Tucked away in the rugged southeast of Bangladesh lies the Chittagong Hill Tracts (CHT)—a region of breathtaking natural beauty and vibrant ethnic diversity. But behind this picturesque facade is a complex history marked by decades of underdevelopment, political tension, and geographical isolation. Long left out of the country’s development mainstream, the CHT is now undergoing a quiet but powerful revolution—fueled not by political decrees or infrastructure booms, but by something more fundamental: education.
In recent years, the Government of Bangladesh, in partnership with local administration, civil society, and development partners, has launched a range of initiatives to ensure inclusive and quality education in this region. And though the challenges are formidable, the progress is undeniable.
One of the most transformative efforts has been the introduction of multimedia classrooms in nearly 300 selected primary and secondary schools. Today, over 70% of these schools are delivering lessons through animations, videos, and interactive quizzes—breaking down complex topics and making learning more engaging for children. In Khagrachari, English-medium curriculum schools are opening new doors to global opportunities, helping students develop the confidence and skills to compete beyond their immediate surroundings.
In areas where attending school once meant walking hours through treacherous terrain, the construction of residential hostels has significantly improved student attendance and retention. Facilities such as clean water, sanitary toilets, and well-ventilated classrooms are creating an environment where learning can truly flourish.
The CHT is home to more than a dozen tribals communities, each with its own language and cultural identity. Recognizing this, the government has begun implementing primary education in children's mother tongues. This inclusive approach is already yielding results—reducing dropout rates and encouraging early learning engagement. For children with limited proficiency in Bangla, language transition support has made mainstream education more accessible.
Efforts have also been made to integrate local culture and identity into the curriculum, helping students develop a stronger sense of belonging and pride in their heritage. In parallel, modern teacher training programs emphasize empathy, student-centered pedagogy, and technological fluency—key skills in bridging the gap between tradition and innovation.
Yet, despite this momentum, the CHT continues to face significant structural and logistical challenges. Narrow roads, insufficient power supply, and weak internet connectivity often make regular school attendance and digital learning difficult. Qualified teachers in science, English, ICT, and mathematics remain scarce in remote areas.
To address these issues, the interim government has announced a landmark initiative to introduce Starlink satellite internet to 100 schools by the end of this year. This move will allow uninterrupted e-learning even in the most hard-to-reach villages, enabling access to quality education through real-time virtual instruction. Solar power installations are also being explored as sustainable solutions to energy shortages.
Female education is a particular area of focus. Girls in the hills often face compounded barriers, from cultural stigmas to lack of safe transport or residential facilities. By providing secure hostels, menstrual hygiene awareness, female teacher recruitment, and leadership training through extracurricular clubs, a new generation of empowered girls is slowly emerging. Investing in girls’ education is not just a social obligation—it is a multiplier that drives health, income, and societal progress.
The expansion of vocational and technical education holds the potential to open new economic pathways for tribal youth. Training in agriculture, tourism, handicrafts, IT, and environmental conservation aligns with local needs and can generate sustainable livelihoods. Establishing polytechnic institutes and vocational training centers tailored to the region’s socio-economic fabric will help curb youth unemployment and migration.
Quality education in the CHT is more than a development goal. It is a strategic investment in stability, inclusion, and long-term resilience. An educated population is essential for participatory governance, cultural preservation, and environmental stewardship. Educated youth from tribal communities are better positioned to assume leadership roles, demand accountability, and contribute meaningfully to national progress.
The current transitional government, through the Chittagong Hill Tracts Development Board and local district councils, has taken commendable steps to localize curricula, improve infrastructure, and create an education system that is culturally responsive and future-ready. But to sustain this quiet revolution, a few things are essential: long-term policy commitment, consistent funding, technological innovation, and community engagement.
What’s happening in the hills is no longer invisible. It is a slow-burning transformation that is setting a precedent for how inclusive education can mend long-standing fractures—social, political, and economic. If sustained, the CHT could become a model for other marginalized regions, not just in Bangladesh, but across the Global South.
BOB Post
