Ensuring Higher Education Access for Rohingya Refugees: Insights from Teachers and Youth Leaders
Executive Summary
This report presents findings from a September 2025 survey of 58 Rohingya teachers and youth leaders in Cox’s Bazar refugee camps. It captures their professional insights, personal experiences, and recommendations on higher education access for Rohingya students.
The Rohingya have faced decades of systemic deprivation in Myanmar, including denial of citizenship and exclusion from universities. Following the 2017 genocidal campaign, over 1.15 million Rohingya fled to Bangladesh, joined by 150,000 new arrivals in 2025, yet access to higher education remains extremely limited.
Key Findings:
- Statelessness & legal barriers: 14 participants reported that lack of citizenship prevents enrollment in universities abroad.
- Financial constraints: 11 teachers highlighted poverty as a barrier.
- Limited recognition of prior learning: Camp-based education certificates are often ignored.
- Digital gaps: 12 participants noted limited internet access and technology.
- Psychosocial challenges: Trauma from displacement affects student motivation and learning.
- Success stories demonstrate potential: some students excel in online programs or receive scholarships, showing that with support, Rohingya youth can succeed academically.
Recommendations:
- Short-term (1–2 years): Expand digital learning hubs, provide scholarships, and establish mentorship programs.
- Long-term (5 years): Create ASEAN Rohingya Higher Education Fellowships, develop recognition frameworks for camp-based learning, and integrate pathways into universities internationally.
This report combines quantitative data, qualitative insights, and direct teacher quotes, providing policymakers, donor agencies, and universities with actionable guidance to ensure that higher education for Rohingya youth becomes a reality, not a dream.
Introduction
The Rohingya community has long faced systemic deprivation in Myanmar, including denial of citizenship, exclusion from formal education, and persecution based on ethnicity and religion. These structural injustices culminated in the 2017 genocidal campaign, which forced hundreds of thousands of Rohingya to flee for survival.
In refugee camps across Bangladesh, primary and secondary education is partially available through humanitarian and community-based initiatives. However, access to higher education remains scarce and largely inaccessible, leaving talented youth without pathways to professional development.
Recognizing the importance of educators’ perspectives, Mr Kaisayr surveyed 58 Rohingya teachers and youth leaders to document the challenges, opportunities, and recommendations for enabling Rohingya students to pursue higher education. Their voices, presented through tables, quotes, and analysis, form a collective call to the world: education for Rohingya youth is a right, not a privilege.
“Education is our only strength to overcome discrimination, displacement, and poverty. No one can take away our knowledge.” — Rofik Alam, Rohingya teacher
Why Higher Education Matters for Rohingya Students
Teachers consistently emphasized that higher education is more than a personal achievement; it is a tool for justice, identity, leadership, and community rebuilding. Their responses revealed several critical themes:
| Response Theme | No. of Participants | Participant Quote |
| Education as a weapon against oppression | 8 | “Passing matriculation is not just a certificate. It is a weapon to fight injustice and oppression.” — Abdur Rahman |
| Education provides dignity, identity & voice | 11 | “Each step in learning strengthens our collective identity and dignity. Never stop dreaming.” — Anowar Sadek |
| Education builds leadership & community capacity | 6 | “Without leaders with knowledge, our community cannot rebuild or advocate for itself.” — Rohingya Teachers |
| Education ensures equal opportunities | 9 | “We must be given the same chances as other communities to advance academically.” — Rohingya Teachers |
| Prevents generational loss of potential | 7 | “Without higher education, our future generations are at risk of hopelessness.” — Rohingya Teachers |
Teachers’ Message:
Education is the Rohingya community’s greatest weapon against oppression. Supporting Rohingya students with scholarships, recognition, and access to learning is not only a moral duty—it is an investment in peace, justice, and regional development.
