Education Disruption among Rohingya Children in Bangladesh’s Cox’s Bazar Refugee Camps (2017–2024): A Fragile‑State Perspective
DOI:
https://doi.org/10.32674/np1tme13Keywords:
Rohingya refugees, Education in emergencies, Fragile‑state theory, Non‑formal education, Humanitarian interventionsAbstract
Since 2017, Bangladesh’s Cox’s Bazar district has hosted over one million Rohingya refugees, nearly half of whom are children. Living in highly congested camps and dependent on humanitarian aid, Rohingya children face severe disruptions in learning and long-term human development. This study applies Fragile State Theory as its core analytical lens and conducts a qualitative content analysis of UN reports, NGO assessments, and academic literature published between 2017 and 2024. Findings indicate that while humanitarian agencies have expanded informal learning opportunities, access remains unstable due to host-government restrictions on formal education, chronic funding shortages, and deteriorating security conditions. The analysis shows that state capacity constraints in both Myanmar and Bangladesh reinforce a cycle of educational exclusion, producing a high risk of a “lost generation.” The study concludes with policy recommendations for accreditation pathways, sustainable financing, and stronger refugee participation in education governance.
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