Bangladesh runs to class 10 and upper secondary education includes classes 11 and 12. While a “learning framework for adolescents” is also being developed, with a target of providing 52,000 children ages 15 to 18 with “skills development” and “self-empowerment” — around 100 “adolescent clubs” had been established by August 2019 -— it is not formal academic instruction at a secondary school level.186 The lack of secondary-school-level classes in the Guidelines for Informal Education Programming compounds the discrimination that Rohingya children already face by being denied access to formal, accredited education. If and when levels 3, 4 and 5 of the informal education program are rolled out at learning centers, they will not address the concerns of Rohingya children who feared that they could not reach their career aspirations without completing secondary school. Mohamed Tawky, 12, said, “I need a school with class five, six, seven, eight, nine, ten, and a full education to be an automotive engineer.”*87 Mohaziya Mohamed, 9, said he was attending a moktabwith about 100 other students for basic religious instruction and to learn the Quran, but was frustrated that his learning center would not provide the opportunity to enroll in secondary education or university, because “I want to become an aeronautical engineer.”188 Some educational needs assessments have emphasized the low level of education among the Rohingya refugee population, but there is a demonstrated need for secondary level education among Rohingya refugees. While more data is needed to assess the scope of the denial of education to children who had already completed years of schooling in Myanmar, nonetheless, tens of thousands of Rohingya children had completed some years of schooling in Myanmar before fleeingto Cox’s Bazar, according to information provided to Human Rights Watch by a group of former high school and middle school teachers in Myanmar who founded an unofficial secondary school in the refugee camps and who have an extensive network of former teaching colleagues now living as refugees.*89 These children’s education is not recognized in Bangladesh, which does not allow Rohingya any pathway to continue in formal education, including to pursue secondary education. 186 2019 Joint Response Plan for the Rohingya Humanitarian Emergency, January-December, p.36; UNICEF, Beyond Survival: Rohingya Refugee Children in Bangladesh Want to Learn, p. 14. 187 Human Rights Watch interview with Mohamed Tawky, February 10, 2019. 188 Human Rights Watch interview with Mohazia Mohamed, February 12, 2019. 189 | etter from Pioneer Rohingya High School administration to Human “ARE WE HUMAN?” 52 Rights Watch, February 12, 2019.