Paper details
| Paper authors | Silvia Diazgranados Ferrans, Mohosin Abedin, Jeffrey Dow, Asraf Haq, Galib Hasan, Ahsan Mahmud, Proma Saha, Htet Thiha Zaw |
| In panel on | Innovations in Education in Emergencies and for Displaced and Disadvantaged Populations |
| Paper presenter(s) will be presenting |
In-Person / |
Abstract
Access to quality and continuous education is a fundamental right for all children, including those affected by conflict and protracted crises. Yet, despite ongoing efforts, significant barriers to access, quality and continuity of education remain. In this paper, we apply a conceptual framework recently developed as part of the Education Research in Conflict and Protracted Crises (ERICC) project to carry out a systematic review of evidence about the status of the education sector in Cox’s Bazar, where education delivery to conflict-affected Rohingya communities remains particularly challenging. Based on an ERICC-informed analysis of 127 studies, we identify critical knowledge gaps in evidence: there is little to no evidence for what works, data on access, quality and continuity of education is lacking, and few provide analysis at policy system level. This is a significant concern since these gaps limit existing evidence’s ability to ensure that the new policy shift to Myanmar curriculum delivers quality education in Cox’s Bazar. The finding’s implications provide national stakeholders, development agencies, and their partners with a comprehensive understanding of the analytical work taking place on the ground.
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