Words by BZ Alom Bin Nur . Edited by Ahtaram Shin. Photo-essay curated by Ahtaram Shin and Ro BM Hairu

Photo by Sahat Zia Hero
Rohingya youth find themselves ensnared in an educational deadlock, their academic journey often halting at the secondary level within the confines of the camps. The aspiration for higher learning—a dream for many—remains elusive, barred by stringent restrictions that tether them to a cycle of unfulfilled potential.
The narrative of the Rohingya in Myanmar is a harrowing chronicle of systemic oppression, a saga that has seen over a million souls seeking refuge in Bangladesh. This exodus, driven by a campaign of persecution that verges on genocidal, has not spared the younger generation. Rohingya youths, in particular, confront a myriad of obstacles: educational limitations, career blockades, financial exploitation, and military brutality.
A pivotal moment in their educational disenfranchisement occurred circa 2000 when the Myanmar government systematically replaced Rohingya educators with those of Barma and Rakhine ethnicity. This switch introduced a formidable language barrier, as instruction was predominantly in Burmese. In response, educated Rohingya youths stepped into the breach, serving as guest teachers in their communities.
One such youth, Shammia, graduated with the major of mathematic from Sittwe University. Despite his qualifications, she was denied opportunities in government schools or the army. Instead, she taught in a private center in his village and volunteered in school.
"I had a dream to be an engineer but I did not pursue it due to the restrictions on education in Myanmar or to go abroad. Then I taught voluntarily in our village school in Taungphyo and in private centre," Shammia said.
Shammia and his contemporary, Md Ismail, shed light on the systemic inequities that mar their educational journey. Despite their qualifications, Rohingya teachers faced discrimination and limited career advancement, particularly within the humanitarian sector.
Both Shammia and Ismail emphasized the unequal treatment they faced compared to Rakhine students, both in Myanmar and in refugee camps. Despite their qualifications and experience, Rohingya teachers often received unfair treatment and no promotion in humanitarian agencies.
"I couldn't not learn effectively from Rakhine teachers in Myanmar. So, I learned from our Rohingya teachers in our village private centre. After fleeing here, I couldn't study further higher education and had to work as a volunteer in NGOs." Md Shaker, a 9th grade student said.
The path to education for most Rohingya children halts abruptly post-primary or middle school, hindered by sparse learning facilities and scant vocational prospects. UNHCR statistics reveal that over half of the Rohingya youth grapple with considerable hurdles in pursuing education and career advancement, a predicament that adversely affects their mental health and spurs thoughts of deserting the camps.
This neglect by the international community in facilitating access to education and career growth has unjustly cast the Rohingya as marginalized, devoid of prospects, and trapped in a cycle of poverty. Championing the rights of the Rohingya by opening doors to education and employment is critical, not just for their individual empowerment, but for enabling them to reconstruct their lives and make valuable contributions to their communities.
In the shadow of adversity, our photo-essay illuminates the resilience of Rohingya youth pursuing education. These images offer a window into their relentless pursuit of knowledge, capturing moments of determination and hope amidst challenging conditions. Through this visual narrative, we celebrate their spirit and underscore the importance of supporting their journey towards empowerment and a brighter future.













