ABSTRACT

Languages play an integral role in shaping our identity, culture, and history. Due to
globalization, urbanization, and the dominance of major languages, however, many
indigenous languages across the globe are in danger of extinction. Bangladesh, a 160
million-person nation, is home to 41 distinct ethnic groups, each with its own language and
cultural heritage. Sadly, many of these indigenous languages are threatened with extinction.
Article-3 under Topsil-1 of the Parbatya Zila Parishad Act of 1989 and Article 33 of the
Chittagong Hill Tract (CHT) Peace Accord of 1997 require that all indigenous children be
educated in their native languages. The "Education for Ethnic Children" program of BRAC
provides indigenous-language primary education. This program provides free education to
children from ethnic minorities, living in remote areas, or with special needs. UNESCO, the
United Nations Educational, Scientific, and Cultural Organization, is also charged with
promoting cultural diversity and linguistic heritage. In 2023, they observed the "Multilingual
education - a necessity to transform education" campaign, which observed numerous
initiatives globally. This report attempts to highlight the specific projects and initiatives
undertaken by UNESCO's "Multilingual education - a necessity to transform education" and
BRAC's "Education for Ethnic Children" campaigns to support the Bengali language. I am
going to explore the strengths and weaknesses of the projects, in the end of which will be
provided possible suggestions for strengthening the efforts in relation to the policies on
language use in the constitution of Bangladesh.
Fig. A: Ethnic Diversity of Bangladesh
Policies relating to indigenous people

The Constitution of the People’s Republic of Bangladesh: The 15th amendment (2011) of the
constitution of Bangladesh stipulates, “The state shall take steps to protect and develop the
unique local culture and tradition of the tribes, minor races, ethnic sects and communities.”

The State Acquisition and Bengal Tenancy Act, 1950: The act forbids the transfer of lands
owned by ‘aboriginals’ to non-aboriginal persons without the express consent of the
government’s district officer. The indigenous names mentioned under this act are Sonthals,
[Banais] Bhuiyas, Bhumijes, Dalus, Garos, Gonds, Hadis, Hajangs, Hos, Kharias, Kharwars,
Kochs (Dhaka Division), Koras, Maghs (Bakerganj District), Mal and Sauria Paharias, Maches,
Mundas, Mundais, Oraons and Turis.

The National Education Policy, 2010: National Education Policy 2010, aims, among others, to
promote the culture and language of small ethnic groups. In pre-primary and primary level, it
requires to take necessary steps for education in mother tongue, indigenous teacher and proper
textbook for indigenous children. In indigenous inhabited areas, establishing primary school with
residential facilities for indigenous teacher and students has been promised in the policy.

The National Women Development Policy, 2011: National Women Development Policy
(NWDP) promises to ensure the respective rights of indigenous peoples for their development
and promotion. It was also emphasized that they sustain their respective tradition and culture
during promotion. The NWDP further recommends taking special activities for indigenous
women.

Small Ethnic Group Cultural Institution Act 2010: Small Ethnic Group Cultural Institution Act
was enacted to incorporate the job conditions and facilities of the officials of seven cultural
institutions for small ethnic groups across the country within government rules. It mentions
(only) 27 ethnic groups bypassing the names of many other indigenous nations.

“Education for Ethnic Children” by BRAC

Introduction

Languages play a crucial role in shaping our identity and culture. There are over 50

indigenous communities in Bangladesh, each with its own language and customs. However,

the rapid modernization of the country, coupled with the dominance of the Bengali language,

has put the existence of these languages in peril. Recognizing the importance of preserving

and promoting these languages, BRAC, one of the largest development organizations in

Bangladesh, has taken several initiatives. This article explores the specific projects

undertaken by BRAC on the preservation and promotion of indigenous languages in

Bangladesh and their impact.

