Bangladesh’s ambitious attempt to overhaul its education system through the National Curriculum 2022 has hit a major snag. The curriculum, introduced with the aim of modernizing education and preparing students for the 21st century, has faced widespread criticism and implementation failures. This has prompted a review by the Education Ministry, which has revealed critical gaps that could lead to a rollback of the curriculum, marking a significant setback in educational reform.
The National Curriculum 2022 was designed to equip students with the skills needed to thrive in a rapidly changing world. However, the reality of its implementation has fallen far short of expectations. One of the primary issues has been the severe lack of preparedness among teachers. Despite extensive training programs, many educators have struggled to adapt to the new curriculum, finding themselves ill-equipped to handle its demands. The education ministry’s review confirmed this, revealing that teachers were not sufficiently trained, leaving them unable to effectively deliver the revised content.
Adding to the challenges, the content of the curriculum itself has been criticized for its lack of clarity. Both educators and students have expressed confusion over the objectives and execution of the new curriculum, leading to widespread dissatisfaction and negative perceptions of its effectiveness. This confusion has been compounded by inadequacies in the assessment methods introduced alongside the curriculum. Critics argue that these methods fail to accurately measure student performance, resulting in ineffective evaluations that further contribute to the decline in educational quality.
Furthermore, the institutional capacity to support such a sweeping change has been woefully inadequate. Many schools lack the necessary resources and infrastructure to implement the curriculum effectively, creating a significant barrier to its success. The education ministry’s review pointed out that these shortcomings in institutional capacity have made it nearly impossible for the curriculum to achieve its intended outcomes.
In response to these critical issues, the government has been forced to reconsider the viability of the National Curriculum 2022. On August 18, 2024, Deputy Secretary Rahima Akhter issued a notice acknowledging the curriculum’s deficiencies and marking it as unfeasible. This notice has opened the door to potentially rolling back to the previous National Curriculum, a move that reflects the deep concerns within the government about the current curriculum’s sustainability.
The government’s immediate response includes revising textbooks for grades 4 and 5 to align with the 2012 curriculum, while continuing with the current textbooks for grades 6 to 9 until 2025 when revised versions are expected to be introduced. The government has also decided to overhaul the assessment methods that have come under heavy criticism. The incomplete subject-based assessments will be discontinued, and new assessment frameworks are being developed to better evaluate student performance. These changes are expected to be implemented by December 2024, aiming to restore some measure of confidence in the educational assessments.
The crisis surrounding the National Curriculum 2022 is not just a reflection of its own failures but also indicative of broader, systemic issues within Bangladesh’s education sector. The country continues to grapple with severe literacy and numeracy gaps, as highlighted by the National Learning Assessment of 2022, which found that over 70 per cent of grade 2 and 3 students struggle with basic literacy. This troubling statistic underscores the urgent need for educational reforms that go beyond curriculum changes to address foundational learning deficits.
Another pressing issue is the shortage of qualified teachers. Corruption and inadequate training have led to a disconnect between theoretical training and practical classroom demands. This gap highlights the need for continuous professional development and a more merit-based approach to teacher recruitment. Without addressing these fundamental issues, any new curriculum is likely to encounter the same challenges that have plagued the National Curriculum 2022.
Furthermore, Bangladesh’s vulnerability to climate change necessitates the inclusion of climate education in the curriculum. As one of the most climate-vulnerable countries in the world, Bangladesh must prepare its students to face environmental challenges. The integration of climate education and the development of green skills are essential for equipping the next generation with the tools they need to contribute to sustainable solutions.
As Bangladesh stands at this critical juncture, the government’s response to the failures of the National Curriculum 2022 will shape the future of its education system. The proposed revisions and potential rollback to the 2012 curriculum are steps toward stabilising the situation, but they also highlight the need for a more comprehensive approach to educational reform. Addressing the systemic issues of teacher preparedness, resource allocation, and foundational learning is essential for creating an education system that can meet the challenges of the 21st century. Ultimately, the success of Bangladesh’s educational reforms will depend on the government’s ability to learn from the mistakes of the National Curriculum 2022 and to implement changes that are informed by the realities on the ground. Only through sustained and strategic efforts can Bangladesh hope to build an education system that is both effective and equitable, providing all students with the opportunities they need to succeed.