Steps Rohingya Students Must Take
Teachers highlighted the importance of discipline, self-motivation, and proactive learning for students navigating restricted educational opportunities. Key recommendations included:
| Response Theme | No. of Participants | Participant Quote |
| Stay disciplined, focused, and patient | 12 | “They should stay focused on study very much. Do not lose hope due to difficulties.” — Anowar Shah |
| Use online courses, scholarships, and self-learning | 10 | “Curiosity, dedication, consistency, discipline, and vision are essential for success.” — Anowar Shah 2 |
| Learn English, Burmese, and other global languages | 9 | “Practice regular study, improve language skills, and read beyond textbooks.” — Yaser Arafat |
| Set clear career goals (teacher, doctor, leader) | 7 | “Set a clear goal — whether teacher, doctor, researcher, or leader — and remain committed despite restrictions.” — Abdur Rahman |
| Support peers through mentoring and learning circles | 5 | “We must help each other grow through peer study and mentorship.” — Rohingya Teachers |
Teachers’ Message:
Rohingya youth must adopt disciplined study habits, leverage online and alternative learning methods, and set long-term goals. The international community can support these efforts by providing mentorship, scholarships, and digital access.
How Teachers and Youth Leaders Can Support Students
Teachers act as mentors, motivators, and advocates, often using limited resources to sustain education in camps. Survey findings highlighted several strategies:
| Response Theme | No. of Participants | Participant Quote |
| Motivate students and share personal struggles | 13 | “I can help them by sharing my experiences and motivating them to continue despite difficulties.” — Anowar Shah |
| Build study groups, peer learning, and support circles | 8 | “We create small learning circles to help students learn collaboratively.” — Teacher Anonymous |
| Guide students toward scholarships and opportunities | 10 | “As a teacher, I guide students in time management, scholarships, and online resources.” — Anowar Mustafa |
| Raise awareness internationally about educational needs | 9 | “I try to highlight our struggles to the world so more opportunities can reach our community.” — Kefayat Ullah |
| Teach within camps to sustain knowledge | 6 | “I teach regularly in informal classrooms to ensure learning continues.” — Teacher Anonymous |
Teachers’ Message:
Rohingya teachers’ dedication must be supported through stipends, training, and recognition. With international backing, these grassroots efforts can be transformed into sustainable community-led education models.
Barriers to Higher Education
Survey participants identified structural, systemic, and logistical barriers that prevent Rohingya youth from accessing higher education.
| Barrier | No. of Participants | Participant Quote |
| Displacement, statelessness, lack of citizenship | 14 | “Except education we have nothing in the camps like properties or yards. Education is our only inheritance.” — Anowar Sadek |
| Poverty and lack of financial support | 11 | “Life in camps limits us, but with patience and hard work, we can still overcome barriers.” — Khair Hossain |
| Non-recognition of camp certificates | 9 | “Without recognition of certificates, many students lose hope. The world must accept our learning.” — Anayet Ullah |
| Limited access to technology and internet | 12 | “Without internet and laptops, online courses are out of reach.” — Teacher Anonymous |
| Restrictions in host countries | 8 | “Restrictions in host countries make us feel stateless again and again.” — Mohammed Foisal |
Teachers’ Message:
Statelessness, financial constraints, unrecognized certificates, and restrictive host policies are the greatest barriers. Global universities and ASEAN countries must adopt flexible admission policies, invest in digital infrastructure, and create pathways for stateless students.
Teachers’ Motivational Messages
Despite immense challenges, teachers consistently expressed hope and encouragement for their students:
- “Keep moving forward, never demotivated. One day Allah will open doors for you.” — Asem
- “Never think that our struggle is small. Every effort is a step toward freedom.” — Abdur Rahman
- “Passing matriculation is not the end; it is the beginning of a bigger journey.” — Anowar Shah Sajed
- “Education is the only weapon no one can take away from you.” — Hasmot Ullah
- “Believe in yourself, because education is your right and your voice.” — Abdul Amin
These motivational messages demonstrate the resilience and hope that underpin the Rohingya community’s pursuit of knowledge.
Comparative Perspective
Other refugee communities demonstrate the potential of targeted interventions:
- Palestinians: UNRWA scholarships and university access programs help youth continue tertiary education abroad.
- Syrians: Online degree programs and temporary admissions in Jordan and Turkey have facilitated continued learning.
- Afghans: Partnerships between NGOs and universities have enabled blended online-in-person learning models.
