Education of Tribal Children

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Weekend Independent

Friday, 17 February 2012

Author / Source : Zannatul Ferdous

“The indigenous children should be taught in their own mother tongue, as those languages are quite rich,” said Gita Bhattacharya, head mistress of Camlong Government Primary School, in a remote area of Bandarban, in the Chittagong Hill Tracts (CHT).
She added, “Due to linguistic problems there are many drop outs every year, because the alphabets of each language are different.”

Recently, when visiting the school, another indigenous female school teacher said to the Independent, “In the areas inhabited by Marma hilly people, they are not acquainted with other languages, as a result, the Marma children cannot receive primary education in a different language. Moreover, there are teachers from other tribes including Bengalees, who have no knowledge and training in indigenous languages.”

A Marma student was asked as to how he feels about his school, to which he replied that, in the beginning he was not attentive to his studies as he did not understand Bengla. He was also punished several times for not preparing his lesson, but because  of his parents’ co-operation, he can now read and write in Bengla.

Another student was asked as to how far she understands Bengla to which she replied in a faltering way, “Bangla Bhasha Khub Kosto!”

Tandra Chakma, former school teacher of Monoghar Shishu Sadan, Rangmati told the Independent, “The reason for drop out of indigenous children in primary level, is mainly their lack of understanding of Bangla.

She further said, “In a country where example has been set by shedding blood for mother language, indigenous children are unfortunately, being deprived of learning in their own mother tongue.

Tandra Chakma added, “If teachers are given training in indigenous languages, then they can impart the same education to the children in a very simple and student-friendly way.”
In addition to Bengla there are 42 languages in practice in Bangladesh. Due to lack of institutional negligence and reluctance almost 30 languages are facing extinction. According to UNESCO every language in danger of extinction dies out in 14 days in the world.

Of the thirty existing Adivasi languages, at least seven have so far become endangered. Decline in population in respective community and neglect by successive governments have worsened the situation.

So far, Khumi, Khiyang and Pankho languages have become endangered as users of these languages have declined to less than 2,000. On the other hand, Kuruk, Koch, Patra and Hajong languages are likely to be endangered as their use has experienced a sharp decline. In neighbouring Tripura of India, the indigenous people study in mother tongue till the higher secondary level.

Raja Devasish Roy, Chakma Circle Chief, said, “Learning in the mother tongue is the only way in which indigenous children can start their education.” He further said that, the place of teaching should be such where a child feels happy and comfortable which increases his confidence. He added,” I still feel my uneasiness in English classes, where the Head Mistress used to talk to me either in English or in Urdu. Memories of the unfriendly and alien environment of the educational institution are still fresh in my mind. I feel such hostile environment  is harmful for the students and suppresses their self-confidence, which affects their learning ablilities.. While imparting education, mother tongue should be taught alongside the national language.”

Rabindra Nath Soren, general secretary of National Adivashi Parishad told the Independent, “In 1999 we established some Adivashi primary school in Rajshahi, Noganga and other parts of North Bengal, the number of which is increasing gradually and now stands around thirty”.

He says, “The children feel comfortable learning in their mother tongue. It will be very effective if  education is imparted in Bengla side by side the mother tongue, which will create employment opportunity for the Adivashi teachers..”
Kuruk, the language of Urao ethnic community of North Bengal, is an example of indigenous language becoming extinct over the years. A recent research shows, just three generations earlier the language was widely used and practiced by about 80 thousand Uraos. In course of time the population declined to only around 20 thousand from a population of two lakh. Most of the Uraos now don't understand ‘Kuruk’ properly and cannot communicate properly using the language.

Languages of Koch, Patra and Hajong of the plain lands, are in no better situation as their use has dropped over the years. Among the 42 indigenous languages only Chakma and Marma have their own alphabets, while 12 indigenous communities have adopted Roman alphabet for writing.

Some other indigenous communities, especially the two lakh people living in Rajshahi, use a language called "Sadri" adopting alphabets from Hindi, Bangla, Urdu and other indigenous languages.

"Each community has their own literature in spoken form which includes poetry, epics and fairy tales. These bodies of literature will be lost forever unless the communities are given education in their mother tongue," said Santal leader Rabindra Nath Soren.

The Ministry of Cultural Affairs and Bangla Academy are reluctant to conduct research or census on indigenous languages, showing lack of workforce, infrastructure and fund crisis.

According to a survey conducted by the Research Development Collective, only 1.3 percent indigenous people -- especially from larger communities including Chakma, Mahato, Santal and Garo -- complete graduation, while statistics show that the rate of completing Master's degree and above is nil.

The survey also shows only 2.3 percent indigenous people complete higher secondary education, while 11 percent pass secondary school certificate exams. The survey was conducted on 10 indigenous communities across the country both on plain land and in the hills. In CHT, the condition of Mro people is the worst as they have only 15.5 percent enrolment at primary schools with only 2.7 percent girls.

According to CHT Development Facility report, different NGOs and donor organizations including Oxfam, Danida and Action Aid have about 800 elementary and primary institutions for indigenous children across the country which impart education in their mother tongue. Apart from this, BRAC also runs about one thousand 600 schools for indigenous children in the country. There are also 500 missionary schools offering education for the indigenous children in their mother tongue.