Challenges to Inclusive Education for the Students of Tea Garden in Bangladesh: A Case Study

Abstract

A key ingredient in building a non-discriminatory society is to ensure equitable access to all levels of education for children from all spheres of life, from participation to achievement. Tea Garden communities in Bangladesh face innumerable socioeconomic and cultural constraints that undermine children’s successful participation in formal education. This study examines the factors hindering the inclusive education cycle for children of tea garden workers, exploring the extent to which poverty, illiteracy, social exclusion, and geographical challenges impact their academic progress. A mixed-methods approach was used to collect data.  Therefore, a questionnaire for 100 students (both primary and secondary levels), qualitative perceptions from interviews with 10 teachers, and Focus Group Discussion (FGD) guidelines for 40 SMC and PTA members have been applied to this study. The statistical and thematic method was used for analyzing the data. Findings reveal that poverty, marginalization, ignorance or minimally educated parents, lack of awareness, lack of adequate educational institutions, geographical location, lack of fulfillment of basic demand, apathy of garden authorities, and behavioral problems have lowered the academic progress of tea garden children which act as major challenges to promote inclusive education. Despite government and non-government initiatives such as stipends, NGO-operated schools, and limited policy interventions are needed to overcome the obstacles to promote inclusive education for the tea garden children. The study concludes that robust measures are required, including improved wages and living conditions for tea workers, implementation of long-term secondary and vocational education facilities within tea garden areas, teacher training focused on inclusive pedagogies, and active parental engagement programs. These multi-stakeholder efforts could finally bridge the existing disparities, adopt inclusive education, and empower tea garden children to contribute to the future development of the country.