findings iV: impact of movement restrictions 63 with even their most basic needs. Rohingya respondents reported that they and their families often go hungry. The lack of food in the camps is also impacting other areas of Rohingya life. As Rohingya are forced to spend more money on food, they have reported having to cut back on other basic needs including education for their children, as well as necessary clothing and other supplies. “We are in such a bad situation that we are unable to meet our basic needs,” said Hamid, a 28-yearold Rohingya man. “We lack water when we manage food, and we lack food when we manage water. We also have a scarcity of household items, such as drinking glasses. Even when we are given pots, we still need small pots (for use in toilets). . . Those rations are not enough for us, but we have to manage to survive by staying hungry at times, and wearing fewer clothes.” 113 Education Rohingya reported that they were prohibited from enrolling their children in the local schools outside of the camps due to ethnic discrimination and “We are in such a bad situation that we are unable to meet our basic needs” movement restrictions. In fact, 85 percent of survey respondents reported facing challenges accessing education because of movement restrictions. Respondents also overwhelmingly reported a lack of education opportunities for Rohingya students within the camps. While education services–such as learning centres–are being operated in the camps by INGOs, respondents reported that the education programming amounts only to informal education and play activities, while the much needed formal education is lacking. Some respondents reported that even informal education programming was unavailable in their block of residence, and that they were restricted from sending their children to centres in the neighbouring blocks. “The schools in this camp don’t offer anything educational to our kids,” said Aisha, a 60-year-old Rohingya woman. “The teachers at those schools stop showing up after three months of each season. These teachers only instruct in English, which they are not proficient in. They do not teach Bangla. They lack professional qualifications; some of them only passed class three. They are unable to instruct the students, so they simply visit the school to pass the time. Sadly, only Bangladeshi teachers, who are not qualified teachers, are permitted to be hired by the authorities for schools. So, the future of these children is uncertain as they are growing up without having an effective education. We are very concerned about this.” 114 Since arriving in Bangladesh, Rohingya have attempted to take charge of the situation by starting their own formal schools that teach Burmese curriculum. However, these Rohingya-led education efforts have faced constant pushback from authorities, and, according to respondents and a government document received by YCR, these schools have been prohibited.115 Rohingya who have the financial means are able to pay for individual private tuition for their children, but the vast majority of respondents reported that they were unable to afford these types of tutors. Another alternative to the informal education system provided by INGOs is the madrassa-based religious 113 114 115 Interview C21M Interview C09F Bangladesh Refugee Relief and Repatriation Commissioner’s Decision Closing Schools. On file with YCR, December 13, 2021.