Teachers’ Practices & Capacities in the GPS and Community Perception

on MTBMLE Approach

Teachers’ Practices & Capacities in the GPS and Community Perception

on MTBMLE Approach

Teachers’ Practices & Capacities in the GPS and Community Perception

on MTBMLE Approach

Teachers’ Practices & Capacities in the GPS and Community Perception on MTBMLE Approach.

Mother tongue Based Multilingual Education Project

Research & ReportInnovision Consulting Private LimitedDhaka, Bangladesh

SupervisionMeherun Nahar Shapna

Overall Coordination Prashanta Kumar Roy

PhotoSave the Children

Design & Illustration Rezaun Nabi

PrintingReal Print and advertising Limited

Copyright© Save the ChildrenAll rights are reserved. No part of this publication may be reproduced or translated in any form or of by any means without prior permission in writing from the publisher.

ISBN No. : 978-984-33-9570-2

First PublishedDecember 2015

For more informationMeherun Nahar ShapnaProject DirectorShishur Khamatayan-MLEEducation SectorSave the Children in BangladeshHouse: CWN (A) 35, Road 43, Gulshan-2Dhaka-1212, Bangladesh.Tel: +88-02-986 1690-1Email: meherun.nahar@savethechildren.orgWeb: www.savethechildren.net

Study on GPS Teachers’ Practices & Capacities in the GPS and

Community Perception on MTBMLE Approach.

This report presents the findings of the study conducted to find out teachers' attitudes, practices and

capacities in the classroom as well as their motive to use MTBMLE approaches in future.In addition, to

identify community overviews about Mother Tongue based Multilingual Education (MTEMLE) approach. The

study was conducted by Innovision Consulting Private Limited and was commissioned and supported by Save

the Children, Bangladesh.

September 17, 2015

Innovision Consulting Private LimitedDhaka, Bangladesh

Teachers’ Practices & Capacities in the GPS and Community Perception on MTBMLE Approach.

Mother tongue Based Multilingual Education Project

Research & ReportInnovision Consulting Private LimitedDhaka, Bangladesh

SupervisionMeherun Nahar Shapna

Overall Coordination Prashanta Kumar Roy

PhotoSave the Children

Design & Illustration Rezaun Nabi

PrintingReal Print and advertising Limited

Copyright© Save the ChildrenAll rights are reserved. No part of this publication may be reproduced or translated in any form or of by any means without prior permission in writing from the publisher.

ISBN No. : 978-984-33-9570-2

First PublishedDecember 2015

For more informationMeherun Nahar ShapnaProject DirectorShishur Khamatayan-MLEEducation SectorSave the Children in BangladeshHouse: CWN (A) 35, Road 43, Gulshan-2Dhaka-1212, Bangladesh.Tel: +88-02-986 1690-1Email: meherun.nahar@savethechildren.orgWeb: www.savethechildren.net

Study on GPS Teachers’ Practices & Capacities in the GPS and

Community Perception on MTBMLE Approach.

This report presents the findings of the study conducted to find out teachers' attitudes, practices and

capacities in the classroom as well as their motive to use MTBMLE approaches in future.In addition, to

identify community overviews about Mother Tongue based Multilingual Education (MTEMLE) approach. The

study was conducted by Innovision Consulting Private Limited and was commissioned and supported by Save

the Children, Bangladesh.

September 17, 2015

Innovision Consulting Private LimitedDhaka, Bangladesh

Acknowledgement

Acknowledgement

Save the Children has been working in Multilingual education program in Chittagong hill tracts almost a

decade. Now Bangladesh govt. ready to start Mother tongue based multilingual education in pre-primary

level in five language group, which is indication of positive attitude to implement Education Policy 2010 where

every child's right to have their primary education in mother tongue has mentioned.

When Govt. is ready to start Mother tongue based multilingual education as a mainstreaming, what

community and parents are thinking about it, what GPS teachers practice and attitudes towards mother

tongue based education? Save the children think, this is the right time to know practice and attitude of the

GPS teachers & communities and have taken initiative to do the study in March 2015.

We would like to thank Innovision Consulting farm to conduct the study in successful manners. We

acknowledge and thank to the Teachers, Children, Parent's, SMC members, NGO workers and Government

officials of Khagrachari district who participated in this study. Without their time and input, this study would

have been incomplete.

This study would not be possible without the dedication, commitment and hard work of the data collectors,

moderators and field supervisors.

We acknowledge the commendable support that was provided by the Save the Children team to design,

manage, analyze and present the findings from the study. This report is an output of a collaborative effort

between Save the Children and Innovision Consulting.

We would like to express our sincere gratitude to Ms. Helen Pinnock, UK based Consultant for the

continuous support and patience, motivation, and immense knowledge. Her guidance helped us in research

tools modification and writing report. We could not have imagined having a better consultant and mentor for

this project.

We would like to thank Mr. Prashanta Kumar Roy to provide valuable suggestions and inputs from tools

design to report writing process.

Finally, we also would like to acknowledge the supporting role of whole Zabarang team especially Executive

Director, Mathura Bikash Tripura, Binodan Tripura, Mr. Shuvu Ranjan Tripura and Mr. Bidyut Joyati Chakma.

Without their valuable time and effort this study would have been incomplete.

Meherun Nahar Shapna

Project Director

Shishur Khamatayan-MLE

Education Sector, Save the Children.

Acknowledgement

Acknowledgement

Save the Children has been working in Multilingual education program in Chittagong hill tracts almost a

decade. Now Bangladesh govt. ready to start Mother tongue based multilingual education in pre-primary

level in five language group, which is indication of positive attitude to implement Education Policy 2010 where

every child's right to have their primary education in mother tongue has mentioned.

When Govt. is ready to start Mother tongue based multilingual education as a mainstreaming, what

community and parents are thinking about it, what GPS teachers practice and attitudes towards mother

tongue based education? Save the children think, this is the right time to know practice and attitude of the

GPS teachers & communities and have taken initiative to do the study in March 2015.

We would like to thank Innovision Consulting farm to conduct the study in successful manners. We

acknowledge and thank to the Teachers, Children, Parent's, SMC members, NGO workers and Government

officials of Khagrachari district who participated in this study. Without their time and input, this study would

have been incomplete.

This study would not be possible without the dedication, commitment and hard work of the data collectors,

moderators and field supervisors.

We acknowledge the commendable support that was provided by the Save the Children team to design,

manage, analyze and present the findings from the study. This report is an output of a collaborative effort

between Save the Children and Innovision Consulting.

We would like to express our sincere gratitude to Ms. Helen Pinnock, UK based Consultant for the

continuous support and patience, motivation, and immense knowledge. Her guidance helped us in research

tools modification and writing report. We could not have imagined having a better consultant and mentor for

this project.

We would like to thank Mr. Prashanta Kumar Roy to provide valuable suggestions and inputs from tools

design to report writing process.

Finally, we also would like to acknowledge the supporting role of whole Zabarang team especially Executive

Director, Mathura Bikash Tripura, Binodan Tripura, Mr. Shuvu Ranjan Tripura and Mr. Bidyut Joyati Chakma.

Without their valuable time and effort this study would have been incomplete.

Meherun Nahar Shapna

Project Director

Shishur Khamatayan-MLE

Education Sector, Save the Children.

Table of Contents

Table of Contents

Acknowledgement 4

List of Table 8

List of Graph 9

Executive Summary 10

Background 14

Objective 15

Methodology 15

Tools Preparation and Field Test 16

Field Execution 16

Data Analysis and Report Preparation 17

Classroom Observation 18

Teachers Interview 24

Findings from FGDs, Kiis and In-depth Interviews 36

Conclusion 48

Recommendations 49

References 50

Table of Contents

Table of Contents

Acknowledgement 4

List of Table 8

List of Graph 9

Executive Summary 10

Background 14

Objective 15

Methodology 15

Tools Preparation and Field Test 16

Field Execution 16

Data Analysis and Report Preparation 17

Classroom Observation 18

Teachers Interview 24

Findings from FGDs, Kiis and In-depth Interviews 36

Conclusion 48

Recommendations 49

References 50

List of Table

08

List of Graph

09

Table 1: Implementing Areas 14

Table 10: Distribution of language known to the teachers by area 25

Table 11: Problems faced by teachers 26

Table 12: Steps taken to solve the problems 26

Table 13: Distribution of problems faced by teachers 27

Table 14: Steps taken by teachers 28

Table 15: Number of days 30

Table 16: Name training they participated till date [Q28] 31

Table 17: Reasons of rating 34

Table 18: Suggestions 35

Table 19: Response on MTB-MLE approach 39

Table 20: Perception on MTB-MLE 41

Table 21: Changes after Going to MTBMLE? Pre-school 42

Figure 1: Incidence of facing problem, Base All respondents 25

Figure 2: Most used language in the class room 26

Figure 3: Sources of learning Bangla 28

Figure 4: Rating on Children's Language Skill 29

Figure 5: Rating on some issues 29

Figure 6: Incidence of receiving training 30

Figure 7: Agree or Disagree: Children will do better in the higher classes if they learn to read and write in their mother languages 31

Figure 8: Agree or Disagree: Children who read and write well in their mother language will be able to read and write well in other languages (Bangla, English) 32

Figure 9: Agree or Disagree: Learning math and science in their mother languages helps them to do better in these subjects 32

Figure 10: Learning in mother language might be confusing for children 33

Figure 11: Agree or Disagree : In early grade it is better to learn only in Bangla 33

Figure 12: Rating on degree of easiness to start MTB-MLE based education in the school 34

Figure 13: Incidence of hearing about MTB-MLE (only positive response) 40

List of Table

08

List of Graph

09

Table 1: Implementing Areas 14

Table 10: Distribution of language known to the teachers by area 25

Table 11: Problems faced by teachers 26

Table 12: Steps taken to solve the problems 26

Table 13: Distribution of problems faced by teachers 27

Table 14: Steps taken by teachers 28

Table 15: Number of days 30

Table 16: Name training they participated till date [Q28] 31

Table 17: Reasons of rating 34

Table 18: Suggestions 35

Table 19: Response on MTB-MLE approach 39

Table 20: Perception on MTB-MLE 41

Table 21: Changes after Going to MTBMLE? Pre-school 42

Figure 1: Incidence of facing problem, Base All respondents 25

Figure 2: Most used language in the class room 26

Figure 3: Sources of learning Bangla 28

Figure 4: Rating on Children's Language Skill 29

Figure 5: Rating on some issues 29

Figure 6: Incidence of receiving training 30

Figure 7: Agree or Disagree: Children will do better in the higher classes if they learn to read and write in their mother languages 31

Figure 8: Agree or Disagree: Children who read and write well in their mother language will be able to read and write well in other languages (Bangla, English) 32

Figure 9: Agree or Disagree: Learning math and science in their mother languages helps them to do better in these subjects 32

Figure 10: Learning in mother language might be confusing for children 33

Figure 11: Agree or Disagree : In early grade it is better to learn only in Bangla 33

Figure 12: Rating on degree of easiness to start MTB-MLE based education in the school 34

Figure 13: Incidence of hearing about MTB-MLE (only positive response) 40

Executive Summary

Study on GPS Teachers' Attitudes, Practices & Capacities in the

Classroom and Community Overviews of MTBMLE approach.

Study rationale

Since 2007, Save the Children has been supporting efforts to offer education to indigenous minority

children which is close enough to their homes, language and culture to enable them to participate in

effective learning. Under this program, named Shishur Khamatayan, Zabarang Kalyang Samity (ZKS)

manages 67 Community-based schools in Khagrachari District, Ashika Manabik Unnayan kendra manages

10 community based schools in Rangamati district and Rakhaing Development Foundation manages 7

community based schools in Cox'sbazar which provides preschool, early primary education, Parenting

and community learning circle in remote minority ethnic areas. The intention behind this pilot

programme is to demonstrate that mother tongue based multilingual education (MTBMLE) is an effective

way of including minority children in education, and can be delivered within local capacities and

structures. The program provides relevant learning materials in five indigenous languages: Chakma,

Marma, Kokborok (Tripura), and Rakhaing.

Through MTBMLE project experience save the children able to establish an evidence that Mother tongue

based education is important for the indigenous children in their early years of education. On this issue Save

the children and other MLE practitioner in the country advocate for the mother tongue based education and

now Bangladesh Govt. planning to start MTBMLE very soon. In line of govt. planning Save the children intend

to find out situation of the second language instruction, learning and teachers attitude towards MTBMLE in

primary level in Government primary school. In this purpose SC has done a study in the communities and

Government primary schools in Khagrachari.

The purpose of the study was to find out:

Observe GPS teachers' existing strategies to support children with non-Bangla background

Identify GPS teachers' strategies to support children and create learning environment for children of

non-Bangla background.

Identify GPS teachers' motive to use MTBMLE approaches in future

Identify community overviews about MTEMLE approach

Study method

Qualitative and quantitative methods were used to collect data. Under quantitative approach sample survey

(respondents: GPS Teacher) was conducted and under qualitative approach FGD (Participants: Parents and

Community People), KII (Upazilla Education officer), IDI (Teachers and SMC members) and Classroom

Observation were carried out.

The study has been conducted based on FGD, KII, In-depth Interview and quantitative data collected from

three Upazillas i.e. Khagrachari Sadar, Dighinala and Panchari of the aforementioned District. The total

number of FGDs was nine (09), three from each Upazilla, total number of in-depth interview was 12. Out

of them, six (06) was school teachers (2 from each Upazilla), three SMC members (one from each

!

!

!

!

Executive Summary

11

Executive Summary

Study on GPS Teachers' Attitudes, Practices & Capacities in the

Classroom and Community Overviews of MTBMLE approach.

Study rationale

Since 2007, Save the Children has been supporting efforts to offer education to indigenous minority

children which is close enough to their homes, language and culture to enable them to participate in

effective learning. Under this program, named Shishur Khamatayan, Zabarang Kalyang Samity (ZKS)

manages 67 Community-based schools in Khagrachari District, Ashika Manabik Unnayan kendra manages

10 community based schools in Rangamati district and Rakhaing Development Foundation manages 7

community based schools in Cox'sbazar which provides preschool, early primary education, Parenting

and community learning circle in remote minority ethnic areas. The intention behind this pilot

programme is to demonstrate that mother tongue based multilingual education (MTBMLE) is an effective

way of including minority children in education, and can be delivered within local capacities and

structures. The program provides relevant learning materials in five indigenous languages: Chakma,

Marma, Kokborok (Tripura), and Rakhaing.

Through MTBMLE project experience save the children able to establish an evidence that Mother tongue

based education is important for the indigenous children in their early years of education. On this issue Save

the children and other MLE practitioner in the country advocate for the mother tongue based education and

now Bangladesh Govt. planning to start MTBMLE very soon. In line of govt. planning Save the children intend

to find out situation of the second language instruction, learning and teachers attitude towards MTBMLE in

primary level in Government primary school. In this purpose SC has done a study in the communities and

Government primary schools in Khagrachari.

The purpose of the study was to find out:

Observe GPS teachers' existing strategies to support children with non-Bangla background

Identify GPS teachers' strategies to support children and create learning environment for children of

non-Bangla background.

Identify GPS teachers' motive to use MTBMLE approaches in future

Identify community overviews about MTEMLE approach

Study method

Qualitative and quantitative methods were used to collect data. Under quantitative approach sample survey

(respondents: GPS Teacher) was conducted and under qualitative approach FGD (Participants: Parents and

Community People), KII (Upazilla Education officer), IDI (Teachers and SMC members) and Classroom

Observation were carried out.

The study has been conducted based on FGD, KII, In-depth Interview and quantitative data collected from

three Upazillas i.e. Khagrachari Sadar, Dighinala and Panchari of the aforementioned District. The total

number of FGDs was nine (09), three from each Upazilla, total number of in-depth interview was 12. Out

of them, six (06) was school teachers (2 from each Upazilla), three SMC members (one from each

!

!

!

!

Executive Summary

11

Upazilla) and three NGO activists (one from each Upazilla). The District Education Officer of Khagrachri

and Upazilla education officer of the three surveyed Upazillas were interviewed as key informants. The

quantitative data was collected through sample survey and class room observation. The respondent of

the sample survey was teachers (total 44) of different schools of the three surveyed Upazillas. The

number of class room observation was nine (09), taking three classes (Class-I, II and III) from each

Upazilla. Thus, the report can be classified into two major parts; findings from quantitative analysis and

findings from qualitative analysis.

Study findings

1. The classroom observation data reveals that teachers give instructions in Bangla in the classroom though

they use different indigenous languages to make the lessons comprehensible to the children. Students, who

do not use Bangla at home, used both indigenous languages and Bangla in responding to instructions, in

answering questions and in asking questions.

The language support strategies taken by the teachers as observed by the observers included

switching indigenous languages from Bangla, translating lessons, allow students to use their mother

tongue, asking students who were good in both indigenous language and Bangla to help others to

understand lessons.

The class room observation data gives us an impression that school environment presents many challenges

for students because of language problems, which teachers are trying to address by adopting different

strategies such us switching indigenous languages from Bangla, translating lessons, allow students to use their

mother tongue, asking students who were good in both indigenous language and Bangla to help others to

understand lessons.

2. The teacher interview data reveals that majority of the teachers (66%) faced different problems while

teaching indigenous children. The main problem they faced is the inability of the children to understand

Bangla. However, most of them were aware of this problem, and attempted to address it by using children's

languages during lessons. To enhance the skill of Bangla of the children, majority of the teachers (66%) asked

them to speak in Bangla in the classroom. They also asked children to speak in Bangla with classmates outside

classroom. However, at the same time, 45% teachers tried to teach through the medium of children's

minority languages, so that they can comprehend lessons and gain a better linguistic foundation for learning

Bangla.

3. An overwhelming, 95% teachers suggested that students should be taught in their mother languages and

another 93% mentioned that text books should reflect the local culture. Most of the teachers agreed that

children will do better in the higher classes if they learn to read and write in mother languages in the early

stages and most of them agreed that mother language education system will help them to learn other

languages. They also agreed that children will do better in science or Math if they learn these subjects in their

own languages. More than half of the teachers disagreed with the statement like children will confuse if they

learn in their mother language.

The data shows that 82% teachers hear about the MTB-MLE based education system. The majority of

teachers (64%) perceive it as education system based on mother tongue. About one-fourth teachers believe

that through this system children can learn through different materials. However, only 13% teachers are

found to have training on this education system. All of these teachers had received this training from

12

ZABARANG and all other teachers showed interest to participate in the training session based on this issue

if the same arranged by Government or any other organizations. Majority of them opined that the session

should be one to four weeks long.

