Educational crisis of Rohingya refugee children in Bangladesh: Access, obstacles, and prospects to formal and non-formal education

Does the education system matter? Exploring in-depth joint school attendance, hazardous and non-hazardous activities in artisanal and small-scale mining in the Democratic Republic of the Congo

“…When we analyse the weakness of the education system through the absence of schools, we find that such a system can encourage children to work instead of studying. Hossain [ 20 ] points out that if an education system lacks clear plans and a structured curriculum, may hinder the development of children's skills and competencies in the refugee in Bangladesh context. It is important to note that families involved in mining activities reside in remote areas.…”

“…This can also harm children's education. As noted by Hossain [ 20 ], the lack of competent teachers leads to poor learning outcomes. Njieassam [ 18 ] adds that the failure of the education system is one of the generally ignored causes of child labour in ASM sites.…”

“…Another perspective argues that child labour is seen as a form of socialisation rather than purely a means for financial gain in Africa [ 8 , 9 ]. ▣Orazem et al [ 20 ] shows for example that living in refugee camps is an element that deprives children of an adequate education.…”

Spotlight on EdTech: Bangladesh

“…28 Sixteen percent of children aged 3-14 and 81 % of adolescents aged 15-24 have no access to education in the refugee camps. 29 As noted by John Littleton from the selected innovation 'Connection Beyond the Camps: Digital Education for Rohingya Refugee Children' (see page 48 for further details), one of the biggest challenges is understanding what skills they should be teaching to Rohingya children, as their futures are currently unknown.…”