Lesson: ASEAN and international actors can replicate hybrid programs, scholarships, and recognition frameworks to integrate Rohingya students into higher education.
Policy Recommendations: What ASEAN and the World Must Do
Short-Term (1–2 Years)
- Establish digital learning hubs in refugee camps.
- Provide scholarships for top-performing students for online or cross-border universities.
- Integrate psychosocial support programs to enhance motivation.
- Introduce accelerated language courses (English, Burmese, global languages).
Long-Term (5 Years)
- Create an ASEAN Rohingya Higher Education Fellowship.
- Develop frameworks to recognize camp-based and informal learning credentials internationally.
- Reserve university seats for Rohingya students.
- Advocate for legal pathways to provide stateless students with identification documents.
Teachers’ Message:
Scholarships, digital access, and policy reform are essential. By investing in Rohingya students, ASEAN and international partners invest in peace, development, and the rebuilding of Arakan’s future.
Conclusion
The survey of 58 Rohingya teachers’ highlights and demonstrates both the crisis of exclusion and the resilience of hope. Rohingya students face profound barriers, displacement, poverty, unrecognized education, limited digital access, and restrictive policies—but their determination remains extraordinary.
Education is more than learning—it is dignity, leadership, survival, and justice. Teachers’ voices call for urgent global action: scholarships, digital infrastructure, recognition of learning, policy reform, and teacher empowerment.
“Our dreams are achievable with dedication, hard work, and effective planning. Education is the path to independence, the ability to help our community, and a brighter future for everyone.” — Anowar Mustafa
By acting decisively, ASEAN nations, donor agencies, and universities can ensure that Rohingya youth are not left behind. Higher education must become a bridge to opportunity, peace, and empowerment, rather than a barrier to their potential.
About Author
Mr Kaisayr Husein, both his Ph.D. in Education and International Relations and MA in Political Science and Public Administration research focused on the Rohingya identity, refugee crises, migration, legal rights, and citizenship issues. His research explores the longtime process of democracy development in Myanmar, conflict analysis, genocide studies, ethnic minority rights, religious discrimination, statelessness, and forced displacement, with particular case studies on the Rohingya crises in Bangladesh, India, Nepal, Pakistan, Sri Lanka, Thailand, Malaysia and Indonesia. Mr Kaisayr’s academic contributions extend to international refugee law (IRL), migration policy, legal status, and the historical context of Arakan.
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This is a very important report for the Rohingya community, as it helps draw attention from the international community. Rohingya youths are severely deprived of higher education opportunities. Thanks for Rohingya academic Research institute for upholding the struggle of the Rohingya refugees. I respectfully request the global community to provide higher education opportunities for the Rohingya it’s mandatory to give them chance. They have been persecuted by the Burmese Military and the Arakan Army (AA), forcing them to flee to Bangladesh, If education is denied their future will become risky. Please, please give them chance. Open your eyes to their suffering. They are human beings, and every human deserves equal rights, including education, dignity, and the opportunity to build a better future.
This report is very important for the Rohingya community because it brings the attention of the world to our struggles. For many years, Rohingya youths have not had the chance to study in higher education. This has closed many doors for their future. I thank the Rohingya Academic Research Institute for keeping our voices alive and speaking about our struggles. Education is not a gift, it is a basic right for every human being. I kindly request the global community to give Rohingya youths the chance to study and build a better life.
The Rohingya people have suffered greatly under the Burmese Military and the Arakan Army (AA), which forced many to flee to Bangladesh. If our youths are denied education, their future will remain hopeless and full of risk. Please, open your eyes to their suffering. Rohingya are also human beings, and like everyone else, they deserve equal rights, respect, and the chance to grow. The world should not waste the talents and dreams of a whole generation—please give Rohingya youths the chance they need for a brighter future.
Great, this is an important and authentic report for the Rohingya students because I hope that it will bring the global attention towards the hardship of Rohingya students where they have been facing different kinds of challenges in pursuing formal and higher education inside the refugee camp. I sincere gratitude and appreciation goes to Rohingya Academic Research Institute (RAR-Institute) for rising the voice of voiceless people in front of the international community.