4. The interviewed teachers seem to have showed strong favor about MTB-MLE education system as they

believe that initiating this system would enable children to grasp their lessons easily and would be very helpful

for them to learn Bangla. About three-fourth teachers opined that it would be easy to start MTB-MLE based

education system in their schools. The reasons for such opinions are students can easily understand their

lessons (75%), they will be attentive (27%) and hesitation free (27%), communication with students would be

better (11%), they will perform better in the examination (25%) and they can understand any specific topics

easily (30%). In contrast, 18% teachers cited that it would be difficult to implement MTB-MLE education

system. They reasons they stated are limited number teachers, classrooms and inability of teachers'

knowledge on the indigenous languages. However, lack of training on MTB-MLE can be considered as

constraint to apply the same.

5. All of the participants of the FGDs, KIIs and IDIs are aware about the MTB-MLE system and they have very

positive ideas about the system. They belief that their children will learn better through MTB-MLE system as

the system uses mother tongue as medium of the instructions is the main reason for such consideration.

Another possible reason of MTB-MLE preference is their dissatisfaction over current education system

which is based on Bangla as a medium of instruction.

These participants also showed positive attitude about Mother Tongue-Based pre-schooling system.

According to them students from pre-schools are doing well in the GPS in three different aspects, firstly, in

terms of psychological development; secondly, in terms of communication skill; thirdly, in terms of academic

result. Before going to pre-schools, these children do not have any language skill except oral communication

in mother tongue. They suffer from inertia. Since in the preschools they learn through their mother tongue,

these schools work as a bridge between the students and the GPS.

In addition, the participants believe that mother tongue based education system helps them uphold their

cultural rights as well as cultural identity. If their children get an education through their mother tongue, it will

be very helpful to their social development. This developmental phenomenon is strongly correlated with the

ethno linguistic as well as ethnological development.

Conclusion

It was clear from this study that the teachers surveyed overwhelmingly recognized the need to use more

mother tongue in education, both to enable children to understand lessons and to support learning of Bangla.

Teachers were mostly willing to adapt their teaching strategies to help children learn, encouraging mother

tongue use in the classroom and attempting to help children understand through translation and other

methods. However, most teachers did not have experience of the more effective and structured methods

available for maximizing children's educational performance through MTB-MLE. Many were aware of MTB-

MLE and were keen to receive training in it.

Given these positive attitudes, the experience many teachers already have of using various language

support strategies, and the MTB-MLE training which is available locally from Zabarang Kalyang Samity

(ZKS), it appears support for changing language practice in schools would be relatively easy to

implement. Teachers clearly also needed more support to use engaging child-friendly teaching

methods.

13

Upazilla) and three NGO activists (one from each Upazilla). The District Education Officer of Khagrachri

and Upazilla education officer of the three surveyed Upazillas were interviewed as key informants. The

quantitative data was collected through sample survey and class room observation. The respondent of

the sample survey was teachers (total 44) of different schools of the three surveyed Upazillas. The

number of class room observation was nine (09), taking three classes (Class-I, II and III) from each

Upazilla. Thus, the report can be classified into two major parts; findings from quantitative analysis and

findings from qualitative analysis.

Study findings

1. The classroom observation data reveals that teachers give instructions in Bangla in the classroom though

they use different indigenous languages to make the lessons comprehensible to the children. Students, who

do not use Bangla at home, used both indigenous languages and Bangla in responding to instructions, in

answering questions and in asking questions.

The language support strategies taken by the teachers as observed by the observers included

switching indigenous languages from Bangla, translating lessons, allow students to use their mother

tongue, asking students who were good in both indigenous language and Bangla to help others to

understand lessons.

The class room observation data gives us an impression that school environment presents many challenges

for students because of language problems, which teachers are trying to address by adopting different

strategies such us switching indigenous languages from Bangla, translating lessons, allow students to use their

mother tongue, asking students who were good in both indigenous language and Bangla to help others to

understand lessons.

2. The teacher interview data reveals that majority of the teachers (66%) faced different problems while

teaching indigenous children. The main problem they faced is the inability of the children to understand

Bangla. However, most of them were aware of this problem, and attempted to address it by using children's

languages during lessons. To enhance the skill of Bangla of the children, majority of the teachers (66%) asked

them to speak in Bangla in the classroom. They also asked children to speak in Bangla with classmates outside

classroom. However, at the same time, 45% teachers tried to teach through the medium of children's

minority languages, so that they can comprehend lessons and gain a better linguistic foundation for learning

Bangla.

3. An overwhelming, 95% teachers suggested that students should be taught in their mother languages and

another 93% mentioned that text books should reflect the local culture. Most of the teachers agreed that

children will do better in the higher classes if they learn to read and write in mother languages in the early

stages and most of them agreed that mother language education system will help them to learn other

languages. They also agreed that children will do better in science or Math if they learn these subjects in their

own languages. More than half of the teachers disagreed with the statement like children will confuse if they

learn in their mother language.

The data shows that 82% teachers hear about the MTB-MLE based education system. The majority of

teachers (64%) perceive it as education system based on mother tongue. About one-fourth teachers believe

that through this system children can learn through different materials. However, only 13% teachers are

found to have training on this education system. All of these teachers had received this training from

12

ZABARANG and all other teachers showed interest to participate in the training session based on this issue

if the same arranged by Government or any other organizations. Majority of them opined that the session

should be one to four weeks long.

4. The interviewed teachers seem to have showed strong favor about MTB-MLE education system as they

believe that initiating this system would enable children to grasp their lessons easily and would be very helpful

for them to learn Bangla. About three-fourth teachers opined that it would be easy to start MTB-MLE based

education system in their schools. The reasons for such opinions are students can easily understand their

lessons (75%), they will be attentive (27%) and hesitation free (27%), communication with students would be

better (11%), they will perform better in the examination (25%) and they can understand any specific topics

easily (30%). In contrast, 18% teachers cited that it would be difficult to implement MTB-MLE education

system. They reasons they stated are limited number teachers, classrooms and inability of teachers'

knowledge on the indigenous languages. However, lack of training on MTB-MLE can be considered as

constraint to apply the same.

5. All of the participants of the FGDs, KIIs and IDIs are aware about the MTB-MLE system and they have very

positive ideas about the system. They belief that their children will learn better through MTB-MLE system as

the system uses mother tongue as medium of the instructions is the main reason for such consideration.

Another possible reason of MTB-MLE preference is their dissatisfaction over current education system

which is based on Bangla as a medium of instruction.

These participants also showed positive attitude about Mother Tongue-Based pre-schooling system.

According to them students from pre-schools are doing well in the GPS in three different aspects, firstly, in

terms of psychological development; secondly, in terms of communication skill; thirdly, in terms of academic

result. Before going to pre-schools, these children do not have any language skill except oral communication

in mother tongue. They suffer from inertia. Since in the preschools they learn through their mother tongue,

these schools work as a bridge between the students and the GPS.

In addition, the participants believe that mother tongue based education system helps them uphold their

cultural rights as well as cultural identity. If their children get an education through their mother tongue, it will

be very helpful to their social development. This developmental phenomenon is strongly correlated with the

ethno linguistic as well as ethnological development.

Conclusion

It was clear from this study that the teachers surveyed overwhelmingly recognized the need to use more

mother tongue in education, both to enable children to understand lessons and to support learning of Bangla.

Teachers were mostly willing to adapt their teaching strategies to help children learn, encouraging mother

tongue use in the classroom and attempting to help children understand through translation and other

methods. However, most teachers did not have experience of the more effective and structured methods

available for maximizing children's educational performance through MTB-MLE. Many were aware of MTB-

MLE and were keen to receive training in it.

Given these positive attitudes, the experience many teachers already have of using various language

support strategies, and the MTB-MLE training which is available locally from Zabarang Kalyang Samity

(ZKS), it appears support for changing language practice in schools would be relatively easy to

implement. Teachers clearly also needed more support to use engaging child-friendly teaching

methods.

13

14 15

This report argues for some recommendations based on institutional development agenda believing that,

institutions matter for development. However, to reform the institutions, an institutional capacity baseline

study should be conducted as this study has not analyzed the detailed starting capacity of the institutions to

deliver MTB-MLE education closer to children's homes.

BackgroundThe enrolment rate in primary in the Chittagong Hill Tracts (CHT) of Bangladesh is not more than

155.5% and there are high dropout rates . One of the main factors is that children do not understand

the language of instruction, which is given through Bangla, and the curriculum is not related to their

culture. To address this issue, Save the Children (SC) is implementing a quality Mother Tongue-Based

Multilingual Education program (MTB-MLE) for the CHT. The MLE program provides relevant learning

materials in five indigenous languages: Chakma, Marma, Kokborok (Tripura), Mro and Rakhaing. The

project is implementing in four areas. The summary of implementing areas and partners has been given

below:

Table 1: Implementing Areas

Khagrachari Panchari, Dighinala, KhagrachariSadar ZabarangKalyanSamiti (ZKS) 2006

Bandarban Alikadam and Thanchi Rakhaing Development foundation 2011

Cox's Bazar Ramu, Teknaf, Chokoria,

Rangamati Rangamati Sadar & Kawkhali ASHIKA Manatrik Unnayan Kendro 2015

The operational activities of the program are as follows:

! Preschools (2 years) -Mother tongue based MLE : Chakma, Marma, Kokborok(Tripura), Mro, Rakhaing

language

! Grade-1,Grade-2 and 3 Mother tongue based Chakma and Tripura

! Parenting

! Community Learning Circle

! Reception & orientation organized in GPS/RNGPS

! MLE Awareness training within the catchments primary school

As per RFP, 7722 children were directly benefited from the project. On graduating, these children were

enrolled in the Government Primary school (GPS) where they were found to face problems as Bangla is

medium of instructions in these schools. To create a favorable learning environment for these children, SC has

planned to start MTBMLE project to become cognizant the GPS teacher's capacity and attitudes towards

MTBMLE in the GPS.

District Upazilla Implementing Partners Inception Year

ObjectiveFrom the review of the Terms of Reference, we understand that the overarching objectives are to:

! Find out GPS teachers' attitudes, practices and capacities in the classroom

! Identify teachers' motive to use MTBMLE approaches in future

! Observe teachers' existing strategies to support children with non-Bangla background

! Identify teachers' strategies to support children and create learning environment for children of non-

Bangla background.

! Identify community overviews about MTEMLE approach

MethodologyThe survey was conducted in the three Upazillas of Khgarachari disrtrict as the project is being implemented

in this district currently. They are Khagrachari sadar Upazilla, Panchari Upazilla, and Dighinala Upazilla. Both

qualitative and quantitative approaches were followed to collect required information. The table below

shows different methods used for data collection under each approach.

Quantitative Sample Survey

FGD

Qualitative In-Depth Interview

KII

Observation

Sample Survey

The respondent of the sample survey was teachers of different schools of the three surveyed Upazillas. It

was decided to conduct interview of 54 teachers from 27 schools (out of 54 schools) i.e. taking two teachers

(headmaster/assistant headmaster and class teacher of class one or class two or class three) from each

school. The schools were chosen randomly keeping in mind geographical dispersion as well as different

communities' (Chakma, Marma, Triura etc) where schools were located. However, unavailability of teachers

during the survey time, the achieved sample was 44. This sample size may not be considered as representative

of the entire population (all teachers of class one/two/three) but, large enough to capture the variations in

responses.

FGD

Total number of FGDs was nine (09), three from each Upazilla. The participants of the FGDs were

community people and parents of class 1 to Class 3 students. The number of participants of each FGD was

8 to 10.

Approach Methods

1 Gowri Vijaya Kumar, Getting ready for school in CTG Hill tracts ,2010

14 15

This report argues for some recommendations based on institutional development agenda believing that,

institutions matter for development. However, to reform the institutions, an institutional capacity baseline

study should be conducted as this study has not analyzed the detailed starting capacity of the institutions to

deliver MTB-MLE education closer to children's homes.

BackgroundThe enrolment rate in primary in the Chittagong Hill Tracts (CHT) of Bangladesh is not more than

155.5% and there are high dropout rates . One of the main factors is that children do not understand

the language of instruction, which is given through Bangla, and the curriculum is not related to their

culture. To address this issue, Save the Children (SC) is implementing a quality Mother Tongue-Based

Multilingual Education program (MTB-MLE) for the CHT. The MLE program provides relevant learning

materials in five indigenous languages: Chakma, Marma, Kokborok (Tripura), Mro and Rakhaing. The

project is implementing in four areas. The summary of implementing areas and partners has been given

below:

Table 1: Implementing Areas

Khagrachari Panchari, Dighinala, KhagrachariSadar ZabarangKalyanSamiti (ZKS) 2006

Bandarban Alikadam and Thanchi Rakhaing Development foundation 2011

Cox's Bazar Ramu, Teknaf, Chokoria,

Rangamati Rangamati Sadar & Kawkhali ASHIKA Manatrik Unnayan Kendro 2015

The operational activities of the program are as follows:

! Preschools (2 years) -Mother tongue based MLE : Chakma, Marma, Kokborok(Tripura), Mro, Rakhaing

language

! Grade-1,Grade-2 and 3 Mother tongue based Chakma and Tripura

! Parenting

! Community Learning Circle

! Reception & orientation organized in GPS/RNGPS

! MLE Awareness training within the catchments primary school

As per RFP, 7722 children were directly benefited from the project. On graduating, these children were

enrolled in the Government Primary school (GPS) where they were found to face problems as Bangla is

medium of instructions in these schools. To create a favorable learning environment for these children, SC has

planned to start MTBMLE project to become cognizant the GPS teacher's capacity and attitudes towards

MTBMLE in the GPS.

District Upazilla Implementing Partners Inception Year

ObjectiveFrom the review of the Terms of Reference, we understand that the overarching objectives are to:

! Find out GPS teachers' attitudes, practices and capacities in the classroom

! Identify teachers' motive to use MTBMLE approaches in future

! Observe teachers' existing strategies to support children with non-Bangla background

! Identify teachers' strategies to support children and create learning environment for children of non-

Bangla background.

! Identify community overviews about MTEMLE approach

MethodologyThe survey was conducted in the three Upazillas of Khgarachari disrtrict as the project is being implemented

in this district currently. They are Khagrachari sadar Upazilla, Panchari Upazilla, and Dighinala Upazilla. Both

qualitative and quantitative approaches were followed to collect required information. The table below

shows different methods used for data collection under each approach.

Quantitative Sample Survey

FGD

Qualitative In-Depth Interview

KII

Observation

Sample Survey

The respondent of the sample survey was teachers of different schools of the three surveyed Upazillas. It

was decided to conduct interview of 54 teachers from 27 schools (out of 54 schools) i.e. taking two teachers

(headmaster/assistant headmaster and class teacher of class one or class two or class three) from each

school. The schools were chosen randomly keeping in mind geographical dispersion as well as different

communities' (Chakma, Marma, Triura etc) where schools were located. However, unavailability of teachers

during the survey time, the achieved sample was 44. This sample size may not be considered as representative

of the entire population (all teachers of class one/two/three) but, large enough to capture the variations in

responses.

FGD

Total number of FGDs was nine (09), three from each Upazilla. The participants of the FGDs were

community people and parents of class 1 to Class 3 students. The number of participants of each FGD was

8 to 10.

Approach Methods

1 Gowri Vijaya Kumar, Getting ready for school in CTG Hill tracts ,2010

In-depth interview

Total number of in-depth interview was 12. Out of them, six (06) was school teachers (2 from each Upazilla),

three SMC members (one from each Upazilla) and three NGO activits (one from each Upazilla).

The redundancy criterion was used to determine sample size of both FGD and In-depth interview: that is when no new

information is forthcoming from new sampled units, stop collecting data.

Key Informant Interview (KII)

District education officer of Khagrachri and Upazilla education officer of the three surveyed Upazillas were

interviewed as key informants.

Class room Observation

The number of class room observation was nine (09), taking three classes from each Upazilla. This number

was determined after considering homogeneous class room environment of survey locations as well as time

constraint. From each Upazilla three schools were selected randomly and from each school one class room

was observed. In this way, class room of class I, class II and class III were observed from each Upazilla. It is

noteworthy to state that teachers of these classes were not interviewed.

Tools Preparation and Field TestThere are six different tools were prepared in two stages. In the first stage, Innovision had prepared the

questionnaires and submitted to STC. STC gave required feedbacks and the modified tools were used for

Pre-test. The pre-test was conducted in Khagrachari. All the surveyed Upazillas were included in the pre-test.

The tools were modified based on the findings of the pre-test which can be considered as the second stage of

tools preparation. The pre-test phase was continued for five consecutive days. Each of these five days, field

personnel of Innovision, Managers of STC and senior officials of Zabarang met in the evening after completing

pre-test, discussed and did required amendments in each tool.

Field ExecutionThree teams were worked keeping two enumerators in each team. One team had conducted FGDs only and

other two teams were for class room observation and sample survey. Field Manager of Innovision led the

FGD team. This team also took interviews of Government officials and NGO workers. The other two teams

took interview of SMC members apart of conducting classroom observation and survey sample. Most of the

schools were in the remote hilly areas, therefore, with the help of Zabarang, we had to move on motorcycle

and Zabarang provided local people to travel with enumerators for safety reasons.

The field test was five days long, from 20th March 25th March.

The data collection period was from 27th March to 4th April

16 17

Data Analysis and Report PreparationThe responses of the FGDs were recorded by electronic device. Besides, a note taker was also presented

in the FGD sessions. The note taker delivered the FGD notes after hearing the recordings to avoid any

missing parts. A semi-structured questionnaire was used for the sample survey. The data of the survey was

entered through a FoxPro based program and then tables were generated using SPSS. Same thing was

done for class room observation data. The KIIs and In-depth interviews were also recorded trough

electronic device.

The report was prepared after consultation with STC. Findings more all modes of data collection were used

to prepare the report. The Final report had been prepared after sending two draft report s to STC which they

sent back after recommending necessary modifications.

In-depth interview

Total number of in-depth interview was 12. Out of them, six (06) was school teachers (2 from each Upazilla),

three SMC members (one from each Upazilla) and three NGO activits (one from each Upazilla).

The redundancy criterion was used to determine sample size of both FGD and In-depth interview: that is when no new

information is forthcoming from new sampled units, stop collecting data.

