indigenous peoples safeguards monitoring report€¦ · i. introduction 1. the second teaching...

Indigenous Peoples Safeguards Monitoring Report Project No. 40448-013 Biannual Report June 2017

Loan 2859 BAN(COL): Second Teaching Quality Improvement in Secondary Education Project

Prepared by Sector Program Support Unit, Secondary Education Sector Investment Program, Directorate of Secondary and Higher Education for the Asian Development Bank.

This Indigenous Peoples Safeguards Monitoring report is a document of the borrower. The views expressed herein do not necessarily represent those of ADB's Board of Directors, Management, or staff, and may be preliminary in nature. In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.

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Ministry of Education Directorate of Secondary and Higher Education

Teaching Quality Improvement-II (TQI-II) in Secondary Education Project

Project Code: 5012 Loan No. : 2859

Indigenous Peoples (IP)/Small Ethnic Communities Planning Framework (SECPF) Monitoring Report

(January-June 2017)

Prepared by

DR. REHENA KHATUN Assistant Project Director (Policy and Training)

TQI-II Project, DSHE, MOE.

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Table of Contents

I. Introduction .................................................................................................. 3

II. A framework to Safeguard the Small Ethnic Communities(SECs) ...... 4

CHITTAGONG & CHITTAGONG HILL TRACTS ......................................................................... 4

MYMENSINGH - SYLHET REGION ................................................................................................ 4

NORTH BENGAL REGION ................................................................................................................ 4

III. Accomplishments and Progress ................................................................ 5

IV. Challenges and Recommendations ......................................................... 10

Appendix A: List of Constructed CCSs/e-Learning Centers under TQI-II(As of June, 2017) ........................................ Error! Bookmark not defined.

Appendix B: Status of Disadvantaged Areas Teachers Incentive Grants Distribution ..................................................... Error! Bookmark not defined.

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I. Introduction

1. The Second Teaching Quality Improvement in Secondary Education Program (TQI-II) is aimed to improve the teaching quality and welfare of the teachers, preferably females, who are assigned in the underserved and remote areas, to motivate them to continue serving the lagging behind students through innovative practices. Under the umbrella of the Inclusive Education component, the TQI-II shall grant incentive packages to qualified and deserving teachers, preferably females, who have continued to serve the disadvantaged groups in underserved areas despite the multitude of adversities.

2. The Second Teaching Quality Improvement in Secondary Education Program (TQI-II) approved by the ADB Board on 30 March 2012 is one of the reforms introduced in the education sector to meet the educational challenges.

3. The TQI-II project has four components: 1) Strengthen teacher development and institutional and organizational capacity; 2) Expanded training programs and delivery systems; 3) Targeted support for inclusive education; and 4) Quality project management.

4. The TQI-II has prepared an Inclusive Education Policy Guideline and approved by MOE which supports the 2010 National Education Policy of the Government of Bangladesh addressing the educational challenges by identifying barriers within the education system, giving special focus on teacher education, expanding access to education, diversifying curriculum and creating a positive climate to harmonize diversity. The IE component demonstrates the strong commitment that the GoB has in promoting a systemic change directed towards reaching an inclusive society.

5. Under the component of Targeted Support for Inclusive Education (IE), teachers from underserved and remote areas are given incentives for conducting remedial classes for lagging behind students. Moreover, the incentives aim to motivate the teachers to serve these areas in spite of the various difficulties confronting them. These include unsuitable and unsafe housing accommodation, inadequate transport and communication facilities and exposure to natural disasters. Teachers, in the same areas, who have no B. Ed. Degree will be given a one-year scholarship to obtain the professional degree.

6. TQI-II gives attention to areas inhabited by Indigenous Peoples (IP)/Small Ethnic Communities (SECs) living in hill tracts (the districts of Bandarban, Rangamati, and Khagrachari of Chittagong Hill Tracts); plain land areas (Greater Sylhet, Rangpur, Dinajpur, Kurignam, Lalmonirhat, Gaibandha, Mymensingh, Rajshahi, and the northwest and southwest regions) and Coastal areas composed of Cox’s Bazar, Borguna, Bhola, Patuakhali-Noakhali and coastal islands (Sandwip, Hatiya, and Urirchar).

