HERE I HAVE SHOWN THE PRESENT CONDITION OF WORLD IP AS WELL AS BANGLADESHI IP ALSO

3.  The term Indigenous includes tribes, first
peoples/nations, aboriginal, ethnic groups.
 Occupational and geographical terms such as
hunter-gatherers, nomads, peasants, and hill
people also exist and for practical purposes
are covered under the term “Indigenous
peoples”.

4.  MOTHER TONGUE means ones native
language; the language learned by children
and pass from one generation to the next.
 And “Mother Tongue Based Education”
refers to “first-language-first- education”
that is schooling which begins in the mother
tongue .

5.  Mother tongue based education attracts the children to be enrolled and
makes them to be fit in education.
 “I attend school regularly because my teacher teaches me in Tripura
(language). I like to play with the colourful ball very much. I want to be
a school teacher when I grow up,”said Apusmoy, age 5 of Salkatal Pre-
school. (Chowdhury 2014)
 Children tend to develop better thinking skills.
 Basically, not only does thought affect language, but language affects
thought.

6.  If our children are not educated in their
mother tongue, thousands of years of thought
processes might end abruptly.
 Expand the reach of education.
 Improved learning outcomes during primary
school
 Protecting and preserving local languages.

7.  Population: more than 350 million
indigenous people spread across 70 countries
worldwide.
 Languages : 4,000 to 5,000
 Common concerns: poverty, discrimination,
and marginalization
 General terms: native, aboriginal, first
nation, and local

8.  India : There are about 635 indigenous communities living in India but only
461 ethnic groups are recognized as Scheduled Tribes. These are considered
to be India's indigenous peoples. In mainland India, the Scheduled Tribes
are usually referred to as Adivasis. With an estimated population of 84.3
million, they comprise 8.2% of the total population.
 Philippines : In Philippines there are around 110 indigenous people
consisting of 15 to 20 million populations. They face various problems in as
members of minority groups. They experience discrimination, in school, of
prejudice, financial inadequacy, comprehension difficulties of dominant
language, adjustment difficulties.
 China: There are 56 officially recognized ethnic groups having 61 distinct
languages. There remains bilingual education system, but it is only for two
or three years. As soon as they learn the dominant language, they are to be
shifted in dominant language school leaving their own language.

9.  In Mexico, it is estimated that the use of indigenous
language reduced to 7% in 2000 while it was 14% in
1930.
 In Taiwan there are 14 officially recognized ethnic
groups covering 2% of total population. They also leave
their own language adopting the mainstream language.
 In United States there are 564 federally-recognized
tribes but there are only a few living elders who can
still speak their native languages fluently. They belong
to smaller tribes; their children either did not have a
sufficient chance to interact with other tribal elders or
they no longer wanted to continue the tradition of their
parents .

10.  There are more than about forty-five ethnic minority groups living in
Bangladesh.
 But it is a matter of regret that many indigenous languages are
endangered or on the verge of extinction.
 When the language dies, that sense of community is damaged
 In Bangladesh, most children from ethnic minority groups are
disadvantaged by an education system that does not recognize their
language, culture or future livelihood realities. They are taught in
Bengali, a language they do not understand.
 Children from ethnic minorities may be denied the opportunity to learn
in their own language and their curricula and educational materials may
be grounded in an alien culture.
 Many quickly lose interest in school and leave.

11.  Children from ethnic minority groups face three main barriers.
 The first of these is lack of access. For children to receive an education
there must be a school within safe travelling distance, with teachers and
pedagogical materials.
 The second barrier is the poor quality of the education provided. Children
from the poorest communities often have inferior educational institutions
than those from richer communities. Children from ethnic minorities may
be denied the opportunity to learn in their own language and their
curricula and educational materials may be grounded in an alien culture.
They may even be faced with social stigmatization.
 The third, is relatively poor outcomes. Children from ethnic minorities and
indigenous peoples do not enjoy the same benefits from education as other
children.

12.  We have surveys on 2differents classes – class two and class four.
 By the survey it is known that the students of the school never
use Bangla while talking to parents and classmates, playmates
instead they use their respective mother tongue but they use
Bangla in classroom, while talking teacher.
 One of the students tells that he doesn’t like Bangla but he
wants to be taught in Bangla so that he can become a doctor.

13.  They have to learn Bangla in order to cope up
with the mainstream society.
 But they do not get help from their parents’
assist in education.
 It is not happening only in this school rather in
every school of minority inhabited area.
 if the present condition of their education
goes on, then within a few decades, the
languages of tribal people will be vanished
away from their culture.

14.  Know and respect their own culture and the national culture
 Respect other people and cultures
 Respect social customs of their own and other societies.
 Provide a strong educational foundation for ethnic children
 Help the ethnic children to learn in mother tongue
 Make a strong bridging among the mother tongue Bangla
English to gain competence and confidence
 Preserve ethnic culture and linguistic heritage
 Open schools at ethnic populated areas where school is not
available

15.  Hire teacher from ethnic background
 Flexibility in educational qualification for teacher selection
 Involve indigenous community as resource
 Community empowerment by skill development of the indigenous
teacher and staff
 Flexibility in class size
 Include indigenous cultural contents in the curriculum.
 Article 14 of the UN Declaration on the Rights of Indigenous
Peoples states that “Indigenous peoples have the right to establish
and control their educational systems and institutions providing
education in their own languages, in a manner appropriate to their
cultural methods of teaching and learning.”