New Delhi: Aiming tousher in development in the country’s northeastern region, India is engaging with SAARC nations, especially Bangladesh, said BJP leader Ram Madhav on Saturday. Working with the SAARC nations is also a part of the Center’s Look East policy, he mentioned.
“The emotional disconnect between the people of the northeast and the rest of the country is our own creation,” Madhav, BJP’s national general secretary and in-charge of the northeast, said.
He was speaking during a panel discussion on “Northeast’s strategic importance and Act East policy” organised as part of the ongoing Northeast Festival in the capital.
“We, as a government, are committed to bridge this emotional disconnect,” he said, adding, India’s development is incomplete sans the development of the northeast.
“The Indian government is taking many steps for the development of the region and is talking to Bangladesh and other SAARC nations as well in this regard. As part of our Look East Policy, we are looking to improve the physical connectivity and infrastructure in the region,” he said.
Ram Madhav attributed the backwardness of the northeastern states to emotional disconnect, physical disconnect and bad governance.
“I believe that clean and efficient governance is also required for the development of the region,” Madhav said.
“Our priority is on developing good relations with our neighbors, and the biggest beneficiary of that would be the northeastern region,” he said.
Ravi Capoor, joint secretary in the union commerce ministry, said that during the pre-Independence days, the northeast was one of the most prosperous regions.
“There used to be free flow of trade, commerce and people between the countries, which was the main reason for this,” he noted.
Citing Nasscom figures, he said, about 20 per cent of the people working in the outsourcing industry are from the northeastern states.
“If we can improve the internet and digital connectivity of the region, there is no reason why it cannot become a major IT hub of the country, and that alone can contribute significantly to the development of the region,” Capoor said.
AM Singh, joint secretary in the union ministry of development of the northeastern region (DoNER), said his ministry was trying to sort out all the issues related to trade and commerce in the region and it required a coordinated effort from all the stakeholders.
“At DoNER, we are trying to provide a lot of opportunities to facilitate investments in the region. The most important thing is that we need to believe in the northeast,” he said.
Nani Gopal Mahanta, professor of political science in Guwahati University, said that since the northeastern region was landlocked, development and commerce was a problem.
“I believe that the northeast can develop on its own. As a region, it historically had seamless connectivity with Southeast and South Asian countries and that should be looked at once again. What is required is integration of road, rail and water transport and people-to-people connect,” he said.
Organised by Trend MMS, a Guwahati-based socio-cultural trust, the three-day Northeast Festival will conclude today.
Dozens of sprawling informal education centers across refugee camps in Bangladesh’s Cox’s Bazar are providing a glimmer of hope for thousands of Rohingya refugee children who survived a massacre in their home country of Myanmar in 2017.
Across makeshift camps in refugee city of Kutupalong, hundreds of informal learning centers have been set up by international agencies and Rohingya community leaders to give the refugee children access to education. The opportunity to learn and improve skills is something the youngsters were never offered back in Myanmar.
Sharmeen Noor, a mathematics teacher at Kutupalong Primary School, told VOA that their programs ensure the Rohingya children do not fall behind in their education despite the absence of formal schooling. The centers can also create a positive impact to help those traumatized by the Burmese army’s 2017 crackdown that forced nearly 700,000 ethnic Rohingya to flee from Rakhine state to Bangladesh.
“Those who have seen violence think about it all the time,” said Noor. “They pay very little attention in class. As teachers, we are working on this matter. We are trying our best to bring them into normal life. God willing we will do it.”
About 350 Rohingya children are currently enrolled at Kutupalong Primary School, which provides basic informal education from preprimary through fifth grade. The children are taught subjects such as general science, mathematical, English, Burmese, and Bengali.
Noor said many of their teaching activities focus on play-based learning to provide education and at the same time give the children a chance to forget the daily struggles they face in the overcrowded camps. Particular attention is given to children who are mentally challenged.
“We put these children in between two good students so that the kids can follow their example … It is challenging, all kids are not similar. To understand them we have to rely on their mental ability. We make a list of pupils who are behind. To bring them to a normal level, we try to provide something they like, such as games,” Noor added.
More than 700,000 ethnic Rohingya people fled their homes in Rakhine province of neighboring Myanmar in the summer of 2017 due to a crackdown by Myanmar’s army and Buddhist militias. The UN has described the army’s campaign in Rakhine province as “textbook ethnic cleansing”, and has charged that the Rohingya people suffered killings, rape, and mass destruction of their homes by the army and Buddhist militias.
Most of those who fled to neighboring Bangladesh have been placed in Kutupalong, making it the largest refugee settlement complex in the world.
An estimated 400,000 of the Rohingya refugees in Bangladesh are children. Human rights organizations say only one-third of them have access to education. Lack of basic services and health care have also put many children at the risk of malnutrition and infectious diseases.
In a December report, Human Rights Watch said authorities in Bangladesh were deliberately preventing aid groups from providing education in the camps and banning Rohingya children from enrolling in schools outside the camps.
“Bangladesh has made it clear that it doesn’t want the Rohingya to remain indefinitely, but depriving children of education just compounds the harm to the children and won’t resolve the refugees’ plight any faster,” said Bill Van Esveld, the watchdog’s associate children’s rights director.
“The government of Bangladesh saved countless lives by opening its borders and providing refuge to the Rohingya, but it needs to end its misguided policy of blocking education for Rohingya children,” he added.
Informal learning centers
The Bangladesh government, however, announced in January that it was working with the United Nations’ children agency UNICEF to provide formal education to the children. UNICEF described the move as “a major new phase” for education of the refugee children that initially targets 10,000 Rohingya students from grades six to nine and will later be expanded to other grades.
Through a program called the Learning Competency Framework and Approach, the UNICEF currently provides informal education to 220,000 Rohingya children between aged four to 14. An estimated 315,000 children and adults are getting education in over 3,200 learning centers supported by the UNICEF and other agencies.
Many Rohingya refugees, however, say the learning centers are not enough to empower their children and equip them with needed skills.
Across the camps, religious leaders have volunteered to provide religious teaching in mosques and makeshift centers known as Madrasas. The children in the Madrasas mainly focus on Islamic studies and Arabic.
Teacher Abdus Sobhan told VOA that 15 volunteer instructors were working with him at a Madrasa hosting 93 students. The children in his classes are taught to recite Quran and learn Arabic.
“It is important to teach children religion, so that they refrain from bad actions and devote themselves to God,” Sobhan told VOA.
Hafez Idris, another Rohingya teacher based in Kutupalong lambashia I2 B3 camp, is working with four other teachers to help orphaned kids learn how to recite the Quran. The learning center, Nurani Yetim Khana and Hafez Khana, hosts as many as 250 Rohingya orphans who are put into religious studies as well as math, Burmese and English.
“We don’t take any money from students or people from our block, but if anyone willingly wants to contribute, then we accept the money. We run this Madrasa to save our religion and to educate our young generation about religious studies,” he told VOA.
According to Hafiz Ullah, another teacher at Hafez Khana, by providing children with education, even if informal, the community hopes to preserve their culture from being lost after being uprooted from Rakhine state.