Key Informant Interview (KII)

District education officer of Khagrachri and Upazilla education officer of the three surveyed Upazillas were

interviewed as key informants.

Class room Observation

The number of class room observation was nine (09), taking three classes from each Upazilla. This number

was determined after considering homogeneous class room environment of survey locations as well as time

constraint. From each Upazilla three schools were selected randomly and from each school one class room

was observed. In this way, class room of class I, class II and class III were observed from each Upazilla. It is

noteworthy to state that teachers of these classes were not interviewed.

Tools Preparation and Field TestThere are six different tools were prepared in two stages. In the first stage, Innovision had prepared the

questionnaires and submitted to STC. STC gave required feedbacks and the modified tools were used for

Pre-test. The pre-test was conducted in Khagrachari. All the surveyed Upazillas were included in the pre-test.

The tools were modified based on the findings of the pre-test which can be considered as the second stage of

tools preparation. The pre-test phase was continued for five consecutive days. Each of these five days, field

personnel of Innovision, Managers of STC and senior officials of Zabarang met in the evening after completing

pre-test, discussed and did required amendments in each tool.

Field ExecutionThree teams were worked keeping two enumerators in each team. One team had conducted FGDs only and

other two teams were for class room observation and sample survey. Field Manager of Innovision led the

FGD team. This team also took interviews of Government officials and NGO workers. The other two teams

took interview of SMC members apart of conducting classroom observation and survey sample. Most of the

schools were in the remote hilly areas, therefore, with the help of Zabarang, we had to move on motorcycle

and Zabarang provided local people to travel with enumerators for safety reasons.

The field test was five days long, from 20th March 25th March.

The data collection period was from 27th March to 4th April

16 17

Data Analysis and Report PreparationThe responses of the FGDs were recorded by electronic device. Besides, a note taker was also presented

in the FGD sessions. The note taker delivered the FGD notes after hearing the recordings to avoid any

missing parts. A semi-structured questionnaire was used for the sample survey. The data of the survey was

entered through a FoxPro based program and then tables were generated using SPSS. Same thing was

done for class room observation data. The KIIs and In-depth interviews were also recorded trough

electronic device.

The report was prepared after consultation with STC. Findings more all modes of data collection were used

to prepare the report. The Final report had been prepared after sending two draft report s to STC which they

sent back after recommending necessary modifications.

Findings:Classroom Observation

Classroom ObservationNine schools were selected randomly for class room observation. The observed classes were Class 1, Class 2 and Class 3 from each school of each Upazilla. One enumerator was observed class from the beginning of the class to the end. A checklist was used to collect information. The checklist was divided into two parts. They are background information and monitoring tool based on similar tools developed from Save the Children's global education programmes. The background information was taken from school register and asking teachers. Information of monitoring data was collected through observations.

Background Information -1Total number of students as taken from class registers of the observed classes was 268. However, 94% (252 of 268) students were present during observation. Out of them 54% were boys and 46% girls.

*Number of students present at the time of observation. **Language used by teachers in the classroom

Table 1 : Background Information - 1

Classroom Observation

19

Name of School

Loxmimura Prokolpo Govt. Primarry School

Komolsori Headmen para Govt. Primarry

School

Debendro Mohon para Govt. Primarry

School

Jura pansori Govt. Primarry School

Bansora Govt. Primarry School

Ramratan Karbari para Govt. Primarry

School

Maratila Govt. Primarry School

Kisthamoni Para Govt. Primarry

School

Ranga pani cera Govt. Primarry

School

Khagrachari Sadar Class 1 27 10 12 Male Bangla Tripura, Chakma

Khagrachari Sadar Class 2 39 18 21 Male Bangla Chakma,Marma

Khagrachari Sadar Class 3 20 12 8 Female Bangla Chakma. Tripura

Dighinala Class 1 13 6 6 Male Bangla Chakma

Dighinala Class 2 28 8 19 Male Bangla Chakma

Dighinala Class 3 23 13 8 Male Bangla Tripura

Panchari Class 1 39 20 12 Male Bangla Tripura

Panchari Class 2 67 43 24 Female Bangla Chakma

Panchari Class 3 12 7 5 Male Bangla Chakma

Upazilla Class Numberof

students

*Boys *Girls Teacher'sGender

**TeacherLanguage

(main)

Others languageused

Findings:Classroom Observation

Classroom ObservationNine schools were selected randomly for class room observation. The observed classes were Class 1, Class 2 and Class 3 from each school of each Upazilla. One enumerator was observed class from the beginning of the class to the end. A checklist was used to collect information. The checklist was divided into two parts. They are background information and monitoring tool based on similar tools developed from Save the Children's global education programmes. The background information was taken from school register and asking teachers. Information of monitoring data was collected through observations.

Background Information -1Total number of students as taken from class registers of the observed classes was 268. However, 94% (252 of 268) students were present during observation. Out of them 54% were boys and 46% girls.

*Number of students present at the time of observation. **Language used by teachers in the classroom

Table 1 : Background Information - 1

Classroom Observation

19

Name of School

Loxmimura Prokolpo Govt. Primarry School

Komolsori Headmen para Govt. Primarry

School

Debendro Mohon para Govt. Primarry

School

Jura pansori Govt. Primarry School

Bansora Govt. Primarry School

Ramratan Karbari para Govt. Primarry

School

Maratila Govt. Primarry School

Kisthamoni Para Govt. Primarry

School

Ranga pani cera Govt. Primarry

School

Khagrachari Sadar Class 1 27 10 12 Male Bangla Tripura, Chakma

Khagrachari Sadar Class 2 39 18 21 Male Bangla Chakma,Marma

Khagrachari Sadar Class 3 20 12 8 Female Bangla Chakma. Tripura

Dighinala Class 1 13 6 6 Male Bangla Chakma

Dighinala Class 2 28 8 19 Male Bangla Chakma

Dighinala Class 3 23 13 8 Male Bangla Tripura

Panchari Class 1 39 20 12 Male Bangla Tripura

Panchari Class 2 67 43 24 Female Bangla Chakma

Panchari Class 3 12 7 5 Male Bangla Chakma

Upazilla Class Numberof

students

*Boys *Girls Teacher'sGender

**TeacherLanguage

(main)

Others languageused

Background Information -2

Information like number of children use Bangla or indigenous language at residence is not kept in the school

registered. However, from the FGDs and teachers' interviews, it is found that none of children used Bangla in

their residences. The reason of such incidence can be attributed to the remoteness of areas where the

selected schools were situated. Also, in these areas Bangalee community was absent. Therefore, children did

not get any scope to speak in Bangla outside their residences also.

Monitoring Part: Language used in the classroom throughout the lesson

The main language for instruction was Bangla. Nevertheless, teachers used other indigenous languages like

Tripura, Marma and Chakma (see table). The usage of other languages can be seen in all observed classes.

Teachers used different languages based on the language used by the children in the classroom. For example, nd

in Panchari, for 2 grade and 3rd grade, teachers used Chakma but, for 1st grade teacher used Tripura. Same

picture can be seen in Dighinala, however, here Tripura was used in 3rd grade. It is understood that the usage

of indigenous languages of the teachers in the classroom depends on the community where the schools are

located.

All of the students (100%) were found to be using indigenous languages among themselves before and after

class as well as during the class activities.

Students used both indigenous languages (8 classes) and Bangla (6 classes) in responding to instructions.

However, it is found in one school of Khagrachari Upazilla that none of the students of class two responded

to the instructions.

All languages used by students in talking amongst themselves before/after the lesson

and during class activities [Ref q1a and q1b]

All languages used by students in responding to instructions [Ref Q1c]

20

Monitoring Part: Student engagement (Ref Q3]

In majority of classes (six out of nine), it was observed that a few students were talking while teachers were giving instructions. However, three out of nine classes, students sat quietly and listened to the teachers instructions.

Talking while the teacher was talking [Ref Q3a]

All languages used by students in answering questions [Ref Q1d]

All languages used by students in asking questions [Ref Q1e]

All languages used by teacher in issuing instructions, asking questions and in giving

explanations [Ref Q1f, Q1g, and Q1h]

Number of children were able to respond to teacher's questions [Ref Q2a & Q2b]

In general, students used Bangla (eight classes) in answering questions. However, out of these eight classes, in

four classes, they used only Bangla and in another four classes, some of them had answered in Bangle and

some of them had answered in indigenous languages.

Likewise answering questions of what teachers asked, in case of asking questions to the teachers, students

used Bangla (eight classes) in most of the cases. However, out of these eight classes, in three classes, they used

only Bangla and in another five classes, some of them had answered in Bangle and some of them had answered

in indigenous languages.

It was observed that all of the teachers of the observed classrooms used both indigenous languages and

Bangla as a mode of instruction and in giving explanations. However, all of the teachers in the observed

classrooms asked questions in Bangla.

As can be seen from the table that overall, less than one fifth children (46 out of 252) were able to give

answers to the teachers' questions. It should be noted that some response was given to teachers'

questions in all cases. However, in one class (Class 2 in Dighinala), teacher did not ask any questions to the

children.

21

Khagrachari

Panchari

Dighinala

Total

Class 1 10 12 3 1

Class 2 18 21 3 4

Class 3 12 8 3 2

Class 1 20 12 1 1

Class 2 43 24 7 6

Class 3 7 5 2 3

Class 1 6 6 3 2

Class 2 8 19 0 0

Class 3 13 8 3 2

137 113 25 21

Boys Girls GirlsBoys

Present Answered

Background Information -2

Information like number of children use Bangla or indigenous language at residence is not kept in the school

registered. However, from the FGDs and teachers' interviews, it is found that none of children used Bangla in

their residences. The reason of such incidence can be attributed to the remoteness of areas where the

selected schools were situated. Also, in these areas Bangalee community was absent. Therefore, children did

not get any scope to speak in Bangla outside their residences also.

Monitoring Part: Language used in the classroom throughout the lesson

The main language for instruction was Bangla. Nevertheless, teachers used other indigenous languages like

Tripura, Marma and Chakma (see table). The usage of other languages can be seen in all observed classes.

Teachers used different languages based on the language used by the children in the classroom. For example, nd

in Panchari, for 2 grade and 3rd grade, teachers used Chakma but, for 1st grade teacher used Tripura. Same

picture can be seen in Dighinala, however, here Tripura was used in 3rd grade. It is understood that the usage

of indigenous languages of the teachers in the classroom depends on the community where the schools are

located.

All of the students (100%) were found to be using indigenous languages among themselves before and after

class as well as during the class activities.

Students used both indigenous languages (8 classes) and Bangla (6 classes) in responding to instructions.

However, it is found in one school of Khagrachari Upazilla that none of the students of class two responded

to the instructions.

All languages used by students in talking amongst themselves before/after the lesson

and during class activities [Ref q1a and q1b]

All languages used by students in responding to instructions [Ref Q1c]

20

Monitoring Part: Student engagement (Ref Q3]

In majority of classes (six out of nine), it was observed that a few students were talking while teachers were giving instructions. However, three out of nine classes, students sat quietly and listened to the teachers instructions.

Talking while the teacher was talking [Ref Q3a]

All languages used by students in answering questions [Ref Q1d]

All languages used by students in asking questions [Ref Q1e]

All languages used by teacher in issuing instructions, asking questions and in giving

explanations [Ref Q1f, Q1g, and Q1h]

Number of children were able to respond to teacher's questions [Ref Q2a & Q2b]

In general, students used Bangla (eight classes) in answering questions. However, out of these eight classes, in

four classes, they used only Bangla and in another four classes, some of them had answered in Bangle and

some of them had answered in indigenous languages.

Likewise answering questions of what teachers asked, in case of asking questions to the teachers, students

used Bangla (eight classes) in most of the cases. However, out of these eight classes, in three classes, they used

only Bangla and in another five classes, some of them had answered in Bangle and some of them had answered

in indigenous languages.

It was observed that all of the teachers of the observed classrooms used both indigenous languages and

Bangla as a mode of instruction and in giving explanations. However, all of the teachers in the observed

classrooms asked questions in Bangla.

As can be seen from the table that overall, less than one fifth children (46 out of 252) were able to give

answers to the teachers' questions. It should be noted that some response was given to teachers'

questions in all cases. However, in one class (Class 2 in Dighinala), teacher did not ask any questions to the

children.

21

Khagrachari

Panchari

Dighinala

Total

Class 1 10 12 3 1

Class 2 18 21 3 4

Class 3 12 8 3 2

Class 1 20 12 1 1

Class 2 43 24 7 6

Class 3 7 5 2 3

Class 1 6 6 3 2

Class 2 8 19 0 0

Class 3 13 8 3 2

137 113 25 21

Boys Girls GirlsBoys

Present Answered

Looking away from the teacher while the teacher was talking [Ref Q3b]

Moving around the room while the teacher was talking [Q3c]

Leaving the classroom before the lesson had ended/ Entering the classroom after the l lesson had begun [Q3d & Q3e]

The data shows that in three classes children were attentively listening to the lectures. Students of these three classes sat quietly and listened to teachers' instructions also (Ref Q3a). However, in other six classes students either a few (three classes) or many students (three classes) were not paying attention while teachers were teaching them.

This characteristic was not reported by any observers.

A few students of Class 3 of a school of Sadar Upazilla entered in the classroom after teacher had started giving instructions and also, left the classroom before the lessons had ended. Surprisingly, the teacher did not tell them anything about these wrong-doings and he was teaching students as if nothing had happened. However, these activities had not been noticed in the other eight classes.

Monitoring Part: Language support strategies (Ref Q4]

It was observed in all sampled classes that teachers used different languages with different students, when students could not answer a question or follow an instruction and they also switched to indigenous languages from Bangla as per necessity. But, grouping/seating students as per their first language (a strategy that can help understanding, as students with stronger Bangla skills can translate for others) had not been observed in any of the nine classes. However, it was observed in eight classes

22

that teachers asked students who were good in both indigenous language and Bangla to help others to understand lessons.

Except two classes, it was observed that teachers translated a portion of lessons that they could not

understand to the indigenous languages and in all classes, teachers allowed students to use their mother

tongue for asking questions and answering . Also, if necessary, some teachers taught in indigenous languages in

the first palace and then taught them in Bangla. This was seen in three classes (class I: 2, class II: 1). Practicing in

English had not been noticed in any of the observed classes. Teachers did not take any other steps to solve

the language problem of the students.

Monitoring Part: General active teaching strategies (Ref Q5]Only three classes (class II: 1, class III: 2) were found where teachers asked open questions like 'What is your

favorite meal?' or “Say a name of a bird you see regularly?” and etc. None of the teachers of any classes asked

students to come to the front to explain lessons. Using visual aids in teaching was observed in only one class

which was Class 1 of Panchari Upazilla. Except one teacher, all of the teachers of the observed classes were

moving around classes while teaching. Giving group task and using songs or games while teaching were not

found in any of the observed classes.

In general, it is understood that teachers are taking different steps to ensure children's proper participation in

class room such as using alphabet chart, using 'AMAR BOI'- a book for learning bangla and etc. The most used

strategy however was found to be teaching Bangla through children's mother tongue and delivered lessons in

the classroom in the indigenous languages as per necessity.

23

Looking away from the teacher while the teacher was talking [Ref Q3b]

Moving around the room while the teacher was talking [Q3c]

Leaving the classroom before the lesson had ended/ Entering the classroom after the l lesson had begun [Q3d & Q3e]

The data shows that in three classes children were attentively listening to the lectures. Students of these three classes sat quietly and listened to teachers' instructions also (Ref Q3a). However, in other six classes students either a few (three classes) or many students (three classes) were not paying attention while teachers were teaching them.

This characteristic was not reported by any observers.

A few students of Class 3 of a school of Sadar Upazilla entered in the classroom after teacher had started giving instructions and also, left the classroom before the lessons had ended. Surprisingly, the teacher did not tell them anything about these wrong-doings and he was teaching students as if nothing had happened. However, these activities had not been noticed in the other eight classes.

Monitoring Part: Language support strategies (Ref Q4]

It was observed in all sampled classes that teachers used different languages with different students, when students could not answer a question or follow an instruction and they also switched to indigenous languages from Bangla as per necessity. But, grouping/seating students as per their first language (a strategy that can help understanding, as students with stronger Bangla skills can translate for others) had not been observed in any of the nine classes. However, it was observed in eight classes

22

that teachers asked students who were good in both indigenous language and Bangla to help others to understand lessons.

Except two classes, it was observed that teachers translated a portion of lessons that they could not

understand to the indigenous languages and in all classes, teachers allowed students to use their mother

tongue for asking questions and answering . Also, if necessary, some teachers taught in indigenous languages in

the first palace and then taught them in Bangla. This was seen in three classes (class I: 2, class II: 1). Practicing in

English had not been noticed in any of the observed classes. Teachers did not take any other steps to solve

the language problem of the students.

Monitoring Part: General active teaching strategies (Ref Q5]Only three classes (class II: 1, class III: 2) were found where teachers asked open questions like 'What is your

favorite meal?' or “Say a name of a bird you see regularly?” and etc. None of the teachers of any classes asked

students to come to the front to explain lessons. Using visual aids in teaching was observed in only one class

which was Class 1 of Panchari Upazilla. Except one teacher, all of the teachers of the observed classes were

moving around classes while teaching. Giving group task and using songs or games while teaching were not

found in any of the observed classes.

In general, it is understood that teachers are taking different steps to ensure children's proper participation in

class room such as using alphabet chart, using 'AMAR BOI'- a book for learning bangla and etc. The most used

strategy however was found to be teaching Bangla through children's mother tongue and delivered lessons in

the classroom in the indigenous languages as per necessity.

23

Findings:Teacher Interview

Language known except Bangla and Class room language (Q3, q4 and q5)Chakma language is the most known language

after Bangle among interviewed teachers.

Other known languages to the teachers are

Tripura (48%), English (39%) and Marma (16%).

Location wise, all of the teachers of Panchari

seem to have known multiple languages.

However, teachers mainly use Bangla in the

classroom. Besides, using Tripura in Khagrachari

Sadar and Chakma in Panchari and Dighinala has

also been noticed in the classroom.

Incidence of facing problems while teaching children of diverse language based (Q6), mentioned problems (Q7) and steps taken to solve problems (Q8)

Majority of the teachers (66%) faces problem while teaching children of diverged language based in a classroom. All of the interviewed teachers of Panchari mentioned this problem. The main problem they face is the inability of the children to understand Bangla. However, most of them solve the problem by teaching them using children' own language. Besides, using materials or pictures is also noticed. The responses are more or less similar among teachers of different locations.

