UNHCR’s “education emergency standard” provides that “members of the community participate transparently and without discrimination in processes to plan, design, implement, monitor and evaluate educational provision.” Ensuring the inclusive participation of the refugee community in the development of education programs is the first of the minimum standards for education established by the Inter-Agency Network on Education in Emergencies.*42 Actors in the humanitarian education sector held consultations with Rohingya, including parents, children, learning-center instructors, and others, as part of the process of developing the informal education program, in January and April 2018, and January 2019. The consultations covered issues such as prior learning, language preferences, parents’ expectations, and role of communities in helping strengthen the provision of education.*43 However, rather than a new, informal education program, virtually every Rohingya refugee child, parent and teacher whom Human Rights Watch spoke with in Bangladesh in February 2019 said they wanted to use the Myanmar curriculum, notwithstanding an education expert’s assessment that the curriculum had “a nationalistic element to the Myanmar curriculum that Rohingya don’t like.”*44 “We miss our old subjects in Myanmar,” one boy said, which included geography, history, science, English, Burmese language and grammar, arithmetic and geometry.*4 Mujibur Rahman, 15, who was in class 8 in Myanmar when in August 2017 he fled to Bangladesh, said he did not attend learning centers because “I want to develop myself, and to study all the subjects, but | can’t. | can’t get them from the learning center.”146 None of the Rohingya refugees who had worked as educators in Myanmar whom we spoke with was aware of any consultations by the 141 UNHCR, “Education emergency standard,” https://emergency.unhcr.org/entry/53852/education-emergency-standard, accessed September 3, 2019. Bullet points in original. 142 Inter-Agency Network on Education in Emergencies, “Minimum Standards for Education: Preparedness, Response, Recovery,” 2012, p. 22, https://inee.org/system/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf (accessed September 4, 2019). 143 Letter to Human Rights Watch from UNICEF Bangladesh, December 2, 2019. Separately, as of mid-2019, “the education sector has facilitated the organization of 3,297 trainings for School and Community Education Committees (with 50% female participation) on learning facility / school management, disaster risk reduction, and participatory engagement of the community. ” Joint Response Plan for Rohingya Humanitarian Crisis: 2019 Mid- Term Review, p. 41, November 20, 2019). 144 Human Rights Watch telephone interview, international NGO education specialist, September 25, 2018. 145 Human Rights Watch interview with Mohamed Ayas, Cox’s Bazar, February 9, 2019. 146 Human Rights Watch interview with Mujibur Rahman, Cox’s Bazar, February 9, 2019. 43 HUMAN RIGHTS WATCH | DECEMBER 2019