humanitarian groups working in the education sector about their preference for the informal curriculum or its development, and few knew in February 2019 that a new curriculum was being developed for the learning centers. +47 In some cases elsewhere, host-country governments and authorities in the refugees’ country of origin have permitted refugee children to study their country of origin’s national curricula or have certified their education. The Turkish government approved and accredited a modified version of the Syrian curriculum, taught to Syrian refugee children by refugee teachers, without approval from the Syrian government.“8 In refugee camps in Thailand, children from Myanmar’s Karen and Karenni ethnic groups studied in education systems created by the refugee communities themselves; some children who returned to Myanmar obtained “transfer certificates” that effectively recognized their education in the camps, or took placement tests in order to access formal public education in Myanmar.*49 When faced with the Bangladesh government’s ban on the use of the Bangladeshi curriculum or its English translation, UNICEF created a new curriculum from scratch. Actors in the humanitarian education sector in Bangladesh were not aware of efforts to adapt the Myanmar curriculum, apparently because the Myanmar government has not approved the use of the curriculum for Rohingya children in Bangladesh, which means that refugee children’s education would not be certified. However, the Bangladeshi government had not given any indication that it would certify the education sector’s “informal” curriculum either.15° An education specialist noted additional costs of the ban on the use of any formal curriculum, whether from Myanmar or Bangladesh: it “undermines teachers’ professional development, it’s a missed opportunity, it deprives teachers of a tool they’re used to. And the quality of these [national] curricula is better than what we’re developing now.”15 147 Human Rights Watch interviews with Rohingya educators, Cox’s Bazar, February 9, 11, 12, 14, 15, 2019. 148 Turkey accredited a modified version of the Syrian curriculum for use in schools set up by Syrian teachers for refugee children, without Syrian government authorization. Human Rights Watch, “Education for Syrian Refugee Children: What Donors and Host Countries Should Do,” September 16, 2016, https://www.hrw.org/news/2016/09/16/education-syrianrefugee-children-what-donors-and-host-countries-should-do. 149 “Refugee Education Integration Review,” December 2017, USAID and World Education Inc., pp. 35, 60, https://worlded.org/WElInternet/inc/common/_download_pub.cfm?id=19335&lid=3, accessed October, 22, 2019. 450 Human Rights Watch interview, international NGO education official, Cox’s Bazar, February 20, 2019. 454 Human Rights Watch interview, international NGO education official, Cox’s Bazar, February 20, 2019. “ARE WE HUMAN?” 44