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II. A framework to Safeguard the Indigenous Peoples (IPs)/Small

Ethnic Communities (SECs)

7. The IP/Small Ethnic Communities (SECs) of Bangladesh are grouped according to their areas of their habitation as presented in the table below :

CHITTAGONG &

CHITTAGONG HILL TRACTS MYMENSINGH - SYLHET

REGION NORTH BENGAL

REGION

1.BAWM 2.CHAK 3.CHAKMA 4.KHEYANG 5.KHUMI 6.LUSHAI 7.MARMA 8.MRO or MURONG 9.PANGKHOA 10RAKHAING 11.TANCHANGA 12.TRIPURA

1.BHUIMALI 2.LAHRA 3.MAHALI 4.MAHATO 5MUNDA 6MUSHHOR 7.NOONIA 8ORAON 9PAHAN 10.PALIA 11.RABIDAS 12.RAJBANGSHII 13.RANA 14KARMAKAR 15.RANJOARH 16SANTAL

1.BARMAN 2.BEEN 3.BHUMIJ 4.BONAJ 5DALU 6.GARO 7.PANGAN 8.SANTAL

Source: Indigenous Communities/SECs of Bangladesh. Bangladesh Ethnobotany Online Database. http://www.ebbd.info/about-us.html.

8. Among the causes of drop out amongst the children of small ethnic communities, the following are significant: a) distance from the schools, b) children are not welcome at school, c) the medium of instruction is not comprehensible, d) the need to help parents, e) insecurity and f) lack of interest on the part of the children.(Human Development Research Center for CHTDF, 2009).

9. Due to the unfavorable situations affecting the lives of the small ethnic communities, ADB adopted the Indigenous Peoples Policy Guidelines. This policy is translated into a more specific agenda called the Small Ethnic Communities Planning Framework (SECPF) which details safeguards in three categories: a) Environment

The project Category is C for environment. TQI-II, based on needs assessment and agreed criteria, will support construction of a 3 to 4 room training venues (CCS) in 51 existing govt. school premises. With adequate arrangements for site selection, design, construction, operations, maintenance and compliance measures, TQI-II is not expected to create any significant or long-term adverse environmental impact.

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b) Resettlement The project Category is C for involuntary resettlement. Social safeguard issues are not expected to arise since no major construction is anticipated and the proposed construction is limited to extension of small structures within the existing facilities. Under the TQI-II, construction of CSSs is anticipated in the land of existing government school campuses.

c) Small Ethnic Communities(SECs) The project Category is B for Indigenous People (IP)/Small Ethnic Communities (SECs). A Small Ethnic Community Planning Framework (SECPF) has been developed for the project to ensure that the project process recognizes the community and individual needs of all IP/Ethnic Community groups and to equally ensure that, if impacts occur due to the project’s intervention, they are quickly identified and mitigation measures are immediately put in place. The Indicators reflected in the following Table have been derived from discussions in the DPP for TQI-II (Anex-11 Safeguards)

III. Accomplishments and Progress

10. The following Table reflects the progress and achievements of the project for the period January-June, 2017, as well as a description of cumulative progress of TQI-II Project:

Type of Targets

Indicator Progress of Reporting Period,

January-June 2017

Cumulative Progress

Short-Term I) Establishment of CCS/ e-Learning Centers in the remote and ethnic minority inhabited districts

I) 08 CCS and 08 E-Learning Centers construction work is going on and rest of the 04 CCS/CCS-cum-e-Learning Centers (08) construction work is under process. Project has been provided furniture, equipment and ICT tools for the 31 31 (16 CCS & 15 E-Learning Centers). Status of the CCS/E-Learning Centers is attached as Appendix A.

I) A total of 51 Cluster Center School (CCS)/e-Learning Centers are constructed which are located in the district level government schools in 48 districts (only vertical/horizontal extension of 03 rooms in the existing building of the school) where no Govt. TTC/HSTTI/ORC is available. A total of 31 (16 CCS & 15 E-Learning Centers) construction works have been completed and handed over to the Schools. Furniture for 01 room, equipment and ICT tools were also given for the 31 CCS/E-Learning Centers.

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II) To enhance the opportunity for pre and in-service training for indigenous/ethnic minority (EM) teachers and other teachers serving the ethnic minority students

II) Project will provide 700 Merit Scholarships (monthly @3000/- per person ) for One Year B.Ed. Professional Training in 2017 (as pre/in-service training) for Non Teacher and Secondary Level Teacher all over the country. Already applications have been submitted by the 14 Govt. TTCs and one BMTTI which are currently being verified.

