<p>  This paper examines school enrolment rates and the factors that affect them among the Khumi, one of the smallest indigenous groups in the Peoples Republic of Bangladesh (Bangladesh). The findings are based on the analysis of data collected during field research conducted in the border area of the country from 2017 to 2019. </p><p>  Bangladesh has recently made dramatic strides in expanding and improving primary education. With a primary education enrolment rate of 97% and a completion rate of 78% in 2017, the country has attained the global standards outlined in the 1990 World Declaration on Education for All. </p><p>  In spite of, like other developing countries, Bangladesh still faces the problem of the “last 10%.” Specifically, access to primary education remains elusive for certain vulnerable groups, such as indigenous children, minority language children, children from poor families, and disabled children. </p><p>  This research focuses on one of the smallest ethnic minority groups, the“Khumi” in the Chittagong Hill Tract (CHT) area of Bangladesh. </p><p>  There are approximately 47 ethnic minority groups in Bangladesh, and 11 of them, including the Khumi, live in the CHT area. According to the Chittagong Hill Tract Development Facility – United Nation Development Programme (2009) study, approximately 65% of indigenous children in this area drop out of school at the primary school level. In 2009, the school enrolment rate for Khumi children was only 12%. The primary reasons for the delay in educational dissemination were language barriers, inappropriate curricula, and other factors, such as the distance between the school and home. </p><p>  Most previous research on the educational status and experiences of ethnic minorities have focused on larger ethnic minority groups. Although they provide important information for increasing school enrolment rates among ethnic minorities, experiences of small ethnic minority groups are overlooked. This study addresses this gap by examining the situation of the Khumi and the determinant factors affecting their school enrolment rates to shed light on the core of the problem concerning the“last 10%.” </p><p>  In this paper, we classify ethnic minority groups as large-scale, middle-scale, and small-scale. Large-scale minority groups have larger populations, possess the means to lobby the government and international organizations, and are able to establish non-governmental organizations (NGOs). Middle-scale ethnic minority groups have a smaller population but benefit from the support of NGOs and religious groups. In contrast, small-scale minority groups have a small population but little support from NGOs and religious establishments and limited ability to assert their needs and rights within the government or international organizations. </p><p>  Figures from 14 Khumi villages in 3 districts of Bandarban prefecture Rowangchori, Ruma, and Tenchi indicate that the school enrolment rate is improving. From 0% in their grandparents’generation to 24.4% in their parents’generation, it is now 73.3% in the current generation of children. On the other hand, significant gender difference has persisted over generations, with school enrolment rates of 41.9% for boys and 9.5% for girls in the parents’ generation and 85.7% for boys and 59.2% for girl, in the present generation. In addition, student enrolment rates for the Khumi vary considerably by district, for instance, 86.8% in Rowanchori and 50% in Tanchi. </p><p>  Besides the quantitative data on student enrolment rates, qualitative information is also necessary to understand the situation of the Khumi and the parental views on their children’s school attendance, for which Khumi parents were interviewed in this study. (View PDF for the rest of the abstract.)</p>