This document outlines the education system of Chittagong Hill Tracts (CHT) in Bangladesh, including its past, present, and future. It discusses how education has expanded from Buddhist monastery-based learning, to the introduction of modern schooling under British rule with language barriers. The document also notes the errors of the national education policy after independence that failed ethnic groups, and recommends rationalizing primary education to be taught in local mother tongues, reforming traditional systems, and ensuring quality education access for all in CHT.

2. Topic:
Education system of Chittagong Hill
Tracts: Outline of the past, present and
future.

3. Group Member:
Name Id
Md.Sajib Islam 17191008
Md.Mahiuddin Jaber 17191016
Soubhit Chakma 17191037
Suproavo Chowdhury Nipu 17191039

4. Key Contents
 1. Introduction
 2. Past history of expansion of education
 3. Beginning of modern education
 4. Education Board and the passage of Western modern education system
 5. Introductory Primary Education:
 6. Errors and obstructions of the Northern National Education Policy of
Independence
 7.Rationalization of formation of primary education system in mother language.
 8. Recommendation of quality education for ethnic people
 9Conclusion

5. Introduction
• The word, Education comes from the Latin
“educere” meaning “to lead out.”
• CHT = Chittagong Hill Tracts( Rangamati, Khagrachari,
Bandarban)
• Literacy Rate (Bangladesh) :75.4% (2015)
• Literacy rate at CHT
Name of the Districts Literacy rate (%)
Rangamati 43.6
Khagrachari 41.8
Bandarban 31.7

6. Past History of Expansion of Education in
CHT
Buddhist Monastery Based Education also known as kiang.

7. BEGINNING OF MODERN EDUCATION AND IT
OUTCOME

8. BRITISH PERIOD:
Limited of modern Education is Chittagong Hill Tracts.
Language problem
BANGLADESH PERIOD :
The introduction of quota system to increase tribal education and job
opportunities.
Priority to all Govt.job in 1997 CHT peace agreement

10. Increase participation other ethnic group modern education:
 MARMA ,TIPRA,MRO,BAM,KUMI etc. only Educated 4.31%.
INCREASE PARTICIPATION OF MODERN EDUCATION CHITTAGONG HILL
TRACTS BENGALIS:
 In the Chittagong Hill Tracts, half of the population of Bengalis , 25
percent of the literacy among them, they do not get jobs at the
national level. So it is necessary to introduce the Chittagong Hill
Bengalis quota like tribal quota so that the Bengalis can be admitted
to educational institutions in and later get government jobs.

11. Formed Separate Education Board and
Institution
British period:
Formed A Separate Education
Board For The Chittagong Hill
Tracts.
 Bangladesh period:
Establish education institution:
University.
Medical Collage.
Cultural institution.
Other Institution .

12. Errors and obstructions of national
curriculum after independence

13. Teacher proficiency
Number of students
Learning methods in schools
The lack of meritorious
teachersLow quality education
management
Lack of regular inspection
Discriminatory education
system Lack of vocational and
technical education
Absence of opportunity
to teach in mother tongue

15. The census of 2011
Total - 1,587,000
Indigenous peoples – 34%
Bengalis – 65%
Animists – 1%
Population of Chittagong Hill Tracts

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17. Rationalization of formation of primary education system in
mother language:
 THE PRIMARY EDUCATION CURRICULUM IN BANGLADESH IN PRIMARILY WRITTEN
FOR BANGLA SPEAKING CHILDREN AND SOCIALLY, CULTURALLY, AND
RELIGIOUSLY RELATED TO MUSLIMS CHILDREN.
 CURRENT CONTEXT IS VERY MUCH SUITABLE FOR THE BENGALI CHILDREN.
 A CURRENT STATISTICS SHOW THAT 70% CHILDREN ARE LEAVING FROM SCHOOL
AT PRIMARY LEVEL IN CJT AREA BECAUSE OF THEIR MOTHER LANGUAGE.
 THE PERCENTAGE OF DROP OUT PROVE THAT EDUCATION SYSTEM IS NOT
SUITABLE FOR ALL. ESPECIALLY FOR THE ETHNIC PEOPLE
 TRIBAL CHILDREN HAVE TO START THEIR PRIMARY EDUCATION THROUGH
BANGLA LANGUAGE.

18.  Because of the lack of linguistic weakness It undoubtedly created a
negative impact on their primary education. They gets week basic
knowledge. It also create huge negative impact on their higher
.
 In this section, the 23rd (1) section of the International Labor
40th Convention 107 has been made explicit in order to educate
indigenous ethnic children in their own mother tongue.
 It is very necessary to understand the importance of teaching in
tongue. There should be education in own mother language among
indigenous and ethnic groups from initial level.

19. Recommended the reform of the traditional education system
 In CHT area education management is not up to the mark.
 Teacher crisis is a big problem.
 There are about 1,000 teachers at the 228 schools – 86 are at Rangamati, 83 in
Bandarban and 59 in Khagrachhari.
 The number of teacher is not enough sufficient. This statistics show that
CHT area are not getting quality education.
 A survey show that almost 228 primary school in CHT area threatened with
due to lack to funding.
 A huge amount of students from hill area are being deprived from quality
education

20. Conclusion
 Government should take more care about CHT area.
Especially for the ethnic people. And also should reform the
curriculum system so that ethnic people get their primary
education in their own language.
 Recently government take some proper steps for their
betterment .
 The right of education for indigenous people.