Access, learning, language, and retention
Education and languages
Education evidence should connect enrolment to attendance, travel, safety, teaching capacity, language of instruction, learning, retention, disability inclusion, and family costs.
Research cutoff: 4 September 2026. Generated visuals are editorial context, not evidence.
Editorial image · generated, not documentary evidenceexplanation
A school becomes access only through a complete chain
Separate facility, teacher deployment, attendance, completion, language access, and learning outcomes.
Presence
Which level, grade, hostel, transport route, WASH facility, and learning space exists, and during which school year?
Usable capacity
Separate sanctioned posts, filled posts, actual teacher attendance, language proficiency, materials, timetables, and seasonal opening.
Participation
Enrolment is not attendance. Track travel time, cost, safety, disability access, seasonal absence, dropout, completion, and transition.
Learning and progression
Completion is not a learning outcome. Verify assessment, language access, secondary transition, TVET, tertiary entry, and safely disaggregated gaps.
| District | Reported rate | How to read it |
|---|---|---|
| Bandarban | 22.89% | Administrative measures for this cycle. They are not directly comparable with older household discontinuation samples and do not explain why a child left. |
| Khagrachhari | 16.54% | |
| Rangamati | 17.39% |
Source: MS0265. District results do not identify a community, language group, or locality.
Editorial image · generated, not documentary evidenceevidence
From language policy to classroom delivery
Policy, materials, trained teachers, classroom delivery, scripts, and audit gaps are separate stages.
| Stage | Evidence needed | Publication rule |
|---|---|---|
| Policy and named languages | Controlling text, grade, language, script, and effective date | Quote policy separately from explanation. |
| Materials produced | Title, edition, quantity, accessible format, and distribution | Publication does not prove a book reached a school. |
| Teachers prepared | Proficiency, training length, manual, mentoring, and deployment | A trained headcount does not prove classroom presence. |
| Timetabled delivery | Periods, grade coverage, attendance, and observed use | Show school-level variation, not CHT-wide delivery by inference. |
| Learning and vitality | Comprehension, progression, family choice, literacy, and follow-up | Do not infer outcomes from materials alone. |
What a recent teacher study can establish
Interviews with 14 Chakma teachers reported short training, staffing constraints, two weekly language periods in their settings, and textbooks without a teaching manual. The study identifies mechanisms, not CHT-wide prevalence.