Table 10: Distribution of language known tothe teachers by area

Figure 1: Incidence of facing problem, Base – All respondents

Teachers Interview

DighinalaSadar Panchari

Tripura 82.4 16.7 33.3

Chakma 70.6 100.0 93.3

Marma 17.6 25.0 6.7

English 23.5 33.3 60.0

Base - All Respondents 17 12 15

25

Marma (16%)

English(39%)

Chakma(86%)

Tripura(48%)

59

100

41

47

53

66

34

Sadar Panchiri Dighinala Total

Yes, feel problem No, do not have any problem

Findings:Teacher Interview

Language known except Bangla and Class room language (Q3, q4 and q5)Chakma language is the most known language

after Bangle among interviewed teachers.

Other known languages to the teachers are

Tripura (48%), English (39%) and Marma (16%).

Location wise, all of the teachers of Panchari

seem to have known multiple languages.

However, teachers mainly use Bangla in the

classroom. Besides, using Tripura in Khagrachari

Sadar and Chakma in Panchari and Dighinala has

also been noticed in the classroom.

Incidence of facing problems while teaching children of diverse language based (Q6), mentioned problems (Q7) and steps taken to solve problems (Q8)

Majority of the teachers (66%) faces problem while teaching children of diverged language based in a classroom. All of the interviewed teachers of Panchari mentioned this problem. The main problem they face is the inability of the children to understand Bangla. However, most of them solve the problem by teaching them using children' own language. Besides, using materials or pictures is also noticed. The responses are more or less similar among teachers of different locations.

Table 10: Distribution of language known tothe teachers by area

Figure 1: Incidence of facing problem, Base – All respondents

Teachers Interview

DighinalaSadar Panchari

Tripura 82.4 16.7 33.3

Chakma 70.6 100.0 93.3

Marma 17.6 25.0 6.7

English 23.5 33.3 60.0

Base - All Respondents 17 12 15

25

Marma (16%)

English(39%)

Chakma(86%)

Tripura(48%)

59

100

41

47

53

66

34

Sadar Panchiri Dighinala Total

Yes, feel problem No, do not have any problem

Table 11: Problems faced by teachers

Table 12: Steps taken to solve the problems

Sadar Panchari Dighinala Total

Sadar Panchari Dighinala Total

Do not understand Bangla language easily 90.0 100.0 100.0 96.6

Need to take help from upper class children 30.0 16.7 71.4 34.5

Can't speak in Bangla 20.0 8.3 14.3 13.8

Can't pronounce in Bangla 10.0 16.7 14.3 13.8

Mistakes in Bangla Grammar 10.0 8.3 0.0 6.9

Need to teach them in their own language 10.0 8.3 0.0 6.9

Sometimes teachers need to speak in two/three languages 0.0 0.0 14.3 3.4

Base - Those face problem 10 12 7 29

Teaching through their mother tongue/ indigenous languages 80.0 75.0 100.0 82.8

Teaching through educational materials 60.0 41.7 42.9 48.3

We teach through different posters of fruits, flowers etc 40.0 41.7 28.6 37.9

We inquire about different children's home and family members 10.0 25.0 14.3 17.2

Greet children in Bangla in the middle of studying 20.0 0.0 14.3 10.3

We teach through different pictures of animals and creatures 0.0 16.7 0.0 6.9

We call roll in Bangla in classroom 0.0 8.3 0.0 3.4

Try to increase the awareness among the parents 0.0 8.3 0.0 3.4

Base - Those face problem 10 12 7 29

Language used by Children in the classroom (Q9)

Tripura is emerged as the most used language in the schools by the children as stated by the teachers. However, area wise variation in responses can be seen. Tripura is used mostly in Sadar whereas Chakma is used in Panchari. In Dighinala, both Chakma and Bangla are used. Few children used Marma in Dighinala.

Easiness in using Bangla (Q10 & Q11)More than half of the teachers opined that they do not feel comfortable teaching children in Bangla whereas more than two-third mentioned that children do not feel comfortable. However, more than one third teachers feel comfortable teaching children in Bangla though findings suggest, this comfortableness is one-sided. In addition, a few teachers (17%) stated that children are comfortable in their own languages.

26

43 15 15

34

35 23

23 50

54

8

Tripura Chakma Bangla Marma

Figure 2: Most used language in the class room

Most used 2nd most 3rd most

Problems faced while teaching (Q12)The main problem is found to be the inability of understanding Bangla lessons of students as expressed by 75% of the interviewed teachers. In some cases, as expressed by the interviewed teachers, students answer queries or speak in the languages they speak despite of teachers' instruction to speak in Bangla (16%) or teachers have to speak in students' languages (11%) if teachers know the same. Teachers said this weakness of understanding Bangla language also creates problems such as children cannot memorize their lessons (11.4%) or they become inattentive in the classroom or doing homework in their own languages. In addition, Parents' lack of education and irrelevant education materials such as text books are not compatible with the local culture are mentioned as problems by a few teachers. A little more than one fourth teachers of Dighinala does not face much difficulty to teach their children.

Cannot understand Bangla 70.6 100.0 60.0 75.0

They use their own languages even if are asked in Bangla 11.8 16.7 20.0 15.9

They give blank look if they are not understand 23.5 8.3 13.3 15.9

They do not do homework in Bangla 11.8 16.7 20.0 15.9

They cannot memorize Bangla lesson 11.8 8.3 13.3 11.4

We have to teach them in their own language 29.4 0.0 0.0 11.4

Children are less attentive in the classroom 11.8 0.0 13.3 9.1

Don't face that much problems 0.0 0.0 26.7 9.1

Lack of awareness among the parents 11.8 8.3 0.0 6.8

It takes more time to make them understand any subject 5.9 0.0 13.3 6.8

Lesson materials are not relevant with their culture 0.0 0.0 6.7 2.3

Base - All respondents 17 12 15 44

Steps taken to teach children Bangla (q13)Teachers claim to have taken a number of steps to enhance the student's Bangla knowledge. The most common and the most used approach is to speak Bangla with them in the classroom. However, more than half of the teachers of Dighinala try to teach Bangla through their mother tongue, which is the internationally

Table 13: Distribution of problems faced by teachers

Sadar Panchari Dighinala Total

27

ChildrenTeachers

! I do not feel comfortable teach children in Bangla - 54%

! Students do not understand Bangla - 54%

! They understand if taught in their languages - 17%

! I feel comfortable to teach in Bangla - 38%

!

! They do not understand Bangla - 79%

! They understand if taught in their languages - 17%

They do not feel comfortable in Bangla - 79%

Table 11: Problems faced by teachers

Table 12: Steps taken to solve the problems

Sadar Panchari Dighinala Total

Sadar Panchari Dighinala Total

Do not understand Bangla language easily 90.0 100.0 100.0 96.6

Need to take help from upper class children 30.0 16.7 71.4 34.5

Can't speak in Bangla 20.0 8.3 14.3 13.8

Can't pronounce in Bangla 10.0 16.7 14.3 13.8

Mistakes in Bangla Grammar 10.0 8.3 0.0 6.9

Need to teach them in their own language 10.0 8.3 0.0 6.9

Sometimes teachers need to speak in two/three languages 0.0 0.0 14.3 3.4

Base - Those face problem 10 12 7 29

Teaching through their mother tongue/ indigenous languages 80.0 75.0 100.0 82.8

Teaching through educational materials 60.0 41.7 42.9 48.3

We teach through different posters of fruits, flowers etc 40.0 41.7 28.6 37.9

We inquire about different children's home and family members 10.0 25.0 14.3 17.2

Greet children in Bangla in the middle of studying 20.0 0.0 14.3 10.3

We teach through different pictures of animals and creatures 0.0 16.7 0.0 6.9

We call roll in Bangla in classroom 0.0 8.3 0.0 3.4

Try to increase the awareness among the parents 0.0 8.3 0.0 3.4

Base - Those face problem 10 12 7 29

Language used by Children in the classroom (Q9)

Tripura is emerged as the most used language in the schools by the children as stated by the teachers. However, area wise variation in responses can be seen. Tripura is used mostly in Sadar whereas Chakma is used in Panchari. In Dighinala, both Chakma and Bangla are used. Few children used Marma in Dighinala.

Easiness in using Bangla (Q10 & Q11)More than half of the teachers opined that they do not feel comfortable teaching children in Bangla whereas more than two-third mentioned that children do not feel comfortable. However, more than one third teachers feel comfortable teaching children in Bangla though findings suggest, this comfortableness is one-sided. In addition, a few teachers (17%) stated that children are comfortable in their own languages.

26

43 15 15

34

35 23

23 50

54

8

Tripura Chakma Bangla Marma

Figure 2: Most used language in the class room

Most used 2nd most 3rd most

Problems faced while teaching (Q12)The main problem is found to be the inability of understanding Bangla lessons of students as expressed by 75% of the interviewed teachers. In some cases, as expressed by the interviewed teachers, students answer queries or speak in the languages they speak despite of teachers' instruction to speak in Bangla (16%) or teachers have to speak in students' languages (11%) if teachers know the same. Teachers said this weakness of understanding Bangla language also creates problems such as children cannot memorize their lessons (11.4%) or they become inattentive in the classroom or doing homework in their own languages. In addition, Parents' lack of education and irrelevant education materials such as text books are not compatible with the local culture are mentioned as problems by a few teachers. A little more than one fourth teachers of Dighinala does not face much difficulty to teach their children.

Cannot understand Bangla 70.6 100.0 60.0 75.0

They use their own languages even if are asked in Bangla 11.8 16.7 20.0 15.9

They give blank look if they are not understand 23.5 8.3 13.3 15.9

They do not do homework in Bangla 11.8 16.7 20.0 15.9

They cannot memorize Bangla lesson 11.8 8.3 13.3 11.4

We have to teach them in their own language 29.4 0.0 0.0 11.4

Children are less attentive in the classroom 11.8 0.0 13.3 9.1

Don't face that much problems 0.0 0.0 26.7 9.1

Lack of awareness among the parents 11.8 8.3 0.0 6.8

It takes more time to make them understand any subject 5.9 0.0 13.3 6.8

Lesson materials are not relevant with their culture 0.0 0.0 6.7 2.3

Base - All respondents 17 12 15 44

Steps taken to teach children Bangla (q13)Teachers claim to have taken a number of steps to enhance the student's Bangla knowledge. The most common and the most used approach is to speak Bangla with them in the classroom. However, more than half of the teachers of Dighinala try to teach Bangla through their mother tongue, which is the internationally

Table 13: Distribution of problems faced by teachers

Sadar Panchari Dighinala Total

27

ChildrenTeachers

! I do not feel comfortable teach children in Bangla - 54%

! Students do not understand Bangla - 54%

! They understand if taught in their languages - 17%

! I feel comfortable to teach in Bangla - 38%

!

! They do not understand Bangla - 79%

! They understand if taught in their languages - 17%

They do not feel comfortable in Bangla - 79%

recommended strategy for younger children (Pinnock, 2011). This was also noticed among 35% teachers of Sadar and 42% teachers of Panchari. A few teachers apply techniques such as suggest children to speak in Bangla during regular assembly (11%) or taking attendance in Bangla (11%) Teachers also ask children to converse themselves in Bangla (39%) or ask weaker children to speak more frequently with children who know Bangla well (7%) or instruct them to speak in Bangla outside school (9%). Besides, teaching Bangla with materials such as alphabet chart is also practiced by one fifth teachers.

We practice Bangla in the classroom 82.4 66.7 46.7 65.9

Try to teach Bangla through their mother tongue 35.3 41.7 60.0 45.5

Ask them to speak in Bangla with their classmates 41.2 41.7 33.3 38.6

Try to teach them with materials 11.8 25.0 26.7 20.5

Ask them to speak in Bangla in regular assembly before class starts 11.8 16.7 6.7 11.4

Take attendance in Bangla 23.5 0.0 6.7 11.4

Suggest them to speak in Bangla outside their home 5.9 16.7 6.7 9.1

Encourage them to speak in Bangla through poems, rhymes, song etc 5.9 8.3 13.3 9.1

Ask weak children to converse children know Bangla well 0.0 0.0 20.0 6.8

Motivate them to write letters in Bangla 0.0 0.0 6.7 2.3

Base - All Respondents 17 12 15 44

Sources of Learning Bangla (Q14)About three-fourth teachers consider themselves as the main source of Bangla learning followed by classrooms (55%) and neighbors (43%), about one third teachers mentioned children also learn Bangla from market places (23%). A few teachers (11%) stated text book as a source of learning which indicates that access to Bangla materials is very low. and text books (11%). Other sources they had stated are classmates, television and schools run by NGOs.

Table 14: Steps taken by teachers

Figure 3: Sources of learning Bangla

Sadar Panchari Dighinala Total

28

82

67 73 75

41 42

80

55

18 17

40

25

18 17

33

23

12 8

13 11

Sadar Panchiri Dighinala Total

Classrooms Neighbors From hat/ local market/ bazaar Textbooks

School teachers

Places where Bangla used most by children (Q15)All of the teachers mentioned that children use Bangla in the classroom most as compared with other places like playground, residence and etc.

Rating on Bangla Language skill (Q16)Teachers' ratings on students' skill on Bangla Reading, Speaking and Writing were found to be unsatisfactory. Only 27% and 14% teachers considered that their students were good in Bangla reading and writing respectively. However, comparatively better portion of the teachers (41%) claimed that their students were good in Bangla speaking though this rating is appeared to be contradictory as FGDs and classroom observation data reveal that in most of the cases, children are not comfortable in Bangla speaking. Location wise, more or less same ratings can be seen from the Teachers' evaluation on children's Bangla language skill.

Rating on some statements (q17)The top-2 box% (important + very important) of these statements shows that the teachers consider the following issues are important:

1. Education through mother tongue (95%)

2. Include local culture in the text books (93%)

3. Mother tongue based reading (87%)

4. Instruction in mother tongue (95%).

5. However, mother tongue based writing system seems comparatively less important to the teachers as 57% teachers rated it as important while other issues were important to the higher portion of the teachers (ranging from 87%-95%).

Figure 5: Rating on some issues

29

727 14

39

59

45

52

14

36

2 5

Speaking

Good Neutral Not good Not good at all

Figure 4: Rating on Children's Language Skill

Reading Writing

Very Good

2 9 2 2 2

14

2 2 11

20

2

25 23 16

48

30

43

70 70 84

39 27

52

Educationthrough mother

tongue

Includeindigenous

culture in thetextbook

Parentsparticipation

Mother tonguebased reading

Mother tonguebased writing

Instruction inmother tongue

Not very much important

Somewhat important

Somewhat unimportant

Very much important

Neutral

recommended strategy for younger children (Pinnock, 2011). This was also noticed among 35% teachers of Sadar and 42% teachers of Panchari. A few teachers apply techniques such as suggest children to speak in Bangla during regular assembly (11%) or taking attendance in Bangla (11%) Teachers also ask children to converse themselves in Bangla (39%) or ask weaker children to speak more frequently with children who know Bangla well (7%) or instruct them to speak in Bangla outside school (9%). Besides, teaching Bangla with materials such as alphabet chart is also practiced by one fifth teachers.

We practice Bangla in the classroom 82.4 66.7 46.7 65.9

Try to teach Bangla through their mother tongue 35.3 41.7 60.0 45.5

Ask them to speak in Bangla with their classmates 41.2 41.7 33.3 38.6

Try to teach them with materials 11.8 25.0 26.7 20.5

Ask them to speak in Bangla in regular assembly before class starts 11.8 16.7 6.7 11.4

Take attendance in Bangla 23.5 0.0 6.7 11.4

Suggest them to speak in Bangla outside their home 5.9 16.7 6.7 9.1

Encourage them to speak in Bangla through poems, rhymes, song etc 5.9 8.3 13.3 9.1

Ask weak children to converse children know Bangla well 0.0 0.0 20.0 6.8

Motivate them to write letters in Bangla 0.0 0.0 6.7 2.3

Base - All Respondents 17 12 15 44

Sources of Learning Bangla (Q14)About three-fourth teachers consider themselves as the main source of Bangla learning followed by classrooms (55%) and neighbors (43%), about one third teachers mentioned children also learn Bangla from market places (23%). A few teachers (11%) stated text book as a source of learning which indicates that access to Bangla materials is very low. and text books (11%). Other sources they had stated are classmates, television and schools run by NGOs.

Table 14: Steps taken by teachers

Figure 3: Sources of learning Bangla

Sadar Panchari Dighinala Total

28

82

67 73 75

41 42

80

55

18 17

40

25

18 17

33

23

12 8

13 11

Sadar Panchiri Dighinala Total

Classrooms Neighbors From hat/ local market/ bazaar Textbooks

School teachers

Places where Bangla used most by children (Q15)All of the teachers mentioned that children use Bangla in the classroom most as compared with other places like playground, residence and etc.

Rating on Bangla Language skill (Q16)Teachers' ratings on students' skill on Bangla Reading, Speaking and Writing were found to be unsatisfactory. Only 27% and 14% teachers considered that their students were good in Bangla reading and writing respectively. However, comparatively better portion of the teachers (41%) claimed that their students were good in Bangla speaking though this rating is appeared to be contradictory as FGDs and classroom observation data reveal that in most of the cases, children are not comfortable in Bangla speaking. Location wise, more or less same ratings can be seen from the Teachers' evaluation on children's Bangla language skill.

Rating on some statements (q17)The top-2 box% (important + very important) of these statements shows that the teachers consider the following issues are important:

1. Education through mother tongue (95%)

2. Include local culture in the text books (93%)

3. Mother tongue based reading (87%)

4. Instruction in mother tongue (95%).

5. However, mother tongue based writing system seems comparatively less important to the teachers as 57% teachers rated it as important while other issues were important to the higher portion of the teachers (ranging from 87%-95%).

Figure 5: Rating on some issues

29

727 14

39

59

45

52

14

36

2 5

Speaking

Good Neutral Not good Not good at all

Figure 4: Rating on Children's Language Skill

Reading Writing

Very Good

2 9 2 2 2

14

2 2 11

20

2

25 23 16

48

30

43

70 70 84

39 27

52

Educationthrough mother

tongue

Includeindigenous

culture in thetextbook

Parentsparticipation

Mother tonguebased reading

Mother tonguebased writing

Instruction inmother tongue

Not very much important

Somewhat important

Somewhat unimportant

Very much important

Neutral

Incidence of training received and Name of Training Organizer [Q20}13% teachers are found who had received training on MTB-MLE based education and all of them received this training from Save the through Zabarang Kalyan Samity (ZKS). The main topics covered in the training session were language -1, awareness on MTBMLE, positive discipline and UNCRC (United Nations child rights conventions).