The CCS/E-Learning Centers are using as ICT classroom and sometimes venue for teacher training of the districts. Cluster centers serve as a hub within a catchment of institutions to showcase the various technological innovations in improving teaching-learning processes to benefit the target groups of Inclusive Education including SEC. II) Project provided total 1511 (monthly @ 3000/- per person total 1511*12*3000/-= 54396000/-) One Year B.Ed. Merit Scholarships for 2016 Academic Year in 14 Govt. TTCs and BMTTI for both Teacher and Non Teacher. Trained teachers are serving in their own school including disadvantaged areas ethnic minority students.

III) Protection of SEC’s welfare in construction, resettlements, rehabilitation and repairs

III) The contractors in the construction sites of CCS/e-learning Centers in Chapai Nawabgonj, Joypurhat, Panchagarh and Naogaon have employed 170 workers (women-42(25%). Of the total 66 unskilled workers, 6 workers were members of SECs.

III) There is a very good indication that SECs are given employment opportunities in school construction projects.

IV) Enough number of indigenous/ ethnic minority teachers will receive training.

IV) Through different types of training programs, 6 teachers, women-0 (0%) from small ethnic community were trained.

IV) By June 2017, through different types of training program, a total of 249,888 teachers have been trained. Out of them, 480 SEC

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teachers from small ethnic community have been trained, representing 124 women who constitute 26% of the trainees.

V) Incentives will attract good quality of teachers to work in the remote areas and improve the quality of SEC students

V a) Project has released incentive grants for 2247 teachers for June 2016 - March 2017 (monthly @ 2000/- total amount 35640000/-). Out of them, 86 were IP/SEC teachers. Incentives have attracted good quality teachers and who are working in the remote areas to improve the quality of all lagging behind students including ethnic minority students. b) During project activities, such as workshops and field meetings, teachers belong to SEC were encouraged to apply for the one-year B.Ed. Scholarship Grant Program for the Academic Session 2017. Advertisements were also published in the TQI-II and DSHE website and in the Daily Newspapers. Teachers from selected disadvantaged areas got B.Ed. admission in the Govt. TTCs/BMTTI. Applications for scholarships are being received.

V a) In 2016-2017, a total of 2,645 (12% women) teachers from 83 selected disadvantaged upazilas in 32 districts (including Hill Tracts, Char, Haor, Sedor affected areas) were selected for taking remedial classes in English, Math and Science (According to DPP total allocation is BDT 689 Lac). Out of them, 86 (16% women) SEC teachers from Chittagong and Mymensingh were selected to receive incentive grants. Consistent with SDG #4.5.1, TQI-II intensified the conduct of remedial classes in the areas inhabited by SEC to ensure equal access to education especially in disadvantaged areas. Detailed status is presented in the Appendix B. b) In the DPP, total allocation for One year B.Ed. Scholarship is BDT 300 Lac. In the 2016 Academic Session, 84 teachers from selected disadvantaged areas received scholarships @ Taka 3000 (total 252000) and their institutions received Taka 840000 for the recruitment of alternate teachers. After completing the B.Ed. course the teachers are performing well in the classroom teaching as well as they are capable to integrate pedagogy, inclusive and

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gender awareness and ICT knowledge with the content.

V) Social development dimension will be incorporated mainstreamed in the teacher training programs and materials

V) TQI-II formulated the Advocacy Communication framework with focus on the SEC in fulfillment of Sustainable Development Goals (SDG) #4 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) and #5(Achieve gender equality and empowerment of all women and girls).

V) In all on-going training programs, IE and Gender issues are addressed in all the training manuals (24 manuals) for classroom teachers, SMC/MMC/GB members and institute heads (HT/Super/Principal). -The Inclusive Education topic tackles the approaches how the shy girls and lagging behind students in the disadvantaged groups especially with students from the small ethnic communities are provided with remedial measures. Total of 3700 IE advocacy posters, 1500 festoon/banners and 3000 leaflet/ flyers on project activities were distributed across 64 districts for awareness of all stakeholders.

VI) The Role of IP/SEC members of the SMCs in improving teaching quality at grass root level.

VI) 150 participants (39 female, representing 26% attended the 03 days SMC/MMC/GB training on Awareness of Gender & Inclusive Education and Rules, Regulations and Role of the Managing Committee.

