“We aim to integrate workplace-related skills into our curriculum, allowing students to align their education with workplace requirements and contribute to the education system,”
– Mohibul Hasan Chowdhury Nowfel.
For building a smart nation, a strong foundation in digital literacy is indispensable. Adequate education and relevant skills serve as fundamental prerequisites not only for unlocking enhanced opportunities for the youth but also for fostering a prosperous economy. It is imperative to equip the new generation with a blend of education and technology to pave the way for a smart Bangladesh.
Currently, cutting-edge technologies such as 5G, artificial intelligence, virtual reality, and blockchain have found extensive applications in the realm of education. These technologies are progressively imbuing the education system with intelligent traits, characterized by openness, sharing, interaction, collaboration, and ubiquity. Hence, to make Bangladesh smart we have to make our education system technologically smart.
Navigating Challenges
In a bold move toward educational transformation, Bangladesh’s recently appointed Education Minister, Mohibul Hasan Chowdhury Nowfel, has hinted at potential adjustments in the country’s curriculum and assessment methods. Addressing the challenges posed by the new curriculum, Minister Nowfel emphasized the need for changes in assessment methods during a discussion with the Education Reporters Association, Bangladesh (ERAB). This move comes as part of the government’s commitment to enhancing the quality of education and aligning it with the ever-evolving demands of the workforce.
“The new curriculum is not 100 percent permanent. We are working and will resolve the problems after analyzing the findings,” said Minister Nowfel, highlighting the government’s dedication to refining the education system.
In the education system, curriculum is the central guide for all educators as to what is crucial for teaching and learning, so that every student has access to rigorous academic experiences. The structure, organization, and considerations in a curriculum are created in order to improve student learning and facilitate instruction.
The introduction of the new curriculum has brought forth several challenges, particularly in the realm of assessment methods, according to the education minister. In a recent statement, he emphasized the reception of diverse inputs for the curriculum’s refinement. Acknowledging the need for changes in assessment methods, the minister called for further adjustments to ensure the effectiveness of the new educational framework.
What Actually the Curriculum is!
The National Curriculum Outline-2021 has initiated activities the previous year (2023), marking a shift in education from pre-primary to the 12th standard. This innovative curriculum is set to be gradually implemented, starting with the introduction for 1st, 6th, and 7th classes in 2023. Subsequently, it will extend to 2nd, 3rd, 8th, and 9th classes in 2024, followed by 4th, 5th, and 10th classes in 2025. The progression continues with the inclusion of the 11th class in 2026, culminating with the 12th class in 2027.
Designed to prioritize experiential and action-based learning, the new system aims to establish a student-centric and enjoyable learning environment. With a focus on sports and creative activities, the curriculum intends to alleviate the burden of subjects and textbooks.
Significantly, a central theme is life and livelihood education, aligning with the broader mission of promoting holistic student development. The National Curriculum Outline 2021 marks a substantial stride towards a more dynamic and engaging educational experience.
The impact of the new curriculum and the challenges it poses will become evident after its one-year implementation, making 2024 a crucial year for its adoption. Concurrently, the government is prioritizing overall improvements in the education sector, evident in increased funding for the fiscal year 2023-24.
The Transformation
In the transformative year of 2023, Bangladesh embarked on a groundbreaking journey in education, ushering in a new era marked by a curriculum overhaul. This paradigm shift introduced students to a competency-based learning approach, emphasizing practical knowledge acquisition. Simultaneously, it brought about a radical transformation in the conventional evaluation system.
The last significant modification to the national curriculum occurred in 2012, with the subsequent implementation beginning in 2013. Before this, sporadic minor adjustments had been made over time. However, the current transformation signifies more than mere modifications; it represents a comprehensive overhaul aimed at redefining the landscape of education in Bangladesh.
In a recent surge, numerous videos are circulating on social media, claiming affiliation with Bangladesh’s latest educational curriculum. These videos, featuring offensive captions, are spreading across platforms like Facebook, YouTube, and Messenger, bringing widespread attention to the new curriculum and prompting criticism.
Many Facebook users within the country are sharing these videos without verifying their authenticity, contributing to the mockery and sparking heated debates both in favor of and against the controversial content. The central question arises: do these viral videos accurately represent teacher training for the new curriculum?
Former minister of Education, Dipu Moni, who clarified, “The videos circulating on Facebook don’t belong to our (secondary) curriculum. A faction of individuals is attempting to exploit the situation for personal gain, sowing seeds of confusion. Some are even fabricating video content and disseminating it.”
Simultaneously, the National Curriculum and Textbook Board (NCTB) echoed the same sentiment, confirming that the circulated videos are not endorsed by the new curriculum. Furthermore, a stern warning was issued, cautioning that legal action would be taken against those responsible for the dissemination of misinformation.
Motivation Behind Disseminating Such Videos:
Impact on the Coaching Industry: The coaching, notes, and guidebook market in the country, with a valuation of thousands of crores, is experiencing a significant downturn. The note guide sector, contributing to an annual market worth 3000 crore TK, faces a considerable threat due to the reduced reliance on coaching and subject-specific guides with the introduction of the new curriculum. In response, there is an effort to generate discontent against the new curriculum by spreading misleading information on social media.
Resentment from the Shift to Creative Education: Entrepreneurs found success with note guides under the previous education system. However, students are now rejecting these notes, recognizing their ineffectiveness post-exams. Confronted with diminishing business opportunities, some individuals are resorting to disseminating false information about the new curriculum, especially since their previous attempts were ineffective.
Utilizing YouTube Virality for Misinformation: In an attempt to leverage trending topics, numerous YouTubers and Facebook users are creating videos related to the new curriculum. The allure of increased viewership prompts some to produce content, whether knowingly or unknowingly spreading rumors, with the primary aim of making their videos go viral.
Conclusion:
As the newly appointed Education Minister, Mohibul Hassan Chowdhoury’s vision for the education sector signals a commitment to adaptability, responsiveness, and collaboration. The proposed changes in the curriculum, coupled with a focus on employment-related skills, reflect a holistic approach to education that aims to equip students for the evolving demands of the modern workforce.
