org/10.3390/su151511860
APA StyleProdip, M. A., & Roy, G. (2023). The Role of ‘Home School’ in Improving Sustainability for Rohingya Refugees in Bangladesh. Sustainability, 15(15), 11860. https://doi.org/10.3390/su151511860