| STRENGTHS | WEAKNESSES |
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| A. PEDAGOGY | A. CONTENTS |
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In the LCFA curriculum, the pedagogical approach is emphasised (LCFA: Revised Draft, 2019, p.6). The holistic development of students is highlighted. Extensive content, instructional methods, and evaluation are the focus of the LCFA (LCFA: Revised Draft, 2019). Teachers’ development and training are given top priority. LCFA emphasises a variety of teaching and learning methods, including blended learning, child-centred learning, and experience-based learning (LCFA: Revised Draft, 2019, p.6). Both formative and summative assessment methods are outlined in LCFA (LCFA: Revised Draft, 2019, p.54).
| Child abuse and human trafficking are not adequately addressed. There is no content related to using contraception and family planning for upper-level students. The aspect of information and communication technology (ICT) is not included in the curriculum. There is no mention of sports in the curriculum.
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| B. Life Skills | B. Design |
The LCFA includes life skills components for refugee children (LCFA: Revised Draft, 2019, p.10). The area of environmental awareness is addressed. The importance of children’s social cohesion is emphasized. The framework includes employability skills, music, morals, and peace.
| The LCFA promotes Rohingya girls to receive a distinct shift and home-based training. During the development of the LCFA, the curriculum of other countries, notably Myanmar and the host country, was also consulted. But no study was conducted to contextualise it based on the Rakhine curriculum. There is no discussion of how the level-based skills method was verified, and there is no explanation of the basis for picking four levels (I to IV). Taking into account the time allocated for each level, the amount of content appears to be excessive. It provides a list of tasks to complete but no instructions on how to complete them (e.g., mentoring, documentation and so on).
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| C. Design and Community Engagement | |
LCFA emphasises the importance of local community education. Starting of the community mobilisation process has been given the foremost priority. LCFA is an output of consultations with key stakeholders. The competency and level-based strategy are intended to promote the acquisition of learning competencies across the age groups (4 to 18 years). There are older youngsters in the camp, mainly adolescents aged 15 to 18 years, and the need of educating this group is recognised. A systematic method of situation analysis and planning will be implemented in order to fulfil the special demands of this group. The development of level-based learning competencies is in the plans. It is designed based on United Nations Educational, Scientific and Cultural Organisation (UNESCO’s) four educational pillars.
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| OPPORTUNITIES | THREATS |
| A. Partnership | A. Understanding the Children |
The government, UN agencies, and a variety of non-governmental organisations are and will be working together. MoPME is aware of the LCFA development process and willing to collaborate with other stakeholders. The framework will provide certificates and facilitate the transition of graduates into the formal system. There is provision in LCFA for a Learning Centre Management Committee, which will assist the whole implementation process. Under LCFA, different stakeholders will be able to consult on educational topics to address difficulties.
| The children have been seriously traumatised. It is a difficult undertaking to educate the enormous number of affected children in the camps. Children who have had a life-changing experience require care, stability, and safety, and the need for ongoing psycho-social care and protection measures remains (LCFA: Revised Draft, p.3, 2019). Children attending the Learning Centres varied from 4 to 14 years and were categorised as never schooled, dropped out and disrupted schooling children due to displacement (LCFA: Revised Draft, p. 56, 2019). Children may have a hard time coping with the volume of content they are exposed to.
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| B. Scope of Work | B. Cultural Barriers |
Education, safety, and psychosocial support are the key areas of LCFA, therefore, will address the holistic needs of the learners. Stakeholders like parents, government officials, and members of the community are significantly considered for implementing LCFA which will create more scope for collaboration. Mixed activities including projects, talks, and teacher-led initiatives will foster the implementation and knowledge generation process. The global competency framework is used as a reference point (LCFA: Revised Draft, 2019, p. 7), therefore there will be the possibility of developing the learners as global citizens.
| In addition to knowing the learners and their culture (Rakhine), another issue is contextualising the global competency curriculum for the Rohingya children. Rohingya parents bear a gender stereotype perception. According to LCFA, safety concerns frequently reinforce conventional gender beliefs, and in this case, field-level interactions with parents revealed that traditional gender attitudes persist among community members. Boys’ educational goals are to become professionals such as doctors and teachers, whereas they are reluctant to send girls to school around the age of twelve (LCFA: Revised Draft, 2019, p. 40). If such a significant number of Rohingya migrants are granted long-term shelter in Bangladesh, the country will be subjected to a severe socioeconomic and environmental crisis. The execution of the LCFA may be interrupted due to a lack of funds.
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| C. Resource Constraints |
| There are limited teaching and learning materials available. Problems with language, teacher selection, and age differences. Lack of qualified and skilled teachers. The blended approach may be difficult for teachers to execute. Politics on a national and international level hindering resource mobilisation
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