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3. A Brief Profile of ASHRAI Mission and vision of ASHRAI Since 1990, ASHRAI has been working with tribal people in northwest Bangladesh to assist in their socio-economic development. In 1999, ASHRAI revisited its Vision, Mission and Goal statement through a strategic planning workshop, framing its course of direction for the next 10 years, 2000-2009. Vision Integration of tribal and non-tribal very poor people within the national stream of economic development through human resource development and self-reliance. Mission Develop self-help and self-reliant groups/organizations in order to achieve social and economic development. Goal To improve the living condition of the tribal and the very poor people. Strategies to fulfil its goals and objectives • Organize tribal people into village/para-level societies, Para-Committees (PC) and Union-level Tribal Development Councils (TDC) • Provide human resource development training to the societies • Initiate savings and credit programmes with their own savings funds, and arrange life skill and livelihood training • Provide revolving loan funds (RLF) to cater to the increased demand for loans by • Establish linkage and coordination programmes with GOB and NGOs • Promote ASHRAI’s organizational and institutional development 4. Problem Analysis: Indigenous People in Barind Tract It has been observed that simple wage enhancement cannot solve problems when people are facing abject poverty, landlessness, illiteracy and isolation. From this perspective, ASHRAI started institution building and organization of savings/credit groups among the Adivasis. However, these are not enough when the people are facing widespread illiteracy, abuse of human rights, and underdevelopment. There is still no special government development programme for people living in the areas of northwest Bangladesh to address and help them overcome their backwardness. According to national statistics, the agricultural farm sector is almost visibly oversaturated. In all probability, it will not 142
e able to absorb much more of the rapidly growing labour force. Thus, tribal children must have good primary education to develop their personal resources, which can enable them to access secondary and higher level education and training. This can help them diversify their economic activities by transcending the traditional occupations of their parents through future employment in non-farm sectors. Such a move might very well be their best hope for survival and sustenance as equal citizens with basic human rights and dignity. Education status in the country According to the 2001 Census, Rajshahi Division has the 2 nd highest population density in the country at 869 people per sq. km. The average density for the country is 834 people per sq. km. Though the Ministry of Education claims the present literacy rate is 62%, non-government education campaign forum research revealed that the current rate of literacy in the country is only 41.4%. The study states that there is a large 12% gap between male and female literacy, and a staggering 26% disadvantage for rural people compared to their urban counterparts. The literacy status of the population manifests large disparities in terms of gender, socio-economic attributes and geography. Though the national literacy is 41.4%, it is much lower for Rajshahi Division, which is only 37.2%. A study focused on tribal literacy status is yet to be done. From the above figures and scenario, it may be assumed that it would be much lower than 37.2% – it may be half or even less than the figures above. ASHRAI’s education programme Recognizing the prevailing poor literacy rate among tribal communities in the Barind region, ASHRAI has been facilitating non-formal primary education (NFPE) in tribal villages with assistance from the Bangladesh Rural Advancement Committee (BRAC). From 1992 to 2001, about 900 tribal children from poor families in ethnic minority communities graduated from 10 NFPE schools. Of those, about 80% are continuing their education in formal secondary schools. This high rate of participation in secondary schooling by NFPE graduates indicates a positive trend towards sustainability of the education programme, as well as for ensuring that tribal children can qualify for higher education. ASHRAI has been implementing non-formal primary education for tribal children and life skills training for adults using the Regenerated Freirean Literacy through Empowering Community Techniques (REFLECT) approach. It runs 133 schools for tribal children through BRAC’s NFPE approach. In addition, there are two pilot schools in Oraon mother tongue where research is taking place to develop educational materials in the mother tongue of the Oraon Community, the second largest indigenous community in northwest Bangladesh. There are 320 Lahanti Circles (adult learning through REFLECT approach) for women. There are also 200 Literacy Centres to facilitate continued learning for adult women who have graduated from Lahanti Circles. 143
Page 1 and 2: Myanmar More than 100 languages are
Page 3 and 4: efforts by non-governmental organiz
Page 5 and 6: tongue. Regional LWCs, as well as l
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Page 11 and 12: Notes to Table 1: 1 ‘Local langua
Page 13 and 14: Table 3 uses the same data as the f
Page 15 and 16: Linguistic Diversity in South-East
Page 17 and 18: determined in successful programmes
Page 19 and 20: Acknowledgements Many thanks to the
Page 21 and 22: Chazée, L. (1999) The Peoples of L
Page 23 and 24: Hornberger, N.H. and López, L.E. (
Page 25 and 26: Leclerc, J. (2004c) “Cambodge,”
Page 27 and 28: Nagai, Y. (2001) “Vernacular Educ
Page 29 and 30: Schliesinger, J. (1998) Hill Tribes
Page 31 and 32: UNESCO. (1953) The Use of Vernacula
Page 33 and 34: APPENDIX 1 Essential Concepts Used
Page 35 and 36: COUNTRY REPORTS Synthesis of Report
Page 37 and 38: Community consultation and decision
Page 39 and 40: a significant number of minority gr
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Page 67 and 68: 9. Challenges and Strategies for th
Page 69 and 70: ix) Environment: The pressure on th
Page 71 and 72: Figure 1. Background of Project Sit
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Page 79 and 80: Bilingual materials were produced (
Page 81 and 82: Policy and expansion of the project
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Comments HALAMANG GAMOT • The mod
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The following are among the challen
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Thai people so that they will be ab
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2002 statistics from the Ministry o
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King - which was operating in 18 pr
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Concerning strengths, the following
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Background information on the proje
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Pwo Karen. Three NFE Pwo Karen teac
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Process of a Writer Workshop The ou
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youth should be encouraged to work
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Distribution: Limited UNESCO-APPEAL
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1645-1715 Orientation to the Field
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Distribution: Limited UNESCO-APPEAL
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No. Country Name Position, Organiza
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