Willingness to take part in the training [Q21] and perceived time period [Q22]All of the teachers showed interest to take part in the training session organized by government or any other organizations. However, responses of the duration of the training session was varied as more than one third teachers (35%) of Sadar advocate for 7 days training whereas 42% teachers of Panchari and 40% teachers of Dighinala like to have a training session of one month and 15 days respectively.

5 days 5.9 0.0 0.0 2.3

7 days 35.3 25.0 13.3 25.0

10 days 17.6 0.0 13.3 11.4

12 days 5.9 0.0 0.0 2.3

15 days 11.8 16.7 40.0 22.7

One month 5.9 41.7 20.0 20.5

Three months 5.9 0.0 6.7 4.5

Four months 5.9 8.3 6.7 6.8

Five months 0.0 8.3 0.0 2.3

Six months 5.9 0.0 0.0 2.3

Base - All Respondents 17 12 15 44

Table 15: Number of days

Sadar Panchari Dighinala Total

30

Table 16: Name training they participated till date [Q28]

Figure 7: Agree or Disagree: Children will do better in the higher classes if they learn to read and write in their mother languages

Subject related training from URC

PTI

Relevant subject

CIN ED

Training on Population

Basic in Service

Training on Leadership

Training on READ Project

Training on Health and Sanitation (WASH)

Training on Foundation

ICT Training

Teachers' Cluster Training

Training in Mother tongue

Degree of agreement or disagreement on some issues [Q24]

Teachers were asked to express their agreement or disagreement on some issues related to the influence of mother tongue based language system on the children. The responses were varied among issues. All of the teachers agreed that children will do better in the higher classes if they learn to read and write in mother languages in the early stages and most of them agreed that mother language education system will help them to learn other languages. They also agreed that children will do better in science or Math if they learn these subjects in their own languages. More than half of the teachers disagreed with the statement like children will confuse if they learn in their mother language. Surprisingly, 45% teachers agreed that Bangla would be the medium in the early grade. Nevertheless, 28% teachers disagreed with this statement and another 27% teachers neither agreed nor disagreed.

31

13%

No88%

Figure 6: Incidence of receiving

training

12

88

67

33

33

67

34

66

Sadar Dighinala TotalPanchiri

Somewhat agree Stongly agree

Incidence of training received and Name of Training Organizer [Q20}13% teachers are found who had received training on MTB-MLE based education and all of them received this training from Save the through Zabarang Kalyan Samity (ZKS). The main topics covered in the training session were language -1, awareness on MTBMLE, positive discipline and UNCRC (United Nations child rights conventions).

Willingness to take part in the training [Q21] and perceived time period [Q22]All of the teachers showed interest to take part in the training session organized by government or any other organizations. However, responses of the duration of the training session was varied as more than one third teachers (35%) of Sadar advocate for 7 days training whereas 42% teachers of Panchari and 40% teachers of Dighinala like to have a training session of one month and 15 days respectively.

5 days 5.9 0.0 0.0 2.3

7 days 35.3 25.0 13.3 25.0

10 days 17.6 0.0 13.3 11.4

12 days 5.9 0.0 0.0 2.3

15 days 11.8 16.7 40.0 22.7

One month 5.9 41.7 20.0 20.5

Three months 5.9 0.0 6.7 4.5

Four months 5.9 8.3 6.7 6.8

Five months 0.0 8.3 0.0 2.3

Six months 5.9 0.0 0.0 2.3

Base - All Respondents 17 12 15 44

Table 15: Number of days

Sadar Panchari Dighinala Total

30

Table 16: Name training they participated till date [Q28]

Figure 7: Agree or Disagree: Children will do better in the higher classes if they learn to read and write in their mother languages

Subject related training from URC

PTI

Relevant subject

CIN ED

Training on Population

Basic in Service

Training on Leadership

Training on READ Project

Training on Health and Sanitation (WASH)

Training on Foundation

ICT Training

Teachers' Cluster Training

Training in Mother tongue

Degree of agreement or disagreement on some issues [Q24]

Teachers were asked to express their agreement or disagreement on some issues related to the influence of mother tongue based language system on the children. The responses were varied among issues. All of the teachers agreed that children will do better in the higher classes if they learn to read and write in mother languages in the early stages and most of them agreed that mother language education system will help them to learn other languages. They also agreed that children will do better in science or Math if they learn these subjects in their own languages. More than half of the teachers disagreed with the statement like children will confuse if they learn in their mother language. Surprisingly, 45% teachers agreed that Bangla would be the medium in the early grade. Nevertheless, 28% teachers disagreed with this statement and another 27% teachers neither agreed nor disagreed.

31

13%

No88%

Figure 6: Incidence of receiving

training

12

88

67

33

33

67

34

66

Sadar Dighinala TotalPanchiri

Somewhat agree Stongly agree

Figure 8: Agree or Disagree: Children who read and write well in their mother language will be able to read and write well in other languages (Bangla, English)

Figure 9: Agree or Disagree: Learning math and science in their mother languages helps them to do better in these subjects

Sadar Panchiri Dighinala Total

Neutral

5

34

61

0

27

73

67

33

12

18

71

32

Somewhat agree Stongly agree

Sadar Panchiri Dighinala Total

2211

45

39

13

60

27

8

17

50

25

6 6

29

59

Strongly disagree

Somewhat agree

Somewhat disagree

Stongly agree

Neutral

Figure 10: Learning in mother language might be confusing for children

Figure 11: Agree or Disagree : In early grade it is better to learn only in Bangla

Rating on easiness to start MTB-MLE based education in the school [Q25]

About three-fourth teachers opined that it would be easy to start MTB-MLE based education system. The

reasons for such opinion are students can easily understand their lessons (75%), they will be attentive

(27%) and hesitation free (27%), communication with students would be better (11%), they will perform

better in the examination (25%) and they can understand any specific topics easily (30%). In contrast, 18%

teachers cited that it would be difficult to implement MTB-MLE education system. They reasons they

stated are limited number teachers, classrooms and inability of teachers' knowledge on the indigenous

languages.

33

17

17

17

50

47

13

40

59

18

12

12

27

27

9

32

5

Sadar Panchiri Dighinala Total

Strongly disagree

Somewhat agree

Somewhat disagree

Stongly agree

Neutral

Sadar Panchiri Dighinala Total

18

18

18

12

35

13

20

33

27

7

11

16

27

25

20

8

33

42

17

Strongly disagree

Somewhat agree

Somewhat disagree

Stongly agree

Neutral

Figure 8: Agree or Disagree: Children who read and write well in their mother language will be able to read and write well in other languages (Bangla, English)

Figure 9: Agree or Disagree: Learning math and science in their mother languages helps them to do better in these subjects

Sadar Panchiri Dighinala Total

Neutral

5

34

61

0

27

73

67

33

12

18

71

32

Somewhat agree Stongly agree

Sadar Panchiri Dighinala Total

2211

45

39

13

60

27

8

17

50

25

6 6

29

59

Strongly disagree

Somewhat agree

Somewhat disagree

Stongly agree

Neutral

Figure 10: Learning in mother language might be confusing for children

Figure 11: Agree or Disagree : In early grade it is better to learn only in Bangla

Rating on easiness to start MTB-MLE based education in the school [Q25]

About three-fourth teachers opined that it would be easy to start MTB-MLE based education system. The

reasons for such opinion are students can easily understand their lessons (75%), they will be attentive

(27%) and hesitation free (27%), communication with students would be better (11%), they will perform

better in the examination (25%) and they can understand any specific topics easily (30%). In contrast, 18%

teachers cited that it would be difficult to implement MTB-MLE education system. They reasons they

stated are limited number teachers, classrooms and inability of teachers' knowledge on the indigenous

languages.

33

17

17

17

50

47

13

40

59

18

12

12

27

27

9

32

5

Sadar Panchiri Dighinala Total

Strongly disagree

Somewhat agree

Somewhat disagree

Stongly agree

Neutral

Sadar Panchiri Dighinala Total

18

18

18

12

35

13

20

33

27

7

11

16

27

25

20

8

33

42

17

Strongly disagree

Somewhat agree

Somewhat disagree

Stongly agree

Neutral

Figure 12: Rating on degree of easiness to start MTB-MLE based education in the school

Table 17: Reasons of rating

Sadar Panchari Dighinala Total

Students can understand easily 76.5 91.6 66.7 77.3

Students have better understanding on any specific topic 41.2 33.3 13.3 29.5

Students become enthusiastic on education 5.9 33.3 46.7 27.3

It does not create any kind of hesitation among the students 11.8 41.7 33.3 27.3

Their results will be better 23.5 25.0 26.7 25.0

Esier to communicate with students 11.8 8.3 13.3 11.4

Limited number of teachers 5.9 0.0 13.3 6.8

Limited number of classrooms 11.8 0.0 6.7 6.8

We can't speak in their/students' mother tongue/ indigenous 11.8 0.0 33.3 15.9

No alphabets/ letters in tripura language' 5.9 0.0 13.3 6.8

Base - All Respondents 17 12 15 44

Name of MTB MLE schools run by NGOs and their perceptions about these schools [Q27]

It can be seen that schools run by Zabarang and SK-MLE are familiar to the teachers as 70% teachers were able to tell their names in this regards. Rest of the NGO based schools are 'BRAC', 'UNICEF', 'Ananda School' and 'Juppapul'. They have different ideas about these schools such as these schools teach students through materials or through rhymes, songs and etc. In addition, a few teachers believe that students of these schools can easily communicate with teachers.

Easy

Difficult

34

18

8

27

18

6

17

7

35

58

47

45

41

17

27

30

Sadar

Panchiri

Dighinala

Total

Difficult Neutral Somewhat easy Very easy

Opinion on sufficiency of training received for teaching Bangla [Q29]All of the teachers who were asked this question claimed to have sufficient training for teaching Bangla. However, few teachers need training on local languages.

Do not need more training 100.0 100.0 100.0

New or more training if curriculum is changed 0.0 46.7 29.2

Need training on Indigenous Languages 0.0 6.7 4.2

Base 9 15 24

Suggestions to implement MTB-MLE based education in the school [Q30]

Teachers need more training 59 33 87 61

Need to increase the number of teachers 53 50 47 50

Assign more expert teachers on indigenous language 24 75 53 48

Providing more education materials for learning mother tongue 29 17 67 39

Circulation of local culture 24 17 20 20

Appointing local teachers 35 17 7 20

Supply more books in mother tongue/ indigenous language 6 0 53 20

Need story books based on local cultural 12 8 20 14

Starting nursery classes in the school 6 25 13 14

Creating more awareness among the parents 12 8 7 9

Teaching alphabets by showing different images or pictures 6 17 0 7

Creating the provision of more sports and recreation in the school 18 0 0 7

Increasing number of classrooms in school 0 0 20 7

Needs to increase educational materials 6 8 0 5

Printing books on Tripura language 6 0 0 2

Regularly using Bangla in assembly 6 0 0 2

Teachers need to be more sincere about their job 6 0 0 2

Development/ increasing facilities in transportation system 0 0 7 2

Base - All Respondents 17 12 15 44

Sadar Dighinala Total

Sadar Panchari Dighinala Total

Table 18: Suggestions

35

Figure 12: Rating on degree of easiness to start MTB-MLE based education in the school

Table 17: Reasons of rating

Sadar Panchari Dighinala Total

Students can understand easily 76.5 91.6 66.7 77.3

Students have better understanding on any specific topic 41.2 33.3 13.3 29.5

Students become enthusiastic on education 5.9 33.3 46.7 27.3

It does not create any kind of hesitation among the students 11.8 41.7 33.3 27.3

Their results will be better 23.5 25.0 26.7 25.0

Esier to communicate with students 11.8 8.3 13.3 11.4

Limited number of teachers 5.9 0.0 13.3 6.8

Limited number of classrooms 11.8 0.0 6.7 6.8

We can't speak in their/students' mother tongue/ indigenous 11.8 0.0 33.3 15.9

No alphabets/ letters in tripura language' 5.9 0.0 13.3 6.8

Base - All Respondents 17 12 15 44

Name of MTB MLE schools run by NGOs and their perceptions about these schools [Q27]

It can be seen that schools run by Zabarang and SK-MLE are familiar to the teachers as 70% teachers were able to tell their names in this regards. Rest of the NGO based schools are 'BRAC', 'UNICEF', 'Ananda School' and 'Juppapul'. They have different ideas about these schools such as these schools teach students through materials or through rhymes, songs and etc. In addition, a few teachers believe that students of these schools can easily communicate with teachers.

Easy

Difficult

34

18

8

27

18

6

17

7

35

58

47

45

41

17

27

30

Sadar

Panchiri

Dighinala

Total

Difficult Neutral Somewhat easy Very easy

Opinion on sufficiency of training received for teaching Bangla [Q29]All of the teachers who were asked this question claimed to have sufficient training for teaching Bangla. However, few teachers need training on local languages.

Do not need more training 100.0 100.0 100.0

New or more training if curriculum is changed 0.0 46.7 29.2

Need training on Indigenous Languages 0.0 6.7 4.2

Base 9 15 24

Suggestions to implement MTB-MLE based education in the school [Q30]

Teachers need more training 59 33 87 61

Need to increase the number of teachers 53 50 47 50

Assign more expert teachers on indigenous language 24 75 53 48

Providing more education materials for learning mother tongue 29 17 67 39

Circulation of local culture 24 17 20 20

Appointing local teachers 35 17 7 20

Supply more books in mother tongue/ indigenous language 6 0 53 20

Need story books based on local cultural 12 8 20 14

Starting nursery classes in the school 6 25 13 14

Creating more awareness among the parents 12 8 7 9

Teaching alphabets by showing different images or pictures 6 17 0 7

Creating the provision of more sports and recreation in the school 18 0 0 7

Increasing number of classrooms in school 0 0 20 7

Needs to increase educational materials 6 8 0 5

Printing books on Tripura language 6 0 0 2

Regularly using Bangla in assembly 6 0 0 2

Teachers need to be more sincere about their job 6 0 0 2

Development/ increasing facilities in transportation system 0 0 7 2

Base - All Respondents 17 12 15 44

Sadar Dighinala Total

Sadar Panchari Dighinala Total

Table 18: Suggestions

35

Findings:FGDs, Kiis and In-depth Interviews

MTB-MLE Approach: Efficiency and NeedFGD respondents are very positive about MTB-MLE. They consider the system as a holistic approach that has positive influences on their children's psychological, social, and behavioral development. Also, it enhances their children's philological knowledge. They think their Childs are facing problem in learning in Bengali. They strongly urged for mother tongue based education system. As they expressed, MTB-MLE will help the indigenous children in enhancing their capacity of learning, communication skill and create a space for inclusion in national curriculum based education in Bengali. Local people are ready to help any initiative to execute MTB-MLE at their locality by physical labor, supplying raw material for building school and sending their children to the school. As they are not satisfied with the medium of instruction in Bengali, they strongly urged for MTB-MLE system.

Box 1: Guardians Views on MTB-MLE

(a) "We are not happy with the medium of instruction in Bengali. We want mother tongue based education system." (Kapibala Tripura, female, 35, Khagrachari Sadar)

(b) "Mother tongue based education system will help in achieving social development. Those who have a solid background in mother tongue based education are in a better position in the GPS." (Chandana Tripura, female, 30, khagrachari Sadar)

(c) "We need urge for government sponsored mother tongue based school." (Monswaan Chakma, male, 35, Dighinala)

(d) "If anyone take initiative to establish mother tongue based school, we will help to our level best by physical labor and supplying raw materials." (All respondents, Dighinala)

The key informant respondents are also very positive about MTB-MLE approach. But they have pointed out some obstacles in running the system. These are, insufficient teacher, physical infrastructure, and insufficient schools.

Diagram 1: Obstacles

All teachers from different Government Primary Schools are familiar with the mother tongue based approach. They opined that Mother tongue based education is very effective for indigenous children, as this system works as a bridge to the tribal children to learn Bangla through their own languages.

1

1

•

• Physical infrastructure

•

1

2

3

37

Findings from FGDs,Kiis and In-depth Interviews

Findings:FGDs, Kiis and In-depth Interviews

MTB-MLE Approach: Efficiency and NeedFGD respondents are very positive about MTB-MLE. They consider the system as a holistic approach that has positive influences on their children's psychological, social, and behavioral development. Also, it enhances their children's philological knowledge. They think their Childs are facing problem in learning in Bengali. They strongly urged for mother tongue based education system. As they expressed, MTB-MLE will help the indigenous children in enhancing their capacity of learning, communication skill and create a space for inclusion in national curriculum based education in Bengali. Local people are ready to help any initiative to execute MTB-MLE at their locality by physical labor, supplying raw material for building school and sending their children to the school. As they are not satisfied with the medium of instruction in Bengali, they strongly urged for MTB-MLE system.

Box 1: Guardians Views on MTB-MLE

(a) "We are not happy with the medium of instruction in Bengali. We want mother tongue based education system." (Kapibala Tripura, female, 35, Khagrachari Sadar)

(b) "Mother tongue based education system will help in achieving social development. Those who have a solid background in mother tongue based education are in a better position in the GPS." (Chandana Tripura, female, 30, khagrachari Sadar)

(c) "We need urge for government sponsored mother tongue based school." (Monswaan Chakma, male, 35, Dighinala)

(d) "If anyone take initiative to establish mother tongue based school, we will help to our level best by physical labor and supplying raw materials." (All respondents, Dighinala)

The key informant respondents are also very positive about MTB-MLE approach. But they have pointed out some obstacles in running the system. These are, insufficient teacher, physical infrastructure, and insufficient schools.

Diagram 1: Obstacles

All teachers from different Government Primary Schools are familiar with the mother tongue based approach. They opined that Mother tongue based education is very effective for indigenous children, as this system works as a bridge to the tribal children to learn Bangla through their own languages.

1

1

•

• Physical infrastructure

•

1

2

3

37

Findings from FGDs,Kiis and In-depth Interviews

The NGO/Development workers pointed that the system would be very helpful for early learning of the tribal children. However, they also expressed their concerns over limited number of skillful teachers to run the system. They suggested that Government should recruit sufficient number of skillful teachers in the primary schools to implement the system there.

