Curriculum in "Education

Policy" (Bangladesh)
ICTE 4213
GROUP NO. 1
1. Moontaha Zaman (25)
2. Mohammad Sefat Khan (36)
3. Rakiba Khanom Jisa (44)
4. Nahid Hasan (10)
5. Taufik Hassan Tusher(05)
6. Fatema Tuz Johora Meem (13)
7. Kayes Mohammad
Abdullah(22)
8. Sabrina Binte Raka (15)
9. Arafat Nahid (31)
 Outline
Introduction
Curriculum, Syllabus & Textbook
Aims & Objective of National Education Policy-
2010
Models of Curriculum
Adapted Model of Curriculum in Bangladesh &
it’s salient features
Curriculum in Primary & Pre-Primary Education
Curriculum in Secondary & Higher Secondary
Education
Curriculum in Higher education
 Curriculum
Curriculum is a standards-based sequence of planned experiences where students practice
and achieve proficiency in content and applied learning skills. Curriculum is the central guide
for all educators as to what is essential 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 enhance student learning and facilitate instruction.
Curriculum must include the necessary goals, methods, materials and assessments to
effectively support instruction and learning.
 Education Policy
Education policy are the principles and government policy-making in educational sphere, as
well as the collection of laws and rules that govern the operation of education systems.
Education occurs in many forms for many purposes through many institutions.

Education policy can directly affect the education people engage in at all ages. Examples of
areas subject to debate in education policy, specifically from the field of schools, include
school size, class size, school choice, school privatization, tracking, teacher education and
certification, teacher pay, teaching methods, curricular content, graduation requirements,
school infrastructure investment, and the values that schools are expected to uphold and
model. Education policy analysis is the scholarly study of education policy.
 Syllabus
A syllabus, is an outline and summary of topics to be covered in an education or training
course. It is descriptive. A syllabus is often either set out by an exam board, or prepared by
the professor who supervises or controls the course quality. It may be provided in paper
form or online. . A syllabus usually contains specific information about the course.

Within many courses concluding in an exam, syllabuses are used to ensure consistency
between schools and that all teachers know what must be taught and what is not required.
Exams can only test knowledge based on information included in the syllabus.
 Differences Between Curriculum &
Syllabus
Curriculu
m Syllabus
A set of courses, coursework and their A set of courses, coursework and their
content offered at an educational institution. content offered at an educational institution

Made at the state, district or institute level Made by individual teachers

Prescriptive. Descriptive

Contains information like course content, Contains a list of subjects to be covered,

objectives, methodologies etc. details about assignments, assessments, etc.

 Not accessible to students. Accessible to students.

 Aims & Objectives of Curriculum

Curriculum Aims to Create:

Successful learners who enjoy learning; make good progress and achieve excellence.

Confident individuals who are able to live safe, healthy and fulfilling lives.

Responsible citizens who can make a positive contribution to society.

It is essential that the curriculum is organized in such a way that it provides students with the
opportunity to learn expected behaviours and be successful in their learning so that the
mission and aims can be delivered.
 Aims & Objectives of Curriculum

Curriculum Objectives:

Objectives are related to goals in that they are specific methods through which students can
demonstrate their understanding or application of goals. Here are some ways to ensure a
strong correlation between goals and objectives.

Create objectives that are observable and measurable

Construct objectives using behavioral terms.

Create objectives with variable time expectations.

 Textbook
What is Textbook ?

A textbook is a book of instruction. Its primary aim is not to impart information

about a specific subject but to enable one to develop proper understanding of the
subject. Presentation is extremely important and it is prepared to serve a
particular level of readership. It cannot be comprehensive. Often presentation is
colorful and attractive, giving plenty, of illustrations and diagrams. A good text-
book takes into consideration the method of teaching and level of readership. It is
revised keeping in view new development and changing methodology of teaching.
There is a difference of opinion about the place of textbooks as treaty sources.
 National Curriculum and Textbook Board
(NTCB):
National Curriculum and Textbook Board traces its origins to the East Pakistan School
Textbook Board which was established in 1954. In 1971, the Bangladesh School Textbook Board
was established.

