Assessing the shift: Bangladesh’s new primary and secondary school curriculum
Dr. Shibli A. Khan and Borendra Lal Tripura :
In Bangladesh, the recent overhaul of the primary and secondary school curriculum has sparked intense debate and criticism. Despite the ongoing discourse, there appears to be a lack of substantial academic discussion, expert opinion, and media coverage. Parents, in particular, are expressing frustration and raising concerns about the content their children will be taught and the perceived absence of a clear syllabus.
Challenges and concerns
1. Philosophical and cultural shift: The educational philosophy in Bangladesh has traditionally been knowledge-based, spanning over a thousand years. Knowledge-based learning refers to listening, reading, and watching to obtain the information needed before progressing to the next stage of learning. In contrast, contemporary Western education emphasizes skill-based learning, which aims to build upon knowledge by developing practical expertise in a specific area. While Bangladesh has a habitual inclination to emulate the West, the deep-rooted cultural and psychological influences have ingrained reverence for teachers as knowledge dispensers and textbooks as the sources of knowledge. The shift towards skills is met with skepticism, as it challenges the established perception of the teacher’s role and the quality textbook as the source of knowledge.
2. Economic implications: Parents harbor dreams of their children earning a livelihood through education, believing knowledge is the key to achieving this. Doubts linger about whether the current curriculum will adequately prepare students for higher education and future employment. Economic constraints further exacerbate concerns, as parents are reluctant to bear additional costs for materials related to the new curriculum.
3. Inadequacies in educational materials and teacher preparation: Many parents feel that preparing educational materials and teachers for the new curriculum is inadequate. Latest news reports indicate that the new curriculum textbooks are not ready for all classes. The overcrowded classrooms are also unsuitable for group projects or activities requiring open spaces.
The transition from a knowledge-based to a skill-based system has shifted the focus onto teachers as the epicenter of education. However, there is a lack of confidence among parents regarding the readiness and skills of teachers to handle this responsibility. According to news reports and academic publications, the teacher training programs in Bangladesh are subpar at best.
A paradigm shift: The primary and secondary school curricula change signifies a paradigm shift in Bangladesh’s education philosophy and culture. While knowledge-based education has its merits, some limitations of this approach have prompted the need for change. Life skills such as cooking, cleaning, and other practical abilities are now deemed essential for adapting to the evolving societal landscape. However, those transferable skills are generally learned from extra-curricular activities and outside school.
Addressing concerns and moving forward: For the successful implementation of the new curriculum, three critical considerations must be taken into account by the Ministry of Education and other stakeholders:
a. Consistency with higher education admissions: Addressing parents’ concerns regarding aligning the new secondary school curriculum with admissions to higher education institutions is imperative for building confidence in the system.
b. Teacher preparedness: Teachers must be adequately prepared and equipped to effectively navigate and implement the current curriculum as the focal point of education. Teachers must have an excellent academic background and foundational knowledge before absorbing new teaching methods.
c. Cultural compatibility: The new policy or curriculum should align with Bangladesh’s timeless religious values, culture, and collective psychology. Gradual integration, rather than a revolutionary change, is recommended to ease the transition for all stakeholders.
While the proponents may commend the new curriculum, careful consideration and gradual implementation are crucial to address parents’ concerns and ensure the paradigm shift’s success. Balancing traditional values with the evolving educational landscape is essential for cultivating a curriculum that resonates with the unique context of Bangladesh.
(Dr. Shibli A. Khan and Borendra Lal Tripura are teachers at
a local university.)