Box 2: Development Workers Views

(a) "MTB-MLE is very efficient learning method. But it is difficult to run the system. Because there is no sufficient teacher. The system should be in line with the indigenous culture." (Sujash Chakma, Programme Manager, Trinamul Unnoyan Sangstha, Khagrachari Sadar)

(b) "Students with MLE based education are in a better position in learning in Bengali. Government can recruit more teachers to run this type of programme." (Tanay Chakma,Programme Officer, KabiDang (KABI, Dighinala)

According to the interviewed government officials who are responsible for education are found to be very positive about MTB-MLE approach. The effectiveness of the system has been proved as children who had finished pre-schooling through this system doing better in the GPS as compared with other children.

Box 3: Government Officials Views

(a) "MTB-MLE is very efficient. Those who have pre-schooling in this system are doing good compare to other children." (Md. Abdul Latif, Upazila Education Officer, Khagrachari Sadar Upazila)

(b) "I strongly agree with the efficiency of MTB-MLE approach. The children, who are coming in the GPS (Government Primary School) with pre-schooling in MTB-MLE approach, are in a better position. Government can emphasize on the pre-primary schools. Government is very positive about the MTB-MLE." (Mosharraf Hossain, Upazila Education Officer, Panchari Upazila)

(c) "I think, MTB-MLE approach is efficient. Government can provide education materials and manpower to executive and run MTB-MLE system." (Zorna Chakma, Upazila Education Officer, Dighinala)

38 39H

ave

you

hear

d o

f m

oth

er t

ong

ue-b

ased

m

ultilin

gual

educ

atio

n (M

TB

-MLE

)? W

hat

do y

ou

know

abo

ut it

?

Hav

e an

y of yo

ur c

hild

ren

been

exp

ose

d

to M

TB

-MLE

bas

ed e

duc

atio

n, s

uch

as in

co

mm

unity

scho

ols

and

pre

-sch

ools

? If

so, w

hich

sch

ool a

nd s

uppo

rted

by

whi

ch

NG

O?

Are

you

satisf

ied w

ith

the

lear

ning

en

viro

nmen

t in

tho

se s

chools

? To w

hat

exte

nt d

o y

ou

thin

k th

ese

scho

ols

he

lped

or

will

hel

p yo

ur c

hild

ren

to

inte

grat

e in

to t

he g

ove

rnm

ent

prim

ary

scho

ols

?

To w

hat

exte

nt d

o y

ou

thin

k th

at M

TB

-M

LE c

an b

e he

lpfu

l for

your

ch

ildre

n?Ex

plai

n br

iefly

wha

t ar

e th

e ad

vant

ages

and

dis

adva

ntag

es o

f te

achi

ng

earl

y gr

ade

child

ren

thro

ugh

MT

B-M

LE

syst

em. H

ow

will

it a

ffect

the

co

mm

unity?

Kno

wle

dge

leve

l

Incl

usio

n in

the

M

TB

-MLE

bas

ed

Inst

itut

ions

Leve

l of

Satisf

action

Gua

rdia

n's

perc

eption

To

pic

Hav

e yo

u he

ard o

f m

oth

er t

ong

ue-b

ased

m

ultilin

gual

educ

atio

n (M

TB

-MLE

)? W

hat

do

you

know

abo

ut it

?

Hav

e an

y of yo

ur c

hild

ren

been

exp

ose

d t

o

MT

B-M

LE b

ased

educ

atio

n, s

uch

as in

co

mm

unity

scho

ols

and

pre

-sch

ools

? If

so,

whi

ch s

chool a

nd s

uppo

rted

by

whi

ch

NG

O?

Are

you

satisf

ied w

ith

the

lear

ning

en

viro

nmen

t in

tho

se s

chools

? To w

hat

exte

nt d

o y

ou

thin

k th

ese

scho

ols

hel

ped o

r w

ill h

elp

your

chi

ldre

n to

inte

grat

e in

to t

he

gove

rnm

ent

prim

ary

scho

ols

?

To w

hat

exte

nt d

o y

ou

thin

k th

at M

TB

-MLE

ca

n be

hel

pful

for

your

chi

ldre

n?Ex

plai

n br

iefly

wha

t ar

e th

e ad

vant

ages

and

dis

adva

ntag

es o

f te

achi

ng e

arly

gra

de

child

ren

thro

ugh

MT

B-M

LE s

yste

m. H

ow

will

it a

ffect

the

com

mun

ity?

FG

D R

esp

on

se

Res

pond

ents

of th

e K

II ar

e fa

mili

ar w

ith

the

MT

B-M

LE a

ppro

ach.

The

y ha

ve

expl

aine

d it

as

moth

er t

ong

ue b

ased

le

arni

ng.

Som

e of th

e ch

ilds

of th

e G

PS

(Gove

rnem

nt P

rim

ary

Scho

ol) h

ave

pre-

scho

olin

g in

the

MT

B-M

LE a

ppro

ach.

T

he c

hild

ren

who

hav

e pr

e-sc

hoolin

g w

ith

this

app

roac

h ar

e co

mpa

rative

ly b

ette

r th

an o

ther

chi

ldre

n in

ter

ms

of le

arni

ng

thei

r le

ssons

in B

enga

li.

MT

B-M

LE a

ppro

ach

is e

ffici

ent

in le

arni

ng

less

ons

in B

enga

li.

Key I

nfo

rman

t R

esp

on

seR

ese

arc

h Q

uest

ion

Tab

le 1

9:

Re

spo

nse

on

MTB

-MLE

ap

pro

ach

The NGO/Development workers pointed that the system would be very helpful for early learning of the tribal children. However, they also expressed their concerns over limited number of skillful teachers to run the system. They suggested that Government should recruit sufficient number of skillful teachers in the primary schools to implement the system there.

Box 2: Development Workers Views

(a) "MTB-MLE is very efficient learning method. But it is difficult to run the system. Because there is no sufficient teacher. The system should be in line with the indigenous culture." (Sujash Chakma, Programme Manager, Trinamul Unnoyan Sangstha, Khagrachari Sadar)

(b) "Students with MLE based education are in a better position in learning in Bengali. Government can recruit more teachers to run this type of programme." (Tanay Chakma,Programme Officer, KabiDang (KABI, Dighinala)

According to the interviewed government officials who are responsible for education are found to be very positive about MTB-MLE approach. The effectiveness of the system has been proved as children who had finished pre-schooling through this system doing better in the GPS as compared with other children.

Box 3: Government Officials Views

(a) "MTB-MLE is very efficient. Those who have pre-schooling in this system are doing good compare to other children." (Md. Abdul Latif, Upazila Education Officer, Khagrachari Sadar Upazila)

(b) "I strongly agree with the efficiency of MTB-MLE approach. The children, who are coming in the GPS (Government Primary School) with pre-schooling in MTB-MLE approach, are in a better position. Government can emphasize on the pre-primary schools. Government is very positive about the MTB-MLE." (Mosharraf Hossain, Upazila Education Officer, Panchari Upazila)

(c) "I think, MTB-MLE approach is efficient. Government can provide education materials and manpower to executive and run MTB-MLE system." (Zorna Chakma, Upazila Education Officer, Dighinala)

38 39

Hav

e yo

u he

ard o

f m

oth

er t

ong

ue-b

ased

m

ultilin

gual

educ

atio

n (M

TB

-MLE

)? W

hat

do y

ou

know

abo

ut it

?

Hav

e an

y of yo

ur c

hild

ren

been

exp

ose

d

to M

TB

-MLE

bas

ed e

duc

atio

n, s

uch

as in

co

mm

unity

scho

ols

and

pre

-sch

ools

? If

so, w

hich

sch

ool a

nd s

uppo

rted

by

whi

ch

NG

O?

Are

you

satisf

ied w

ith

the

lear

ning

en

viro

nmen

t in

tho

se s

chools

? To w

hat

exte

nt d

o y

ou

thin

k th

ese

scho

ols

he

lped

or

will

hel

p yo

ur c

hild

ren

to

inte

grat

e in

to t

he g

ove

rnm

ent

prim

ary

scho

ols

?

To w

hat

exte

nt d

o y

ou

thin

k th

at M

TB

-M

LE c

an b

e he

lpfu

l for

your

ch

ildre

n?Ex

plai

n br

iefly

wha

t ar

e th

e ad

vant

ages

and

dis

adva

ntag

es o

f te

achi

ng

earl

y gr

ade

child

ren

thro

ugh

MT

B-M

LE

syst

em. H

ow

will

it a

ffect

the

co

mm

unity?

Kno

wle

dge

leve

l

Incl

usio

n in

the

M

TB

-MLE

bas

ed

Inst

itut

ions

Leve

l of

Satisf

action

Gua

rdia

n's

perc

eption

To

pic

Hav

e yo

u he

ard o

f m

oth

er t

ong

ue-b

ased

m

ultilin

gual

educ

atio

n (M

TB

-MLE

)? W

hat

do

you

know

abo

ut it

?

Hav

e an

y of yo

ur c

hild

ren

been

exp

ose

d t

o

MT

B-M

LE b

ased

educ

atio

n, s

uch

as in

co

mm

unity

scho

ols

and

pre

-sch

ools

? If

so,

whi

ch s

chool a

nd s

uppo

rted

by

whi

ch

NG

O?

Are

you

satisf

ied w

ith

the

lear

ning

en

viro

nmen

t in

tho

se s

chools

? To w

hat

exte

nt d

o y

ou

thin

k th

ese

scho

ols

hel

ped o

r w

ill h

elp

your

chi

ldre

n to

inte

grat

e in

to t

he

gove

rnm

ent

prim

ary

scho

ols

?

To w

hat

exte

nt d

o y

ou

thin

k th

at M

TB

-MLE

ca

n be

hel

pful

for

your

chi

ldre

n?Ex

plai

n br

iefly

wha

t ar

e th

e ad

vant

ages

and

dis

adva

ntag

es o

f te

achi

ng e

arly

gra

de

child

ren

thro

ugh

MT

B-M

LE s

yste

m. H

ow

will

it a

ffect

the

com

mun

ity?

FG

D R

esp

on

se

Res

pond

ents

of th

e K

II ar

e fa

mili

ar w

ith

the

MT

B-M

LE a

ppro

ach.

The

y ha

ve

expl

aine

d it

as

moth

er t

ong

ue b

ased

le

arni

ng.

Som

e of th

e ch

ilds

of th

e G

PS

(Gove

rnem

nt P

rim

ary

Scho

ol) h

ave

pre-

scho

olin

g in

the

MT

B-M

LE a

ppro

ach.

T

he c

hild

ren

who

hav

e pr

e-sc

hoolin

g w

ith

this

app

roac

h ar

e co

mpa

rative

ly b

ette

r th

an o

ther

chi

ldre

n in

ter

ms

of le

arni

ng

thei

r le

ssons

in B

enga

li.

MT

B-M

LE a

ppro

ach

is e

ffici

ent

in le

arni

ng

less

ons

in B

enga

li.

Key I

nfo

rman

t R

esp

on

seR

ese

arc

h Q

uest

ion

Tab

le 1

9:

Re

spo

nse

on

MTB

-MLE

ap

pro

ach

Research question: Have you heard about MTB-MLE? What do you know about it?

Indigenous people (those who were present at the FGD session) have heard about MTB-MLE. Some of them were teacher of this kind of school, a significant number of guardians sent their children to MTB-MLE based school. So, knowledge over MTB-MLE in some cases participatory, in some cases primary level. Save the Children, UNICEF, Zabarang and BRAC are providing MTB-MLE education in their community. These types of schools teach students through their mother tongue. The method of learning is interactive. Students learn their lessons through different educational material. They learn to sing a song, reciting poem. Everything they learn through their mother tongue. So, the system is very fruitful and comprehending to the indigenous children and their guardian. The system is very efficient for the children. It shapes their skill for further study.

The teachers of the GPS (Government Primary Schools) and NGO officials, both of the groups have heard about MTB-MLE system. The teachers interview data reveals that overall 82% teachers hear about the MTB-MLE based education system, highest being under Dighinala (87%) and lowest under Panchari (75%). The majority of teachers (64%) perceive it as education system based on mother tongue. About one-fourth teachers believe that through this system children can learn through different materials. However, a few teachers (11%) are found aware but do not have idea about this education system. Some of the school teachers have hands on knowledge over the efficiency of the system as they teach the students who previously studied at the MTB-MLE schools.

Figure 13: Incidence of hearing about MTB-MLE (only positive response)

Sadar 82%

Panchiri 75 %

Dighinala 87%

Total 82%

40

(a) "As far I know the teacher will teach them in mother language and then translate to Bangla."(Boroniti Tripura,35,female,Khagrachari Sadar)

(b) "The most important aspect of this system is it helps to preserve the language, culture and heritage of community where they grow up. (Nagorika Tripura and Falhati Tripura, female, Khagrachari Sadar)

Table 20: Perception on MTB-MLE

Sadar Panchari Dighinala Total

Teaching in mother tongue 43 78 77 64

Teaching through different poems, rhymes, songs, stories 14 33 31 25

Students can understand and communicate easily 21 33 0 17

Teach them Bangla letters/ alphabets by using their mother language 7 0 23 11

I do not have any idea about this process 29 0 0 11

Heard rthat from 2015 MLE system will be followed for teaching 14 11 0 8

Try to teach Bangla through English 0 11 0 3

Base - Those heard about MTB-MLE 14 9 13 36

Research Question: Have your children studied in any MTB-MLE school?

Most of the cases the children studied in the UNICEF and Zabarang run pre-school as mentioned by parents in the FGD sessions. In these schools, children learn Bangla through their mother tongue. This early stage learning helps them shaping their further study in the GPS's. These types of schools have two major achievements within the indigenous community.

First, the schools have successfully implemented the system; second, there are able to create positive perceptions towards the system by successfully teach children Bangla through their mother languages. These two factors will help these schools in expanding their activities in near future. Guardians are very happy with their kids' lingual development. All the schools are run by different NGO's; i.e. UNICEF, Save the Children, BRAC, ZABARANG The names of the schools are, Parakendra, Onkur Pre-School, Zabarang Pre-School, Aladhon Pre-School. However, most of the guardians mentioned about UNICEF and Zabarang run schools.

Research question: Have you noticed any changes in your children after going to mother tongue based school

As per participants whose children went to the mother tongue based schools, they had observed psychological and behavioral changes in their children. The system helps their children to interact with teachers and other people with confident. They can recite poems, sing songs and dance as they learned these activities in the schools. Most importantly, since their children learned lessons through their mother languages, they can easily understand classroom content. This makes a big difference between students with MTBMLE background and students without MTBMLE background. In GPSs, the former group is able to learn with required understanding but the latter group cannot learn properly without having proper understanding of what they are learning.

(a) "My son have studied in the mother tongue based school. He has developed his Bangla language skill." (Boroniti Tripura,female,35, Panchari)

(b) "After going to the mother tongue based school, our children can mingle with other people without any fear or hesitation." (Himangshu Tripura, male, 44,Panchari)

(a) "My child learns lessons through his own language. Hence he can memorize his lessons easily. He also learns to sing a song, reciting poem." (Chandana Tripura,female, 30, Khagrachari Sadar)

(b) "With this system children can learn with proper understating which encourages them to learn more." (Hisa Rani Tripura,female,32,Khagrachari Sadar)

41

Research question: Have you heard about MTB-MLE? What do you know about it?

Indigenous people (those who were present at the FGD session) have heard about MTB-MLE. Some of them were teacher of this kind of school, a significant number of guardians sent their children to MTB-MLE based school. So, knowledge over MTB-MLE in some cases participatory, in some cases primary level. Save the Children, UNICEF, Zabarang and BRAC are providing MTB-MLE education in their community. These types of schools teach students through their mother tongue. The method of learning is interactive. Students learn their lessons through different educational material. They learn to sing a song, reciting poem. Everything they learn through their mother tongue. So, the system is very fruitful and comprehending to the indigenous children and their guardian. The system is very efficient for the children. It shapes their skill for further study.

The teachers of the GPS (Government Primary Schools) and NGO officials, both of the groups have heard about MTB-MLE system. The teachers interview data reveals that overall 82% teachers hear about the MTB-MLE based education system, highest being under Dighinala (87%) and lowest under Panchari (75%). The majority of teachers (64%) perceive it as education system based on mother tongue. About one-fourth teachers believe that through this system children can learn through different materials. However, a few teachers (11%) are found aware but do not have idea about this education system. Some of the school teachers have hands on knowledge over the efficiency of the system as they teach the students who previously studied at the MTB-MLE schools.

Figure 13: Incidence of hearing about MTB-MLE (only positive response)

Sadar 82%

Panchiri 75 %

Dighinala 87%

Total 82%

40

(a) "As far I know the teacher will teach them in mother language and then translate to Bangla."(Boroniti Tripura,35,female,Khagrachari Sadar)

(b) "The most important aspect of this system is it helps to preserve the language, culture and heritage of community where they grow up. (Nagorika Tripura and Falhati Tripura, female, Khagrachari Sadar)

Table 20: Perception on MTB-MLE

Sadar Panchari Dighinala Total

Teaching in mother tongue 43 78 77 64

Teaching through different poems, rhymes, songs, stories 14 33 31 25

Students can understand and communicate easily 21 33 0 17

Teach them Bangla letters/ alphabets by using their mother language 7 0 23 11

I do not have any idea about this process 29 0 0 11

Heard rthat from 2015 MLE system will be followed for teaching 14 11 0 8

Try to teach Bangla through English 0 11 0 3

Base - Those heard about MTB-MLE 14 9 13 36

Research Question: Have your children studied in any MTB-MLE school?

Most of the cases the children studied in the UNICEF and Zabarang run pre-school as mentioned by parents in the FGD sessions. In these schools, children learn Bangla through their mother tongue. This early stage learning helps them shaping their further study in the GPS's. These types of schools have two major achievements within the indigenous community.

First, the schools have successfully implemented the system; second, there are able to create positive perceptions towards the system by successfully teach children Bangla through their mother languages. These two factors will help these schools in expanding their activities in near future. Guardians are very happy with their kids' lingual development. All the schools are run by different NGO's; i.e. UNICEF, Save the Children, BRAC, ZABARANG The names of the schools are, Parakendra, Onkur Pre-School, Zabarang Pre-School, Aladhon Pre-School. However, most of the guardians mentioned about UNICEF and Zabarang run schools.