VI) The total target of 03 days SMC/MMC/GB member training on Awareness of Gender & Inclusive Education and Rules, Regulations and Role of the Managing Committee is 35,000. By June 2017, trainings were imparted for 34,780 members (9264 female). Among them 69 members from IP/SEC were trained.

VII) Filling up of reserved posts (according to quota) TTCs, HSTTIs and BMTTIs

VII) After the installation of the STIS/EMIS software in the DSHE EMIS the disaggregated data will be available.

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VIII) Emphasis on clear implementation strategy of Inclusive Education

VIII) Inclusive Policy Guideline is approved by the NTEC.

VIII) Inclusive Education (IE) Policy Guideline for the secondary level teachers training has been developed by the project and concurred by ADB. Incentive program, Remedial Class for the lagging behind students, Scholarship for disadvantaged areas teachers, Advocacy program implementation are in line with the IE Policy Guideline.

11. TQI-II project is expected to achieve the following outcomes (Long Term):

i. Quality of SEC teachers and students in secondary level will be improved;

ii. Dropout rate of the SEC students will be reduced; iii. Teaching quality of teachers from SEC group will be improved; and iv. Living standards of the SEC will be improved by better employment

opportunities through enhancing access to quality secondary education which enhances their competencies, chances of higher education, employment opportunities, thus contributing towards poverty alleviation.

TQI-II project is operating in an evolving social, political and cultural context of Bangladesh, where reforms in terms of policies, strategies and operational culture are in demand at a faster rate. It is a pupil oriented undertaking, that has achieved some noteworthy accomplishments. Its activities have been focused, mainly, at improving human resources of the MoE, DSHE for the benefit of the vulnerable population, especially those living in the disadvantaged and remote areas.

The key contribution of the project is its strategic support to policies and strategies of the government in critical areas of secondary education standard development. The success of the project is assured by instituting various approaches and mechanisms to realize an inclusive quality education and to sustain the gains of the project until its completion, and even beyond, with due regard to the environmental integrity of target areas. All aspects of the TQI-II project considered, the Government of Bangladesh is expected to comply some of its commitments with the UN Sustainable Development Goals (SDGs). It not only responds to Goal 4: Quality Education, it also directly and indirectly contributes to 5, 8, 11, 15, 16, and 17 (please refer to discussion on Component 3, page 16 and 17). The Gender Action Plan and the Inclusive Education Strategy developed by the project are two critical milestones that are in direct harmony with the actions to achieve Sustainable Development Goals.

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These qualitative changes are mainly due to government’s and development partners’ interventions over the last several years. These include the earlier and current phase of Teaching Quality Improvement Project, the main focus of which is to improve the quality of teaching through imparting quality teacher training programs.

The project, within its remaining life needs to fulfil some of the strategic obligations in terms of furthering its activities towards fulfilling Government’s commitment to the Sustainable Development Goal 4 (Quality Education). The project is also committed to undertake a strategic initiative in promoting the project activities within the context of a broader approach to inclusive education, information and technology dissemination towards better education, through quality teaching environment, which includes human resources, infrastructure and policy vision.

IV. Challenges and Recommendations

Challenges Recommendations 1. Inadequate monitoring of the socio-

economic impact of the construction works on the SEC.

Close monitoring by EED and PMU on the construction works of Cluster Center Schools/e-learning Centers to ensure the welfare of SEC. PMU with ICT specialists needs to strongly monitor the access and utilization of ICT materials by small ethnic communities.

2. Deficient data of SEC members attending trainings

Develop more detailed and targeted monitoring tool to collect data of SEC members attending TQI-II conducted trainings

3. Absence of a baseline data on small ethnic communities who are beneficiaries of TQI-II activities

Pursue the conduct of the “Socio-economic study on small ethnic communities with focus on women’s situation and gender issues” to collect benchmark data and progress status of the utilization of the TQI-II project’s services by the SEC.

4. Better management of data of SEC members attending training

STIS/Training Management Module has been installed and hosted in EMIS Server of DSHE. However, periodic SEC training needs to be banked in the teachers’ EMIS for proper accounting of SEC’s training results. Stored data will useful in the post project impact evaluation.

