Enrolling the Non-Formal Education (Myanmar Curriculum) for Rohingya New Learners

Project Title: Enrolling the Non-Formal Education (Myanmar Curriculum) for Rohingya New Learners Project

Implemented By: Young Power in Social Action (YPSA)

Supported By: Norwegian Refugee Council (NRC)

Project Duration: 1st January 2026 to 31st December 2026

Introduction

The project titled “Enrolling the Non-Formal Education (Myanmar Curriculum) for Rohingya New Learners” aims to provide structured, inclusive, and quality education alongside psychosocial support to 750 Rohingya adolescents aged 11–15 years across Camps 3, 4, 9, 10, and 13 in Ukhiya, Cox’s Bazar.

During the reporting period (January–March 2026), the project primarily focused on foundational and start-up activities. These included project orientation and inception, establishment of Community-Based Learning Facilities (CBLFs), recruitment and training of Rohingya mentor teachers and Host community teaching voluntters, enrolment of learners, distribution of learning materials, initiation of Better Learning Programme (BLP) sessions and Myanmar Curriculum classes, and community social engagement activities. Coordination with NRC, Camp-in-Charge (CiC), and other stakeholders remained a key component throughout implementation.

Despite several operational challenges such as limited availability of Grade 6-ready learners and a shortage of female Rohingya teachers the project made significant progress and successfully established a strong operational base for the remaining implementation period.

Methodology

The project adopts a learner-centered, inclusive, and community-based Education in Emergency (EiE) approach, ensuring both academic learning and psychosocial wellbeing of Rohingya adolescents.

The implementation focuses on structured, curriculum-based education combined with protective and participatory learning environments. The key components include:

  • Myanmar Curriculum (Grade 6):

Structured formal learning sessions are conducted using the Myanmar Curriculum, adapted for emergency contexts. Subjects are delivered through routine-based classes in Community-Based Learning Facilities (CBLFs) to ensure continuity and progression in education.

  • Psychosocial Support (PSS):

Integrated classroom-based psychosocial support helps learners cope with stress, trauma, and displacement. Activities promote emotional wellbeing, concentration, and positive behavior.

  • Better Learning Environment:

Safe and child-friendly learning spaces are established and maintained to encourage participation, inclusiveness, and protection.

  • Teacher and Mentor Support:

Host community teachers, Rohingya mentor teachers, and master trainers are engaged and trained on child-centered methodologies, inclusive education, classroom management, and safeguarding practices. Continuous mentoring and supervision ensure quality teaching.

  • Learning Materials Distribution:

All learners receive textbooks, workbooks, and learning kits aligned with the Myanmar Curriculum to ensure equitable access to education.

  • Community Engagement:

Regular meetings and consultations with parents, Majhis, and community leaders are conducted to promote enrollment, attendance, and community ownership. Feedback mechanisms are also established to ensure accountability.

  • Safe and Inclusive Programming

The project applies a do-no-harm approach to ensure safe, inclusive, and equitable access to education for all learners. Special focus is given to girls, learners with disabilities, and vulnerable adolescents through inclusive teaching practices and targeted support.

Learning takes place in safe and child-friendly CBLFs, with safeguarding measures and feedback mechanisms in place. Staff are trained on child protection, PSEA, and referral pathways, ensuring appropriate response to risks.

Transparent selection criteria and an accessible Complaints and Feedback Response Mechanism (CFRM) ensure fairness, accountability, and community trust.

  • Monitoring and Evaluation Including Accountability

The project follows a structured MEAL system aligned with YPSA and NRC standards. Regular monitoring through field visits and standard tools ensures quality implementation and tracks progress.

Data is collected and analyzed to support inclusive and evidence-based decision-making. Coordination meetings and periodic reports ensure transparency and adaptive management.

A functional CFRM enables safe feedback from beneficiaries, while post-distribution monitoring (PDM) assesses the effectiveness of support. The system ensures accountability, learning, and continuous improvement.

Achievements

The project has made significant progress in strengthening access to education and improving learning environments for Rohingya adolescents.

  • A total of 750 Rohingya adolescents have been targeted for enrollment in Myanmar Curriculum Grade 6 across Camps 3, 4, 9, 10, and 13.
  • Community-Based Learning Facilities (CBLFs) have been established and operationalized to provide safe and structured learning environments.
  • Learners are receiving regular curriculum-based education, improving their literacy, numeracy, and subject-based knowledge.
  • Integration of psychosocial support through Better Learning Program (BLP) within learning sessions has contributed to improved emotional wellbeing, participation, and learning readiness.
  • Teachers and mentors have been trained and supported through continuous coaching, enhancing teaching quality and learner engagement.
  • Learning materials and resources have been distributed among learners, ensuring equitable access to essential educational tools.
  • Active community engagement has increased awareness, strengthened participation, and improved attendance among learners.
  • Strong coordination between YPSA and NRC has ensured effective implementation, technical support, and adaptive program management.

Strengths

The project demonstrates several strengths that contribute to its effectiveness and sustainability:

  • The integration of formal Myanmar Curriculum education with psychosocial support ensures a holistic approach addressing both learning and wellbeing needs of adolescents.
  • Strong collaboration between YPSA and NRC provides technical expertise, financial support, and ensures adherence to humanitarian and EiE standards.
  • The involvement of Rohingya mentor teachers enhances cultural relevance, communication, and learner comfort, improving participation and engagement.
  • Community participation, including parents and Majhis, has strengthened ownership, increased enrollment, and improved regular attendance.
  • The project emphasizes inclusive and gender-sensitive approaches, ensuring participation of girls, learners with disabilities, and other vulnerable groups.
  • Established operational presence and experience of YPSA in Cox’s Bazar provide a strong foundation for effective implementation.

Challenges

Despite notable progress, several challenges have affected implementation:

  • Limited availability of Grade 6-ready learners due to disrupted educational backgrounds among newly arrived adolescents.
  • Shortage of qualified female teachers, which affects participation and retention of adolescent girls.
  • Accessibility issues and distance of learning facilities sometimes impact regular attendance.
  • Movement restrictions and logistical constraints within camps occasionally disrupt learning schedules.
  • Limited availability of trained human resources affects the intensity of monitoring, mentoring, and support.
  • Inadequate learning spaces and infrastructure continue to pose challenges in maintaining consistent and quality learning environments.

Way Forward

To address the challenges and strengthen implementation, the following strategic actions are planned:

  • Strengthen community-based enrollment drives with support from Majhis, CiC offices, and community leaders.
  • Prioritize recruitment and retention of female teachers to promote gender-inclusive education.
  • Provide refresher trainings and continuous mentoring for teachers and mentors to improve teaching quality.
  • Enhance community engagement, particularly with parents and caregivers, to improve attendance and retention.
  • Improve accessibility by ensuring well-located and safe learning facilities closer to learners.
  • Strengthen coordination with NRC and relevant stakeholders for policy alignment and operational support.
  • Continue regular monitoring, supervision, and adaptive management to ensure quality implementation.
  • Ensure timely distribution and effective utilization of learning materials and resources.

The “Enrolling the Non-Formal Education (Myanmar Curriculum) for Rohingya New Learners” project reflects YPSA’s continued commitment to ensuring that Rohingya adolescents have access to quality education, psychosocial support, and a pathway for future learning. By integrating education, protection, and community engagement, the project contributes to restoring hope, resilience, and stability among displaced adolescents in Cox’s Bazar.