The UN-coordinated Joint Response Plan for 2019 concluded that a shortage of “sufficiently educated” Rohingya teachers “remains a challenge.” As of June 2019, only the first level of the informal curriculum was being widely implemented. Given that Rohingya students will hit a ceiling after four or five “levels” of education under the informal education program, with no option to continue their education, it is not clear how the program could provide refugee instructors with the education that would be needed to teach its higher levels. Lack of Support for Community-Based Education Some Rohingya refugees have attempted to fill the gaps in access to education themselves by setting up schools and offering lessons as private tutors, using the Myanmar curriculum or as much of it as they could access through copies of battered textbooks. However, these Rohingya educators’ response to the needs of children in their community have not enjoyed any support from the humanitarian education sector, and some of these unrecognized schools have been closed down by Bangladeshi camp officials. Teachers and students at these schools told Human Rights Watch that they were motivated to compensate for the lack of quality education at learning centers, the desire of students who had gone to school in Myanmar to continue their education, the lack of any educational programming for children ages 14 and older, and the wish of former teachers to contribute to their community and continue teaching. A survey and interviews conducted by the Peace Research Institute: Oslo (PRIO) in March and April 2019 identified 27 community-led “education networks” in the camps, comprised of 376 teachers and 9,848 students.’ These included schools run by camp-based civil society organizations, such as the Arakan Rohingya Society for Peace and Human Rights and the Rohingya Women Empowerment and Advocacy Network, while others were formed solely for the purpose of education, such as the Rohingya Learning Education Center. According to PRIO, “Community educators say they are unclear about why the GIEP and the 19° 5019 Joint Response Plan for the Rohingya Humanitarian Emergency, January-December, p. 35. The Rohingya instructors whom Human Rights Watch interviewed in learning centers, in unofficial schools teaching the Myanmar curriculum, or as private tutors, had at least a Grade 9 education, and a majority studied until class 10. 191 PRIO, We Must Prevent a Lost Generation: Community-Led Education in Rohingya Camps, July 10, 2019, pp. 17, 20, 21, https://www.prio.org/Publications/Publication/?x=11387 (accessed July 26, 2019). 53 HUMAN RIGHTS WATCH | DECEMBER 2019