5. Incentive grants for Classroom Teachers (Math, Science and English) are insufficient.

Selected subject based teachers’ remuneration should be revisited and raised from Taka 2000 to Taka 4000 per

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month. They are taking 05 remedial classes in a week from 6-10 grade currently.

6. The current scholarship scheme is not comprehensive enough to attract commitment of all levels of implementation.

Besides the subject teachers the Incentive Scheme should be expanded to the Institute Heads who has the responsibility for monitoring the remedial classes and prepare the Quarterly Progress Report of the progress and outcome of the remedial classes.

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Appendix-A

(Tk. in Lac)

List of Furniture (Distributed by June

2017)

Equipment (Distributed by June

2017)

Boy Girl Total Male Female Total

1 Barguna Barguna Zilla School

Swivel Chair 29Table for Trainees 25Table for Equipment 03File Cabinet 01Book Self 01

Computer 20Photocopier 01Multimedia 01Printer 01Router 01

2 BandarbanBandarban Govt. High School

Handed over to the School 22.07.2015

1158

Marma- 394 chak-

31 Bawn-56 Tanch-15 Trip-18

Marma- 103 chak-

09 Bawn-16 Tanch-10 Trip-07

659 31 19 50



3 Cox'sbazarCox'sbazar Govt. Girls High School


1245

Marma- 5 chakma-

2 Rakai- 2

Tanchanga- 1

Marma- 0 chak- 0 Rakai- 0

Tanchanga- 0

10 0



4 KhagrachariKhagrachari Govt. High School

886

Marma- 88

chakma-203

Tripura-101

Marma- 202

chakma-211

Tripura-81

886 29



5 B-bariaAnnada Govt. High School



6 NoakhaliNoakhali Zilla School


1600

chakma- 05

5 43 7 50



Total No. of the Student in the CCS

No of IP/SEC Students IP/SEC Teachers in the CCS

Status of E-Learning Center Schools of TQI-2Date: 30 June, 2017

Sl. No. District Name of Institution Remarks

7 GopalganjS.M Model Govt. High School




8 JamalpurJamalpur Zilla School

Handed over: 22.06.2015



9 Jhenaidah Jhenaidah Govt. High School




10 Kushtia Kushtia Zilla School

Handed over: 23.04.2015



11 DinajpurDinajpur Zilla School (Boys)




12 Sunamganj Sunamganj JubleHanded over: 02.07.2015

1576 35 1 36



13 Satkhira Satkhira Govt. HigHanded over to the School 13.04.2015



14 Bhola Bhola Govt. Girls Handed over: 07.06.2015



15 Gazipur Joydebpur Govt. GHanded over to the School 07.06.2015



16 KishorgonjS.V govt.girls high school

Re-tender

17 NetrokonaAnjuman Adarsha govt. high school

Sent to PD for extra allocation

18 JoypurhatRamdew bajia govt. high school

Work on progress (80%)

19 ChapainabgonjHarimohon govt. high school


20 NaugaonNaugaon K.D govt. high school


21 MoulvibazarMoulvibazar govt. high school

Piling Work Tender

Processing

22 HabigonjHobigonj govt. high school

Piling Work Tender

Processing

23 PirojpurPirojpur govt. boys high school


24 PanchagorPanchogor B.P govt. high school


25 LalmonirhatLalmonirhat govt.girls high school


26 DhakaMotijheel Govt. Girls High School

Under Processing

27 ChandpurChandpur Govt. Technical School

Under Processing

(Tk. in Lac)

List of Furniture (Distributed by June

2017)

Equipment (Distributed by June

2017)

Boy Girl Total Male Femake Total

1 RajbariRajbari Govt. High School

Chair 46Diamond Shape Table 42File Cabinet 01Others Table 03 (Router, Printer, Trainer)


2 MunshiganjK.K. Govt. Institute



3 ManikganjManikganj Govt. High School



4 TangailBindubasini Govt. Girls High School



5 MadaripurUnited Islamia Govt. High School



6 ShariatpurPalong Tulasar Gurudas Govt. High School



Status of Cluster Center Schools of TQI-2Date: June, 2017

IP/SEC Teachers in the CCSSl. No. District Name of

Institution Remarks Total No. of the Student in the CCS No of IP/SEC Students

7 NarshingdiBrammandi K.K.M. Govt. High School




8 SherpurSherpur Govt. Victoria Academy



9 NatoreNatore Govt. High School



10 BograBogra Zilla School



11 Narail Narail Govt. High School




12 ChuadangaV.J. Govt. High School




13 MeherpurMeherpur Govt. Boys High School




14 MaguraMagura Govt. High School




15 JhalokathiJhalokathi Govt. High School



16 KurigramKurigram Govt. Girls High School




17 Dhaka Mirpur govt. high #REF!

18 NarayangonjI.E.T govt. high school


19 DhakaDhanmondi govt. girls high school


20 LaxmipurLaxmipur govt. girls high school


21 SirajgonjB.L govt. high school


22 BagerhatBagerhat govt. high school

#REF!

