From Evidence to Practice: The State of the Evidence of Education in an Emergency Context - Cox's Bazar

Access to high-quality and continuous education is a fundamental right for all children, including those affected by conflict and protracted crises. Yet despite ongoing efforts, significant barriers to access, quality and continuity of education remain. In this paper, we apply a conceptual framework recently developed as part of the Education Research in Conflict and Protracted Crises (ERICC) project to carry out a systematic review of evidence about the state of education in Cox’s Bazar, Bangladesh, where education delivery to conflict-affected Rohingya communities remains particularly challenging. Following an ERICC-informed analysis of 127 studies, we identify critical knowledge gaps in existing evidence: there is little to no evidence for what works; data on access, and on the quality and continuity of education are lacking; and few studies provide analysis at policy systems level. This is a significant concern since these gaps limit the ability of existing evidence to ensure that the new policy shift to the Myanmar curriculum delivers high-quality education in Cox’s Bazar. The implications of these findings provide national stakeholders, development agencies, and their partners with a comprehensive understanding of the analytical work taking place on the ground.