The Ministry of Education has been working since 2017 to introduce an outcome-based curriculum modelled on the education systems of developed countries. This new curriculum was partially implemented at the primary and secondary levels in early 2023, despite inadequate teacher training and classroom facilities.
Education stakeholders, including teachers, guardians and other experts have raised their concerns about the new curriculum’s implementation. Protests erupted on the streets as teachers and parents of the students opposed the new system.
However, the previous Awami League government, led by the ousted prime minister Sheikh Hasina, remained rigid in its stance on the new curriculum, ignoring the socio-economic conditions of the country. This approach led to significant criticism from various quarters.
The current interim government has decided to cancel the new curriculum and revert to the previous one, making some adjustments to textbooks.
Education experts have urged the government to revise the textbooks in consultation with grassroots teachers, reputable academicians and curriculum specialists. They warn that without proper guidance, the revised textbooks could face further issues.
They said that the previous government introduced the new curriculum without consulting education experts, relying instead on advice from individuals with limited curriculum knowledge.
Prof M Siddiqur Rahman Khan, former director of the Institute of Education and Research at the University of Dhaka, told The Business Post that he has been protesting about the new curriculum from the very beginning but the previous government ignored his warnings.
He said, “I have always said that the new curriculum is not realistic considering the country’s socio-economic context. In a broad sense, there are two portions of students in the country. One portion is from urban areas and another from rural areas.”
“The students of urban areas can adapt any changing situation promptly due to their parents’ awareness and economic stability, while the position of the rural students is just opposite to the urban one,” he explained.
“The current government should conduct research with teachers who are working with the education only and take suggestions from the actual education experts. I believe the government can get a clearer picture of the country’s education health, including teachers’ capabilities. I hope the government will take appropriate steps to revise the curriculum,” he added.
He expressed gratitude that the current government heeded his advice to continue with the new curriculum until December this year, allowing time for necessary revisions.
“However, the government now plans to return to the previous curriculum by January 2025 after making some changes,” he said.
Manzoor Ahmed, professor emeritus of BRAC University, criticised the previous government for ignoring expert opinions and failing to address learning losses caused by the Covid-19 pandemic.
“We had urged the then government to conduct research with a view to recovering the learning losses of the students caused by Covid-19 pandemic, but the government did nothing. As a result, many students dropped out and others passed their SSC and HSC with inadequate knowledge,” he said.
Manzoor Ahmed further added, “We also asked the previous government to make a curriculum that would benefit all students, but the new one proved unrealistic. I believe the current government will not make any mistakes like the previous one.”
Prof Mohammad Ali Zinnah of the Institute of Education and Research at Dhaka University also emphasised the need for a curriculum that meets the country’s requirements as the previous one was introduced without adequately assessing the country’s financial and administrative capacities.
Government’s recent initiatives
The Ministry of Education has decided to reintroduce subject divisions — Science, Arts and Commerce in secondary education, effective immediately.
A circular issued on September 1 by the Ministry of Education outlined necessary changes in teaching methods and assessment processes, indicating that evaluations will resemble the system used under the 2012 national curriculum.
The ministry’s directive includes several important instructions, textbooks for pre-primary, indigenous communities and grades 1-3 will be revised and reprinted with necessary modifications to ensure consistency across all grades, with adjustments made to teaching and evaluation methods.
For grades 6-9, the current textbooks will remain in use throughout 2024, with revised versions expected by 2025.
Students in these grades will be assessed using a modified evaluation system for the rest of 2024 including their annual exams in December, with the framework for this modified evaluation process to be distributed to schools soon.
Additionally, students advancing to grade 10 in 2025 will continue with subject divisions (Science, Arts and Commerce) and receive revised textbooks based on the previous curriculum. A shortened syllabus will be introduced to ensure the curriculum is completed within the academic year.
Students progressing to grade 9 in 2025 will receive revised textbooks according to the previous curriculum and will study over two years, culminating in SSC and equivalent exams in 2027.
The revised curriculum for 2025 will be finalised with the collaboration of education experts, curriculum specialists, pedagogues, evaluation experts, relevant administrators, civil society representatives and parents, with full implementation expected by 2026.
Secondary exams revert to old system
The education ministry plans to conduct year final exams for Classes VI to IX in the style used under the 2012 curriculum, with 100-mark assessments comprising short, broad, and multiple-choice questions (MCQs).
Prof AKM Reazul Hassan, chairman of the National Curriculum and Textbook Board, expressed confidence that students would adapt to the revised exam format.