23 GaibandaGaibanda govt. girls high school


24 NilphamariNilphamari govt. high school


Total

Note: Furniture & Equipments are handed over only for one room out of three room in 1st phase. Rest of the two rooms furniture & equipment will be handed over after completion of construction work.

Total Females Males Total Females Males Total Females Males Total Females Males

1 Barisal Barisal Mehendiganj 12

amtali 62

Taltali 57

Pathorghata 92

Bhola Charfashion 75

Monpura 27

Patuakhali Rangabali 33

Dumki 30

Golachipa 37

Kalapara 40

Gopalganj Kotalipara 35

2 Chittagong Rangamati Nannerchar 16 11 3 8 11 3 8 11 3 8 11 3 8

Bagaichhari 32 22 2 20 22 2 20 22 2 20 22 2 20

Juraichhari 6 3 1 2 3 1 2 3 1 2 3 1 2

Rajasthali 11 3 1 2 3 1 2 3 1 2 3 1 2

Belaicharri 3

Barkal 8 5 1 4 5 1 4 5 1 4 5 1 4

Langadu 26 5 0 5 5 0 5 5 0 5 5 0 5

Banderban Lama 30

Thanchi 3

Alikadam 3

Ruma 3

Naikchongchhari 2

Chittagong Shandip 64

Appendix-B

Status of the Incentive Grants 2016-2017 Received by the IP/SEC Teachers (Math, Science & English) of Selected Disadvantaged Areas in Bangladesh

Jan-March 2017Oct-Dec 2016 S.I Division District Underserved Upazilla

Total no. of teachers

Selected for Incentive

grants

July-Sep 2016

Total no. of SEC teachers received grants

April-June 2016

Chagracharri Dighinala 35 20 5 15 20 5 15 20 5 15 20 5 15

Manikchhari 8Lakshmichhari 2

Ramgarh 5

Mahalcharri 19 14 2 12 14 2 12 14 2 12 14 2 12

Matiranga 3 2 0 2 2 0 2 2 0 2 2 0 2

Cox's Bazar Kutubdia 35

Moheshkhali 74

3 Comilla Comilla Meghna 28

Bramanbaria Nasirganar 39

Sarail 25

Bijoynagar 31

Munsiganj Lohojong 27

Noakhali Hatia 71

4 Khulna Bagerhat Sorokhola 58

Khulna Docope 36

Kayra 46

Shatkhira Shaymnagar 140

5 Mymensingh Kishorganj Astagram 17

Itna 25

Mithamoin 22

Nikli 13

Mymensingh Dhobaura 62 1 0 1 1 0 1 1 0 1 1 0 1

Netrokona Durgapur 69

Kalamakanda 16

Khaliajuri 2

Modon 6

Atpara 7

Manikganj Dawlatpur 12

6 Rajshahi Rajshahi Poba 12

Naogaon Atrai 53

Bogra Kahalu 96

Sariakandi 63

Dhunote 47

7 Rangpur Kurigram Chilmari 36

Fulbari 98

Ulipur 38

Roumari 41

Bhungamari 84

Razibpur 3

Lalmonirhat Aditmari 13

Kaliganj 10

Gaibandha Fulchhari 55

Sundorganj 100

Sirajganj Chouhali 22

Kazipur 31

8 Sylhet Sylhet Jaintapur 9

Habiganj Ajmiriganj 16

Lakhai 31

Sunamganj Bishhombhorpur 19

Dhamapasha 14

Shalla 26

Taherpur 36

Maulavibazar Borolekha 13

Shrimangal 23

Juri 4

Kulaura 12

Grand Total: 2,645 86 15 71 86 15 71 86 15 71 86 15 71

indigenous peoples safeguards monitoring report€¦ · i. introduction 1. the second teaching...

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