have been implementing this program since 2006 with close cooperation of the local Government bodies and government line departments. From the inception of the project, the Hill District Council was closely involved in the entire process. Through the council the education line department officials are engaged in the project activities. The recent progress of the local government system on the mother tongue based multilingual education is- the Hill District Council is trying to recruit local level teachers, they have agreed to introduce mother tongue as language of instruction in the primary schools. UNDP has also initiated a program on mother tongue based primary education, where this project is adapted as best practice and the local government bodies are involved closely. We follow the scientific bridging process, which is decided in consultation with the respective community representatives. Respective communities have participated at the entire process of curriculum development, selection of themes and contents of materials, material development, school site and teacher selection, orthography decision, language development process. In the initial year, we build confidence of children in mother tongue, prepare them for literacy, introduce pre-reading, pre-writing and pre-math skills in mother tongue. In the second year, they begin reading and writing in mother tongue, and continue oral mother tongue. In this stage they spend 90% time for mother tongue exercises and other 10% for introduction of national language (L2). In this stage they are provided with oral exercises in national language to prepare them for Bangla classes. In this way, use of national language in classroom will gradually increase and the students will become confident in using both mother tongue and national language in the classroom. Eventually, student will become a successful learner. The initiative is contributing to achieve the Indigenous People’s rights to education and has a positive impact in increasing confidence and participation of learners in the classroom, which result in the learning competency and retention of students. A parent says, ‘mother tongue based pre-school brought a lot of changes to my child. He is now very attentive to his lesson’. Government has the commitment to provide mother tongue education to the Indigenous Peoples under its CHT Accord 1997, PEDPII and PRSP. But, due to centralized national curriculum system for all over the country, the system can not address the local specific context of the Indigenous Peoples. Political commitment from the government to translate the strategy and programmes into practice is essential to ensure Indigenous People’s rights to education through mother tongue. Recommendations: International community can support national governments to deliver on commitments to minority education through policy advocacy and sensitization initiatives, with particular focus on transfer authority and resources for education delivery to the local government bodies;  strengthen local capacity for locally relevant, participatory education which values minority cultures and languages  Prioritise flexible delivery methods for all educational programmes to ensure quality inclusive education for Indigenous Peoples  introduce mother tongue based multilingual education through the government system  involve minority led institutions and other local actors in entire process of government Thank you