Research question: Have you noticed any changes in your children after going to mother tongue based school

As per participants whose children went to the mother tongue based schools, they had observed psychological and behavioral changes in their children. The system helps their children to interact with teachers and other people with confident. They can recite poems, sing songs and dance as they learned these activities in the schools. Most importantly, since their children learned lessons through their mother languages, they can easily understand classroom content. This makes a big difference between students with MTBMLE background and students without MTBMLE background. In GPSs, the former group is able to learn with required understanding but the latter group cannot learn properly without having proper understanding of what they are learning.

(a) "My son have studied in the mother tongue based school. He has developed his Bangla language skill." (Boroniti Tripura,female,35, Panchari)

(b) "After going to the mother tongue based school, our children can mingle with other people without any fear or hesitation." (Himangshu Tripura, male, 44,Panchari)

(a) "My child learns lessons through his own language. Hence he can memorize his lessons easily. He also learns to sing a song, reciting poem." (Chandana Tripura,female, 30, Khagrachari Sadar)

(b) "With this system children can learn with proper understating which encourages them to learn more." (Hisa Rani Tripura,female,32,Khagrachari Sadar)

41

In addition, through an interactive method, children do not have any inertia which they may have suffered if they do not attend pre-school classes. They learn to read and write Bangla alphabet in these classes. They learn poems in Bangla. They can read, write and speak in Bangla. These are major changes indigenous parents found in their children after going to pre-school. Before going to the pre-schools, they suffered from inertia. Mother tongue learning brings psychological change of the children, which in the later stage, helps them to flourish themselves. The outcome of the learning method is proven as they already proved their skill in the GPS's. These students are quite different compared to the students without MTB-MLE orientation. They can communicate with their teachers effectively. Their result is also good. These students can share their lessons with their parents.

Research question: Are you happy with the learning environment and the quality of education of the pre-schools? Do you think pre- school learning help your children in their further education?

The pre-schools are the institutional intervention to bring a change. The existence of these schools depends on their quality of education. The guardians consider four important factors in considering the quality of education.

i. Medium of instruction

ii. Teachers quality

iii. Teaching method and

iv. Students' performance in GPS's

Medium of instruction is the most important which has made the schools acceptable to the parents. In all the schools, medium of instruction is mother tongue. Indigenous people consider it as one of the most dominant factor to uphold their cultural identity as well as their existence. Educating their children through this method will help in their social development. These schools help not only to learn Bangla but also mother tongue. So, preserving of mother tongue has created a great acceptance of the schools to the indigenous people. Teacher quality is another important factor shaping the quality of education in the pre-schools. All the teachers seem qualified and efficient. They teach the children through song, poem, pictures and stories. So, learning has become very entertaining to the children. In PP-1 level, students learn mother tongue, in PP-II, they learn

Bangla. They learn to recite poem in their mother tongue. They learn singing, dancing, reciting. So, children started their schooling in mother tongue. Then they start learning Bangla through the mother tongue. After completing their schooling in the pre-schools, students are sent to the GPS's, where the medium of

2 Indicators have been fixed based on the responses of the Guardians

42

(a) "We are satisfied with quality of education of pre-school."(Kalo Rani Chakma, female,44,Panchari)

(b) "Teachers are good. We are satisfied with the quality of education. Because, our children are learning through mother tongue."(Rono Chakma, male,38,Panchari)

instruction is completely in Bangla. So, these students from pre-schools do not face problems in the class in taking lessons. They can communicate with the teachers and the fellow Bangalee classmate's competence. As a consequence, they also do well in the examination. So, their guardians are happy with their performance as well as the quality of education of the pre-schools.

Research question: Do you think students with pre-school orientation are doing

well in the GPSs?

Students from pre-schools are doing well in the GPS in three different aspects, firstly, in terms psychological development; secondly, in terms of communication skill; thirdly, in terms of academic result. Before going to pre-schools, these children do not have any language skill, neither in mother tongue nor in Bangla. They suffer from inertia. Preschool works as a bridge between the students and the GPS. However, after completing pre-school education, they can overcome the psychological constraint to their learning. Inertia is also a constraint to effective social communication. After going to GPS, student communicates with their teachers and friend effectively. So, guardians have marked the effective communication skill as a success of pre-school.

The most important factor which shapes their performance in GPS is Bangla language skill. Students from MTBMLE pre-school can read, write and speak in Bangla. They prepare lessons in a good manner. They can ask questions in the class. They can discuss on the different issues with their teachers and Bangalee students. Students of Grade-I can easily understand Bangla alphabet. They can pronounce in Bangla. Students of Grade-II and the upper Grades can read and write in Bangla. This communication skill and class performance shapes their performance in the exam. Hence, all of the participants agreed that children's result are good in PSC (Primary School Certificate). All of these activities help indigenous children in going through a healthy socialization process. Language gets them connected with the nature and the circumstances. Guardians have marked it as a very important factor for their community as well as social development. Indigenous people want development through language. Preserving their language is very important to them. The pre-school education helps their children in community engagement and to have a complete and efficient outcome of a pluralistic society. All these are happening with their children through inclusion in the national curriculum. Preschool has created an efficient bridging for their children. In the Government Primary Schools there is no opportunity to learn in mother tongue. So, there is a clear segmentation in terms of language skill in the GPS. Guardians of the students feel relieved with their children who have pre-school education.

In line with the earlier responses of the FGD session, indigenous people participated in the FGD sessions were very positive towards the government funded mother tongue based schools. Considering the benefit and efficiency of that kind of school, they demands for sufficient number of mother tongue based school in their community. They think, sufficient number of schools will propel the efficient number of educated people. So, government funded mother tongue based schools are welcomed. Responses of the school teachers are in line with guardians. Mother tongue based school in the GPSs' will be helpful for the students. According to the

Research question: Shall you welcome government initiative to establish mother tongue based school in your community? Do you think it efficient? Have you sent your children to GPS? How do you compare mother tongue based school with GPSs? Which one do you prefer, traditional or mother tongue based education?

(a) "Students from pre-school are good in Bangla and

their result is also good," (Sumona Tripura, female,

Assistant Teacher, Gabjan Government Primary

School)

(b) "Mother tongue based education system is very

efficient. Students from pre-school are comparatively

better. Their communication skill is good." (Mosharrof

Hossain, Upazila Education Officer, Panchari)

43

Table 21: Changes after Going to MTBMLE? Pre-school

2Indicator

Psychological constraint(Inertia)

Communication Skillin Bangla

Reading and Writing

Before Going to Pre-school

Yes No

Cannot communicate in Bangla

Cannot read and write in Bangla

After Going to Pre-school

Can communicate in Bangla fluently

Can read and write in Bangla

In addition, through an interactive method, children do not have any inertia which they may have suffered if they do not attend pre-school classes. They learn to read and write Bangla alphabet in these classes. They learn poems in Bangla. They can read, write and speak in Bangla. These are major changes indigenous parents found in their children after going to pre-school. Before going to the pre-schools, they suffered from inertia. Mother tongue learning brings psychological change of the children, which in the later stage, helps them to flourish themselves. The outcome of the learning method is proven as they already proved their skill in the GPS's. These students are quite different compared to the students without MTB-MLE orientation. They can communicate with their teachers effectively. Their result is also good. These students can share their lessons with their parents.

Research question: Are you happy with the learning environment and the quality of education of the pre-schools? Do you think pre- school learning help your children in their further education?

The pre-schools are the institutional intervention to bring a change. The existence of these schools depends on their quality of education. The guardians consider four important factors in considering the quality of education.

i. Medium of instruction

ii. Teachers quality

iii. Teaching method and

iv. Students' performance in GPS's

Medium of instruction is the most important which has made the schools acceptable to the parents. In all the schools, medium of instruction is mother tongue. Indigenous people consider it as one of the most dominant factor to uphold their cultural identity as well as their existence. Educating their children through this method will help in their social development. These schools help not only to learn Bangla but also mother tongue. So, preserving of mother tongue has created a great acceptance of the schools to the indigenous people. Teacher quality is another important factor shaping the quality of education in the pre-schools. All the teachers seem qualified and efficient. They teach the children through song, poem, pictures and stories. So, learning has become very entertaining to the children. In PP-1 level, students learn mother tongue, in PP-II, they learn

Bangla. They learn to recite poem in their mother tongue. They learn singing, dancing, reciting. So, children started their schooling in mother tongue. Then they start learning Bangla through the mother tongue. After completing their schooling in the pre-schools, students are sent to the GPS's, where the medium of

2 Indicators have been fixed based on the responses of the Guardians

42

(a) "We are satisfied with quality of education of pre-school."(Kalo Rani Chakma, female,44,Panchari)

(b) "Teachers are good. We are satisfied with the quality of education. Because, our children are learning through mother tongue."(Rono Chakma, male,38,Panchari)

instruction is completely in Bangla. So, these students from pre-schools do not face problems in the class in taking lessons. They can communicate with the teachers and the fellow Bangalee classmate's competence. As a consequence, they also do well in the examination. So, their guardians are happy with their performance as well as the quality of education of the pre-schools.

Research question: Do you think students with pre-school orientation are doing

well in the GPSs?

Students from pre-schools are doing well in the GPS in three different aspects, firstly, in terms psychological development; secondly, in terms of communication skill; thirdly, in terms of academic result. Before going to pre-schools, these children do not have any language skill, neither in mother tongue nor in Bangla. They suffer from inertia. Preschool works as a bridge between the students and the GPS. However, after completing pre-school education, they can overcome the psychological constraint to their learning. Inertia is also a constraint to effective social communication. After going to GPS, student communicates with their teachers and friend effectively. So, guardians have marked the effective communication skill as a success of pre-school.

The most important factor which shapes their performance in GPS is Bangla language skill. Students from MTBMLE pre-school can read, write and speak in Bangla. They prepare lessons in a good manner. They can ask questions in the class. They can discuss on the different issues with their teachers and Bangalee students. Students of Grade-I can easily understand Bangla alphabet. They can pronounce in Bangla. Students of Grade-II and the upper Grades can read and write in Bangla. This communication skill and class performance shapes their performance in the exam. Hence, all of the participants agreed that children's result are good in PSC (Primary School Certificate). All of these activities help indigenous children in going through a healthy socialization process. Language gets them connected with the nature and the circumstances. Guardians have marked it as a very important factor for their community as well as social development. Indigenous people want development through language. Preserving their language is very important to them. The pre-school education helps their children in community engagement and to have a complete and efficient outcome of a pluralistic society. All these are happening with their children through inclusion in the national curriculum. Preschool has created an efficient bridging for their children. In the Government Primary Schools there is no opportunity to learn in mother tongue. So, there is a clear segmentation in terms of language skill in the GPS. Guardians of the students feel relieved with their children who have pre-school education.

In line with the earlier responses of the FGD session, indigenous people participated in the FGD sessions were very positive towards the government funded mother tongue based schools. Considering the benefit and efficiency of that kind of school, they demands for sufficient number of mother tongue based school in their community. They think, sufficient number of schools will propel the efficient number of educated people. So, government funded mother tongue based schools are welcomed. Responses of the school teachers are in line with guardians. Mother tongue based school in the GPSs' will be helpful for the students. According to the

Research question: Shall you welcome government initiative to establish mother tongue based school in your community? Do you think it efficient? Have you sent your children to GPS? How do you compare mother tongue based school with GPSs? Which one do you prefer, traditional or mother tongue based education?

(a) "Students from pre-school are good in Bangla and

their result is also good," (Sumona Tripura, female,

Assistant Teacher, Gabjan Government Primary

School)

(b) "Mother tongue based education system is very

efficient. Students from pre-school are comparatively

better. Their communication skill is good." (Mosharrof

Hossain, Upazila Education Officer, Panchari)

43

Table 21: Changes after Going to MTBMLE? Pre-school

2Indicator

Psychological constraint(Inertia)

Communication Skillin Bangla

Reading and Writing

Before Going to Pre-school

Yes No

Cannot communicate in Bangla

Cannot read and write in Bangla

After Going to Pre-school

Can communicate in Bangla fluently

Can read and write in Bangla

NGO activists, government should take initiative to establish mother tongue based schools in the indigenous communities. At a time, they addressed some challenges towards the initiative. The first challenge is insufficient teacher and the second one is reading material in mother tongue. Most of the guardians send their children to GPS after completion of pre-school education. They think, pre-school is better than the GPS in terms of the medium of instruction and teaching method. In the pre-schools, medium of instruction is mother tongue, but in GPSs' medium of instruction is Bangla. So, students are comfortable with the pre-schools. Another factor is teaching method. In the pre-schools, teaching method is interactive. Students learn through songs, pictures, rhymes and stories. But GPS's teaching method is monotonous. In line with guardians' perception and understanding over traditional and mother tongue based education, they prefer mother tongue based education.

Research question: What type of changes you expect in your society by educating

your children through mother tongue based system? How will you help in establishing

mother tongue based schools in your community? (What are the other changes)

The FGD participants think that, mother tongue based education system helps them uphold their cultural

rights as well as cultural identity. If their children get an education through their mother tongue, it will be very

helpful to their social development. This developmental phenomenon is strongly correlated with the ethno

linguistic as well as ethnological development. This concept ultimately propels the development of the

indigenous groups in the different areas. They

consider language as the structural component

to preserve their ethnic identity. This is the

ultimate stage of their development

expectation through mother tongue based

education. In the middle stages, they expect

ethno linguistics development of their children. For this, they are completely ready to help in establishing

mother tongue based schools in their community. Those who have lands are ready to offer to the schools.

Those who have nothing are promised for physical labor. Some are ready to supply raw materials. All of them

will send their children to the mother tongue based schools.

Research Question: what do you think about starting MTB system in your school?

The responses to this question are different. Some of the teachers think it is an easy task to apply MTB

in their school and some of them think it is a hard task. According to teachers, who think it will be a hard

task to install MTB in their school, have mentioned two reasons.

i. Insufficient trained teachers

Some of the teachers think that, there are no sufficient trained teachers to run the system. If

provision of trained sufficient teachers can be ensured, then it is possible.

a) "We are ready to help to our level best in establishing

schools. We will help by providing, land, labor and

materials."(FGD respondants of Khagrachari, Dighinala

and Panshari)

44

(a) "We need government funded mother tongue based

school in our community." (Alichan Tripura,

male,50,Panchari)

(b) "Government funded mother tongue based school will

be very helpful and efficient for us." (FGD

Respondants, Dighinala)

(c) "We will welcome mother tongue based system in our

school. It will be very helpful for the students."

(d) (Sondipon Chakma, Head Teacher, Rangapani

Government Primary School)

ii. Unavailability of study materials in mother tongue

There is no ethnolinguistic study material approved for use in GPs, although several NGOs have produced materials which could be extended and adapted. It is another problem towards installing the system. Not only teachers, but also education officers and NGO activists thinks same.

Teachers who thinks it a easy task have mentioned also two reasons.

i. Sufficient Teachers

According to Mr. Sandipan Chakma, Head Teacher of Rangamati Government Primary School thinks it is a easy task to install MTB system in his school. Mr. Sandipan thinks like that for two reasons,

(a) Most of the students of his school are Chakma and there are four teachers who are Chakma. This why he thinks it is an easy task.

Chart 1 : Factors affecting starting of MTB-MLE System in the Schools

ii. Teachers with Multilingual Capacity

Tulumoni Chakma, Teacher, Bholanath Government Primary School, Khagrachari Sadar, also thinks it easier. Because,

(a) Most of the students of her school are from indigenous groups and most of teachers knows mother tongue.

Analyzing the responses of the teachers, it is very clear to conclude that, installing MTB system is relatively more or less simple depending on the lingual homogeneity of the students and the number of teachers with multilingual skill. The ratio of teachers with multilingual skill to the number of students from indigenous groups is one key factor in the capacity of the schools in installing MTB-MLE system, although in countries like Vietnam teachers are being trained in local language in order to teach minority students (Pinnock, 2011).

(a) "It is possible if trained teacher is ensured."(Sumona Tripura, Teacher, Gabjan Government Primary School)

(b) "It will be a hard task. Because there is no sufficient trained teacher." (Md. Momen Khan, Teacher, Pablakhali Government Primary School)

45

Starting MTB-MLE

Size of the Number of Students in

terms of Lingual Homogeneity

Sufficient number of Teachers with

Multilingual Skill

NGO activists, government should take initiative to establish mother tongue based schools in the indigenous communities. At a time, they addressed some challenges towards the initiative. The first challenge is insufficient teacher and the second one is reading material in mother tongue. Most of the guardians send their children to GPS after completion of pre-school education. They think, pre-school is better than the GPS in terms of the medium of instruction and teaching method. In the pre-schools, medium of instruction is mother tongue, but in GPSs' medium of instruction is Bangla. So, students are comfortable with the pre-schools. Another factor is teaching method. In the pre-schools, teaching method is interactive. Students learn through songs, pictures, rhymes and stories. But GPS's teaching method is monotonous. In line with guardians' perception and understanding over traditional and mother tongue based education, they prefer mother tongue based education.

Research question: What type of changes you expect in your society by educating

your children through mother tongue based system? How will you help in establishing

mother tongue based schools in your community? (What are the other changes)

The FGD participants think that, mother tongue based education system helps them uphold their cultural

rights as well as cultural identity. If their children get an education through their mother tongue, it will be very

helpful to their social development. This developmental phenomenon is strongly correlated with the ethno

linguistic as well as ethnological development. This concept ultimately propels the development of the

indigenous groups in the different areas. They

consider language as the structural component

to preserve their ethnic identity. This is the

ultimate stage of their development

expectation through mother tongue based

education. In the middle stages, they expect

ethno linguistics development of their children. For this, they are completely ready to help in establishing

mother tongue based schools in their community. Those who have lands are ready to offer to the schools.

Those who have nothing are promised for physical labor. Some are ready to supply raw materials. All of them

will send their children to the mother tongue based schools.

Research Question: what do you think about starting MTB system in your school?

The responses to this question are different. Some of the teachers think it is an easy task to apply MTB

in their school and some of them think it is a hard task. According to teachers, who think it will be a hard

task to install MTB in their school, have mentioned two reasons.

i. Insufficient trained teachers

Some of the teachers think that, there are no sufficient trained teachers to run the system. If

provision of trained sufficient teachers can be ensured, then it is possible.

a) "We are ready to help to our level best in establishing

schools. We will help by providing, land, labor and

materials."(FGD respondants of Khagrachari, Dighinala

and Panshari)

44

(a) "We need government funded mother tongue based

school in our community." (Alichan Tripura,

male,50,Panchari)

(b) "Government funded mother tongue based school will

be very helpful and efficient for us." (FGD

Respondants, Dighinala)

(c) "We will welcome mother tongue based system in our

school. It will be very helpful for the students."

