Bangladesh

Year Conducted: 2015, 2012

* Remarks:

Preparatory Phase:
1. Preparatory Phase- Preparatory Phase book have revised on the aspect of ethnic culture and in use EEC schools as Teachers Guide.
2. Ethnic Rhymes; named ‘Adibasider Chara’ developed with 119 rhymes of 13 ethnic communities.
3. Storybook; named ‘Adibasider Galpamala’ on folktales of 8 communities used by teachers during preparatory phase..

Grade I:
1. Adibasi Shishuder Galpa (I)
2. Adibasi Shishuder Galpa (2)
3. Poribesh Pariciti Workbook for CHT
4. Poribesh Pariciti Teachers Guide for CHT
5. Poster of 11 Communities in CHT
6. EEC Teachers Guide I

Grade III:
7. Adibasider Mojer Galpa (Garo, Hajong)
8. Adibasider Mojer Galpa (Marma, Khumi, Tripura, Chakma)
9. Adibasider Mojer Galpa ( Orwan, Saotal, Mahato, Mahali)
10. EEC Teachers Guide III

Grade IV:
Developed teacher’s guide on Bangla based on special activities for ethnic culture.
Pre-Primary
1. Set of pre-reading card
2. Flip chart on life skills
3. Five story books
4. Rhymes book
5. Cultural math
6. Numeric math
7. Chakma primer
8. Primer chart
9. Social study book
10. Teachers Guide

Primary G1
1. Three story books
2. Primer with chart
3. Mathematics
4. Social study book(Translated)
5. Teachers Guide
6. Three story books
7. Primer with chart
8. Mathematics
9. Social study book(Translated)
10. Teachers Guide

Primary G11
11. 1.Chakma Story Book  (3)
12. 2.Chakma Text Book
13. 3. Teacher’s Guide G2
14. 4. TPR (Bangla & English)
15. 5. Word Book (Multilingual)

Primary G111
16. 1. Chakma Text Book
17. 2. Chakma Story Book
18. 3. Teacher’s Guide G3

Explanations

Name of organisation / institution: 

Give the name of the organisation(s) (NGO, local association, etc) or institution (church, pagoda, temple, university etc.) which is initiating and supporting the action. This can include government agencies and institutions. Please specify type of involvement, e.g. initiator, lead actor, funder and implementer.

Level of schooling:

Identify whether action is at the pre-primary level (PP) or at the primary /elementary level (PR). The mapping is focusing only on these two levels of education.

Formal or Non-formal:

Identify whether action is:

1. in the formal (FE) or non-formal (NFE); and
2. in the government education system (Govt) or outside the government system by non-state providers (NSP).

Public or private:

Identify whether the action is happening in the public education (PUB) system or private (PRI). If this does not apply to your country, write n/a.

Which language:

Give the name of the local or minority language(s) which the action includes. If possible, see your country’s section on the Ethnologue.com (http://www.ethnologue.com/country_index.asp?place=Asia) and find the relevant 3-letter ISO language code for these languages.

Number of children:

Give the number of children reached by school level (pre-primary and primary/elementary). Please disaggregate by gender (i.e. M: and F:),

Location of action:

Give sub-national location of action(s) either province or district

Use of language in classroom:

Identify how language is used in the classroom by using the descriptors below. Choose the most appropriate one. You can choose more than one.

1. Language of instruction (LOI) is the learners’ mother tongue (MT or L1)  and their second language (L2) .
2. Language of instruction is the mother tongue only.
3. The second language is officially the language of instruction.
4. Language of instruction is the second language with MT as subject.
5. Mother tongue is used orally, no written materials – officially.
6. Mother tongue is used orally, no written materials – unofficially.
7. Second language (L2) is taught as second language.

Materials in classroom:

Are there teaching and learning materials in MT in classroom? Yes or no. If yes, estimate the number of titles in MT.