Access to Primary Education of the Plain Land Ethnic Community Children in Bangladesh: A Case Study on Ranisankail Upazila

Sadia Sharmin

Abstract

The plainland ethnic groups in Bangladesh generally live in the northern divisions of Bangladesh and are one of the most socially and economically disadvantaged and vulnerable sections of the population. The main focus of this study is to assess children's access to primary education in the local ethnic community in Bangladesh. This study followed a mixed-method approach that included a survey questionnaire of 276 ethnic guardians, a semi-structured interview of 20 teachers, and a KII of 2 government education officials and two managers of an NGO in Ranisankail Upazila of Thakurgaon District. The financial state, community, awareness about education, breakfast, and tiffin issue, proper guidelines about regular studies, motivation, language and culture, communication and response in classes, and availability of study materials are the major factors that impact the primary education of plain land ethnic community children. The Plainland ethnic community children lag behind in primary education mainly because of poverty, unawareness, illiteracy, different languages and cultures, and the lack of proper guidelines. By conducting the Chi-square test (p<0.05), the overall result of the study is that the access to primary education of plain land ethnic community children is influenced by the location, community, and gender, and some factors are not influenced (p>0.05) by gender, location, and community. This study's main findings are the factors that mainly impact primary education, significant challenges and initiatives, and the overall scenario of the primary education of plain land ethnic community children. The study findings would be a substantial guideline for education experts, policymakers, teachers, government, and NGOs.

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