The National Curriculum and Textbook Board (NCTB) is an autonomous organization under the
Ministry of Education in Bangladesh, responsible for the development of curriculums,
production and distribution of textbooks at primary and secondary education levels.

1. The efficiency of NTCB must be improved with professionally skilled and trained personnel.

2. For upgrading the curriculum and textbooks, highly experienced, efficient and retired
specialists will be appointed as advisors.
National Curriculum and Textbook Board
(NTCB):
Textbook Provision:

Financial and political support

Technical and managerial support

Response within the bureaucratic arena

Response within the public arena

 National Curriculum and Textbook Board
(NTCB):
Features of Textbook:
Pictures
Maps
Captions
Key Words defined
Call outs
Discussion Questions
Tables
Essay Questions
Figures
Sidebars
Summary of Key Ideas from the
Further Reading
Chapter
Marginalia
Running Glossary Glossary
Indexes
Interesting, Nonessential Facts or Trivia
Essential Key Information
Key Cautions or Warnings
Aims & objective of “National Education
Policy”
The directives as noted in the Constitution of the People’s Republic of Bangladesh
(Annex1) have been taken into consideration in the formulation of National
Education Policy 2009. The primary objectives of this policy are directed toward the
cultivation of human values. It seeks to prescribe ways through which citizens can
be groomed to become leaders in pro-people development programs and
progress of the society. They will become rational and intellectually accomplished
human beings with ethical perceptions, who have respect for their own religion as
well as for others' faiths. Education will help them to grow up as non-communal,
patriotic and efficient persons free from superstitions.
Aims & objective of “National Education Policy”
To reflect the constitutional guarantee.
To stimulate the intellectual and practical qualities
To inspire the students
To promote the continuity
To evolve an education process
To remove socio-economic discrimination
To show tolerance
To attach substantial importance to information and communication technology
(ICT)
To put special emphasis on the extension of education
To help students grow up
To build students as skilled human resources
To take special measures
To promote and develop the languages and cultures
To ensure the education of the physically and mentally
To create a society
To caution the students
 Models of Curriculum
A model is a format for curriculum design developed to meet unique needs, contexts,
and/or purposes. In order to address these goals, curriculum developers design,
reconfigure, or rearrange one or more key curriculum components.

There are many models of Curriculum Design. All are very important for the education
improvement. Now I will describe three top priority model.
 Tyler Model
One of the best-known curriculum models is The Tyler Model introduced in
1949 by Ralph Tyler in his classic book Basic Principles of Curriculum and
Instruction in which he asked 4 questions:

What educational purposes should the school seek to attain?

What educational experiences can be provided that are likely to attain these
purposes?

How can these educational experiences be effectively organized?

How can we determine whether these purposes are being attained?

 Tyler
Model
Objectives: Stating the aims and objectives of the program based on the
respective of the program based on the respective philosophy of
education.

Content: Selecting the content or subject matter to help students achieve

the objectives

Method: Deciding on the method to organize and present the contents.

Evaluation: Determining the method to measure the content objectives

are achieved.
 The Taba
Diagnosis of Need Model Evaluation and
07
01 means of evaluation

02
Formulation of
Objectives
Organization of
Learning Activities
06

03 Selection of
Content
Selection of Learning
Experiences 05

Organization of
Content

04
Wheeler Process Model
Evaluation Aims, Goals &
Objectives

Selection of
Organization Learning
Experiences
Selection of
Content
The Adapted Model of Curriculum in
Bangladesh
The curriculum is the foundation for transmitting learning experiences through an
effective teaching-learning process. Its development and implementation are concerns of
educators as well as of governments and parents, which have relevance and impact on
the development of communities and prosperity of the nation.
The curriculum model that is adapted in Bangladesh for primary, secondary and higher
secondary education is implemented by NCTB. And for higher education the model is
implemented by UGC. The “National Curriculum-2012 is developed based on the “The
Objective Model”. This model is also known as the “Productive model”. This model mainly
focuses on the learning outcomes based on subject matter experience.
The Adapted Model of Curriculum in Bangladesh
Salient features of National Curriculum -2012:

