A Case from the Chittagong Hill tracts

Insecurity of Indigenous Women: Like indigenous women in the other parts of the world,indigenous women of Bangladesh have a low socio-economic status when compared with their men,and when compared with women from the plains regions of the country. There are approximately 45 indiginous peoples in Bangladesh.By custom, indigenous women's life in Bangladesh is shaped by the patriarchal and patrilineal nature of the social system. An indigenous women is considered to be there to bear children, to serve her father, her brother, and later her husband and her family,including her in-laws in some cases.Like Bangali women in the plains,the indigenous women of Bangladesh are also traditionally regarded as occupying a lower social standing then their men.The indigenous women's status is low in terms of the right to inheritance,legal and political rights,decision-making powers and so forth. Against this backdrop, this attempts to xamine the situation of indigenous women of the CHT. The human rights situation in the CHT was especially bad during the year when the political unrest and internal conflict was ng on 1973-1995.Women constituted the most vulnerable section of the population and were exposed to various forms of sexual violence, including relocation programmes,military operations, molestation,assult and rap. S.H

Indigenous women's status

Indigenous women's Social status:(Marriage/Divorce/Polygamy Since the majority of the rural girls do not go to school beyond the primary stage, it isnatural for parents to groom the girls for their "most important role" of motherhood.Thus,in the rural areas, girls are married between the age of 12-18.unlike,the women of the plains,the indigenous women have more freedomn-terms of selecting their partners.Marriages take place within the same people or "tribe",but seldom within the same clan. After the marriage the bride generally moves to another village.In the new family,the brde takes on aheavy work burden and is reffered to as someone's wife or daughter-in-law.

Kutubdia SMC

Kutubdia Govt primary school managing comity(SMC)is very active and helpful.It's formatted at 20010.The SMC of Kutubdia Govt primary school managing body have 13 members.
They are:
1.Mr.Joyttan Tanchangya -Chairman
2.Mr.Sadhan Bikash Chakma-Vice Chairman
3.Mr.Ranzan Tanchangya -G.S
4.Mrs.Gopadebi Tanchangya- ,,
5.Mrs.Rohita Chakma -           ,,
6.Mr.Arnob Chakma      -       ,,
7 Mrs.Swapna Tanchangya- Member
8.Mr.Sumanta Tanchangya - ,,
9.Mrs.Manisha Dewan -       ,,
10.Mr.Nunu Kumar Tanchangya ,,
11.Mr.Babulal Tanchangya - ,,
12.Mr.Kajal Kanti Das
13.Land owner 
  

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Expenditure in Edcation

Last 10 years Allocation and Expenditure in Education Sector

Year	RADP Allocation		Expenditure (% of Allocation)
	National	Ministry of Education	National	Ministry of Education
2001-2002	16000.00	916.52	88%	91%
2002-2003	17100.00	1065.23	91%	93%
2003-2004	19000.00	1211.19	88%	89%
2004-2005	20500.00	1182.42	92%	92%
2005-2006	21500.00	1060.38	91%	89%
2006-2007	21600.00	1002.25	81%	94%
2007-2008	22500.00	1000.17	82%	94%
2008-2009	23000.00	1000.54	86%	95%
2009-2010	28500.00	1430.80	91%	95%
2010-2012	38500.00	1624.69

Violence indigenous women

Bangladesh, like other states in south Asia has also ratified the international treaties on equality and non- discrimination between men and women.Some of these measures are also contained in the national constitution of Bangladesh.That does not mean, of course,that human rights violations do not take place in these contries.In the CHT,indigenous women are encountering various forms of human rights violace.Despite the CHT Accord of 1997, the indigenous women continue to be sexsually and veba harrassed and assaulted by majority.The cessation of hostilities may have decreased the risk of such sexsual offences, but indigenous women are still very much at risk.Women from various indigenous communities are facing different types of human rights violations.The various forms of abuse by Bangali settlers are in the increase. This may be because the settlers, who were mostly confined in protected"cluster villages" before are now far more mobile because of the end of guerilla war.

Chittagong Board

The Board of Intermediate and Secondary Education, Chittagong started its operation in 1995. it's an autonomous and self-regulating organization within the field of instructional administration and management in Bangladesh. Considering the growing demand for each qualitative and quantitative education in country, the BISE is attempting to develop it as a middle of excellence within the field of instructional administration.

