Abstract
Rohingya refugee children, a persecuted minority, should have the opportunity to acquire the level of scientific literacy necessary to survive and thrive in an increasingly scientific world. Unfortunately, our understanding of the role science education holds in the various educational policies that guide the programming for Rohingya refugee children in the camps in Bangladesh is minimal. The purpose of this study was to enhance that understanding. A vertical axes comparative case study approach was used to compare and analyze the policies at the global and national levels to elucidate the existing inclusion or lack of science and scientific literacy for the Rohingya refugee education system. Findings showed that the educational policies fall short in supporting and promoting science and scientific literacy along with numeracy and literacy. Based on evidence on comparison between global and national policies for education for Rohingya refugee children, this study led to the development of recommendations for enabling policies and inclusive science and scientific literacy can pave the path for a better future for the prosecuted Rohingya refugee children.