BRAC’s “Education for Ethnic Children” Program

BRAC's "Education for Ethnic Children" programme aims to improve the capacity of indigenous

communities to preserve and develop their languages and cultures, while promoting inclusive

development. The "Education for Ethnic Children" programme of BRAC focuses on the

preservation and promotion of Bangladesh's Indigenous Languages. In 2008, BRAC established

forty non-formal schools in South-Eastern Bangladesh (Rangamati and Khagrachari districts)

grade), students are progressively introduced to Bangla and English. Approximately 17,000

underprivileged indigenous students in Khagrachhari have the opportunity to study in their

mother tongues in 686 BRAC schools in the hill district. BRAC provides all instructional

materials. They have been collaborating with the district government at the pre-primary level.

After successfully completing pre-primary education, students are admitted to government

primary schools.
Specific Initiatives

BRAC “Education for Ethnic Children” Program has undertaken several projects to promote

and preserve indigenous languages in Bangladesh. Some of these projects include:

Language Documentation and Materials Development Project:

This project aims to document and preserve the endangered languages of Bangladesh, which

are at risk of disappearing. Through this project, BRAC creates materials such as

dictionaries, textbooks, and other educational resources in indigenous languages to support

language education and literacy.

This program aims to provide education to indigenous children and young adults. It

established several bilingual schools and early childhood development centers that use

indigenous languages as the medium of instruction, ensuring that indigenous children have

access to education in their mother tongue.

Cultural Preservation Program:

communities in Bangladesh. Through this program, BRAC provides support for cultural

events and festivals, preserving traditional crafts, and promoting traditional music and dance

forms.

Documentation and Script Development:

BRAC “Education for Ethnic Children” Program has been working with linguists and

community members to document and develop scripts for several indigenous languages. It

has developed scripts for Chakma, Marma, and Tripura languages, and has also published

dictionaries and grammar books for these languages.

Strengths of the Projects and Initiatives

Among the many strengths of the BRAC "Education for Ethnic Children" Programme

initiatives and projects are the following:

It has been observed that schools where the indigenous language serves as the medium of

instruction are packed with students and teachers.

system. The educations of 2,569 secondary, high school, and university students were

supported.

Low attrition rate: Most noteworthy, the students enjoy education in their native tongue, as

attrition rates are extremely low.

Employment: Community instructors conducted programmes at 124 BRAC Pre-Primary

Schools, and 2,499 adolescents are educated at 115 Kishore-Kishori Unnayan Karmasuchi,

paving the way for employment opportunities for indigenous communities.

Community Participation: The "Education for Ethnic Children" Programme of BRAC

prioritises the participation and involvement of indigenous communities, ensuring that their

voices and needs are heard and respected.

Holistic Approach: The BRAC "Education for Ethnic Children" Programme takes a holistic

approach that addresses the cultural, social, and economic factors affecting the well-being of

indigenous communities.

Innovative Solutions: The projects of the BRAC "Education for Ethnic Children" Programme

are innovative and frequently employ technology to develop educational resources and

preserve indigenous languages.

Despite their strengths, BRAC “Education for Ethnic Children” Program's projects and

initiatives have some weaknesses, including:

Limited Reach:

BRAC “Education for Ethnic Children” Program's projects have limited reach and are often

concentrated in specific areas, leaving many indigenous communities without access to their

services.

Language Policy:

Bangladesh's language policy does not recognize the importance of indigenous languages,

which could limit the impact of BRAC “Education for Ethnic Children” Program's

initiatives.

Funding:

BRAC “Education for Ethnic Children” Program's projects and initiatives depend on external

funding, which could lead to inconsistencies and limitations in their implementation.

First of all, The initiatives are limited in scope and only cover a few indigenous languages.

Secondly, the use of indigenous languages in education is limited to pre-primary schools, and

there is a need to expand this to primary and secondary education. Finally, the initiatives are

largely dependent on external funding, which may not be sustainable in the long run.
Suggestions for Strengthening the Projects and Initiatives

To strengthen the projects and initiatives, BRAC “Education for Ethnic Children” Program

needs to work closely with the government and other stakeholders. Specifically, it needs to

align its initiatives with the government's policies on education and language. Additionally,

BRAC “Education for Ethnic Children” Program needs to explore ways to involve the

community members in the sustainability of the initiatives. For instance, the community

members can be trained to develop teaching materials and conduct cultural events.