According to the ordinance of the board, The East Pakistan Intermediate and Secondary Education Ordinance, 1961 and its Section 3A , it's answerable for the organization, regulation, supervision, management and development of Intermediate, Secondary and Junior level public examinations and academic establishments of Chittagong, Cox’sBazar, Rangamati hill districts, Khagrachari hill districts& Bandarban hill district.

Fourth five years plan

Fourth Five-Year set up (1990-95)

The Fourth Five-Year set up gave importance to the first and mass education. Education was identified as a vehicle for the event of human resources. a brand new call (Ministry entitled ‘Primary and Mass Education Division’ was created in August 1992, through bifurcation of the Ministry of Education for strengthening the first education structure keeping it in tune with the need of recent times, and for eradication of illiteracy. a major policy undertaken within the Fourth set up was to create primary education compulsory. the opposite necessary goals were:

 guaranteeing economical use of existing facilities and safeguarding regional parity whereas making new opportunities in primary education.

    Increasing participation of women at the first level.

 guaranteeing improved in-service coaching for primary faculty academics.

    Reforming primary level curriculum.

    Introducing tutorial supervision and administrative inspection.

    Filling up sixty % vacant teacher’s position from among ladies and relaxation of qualification for the ladies candidates.

In February 1990 the first Education (Compulsory) Act was passed. In 1992, sixty eight Upazilas were brought underneath this programme. The success achieved in these Upazilas galvanized the govt. to bring the total country among the ambit of this programme. Compulsory Primary Education Implementation Monitoring Unit (CPEIMU) was established at the top of 1990 to make sure implementation of the programme. to create equitable access to primary schooling, to extend enrolment within the colleges, to enhance quality of primary education and to strengthen management system, the subsequent 3 major comes underneath the final Education Project (GEP) were undertaken:

    Development of Primary Education in Dhaka, Rajshahi and Khulna Divisions.

    Development of Primary Education in Chittagong Division, and

    Development of Curriculum and Textbook at the first Stage.

Apart from these, alternative comes together with the Cyclone and Flood Rehabilitation comes were conjointly implemented. The result, achieved underneath the final Education Project and alternative comes taken up within the Fourth set up was:

    Construction of one,134 low-cost colleges, with community participation in areas while not a college.

    Reconstruction of seven,675 government primary colleges, and repair of nine,335 government primary colleges.

    Development of seven,812 registered non-government primary colleges (reconstruction -7,232 and repair-580)

 offer of furniture to existing created, reconstructed and repaired colleges.

 institution of two hundred satellite colleges for grade-I and II students.

 enlargement of National Academy for Primary Education (NAPE); development of physical facilities of Primary coaching Institutes; construction of the District Primary Education workplaces; construction of Chittagong Divisional Primary Education Office advanced.

    Imparting non-formal primary education to four,97,358 youngsters underneath NGO programme.

    Implementation of faculty Attractiveness Programme in 689 colleges in ten Upazilas. underneath this programme four hundred,000 students were benefited.

    Imparting in-service coaching to reinforce the skilled skills of academics.

    Distribution of seven,72,90,000 textbooks freed from price to the scholars.

    Preparation of realistic life-oriented curriculum; renewal of textbooks and introduction up to Class-IV throughout the set up amount.

    Introduction of Food for Education Programme. This programme was introduced in four,914 schoool in 460 Unions within the country throughout the fiscal year 1993-94. This Programme was extended to twelve,182 colleges in one,000 Unions in fiscal year 1994-95. 16,28,659 students and fourteen,16,932 families were benefited.

The measures undertaken for the advance of primary education succeeded in fulfilling the objectives of the Fourth Five-Year set up. the amount of enrolled students increased to seventeen.2 million in 1995, this range was 12million in 1990. the speed of dropouts decreased to thirty eighth in 1995 from fifty nine.30% in 1991. feminine participation increased at the first level. The ratio of boy and woman youngsters in primary colleges was fifty five.28:44.72 in 1990, this ratio improved to fifty two.62:4738 in 1995. proportion of feminine academics in colleges increased to twenty six.92 in 1995 from twenty.57 in 1990.This was as a result of the introduction of the policy to recruit hour feminine academics within the vacant posts of academics in primary colleges. Of course, true has more improved within the subsequent stage. this is often depicted within the following table: