The role of community-based learning facilities (CBLFs) in expanding educational opportunities for adolescent girls in Rohingya refugee camps, Ukhiya, Bangladesh

Abstract

The Rohingya refugee crisis in Bangladesh has created significant barriers to education, particularly for adolescent girls due to the restrictive social norms. To address the barriers, different Non-Government Organizations (NGO) established girls-only education models like Community-Based Learning Facilities (CBLF). This study aimed to explores how CBLFs expand the educational opportunities for adolescent girls (aged 11–17) in the Rohingya refugee camps of Ukhiya, Bangladesh, using thematic analysis by Katarina Tomasevski's 4A framework of Availability, Accessibility, Acceptability, and Adaptability. Through Key Information Interviews (KII), Focus Group Discussions (FGD), and Structured Questionnaires with adolescent girls, teachers, parents, community members, and project staffs. The study found that, before starting of the CBLFs most of the adolescent girls were out of school. CBLFs provide a safe and inclusive learning environment for adolescent girls by employing female teachers, offering culturally sensitive and age-appropriate curricula. Most of the girls enter CBLFs without basic literacy skills but gradually learn to read and write which enable them to support their younger siblings and families with tasks like reading ration cards, prescriptions, and calculations. CBLFs also play a crucial role in advocating against child marriage, encouraging families to prioritize education over child marriage. As a result, girls and their family now aspire to careers as teaching, fostering hope for a brighter future. However, challenges like temporary infrastructure, cultural restriction, and short-term funding persist. The study highlights the need for sustainable policies, more resources, and curriculum expansion to ensure long-term educational opportunities for adolescent girls in crisis settings.