Collaboration with Local Community

One of the key ways to strengthen BRAC “Education for Ethnic Children” Program’s

projects is through collaboration with local communities. Indigenous communities have

valuable insights and knowledge on their language, culture, and heritage. Therefore,

involving them in the planning and implementation of language preservation projects would

be beneficial. This would not only ensure that the projects are culturally appropriate but also

increase community ownership, leading to a more sustainable outcome.

Development of Learning Materials

Another way to strengthen BRAC “Education for Ethnic Children” Program’s projects is

through the development of learning materials in indigenous languages. With the availability
of such materials, the language can be taught and learned easily, leading to increased

proficiency among speakers. BRAC “Education for Ethnic Children” Program can

collaborate with local experts and community members to develop these materials, which

could include textbooks, audiovisual resources, and language learning apps.

Promotion of Language Use

BRAC “Education for Ethnic Children” Program can promote language use by organizing

events and activities that celebrate and showcase the language and culture of the community.

This could include cultural festivals, language immersion programs, and language

competitions, etc.

Impact of BRAC “Education for Ethnic Children” Program “Education

for Ethnic Children” Program's Efforts

The efforts of the BRAC "Education for Ethnic Children" Programme have had a substantial

effect on the preservation and promotion of indigenous languages in Bangladesh. The

creation of scripts and instructional materials, for instance, has made it easier for community

members to learn and use their languages. In addition, the establishment of pre-primary
schools in a number of indigenous communities has made it possible for children to learn in

their native language, which has been shown to improve academic performance. The BRAC

"Education for Ethnic Children" Program's cultural events and festivals have helped raise

awareness of the significance of indigenous languages and customs.

Challenges and Suggestions

The preservation and promotion of indigenous languages in Bangladesh face several

challenges, including the dominance of the Bengali language, lack of political will, and

limited resources

Lack of Political Will

One of the biggest challenges faced by BRAC “Education for Ethnic Children” Program is

the lack of political will to recognize and promote indigenous languages. The government of

Bangladesh has policies that prioritize Bengali as the official language of the country, which

makes it difficult for organizations to secure funding and support for their language

preservation projects.

Solution: Advocacy and Awareness

BRAC can continue to advocate for the recognition and promotion of indigenous languages

by raising awareness about the benefits of language diversity and the importance of

preserving indigenous languages.

Another challenge faced by the program is limited resources, including funding and

manpower. It can be difficult to implement language preservation projects without adequate

resources.

Solution: Partnerships and Collaboration

BRAC “Education for Ethnic Children” Program can collaborate with other organizations

and stakeholders to leverage resources and expertise to achieve common goals. Partnerships

with the private sector and civil society organizations can provide additional resources and

support for this program.

Conclusion

In conclusion, the preservation and promotion of indigenous languages play a crucial role in

preserving our identity and culture. BRAC “Education for Ethnic Children” Program’s

initiatives on the preservation and promotion of indigenous languages in Bangladesh have

had a significant impact. However, there is still a need for more comprehensive and

sustainable initiatives to ensure that these languages continue to thrive. By working together,

stakeholders can ensure that the rich linguistic diversity of Bangladesh is preserved for future

generations.
“Multilingual education - a necessity to transform education”

campaign by UNESCO

Introduction

UNESCO “Multilingual education - a necessity to transform education” campaign's

designation of International Mother Language Day has helped raise awareness of the

importance of linguistic diversity and cultural heritage, not just in Bangladesh but around the

world. UNESCO “Multilingual education - a necessity to transform education” campaign's

might otherwise have been lost. The creation of the Bengali Language Atlas has helped in

documenting the dialects and linguistic diversity of the Bengali language. Similarly, the

preservation of historic Bengali manuscripts ensures that these cultural artifacts are protected

and accessible for future generations.