(d) (Sondipon Chakma, Head Teacher, Rangapani

Government Primary School)

ii. Unavailability of study materials in mother tongue

There is no ethnolinguistic study material approved for use in GPs, although several NGOs have produced materials which could be extended and adapted. It is another problem towards installing the system. Not only teachers, but also education officers and NGO activists thinks same.

Teachers who thinks it a easy task have mentioned also two reasons.

i. Sufficient Teachers

According to Mr. Sandipan Chakma, Head Teacher of Rangamati Government Primary School thinks it is a easy task to install MTB system in his school. Mr. Sandipan thinks like that for two reasons,

(a) Most of the students of his school are Chakma and there are four teachers who are Chakma. This why he thinks it is an easy task.

Chart 1 : Factors affecting starting of MTB-MLE System in the Schools

ii. Teachers with Multilingual Capacity

Tulumoni Chakma, Teacher, Bholanath Government Primary School, Khagrachari Sadar, also thinks it easier. Because,

(a) Most of the students of her school are from indigenous groups and most of teachers knows mother tongue.

Analyzing the responses of the teachers, it is very clear to conclude that, installing MTB system is relatively more or less simple depending on the lingual homogeneity of the students and the number of teachers with multilingual skill. The ratio of teachers with multilingual skill to the number of students from indigenous groups is one key factor in the capacity of the schools in installing MTB-MLE system, although in countries like Vietnam teachers are being trained in local language in order to teach minority students (Pinnock, 2011).

(a) "It is possible if trained teacher is ensured."(Sumona Tripura, Teacher, Gabjan Government Primary School)

(b) "It will be a hard task. Because there is no sufficient trained teacher." (Md. Momen Khan, Teacher, Pablakhali Government Primary School)

45

Starting MTB-MLE

Size of the Number of Students in

terms of Lingual Homogeneity

Sufficient number of Teachers with

Multilingual Skill

Research question: What is the ratio of Bangalee to non-Bangalee student in your area?How do you compare between Bangalee and non-Bangalee students in your area?

Ratio of Bangalee to non-Bangalee student 4:6 in Khagrachari Sadar, 1:3 in Panchari Upazila and 3:5 in Dighinal 3Upazila . Responses were different when the government was asked to compare Bangalee students with non-

Bangalee students.

Khagrachari Sadar

In Khagrachari sadar, indigenous students are better than the Bangalee students. Reason for Bangalee students as mentioned by the Upazilla Education Officer is the financial insolvency. Indigenous people of Khagrachari District are economically solvent compared to Bangalee people.

Panchari Upazila

The situation is same in the Panchari Upazilla. Here, indigenous children are in a better position. Upazila Education Officer of Panchari Upazilla added one more reason, which is consciousness. In Panchari Upazila, majority is Chakma. Chakma people are very conscious.

Dighinala Upazilla

In Dighinala Upazilla, situation is in line with Khagrachari and Panchari Upazilla. But the children whose parents are financially solvent are doing well.

Research question: Is there any MLE school in your area? How can the NGO's help in establishing mother tongue based schools? Has the government willingness in establishing such schools? (Description and challenges)

UNICEF, BRAC, Save the Children, Zabarang and Khabidang, are running the pre-schools as mentioned by UEOs and NGO officials. In Dighinala at Kabidang, there are two organizations that are running this type of schools, Zabarang and Khabidang. In Khagrachari, UNICEF, Zabarang Welfare Organization and UNDP are running this type of schools. In Panchari, Zabarang, UNICEF and BRAC are running the mother tongue based schools. According to the NGO activists and Upazilla education official, government has willingness to establish mother tongue based school. But there are some problems; insufficient and inefficient teacher, communication problem; NGOs can help by providing training, preparing curriculum and publishing reading materials in mother tongue. But, NGOs have fund crisis. They need more fund to perform their duties. According to Upazilla education officials, NCTB (National Curriculum and Textbook Board) has recommended to government for some mother tongue based textbooks. But it is still under consideration. Respondents felt that government would be able to recruit or allocate teachers who are skilled in local languages. Respondents mentioned the need for some teachers to use two mother tongues where there are

3 Statistics are provided by the Upazila Education Officers of Khagrachari, Dighinala and Panchari

46

(a) Government can take area based program to establish mother tongue based education." (Mosharrof Hossa in, Upazila Education Officer, Panchari)

(b) "NGOs can help by providing training to the teachers." (Sujesh Chakma, Program Manager, Trinomul Unnoyan Sangstha)

(c) "Government is very positive in this regard." (Tanay Chakma, Programme Officer, Kabhidang)

mixed classes. Government should emphasize on the pre-schools. Because these schools are very efficient; according to the GPS teachers, most important is sufficient teacher. Government should recruit sufficient teachers to the GPS to run mother tongue based system. Another important factor is communication. In the hilly areas, communication system is worse. Communication system should be developed. Beside this, there are no sufficient schools in the areas where indigenous people live. All of these three components are very important in installing the system.

Research question: Do you think that, indigenous people want to send their children to school? How do you compare indigenous students with other Bangalee students? What is the literacy rate in your area? What are your views on the study materials provided by the government? What is rate of education in your area?

Guardians of the indigenous children want to send their children to school. Because, they are very

conscious about their child's education; indigenous students, who have pre-school education are doing

good in the classroom. Those who have not good education environment at home or who have no pre-

schooling are not good. At Khagrachari District literacy rate is 30-40 percent, in Dighinala, it is 35 percent 4and in Panchari, it is 47 percent . Indigenous students are not advanced in education that of Bangalee

4 Statistics are provided by the Upazilla Education Officers of Khagrachari, Dighinala and Panchari

47

Research question: What is the ratio of Bangalee to non-Bangalee student in your area?How do you compare between Bangalee and non-Bangalee students in your area?

Ratio of Bangalee to non-Bangalee student 4:6 in Khagrachari Sadar, 1:3 in Panchari Upazila and 3:5 in Dighinal 3Upazila . Responses were different when the government was asked to compare Bangalee students with non-

Bangalee students.

Khagrachari Sadar

In Khagrachari sadar, indigenous students are better than the Bangalee students. Reason for Bangalee students as mentioned by the Upazilla Education Officer is the financial insolvency. Indigenous people of Khagrachari District are economically solvent compared to Bangalee people.

Panchari Upazila

The situation is same in the Panchari Upazilla. Here, indigenous children are in a better position. Upazila Education Officer of Panchari Upazilla added one more reason, which is consciousness. In Panchari Upazila, majority is Chakma. Chakma people are very conscious.

Dighinala Upazilla

In Dighinala Upazilla, situation is in line with Khagrachari and Panchari Upazilla. But the children whose parents are financially solvent are doing well.

Research question: Is there any MLE school in your area? How can the NGO's help in establishing mother tongue based schools? Has the government willingness in establishing such schools? (Description and challenges)

UNICEF, BRAC, Save the Children, Zabarang and Khabidang, are running the pre-schools as mentioned by UEOs and NGO officials. In Dighinala at Kabidang, there are two organizations that are running this type of schools, Zabarang and Khabidang. In Khagrachari, UNICEF, Zabarang Welfare Organization and UNDP are running this type of schools. In Panchari, Zabarang, UNICEF and BRAC are running the mother tongue based schools. According to the NGO activists and Upazilla education official, government has willingness to establish mother tongue based school. But there are some problems; insufficient and inefficient teacher, communication problem; NGOs can help by providing training, preparing curriculum and publishing reading materials in mother tongue. But, NGOs have fund crisis. They need more fund to perform their duties. According to Upazilla education officials, NCTB (National Curriculum and Textbook Board) has recommended to government for some mother tongue based textbooks. But it is still under consideration. Respondents felt that government would be able to recruit or allocate teachers who are skilled in local languages. Respondents mentioned the need for some teachers to use two mother tongues where there are

3 Statistics are provided by the Upazila Education Officers of Khagrachari, Dighinala and Panchari

46

(a) Government can take area based program to establish mother tongue based education." (Mosharrof Hossa in, Upazila Education Officer, Panchari)

(b) "NGOs can help by providing training to the teachers." (Sujesh Chakma, Program Manager, Trinomul Unnoyan Sangstha)

(c) "Government is very positive in this regard." (Tanay Chakma, Programme Officer, Kabhidang)

mixed classes. Government should emphasize on the pre-schools. Because these schools are very efficient; according to the GPS teachers, most important is sufficient teacher. Government should recruit sufficient teachers to the GPS to run mother tongue based system. Another important factor is communication. In the hilly areas, communication system is worse. Communication system should be developed. Beside this, there are no sufficient schools in the areas where indigenous people live. All of these three components are very important in installing the system.

Research question: Do you think that, indigenous people want to send their children to school? How do you compare indigenous students with other Bangalee students? What is the literacy rate in your area? What are your views on the study materials provided by the government? What is rate of education in your area?

Guardians of the indigenous children want to send their children to school. Because, they are very

conscious about their child's education; indigenous students, who have pre-school education are doing

good in the classroom. Those who have not good education environment at home or who have no pre-

schooling are not good. At Khagrachari District literacy rate is 30-40 percent, in Dighinala, it is 35 percent 4and in Panchari, it is 47 percent . Indigenous students are not advanced in education that of Bangalee

4 Statistics are provided by the Upazilla Education Officers of Khagrachari, Dighinala and Panchari

47

student. NGO and government officials have noticed some reasons for indigenous children

backwardness.

i. Geographical condition

ii. Social backwardness

iii. Security problem

iv. Unavailability of schools

v. Parental Education

There is not enough study materials in indigenous people's mother tongue. It is another constraint to education. The teachers advocated highly in favour of study materials as these materials are very helpful for children to learn lessons.

ConclusionSection 2 and 3 of the article of 26 of the Universal Declaration of Human Rights states that,

(2) Education shall be directed to the full development of the human personality and to the strengthening of

respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and

friendship among all nations, racial or religious groups, and shall further the activities of the United

Nations for the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that shall be given to their

children.

The concept of Shishur Khamatayan or Empowerment of Children, strongly demonstrates the need for

education to strengthen the respect for human rights and fundamental freedom as announced in the

Universal Declaration of Human Rights. Education, necessarily and sufficiently make people capable of 5deconstructing their cloud of thoughts and ideas through the process of learning . As mentioned in the

section 2 of the article 26, parents have a prior right to choose the kind of education. In this study, indigenous

peoples responses were completely biased towards the mother tongue based education for their children.

They want their children to be empowered through education. They have clearly identified the constraints

towards their desire.

The medium of instruction in all the GPS (Government Primary Schools) is Bangla and it makes the

indigenous children to have a strong institutional constraint towards their education. So, it needs a strong

institutional reform to solve the problem. As, all the areas are different in terms of population, indigenous

groups, infrastructure and communication facility, area wise policy under a comprehensive policy framework

will be very efficient in resolving the issue.

It was clear from this study that the teachers surveyed overwhelmingly recognized the need to use more

mother tongue in education, both to enable children to understand lessons and to support learning of Bangla.

Teachers were mostly willing to adapt their teaching strategies to help children learn, encouraging mother

tongue use in the classroom and attempting to help children understand through translation and other

methods. However, most teachers did not have experience of the more effective and structured methods

5 Based on the theory of Deconstruction by Ja cques Derrida (1960)

48

NCTB has proposed for some study materials in mother tongue of the indigous people for Pachari upazila. Let's see what happen. (Mosharraf Hosain, Upazila Education Officer, Panchari Upazila)

available for maximizing children's educational performance through MTB-MLE. Many were aware of MTB-

MLE and were keen to receive training in it.

Given these positive attitudes, the experience many teachers already have of using various language support strategies, and the MTB-MLE training which is available locally from ZABARANG, it appears support for changing language practice in schools would be relatively easy to implement. Teachers clearly also needed more support to use engaging child-friendly teaching methods.

This report argues for some recommendations based on institutional development agenda believing that, institutions matter for development. However, to reform the institutions, an institutional capacity baseline study should be conducted as this study has not analyzed the detailed starting capacity of the institutions to deliver MTB-MLE education closer to children's homes.

Recommendations

III. Develop a stronger operational and institutional framework for expanding child-friendly education

Based on the findings of FGD, KII and In-depth interview, there is a lucid and comprehensible image of

insufficient institutional framework for educational development of the indigenous children. So,

empowerment of children demands for a strong institutional framework to remove the constraints.

The institutional framework should include establishment of more community based MTB schools.

49

student. NGO and government officials have noticed some reasons for indigenous children

backwardness.

i. Geographical condition

ii. Social backwardness

iii. Security problem

iv. Unavailability of schools

v. Parental Education

There is not enough study materials in indigenous people's mother tongue. It is another constraint to education. The teachers advocated highly in favour of study materials as these materials are very helpful for children to learn lessons.

ConclusionSection 2 and 3 of the article of 26 of the Universal Declaration of Human Rights states that,

(2) Education shall be directed to the full development of the human personality and to the strengthening of

respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and

friendship among all nations, racial or religious groups, and shall further the activities of the United

Nations for the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that shall be given to their

children.

The concept of Shishur Khamatayan or Empowerment of Children, strongly demonstrates the need for

education to strengthen the respect for human rights and fundamental freedom as announced in the

Universal Declaration of Human Rights. Education, necessarily and sufficiently make people capable of 5deconstructing their cloud of thoughts and ideas through the process of learning . As mentioned in the

section 2 of the article 26, parents have a prior right to choose the kind of education. In this study, indigenous

peoples responses were completely biased towards the mother tongue based education for their children.

They want their children to be empowered through education. They have clearly identified the constraints

towards their desire.

The medium of instruction in all the GPS (Government Primary Schools) is Bangla and it makes the

indigenous children to have a strong institutional constraint towards their education. So, it needs a strong

institutional reform to solve the problem. As, all the areas are different in terms of population, indigenous

groups, infrastructure and communication facility, area wise policy under a comprehensive policy framework

will be very efficient in resolving the issue.

It was clear from this study that the teachers surveyed overwhelmingly recognized the need to use more

mother tongue in education, both to enable children to understand lessons and to support learning of Bangla.

Teachers were mostly willing to adapt their teaching strategies to help children learn, encouraging mother

tongue use in the classroom and attempting to help children understand through translation and other

methods. However, most teachers did not have experience of the more effective and structured methods

5 Based on the theory of Deconstruction by Ja cques Derrida (1960)

48

NCTB has proposed for some study materials in mother tongue of the indigous people for Pachari upazila. Let's see what happen. (Mosharraf Hosain, Upazila Education Officer, Panchari Upazila)

available for maximizing children's educational performance through MTB-MLE. Many were aware of MTB-

MLE and were keen to receive training in it.

Given these positive attitudes, the experience many teachers already have of using various language support strategies, and the MTB-MLE training which is available locally from ZABARANG, it appears support for changing language practice in schools would be relatively easy to implement. Teachers clearly also needed more support to use engaging child-friendly teaching methods.

This report argues for some recommendations based on institutional development agenda believing that, institutions matter for development. However, to reform the institutions, an institutional capacity baseline study should be conducted as this study has not analyzed the detailed starting capacity of the institutions to deliver MTB-MLE education closer to children's homes.

Recommendations

III. Develop a stronger operational and institutional framework for expanding child-friendly education

Based on the findings of FGD, KII and In-depth interview, there is a lucid and comprehensible image of

insufficient institutional framework for educational development of the indigenous children. So,

empowerment of children demands for a strong institutional framework to remove the constraints.

The institutional framework should include establishment of more community based MTB schools.

49

Because, distance is the major obstacle to access to education for indigenous children; more local

community based MTB schools supported by government can help to increase the rate of primary

school enrollment as well as enhance the Bangla language skill of the children. More small community

schools near single-language minority communities would help avoid the extra challenges of

teaching in multiple mother tongues, as students can be taught using MTBMLE with a single

mother tongue and Bangla (plus English as necessary), so that when they reach secondary school

their Bangla is fluent enough to cope with Bangla teaching. An institutional capacity analysis

should be initiated to determine any investment needs to boost local education institutions to be

able to deliver this.

IV. Pursue institutional capacity development for child-friendly MTBMLE within primary

schools

Existing government Primary Schools may not yet be capable enough to provide mother tongue

based education, although a good foundation has been laid by teachers' increasing interest in

multilingual teaching strategies. Possible interventions include, initiating MTB-MLE based approach

so that children can learn bangle through their mother languages, training of the teachers on MTB-

MLE, prepare education materials in mother tongue (strong advocacy is needed), establishment of an

indigenous cultural center in each of the schools and recruiting/re-allocating sufficient teachers with

multilingual skill. Substantial evidence and experience from other Asian countries is available on how

such capacity improvements could take place without disrupting overall curriculum objectives

(Pinnock, 2011).

References

Pinnock, H. (2011) Closer to Home: how to help schools in low- and middle-income countries respond to

children's language needs. Reading: CFBT and Save the Children UK.

50

Because, distance is the major obstacle to access to education for indigenous children; more local

community based MTB schools supported by government can help to increase the rate of primary

school enrollment as well as enhance the Bangla language skill of the children. More small community

schools near single-language minority communities would help avoid the extra challenges of

teaching in multiple mother tongues, as students can be taught using MTBMLE with a single

mother tongue and Bangla (plus English as necessary), so that when they reach secondary school

their Bangla is fluent enough to cope with Bangla teaching. An institutional capacity analysis

should be initiated to determine any investment needs to boost local education institutions to be

able to deliver this.

IV. Pursue institutional capacity development for child-friendly MTBMLE within primary

schools

Existing government Primary Schools may not yet be capable enough to provide mother tongue

based education, although a good foundation has been laid by teachers' increasing interest in

multilingual teaching strategies. Possible interventions include, initiating MTB-MLE based approach

so that children can learn bangle through their mother languages, training of the teachers on MTB-

MLE, prepare education materials in mother tongue (strong advocacy is needed), establishment of an

indigenous cultural center in each of the schools and recruiting/re-allocating sufficient teachers with

multilingual skill. Substantial evidence and experience from other Asian countries is available on how

such capacity improvements could take place without disrupting overall curriculum objectives

(Pinnock, 2011).

References

Pinnock, H. (2011) Closer to Home: how to help schools in low- and middle-income countries respond to

children's language needs. Reading: CFBT and Save the Children UK.

50