ADVISORY COMMISSION ON RAKHINE STATE EDUCATION Rakhine State’s education sector performs poorly compared to the national average. The adult illiteracy rate is approximately 50 percent higher than the national average,12 and primary school enrolment and completion rates are among the lowest in the country. Educational shortcomings stem from many interrelated issues, including high levels of poverty, shortage of adequate school facilities (including infrastructure and teaching materials), and limited teacher training opportunities. Many families struggle to cover education-related costs, which results in a high drop-out rate. Following the wave of inter-communal violence in 2012, the lack of security has dissuaded many government teachers from working in rural areas – especially in Muslim villages – thus reducing the number of educational staff in areas that were already poorly covered. Many communities have come to rely on non-governmental institutions that also teach the government curriculum, such as community-funded schools, monastic schools, and temporary learning spaces organized by NGOs. There are also parallel education structures entirely separate from the Government, such as madrasas and church schools. The situation is particularly worrisome in northern Rakhine State, where the absence of government teachers – primarily a result of security concerns – has led to widespread reliance on unqualified volunteers. This is not only problematic because of the low quality of education, but also because it undermines efforts to ensure that Muslim children are educated in Myanmar language – a prerequisite for successful integration. As such, it may further alienate the Muslim population from the rest of the country, and cement the cultural, economic and political segregation of the community. One particular concern – primarily for the Muslim population – is lack of access to higher education. The Commission welcomes the Government’s recent decision to allow Muslims in Rakhine to follow university correspondence courses, and it calls upon the Government to find ways and means to also permit their physical presence at university in Rakhine State. Many Muslims find it extremely difficult to attend university in or outside of Rakhine State because of discriminatory practices and practical limitations on freedom of movement – especially security concerns – which must be clearly addressed by the Government to ensure access for Muslim students and safety of all students. 12 Population and Housing Census of Myanmar 2014, Provisional Results, Department of Population, Ministry of Immigration and Population, August 2014. 40 Towards a Peaceful, Fair and Prosperous Future for the People of Rakhine