Integration of knowledge, skills and values

Incorporation of 21 century skills
New learning Areas (NLA)
Reduction of content load
Activity based learning process and integration of ICT in class
teaching.
Assessment
Co-curriculum activities
Curriculum in Pre-Primary & Primary
Education
What is Pre-primary Education?
Pre-primary Education refers to the stage of education for children aged below 6 before their primary
education starts. Pre-primary education is usually divided in two stages: kindergarten/ nursery/playgroup
for children of 3-5 years; and pre-primary or kindergarten for children aged 5-6 years. There is, however,
another kind of arrangement in some schools: play group for children aged 3-4, nursery for 4-5, KG-1 for 5-
6, and KG-2 for children aged 6-7.

Aims and Objectives:

Inspiring children to go to school
Preparing them for primary education

Strategies:
Teaching children through joyful environment
Ensuring children’s security about physical or mental tortures
Curriculum in Pre-Primary & Primary
Education
Primary Education:
Primary education the overall responsibility of management of primary education lies with the Ministry of
Primary and Mass Education (MOPME), set up as a Ministry in 1992. While MOPME is involved in formulation
of policies, the responsibility of implementation rests with the Directorate of Primary Education (DPE)
headed by a Director General.

Aims and Objectives:

To maintain a mandatory syllabus for some basic subjects.
Preparing students for pursuing higher education.
To facilitate learning in the mother languages of the indigenous peoples.
To initiate special monitoring for primary education especially in the backward areas.

The age of admission/enrollment:

The existing rule for the age of admission at 6+ will be made compulsory.
The ratio of teacher and students in primary education will be 1:30. This goal will be
achieved in phases by 2018.
Curriculum in Secondary & Higher Secondary
Education
The existing curriculum at the secondary level in Bangladesh focuses on
following points:
Receiving or Attending
Responding
Valuing
Personal and Physical Abilities
Skilled Movement
Non-discursive Communication
The curriculum also focuses the three ways of learning mainly
Cognitive
Psychomotor
Affective domains
Curriculum in Secondary & Higher Secondary
Education
In Bangladesh, there are three stages of secondary education. These are :
Junior secondary education from class VI to VIII.
Secondary education from class IX to X.
Higher secondary education from class XI to XII. 
In Junior secondary education, there are two sub - systems of education. These are :
General Education Sub-system: Which includes government and semi-government
schools and English medium schools.
Madrasa Education Sub-system: Which includes only 'Alia Line' madrasa. Madrasa
education sub-system is controlled by the Bangladesh Madrasa Education Board.
In Secondary Education, there are three Sub-systems of Education. Besides the
General Education Sub-system and the Madrasa Education Sub system, we have
Vocational Education Sub-system which includes Technical Education School. It was
started in 1995 and has very few schools across the Country . This system is
maintained by the Bangladesh Technical Education Board.
 Curriculum in Higher education
The education system of Bangladesh may be broadly divided into four levels ,
primary education, secondary education, higher secondary education and higher
education. Higher Education is provided basically by the universities or higher
education institutes. However, more than 4000 colleges also provide graduate and
undergraduate programs under the National University of Bangladesh. The pre-
requisite qualification to enter into the university level education is obtaining Higher
Secondary School Certificate (HSC) (12 years education).
 Curriculum in Higher education
The objective of higher education should be two folds:
To provide short professional, business and technical diplomas to a large number of people so they can start earning quickly at home and
abroad or become entrepreneurs
To produce a limited number of leaders in general, business, professional and technological fields with long-term bachelor and master
degrees who will lead in academia and research and guide the workers through monitoring and innovation.

