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Education programming for refugee women & girls: Findings from a needs assessment study
With 1 billion students and youth across the globe affected by school and university closures, there is increasing debate around ongoing disruption in education. Many perceive this as a wake-up call to develop and adopt alternative education modalities such as interactive audio instruction through television, radio, and mobile phones.
These discussions and possible shifts, to a certain extent, can illuminate new paths forward for improved educational programming, but it can also exacerbate existing inequalities, particularly for women and girls.
In the Rohingya refugee camps in Cox’s Bazar, where women and girls comprise 52% of the population, access to education has not been easy, given the conservative gender norms restricting their movement and access to information. For many, education remains a distant dream and an aspiration that might not happen, even if we are to provide access to devices and digital platforms devices and digital platforms.
Also Read This: Bangladesh claims COVID-19 outbreak contained in Rohingya camps
Access to education is hindered further by the fact that humanitarian response in Cox’s Bazar mainly prioritizes education for children and youth up to the age of 24. For organizations like UN Women, who are trying to develop women’s leadership, achieve gender equality, reduce gender-based violence, and foster women’s empowerment, educational programming for women and girls has become indispensable.
In trying to understand the most appropriate way to meet Rohingya women and girls’ educational needs and develop ways forward, UN Women and Dan Church Aid (DCA) undertook a Needs Assessment study recently.
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