Specific Initiatives

International Mother Language Day: UNESCO “Multilingual education - a necessity to

transform education” campaign designated February 21st as International Mother Language

Day to promote linguistic and cultural diversity and multilingualism. This day is particularly

significant for Bengali speakers, as it marks the anniversary of the 1952 Bengali Language

Movement in Bangladesh. In 1999, UNESCO declared February 21 as International Mother

Language Day in honor of the language martyrs who sacrificed their lives for the recognition

of Bengali as a state language in 1952. This day serves as a reminder of the importance of

linguistic diversity and the promotion of mother tongue-based education.

Bengali Language Atlas: UNESCO “Multilingual education - a necessity to transform

education” campaign has collaborated with the Government of Bangladesh to create a

Bengali Language Atlas, which provides detailed information on the dialects and linguistic

diversity of the Bengali language.

necessity to transform education” campaign has worked with the National Archives and the

Department of Archaeology in Bangladesh to preserve historic Bengali manuscripts,

including the works of Nobel Laureate Rabindranath Tagore.

Safeguarding Intangible Cultural Heritage (ICH): UNESCO “Multilingual education - a

necessity to transform education” campaign's ICH program aims to safeguard living cultural

traditions, including language, music, dance, and oral traditions. In Bangladesh, this

campaign has worked with local communities to identify and document intangible cultural

heritage, including Bengali folk music and traditional handicrafts.

Strengths of UNESCO “Multilingual education - a necessity to transform

education” campaign's Efforts

Increased awareness: Through initiatives such as International Mother Language Day,

UNESCO “Multilingual education - a necessity to transform education” campaign has raised

awareness of the importance of linguistic diversity and the need to preserve and promote

mother tongues.

Collaboration with the government: UNESCO “Multilingual education - a necessity to

transform education” campaign has collaborated with the Government of Bangladesh to

ensures that these initiatives are sustained beyond the lifetime of the project.

Impacts of UNESCO “Multilingual education - a necessity to transform education”

campaign”

The International Mother Language Institute is a valuable resource for preserving and

promoting Bengali, with a focus on developing practical solutions to language preservation

challenges. Safeguarding ICH program is an effective way to preserve cultural traditions and

promote the use of languages like Bengali in everyday life.

Weaknesses of UNESCO “Multilingual education - a necessity to

transform education” campaign

Despite its efforts, the campaign's focus on language preservation is limited by the resources

available to it. In addition, the organization's ability to influence national language policies is

limited.

Limited impact on policy: UNESCO “Multilingual education - a necessity to transform

education” campaign's initiatives have had limited impact on policy decisions related to the

promotion of the Bengali language and culture.

Suggestions for Strengthening the campaign:

necessity to transform education” campaign can collaborate with local organizations in

Bangladesh to increase the reach and impact of its initiatives.

Increased advocacy: UNESCO “Multilingual education - a necessity to transform

education” campaign can advocate for policy decisions that promote the use and recognition

of the Bengali language and culture.

Last but not least, it could develop an online platform for sharing information about language

policies, legislation, and practices at national levels with other countries interested in

developing their own policies on languages. This would allow countries to learn from each

other's experiences and avoid duplication of efforts while also enabling them to share best

practices that could be useful elsewhere.

Challenges and Suggestions

Limited funding, resources and implications: Funding for cultural and linguistic initiatives

is often limited, which can affect the scope and impact of these projects. UNESCO

“Multilingual education - a necessity to transform education” campaign's efforts to promote

linguistic diversity and cultural heritage are often limited by the resources available to it. To

overcome this, the organization could work to form partnerships with other organizations and

governments to increase its impact. It is also limited by its ability to influence national

language policies. To overcome this, the organization could work to develop relationships
with national governments and advocate for policies that support linguistic diversity and

cultural heritage.

To overcome these challenges, the campaign could consider to increased advocacy for

funding: Advocacy efforts can be directed towards increasing funding for cultural and

linguistic initiatives. Also, it could consider collaboration with influential actors:

Collaboration with influential actors, such as policymakers and media outlets, can help in

promoting the importance of preserving and promoting minority languages.

Conclusion

In conclusion, “Multilingual education - a necessity to transform education” campaign by

UNESCO has played a critical role in preserving and promoting the Bengali language. While

its efforts have been successful in many respects, there is still much work to be done to

ensure the long-term survival of Bengali.