Introduction:
The development of a modern society depends to a large extent on the nature and standard
of higher education. Thus the role of higher education is to prepare competent,
knowledgeable and far-sighted people for assuming various higher responsibilities. The
growing importance of knowledge in the modern world can hardly be overemphasized,
especially in the era of globalization and in a global environment which is fiercely
competitive. Particularly, higher education has enormous potential to promote prosperity in
the developing nations (UGC : 2006).In Bangladesh there was a time when higher education
used to be considered a luxury in a society of mass illiteracy.
 Higher Education in Bangladesh: The Present
Scenario
1. General Information:
Higher education in the public sector is a legacy of the British colonial education system. At present there are 80 universities in
Bangladesh of which 26 are public and 54 are private universities. Of the public Universities ten are general universities, five are
engineering, three agricultural, five science and technological and one is university of arts and culture, one affiliating and one
offering education only on distance mode. The number of students in the public universities is around 92,000 excluding those in
the affiliating National University and Open University offering distance mode education.

2. Structure of Higher Education in Bangladesh:

There are 5 types of higher education available in the country. These are:
General Education
Science and Technology and Engineering Education
Medical Education
Agricultural Education
Distance Education.
 Higher Education in Bangladesh: The Present
Scenario
3. Number of Students and Teachers in Higher Education:
The total number of students in the public universities is 112,430 while the affiliating National University (NU)
and the Bangladesh Open University (BOU) have total of 777,492 and 437,500 students respectively.
However, in the BOU only 84,271 are pursuing higher education studies.
The number of teachers in public universities other than NU and BOU is 6,280 of whom about 17 percent are
absent for different reasons. Leaving aside the absentees, the average student/teacher ratio in the public
universities is about 1:18 (UGC :2006). The number of National University Affiliated colleges in 2001 was 1,297.
There were 32,278 teachers and 773,492 students in these colleges, which meant a 1:24 teacher student
ratio.
4. Public Universities in Bangladesh:
There has been commensurate expansion of faculty in the universities. The teacher-student ratio, on
average, has not varied much. On paper, teachers in the universities have better academic qualification
now than before. There appears to be more publications made by academics now than before.
Higher Education in Bangladesh: The Present
Scenario
5. Quality Assurance:
In the context of Bangladesh various Education Commissions that were set up so far
theoretically emphasized on unlocking potential at all levels of society and creating a pool of
highly trained individuals to contribute to the national development.
Internal Factors: External Factors:
Student Intake Politicization
Faculty Recruitment
Staff Development unplanned Expansion
Teaching Method Financial Constraints
Library and Laboratory

6. Private Universities in Bangladesh:

In the 1990s the government realized the need for setting up private universities as it was clear that the
public universities in Bangladesh would not be able to meet the increasing demand for higher education.
The government recognized and appreciated the initiatives taken, in the early nineties by a group of
educationists to establish private universities.
 Conclusion
It is necessary to implement a uniform curriculum of certain basic subjects at
the primary level schools of diverse delivery systems. To develop some
uniform and basic ideas amongst all learners, to establish a sense of equal
status amongst all citizens of the country, to prescribe and ascertain the
learning of some uniform textbooks to attain that. To initiate some method of
teaching in some basic subjects at the secondary level to achieve similar
objectives. Where, education policy will work as a basis for an education
system suitable for the delivery of education which will be pro-people, easily
available, uniform, universal, well planned, science oriented and of high
standard according to the constitutional directives and it will also work as a
strategy to counter all problems.

?
 Reference

https://www.bafed.net/pdf/ejune2015/1_National_Curriculum_2012_Moving_Towards_the_21_Century.pdf
https://www.adb.org/sites/default/files/evaluation-document/177777/files/topical-ban-sec-educ.pdf
https://en.wikipedia.org/wiki/National_Curriculum_and_Textbook_Board
https://www.ivpress.com/Media/Default/Your-Publishing-Playbook/textbook-features.pdf
https://en.wikipedia.org/wiki/Education_in_Bangladesh
http://en.banglapedia.org/index.php?title=Pre-primary_Education
https://keydifferences.com/difference-between-syllabus-and-curriculum.html
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