Despite various educational issues and teacher movements throughout the outgoing year, the pervasive discussions have largely revolved around the recently introduced curriculum.
Introduced at the commencement of the academic year, the new curriculum for classes VI and VII saw an unexpected setback when two associated textbooks were abruptly withdrawn by the National Curriculum and Textbook Board (NCTB) just over a month into the academic session.
According to academics and researchers, as the year draws to a close, conversations surrounding the implications and implementation of the new curriculum persist.
The forthcoming academic year promises significant changes as the longstanding division of Class IX is set to be abolished on January 1. From Class I to Class X, there will no longer be separate streams for science, humanities, or business education. Instead, all students will follow a unified curriculum comprising 10 subjects until the completion of Class 10. Amidst the backdrop of teacher movements and other educational issues in the outgoing year, the new curriculum has remained a focal point, sparking discussions that show no signs of abating. Social media platforms have become hubs for ongoing debates on the matter.
The phased introduction of the new curriculum saw its implementation in the first, sixth, and seventh classes this year. Come January 1, the second, third, eighth, and ninth classes will join the ranks. The curriculum is slated to extend to the 12th grade (higher secondary) in 2027.
Noteworthy changes introduced by the new curriculum include a shift in teaching methodologies, with traditional tests taking a back seat. Assessment up to Class III will be based on diverse learning activities throughout the year, while evaluation of specific components for Classes IV to X will occur during the learning process.
Notably, the SSC exam will now align with the 10th-grade syllabus. Furthermore, Classes XI and XII will operate separately under the board, with exam results abandoning the GPA system in favor of a three-tier ranking system denoted by symbols—triangles for 'proficient,' circles for 'advanced or intermediate,' and squares for 'beginning level' proficiency.
The reception to the new curriculum has been mixed, with many teachers, students, and parents expressing optimism about its potential benefits, particularly its emphasis on hands-on education. However, some dissenting voices argue for the retention of traditional testing methods to ensure effective learning.
Addressing concerns, stakeholders in education advocate for increased teacher training, a reduction in the teacher-student ratio, and enhanced preparations for curriculum implementation. Some school administrators propose streamlining the evaluation process. Public awareness campaigns aimed at parents are also deemed crucial, necessitating increased government investment and allocation.
Officials from the National Curriculum and Textbook Board (NCTB) acknowledge the initial challenges and express their commitment to addressing them in the coming year. They believe that familiarity with the new curriculum will develop gradually.
Members of the National Curriculum Development and Reformation Core Committee stress the importance of constructive discussions to facilitate successful implementation. Any misinformation or propaganda, they argue, could be detrimental to the nation's education system.
Protesters have questioned various aspects, including lessons on puberty, cooking, and housekeeping, as well as the use of mobile phones by students. The education ministry argues that the curriculum aims to make lessons enjoyable rather than relying on rote memorization.
Media reports show, in 2012, the government took a proactive step by formulating a curriculum designed to foster creative education, placing a strong emphasis on information technology in alignment with the National Education Policy of 2010.
Concerned academic researchers and school teachers said, during that period, the public raised inquiries on various fronts, including the innovative teaching approach and the Primary Education Completion (PEC) exams for Class V, as well as the Junior School Certificate (JSC) tests for Class VIII. Now with the new curriculum everything is under a restructuring and experimental phase.
Dr. Mohammad Ali Zinnah, a professor at the Institute of Education and Research, University of Dhaka, told Bangladesh Post that the new curriculum is very promising and ambitious. Quality, progressive and stable education system is a global need. Prof Zinnah also prioritizes that the quality instructions and training to the teachers of Primary, Secondary and Higher Secondary level is must to taste the sweet fruit of this effort. Also creation of awareness through all media, proper motivation and mentoring could overcome the ongoing challenges.
In tandem with the new curriculum discussions, the outgoing year also witnessed substantial discourse on teachers' movements. Private teachers advocated for the nationalization of secondary education through a 23-day sit-in program, while BCS general education cadre officers went on strike in October. Despite a temporary suspension, their original demands remain unfulfilled.
The process of school admissions saw continuity through a lottery system, aimed at eliminating admission test irregularities and promoting inclusivity in school enrollment.
As the year draws to a close, the field of education faces a spectrum of challenges, from the effective implementation of the new curriculum to ongoing concerns about teacher movements and admission procedures. With the upcoming National Parliamentary Elections, the education landscape awaits potential changes in leadership and policy. Reflecting on the year, education experts underscore the need for comprehensive measures to overcome the lingering effects of the pandemic, address issues of quality and inequality, and ensure sufficient funding for education. The success of the new curriculum, they emphasize, hinges on meticulous and effective implementation.
