Dhaka,  Tuesday
05 March 2024

NEW CURRICULUM

Thrust on ensuring implementation efficiently

Editor, The Daily Messenger

Published: 03:23, 5 December 2023

Thrust on ensuring implementation efficiently

Photo : Collected

Various initiatives have been undertaken by the government to standardise the prevailing education system. Public examinations were not conducted in class V but were later introduced. Similarly, there was no public examination in the eighth grade, which was later addressed with the introduction of the Junior School Certificate Examination.

Starting from the academic year 2023, the new curriculum is being phased in, beginning with classes I, II, VI, and VII. Subsequently, the implementation will extend to classes III, IV, VIII, and IX in the academic year 2024, followed by classes V and X in 2025. By the academic year 2026, the new curriculum will apply solely to the eleventh class, and finally, in 2027, it will be implemented in the twelfth class.

The pre-primary level duration has been extended to two years from its previous one-year format until 2022. Unlike before, there are no government-prescribed textbooks for the pre-primary level, with teachers using their own methods. Furthermore, there will be no examinations from pre-primary to the third class, emphasizing student assessment based on classroom learning.

Changes in the system include having three books from the first to the third class, eight books on the same subject from class IV to class V, and ten books from class VI to class X on the same subject. Assessment methods will include summative techniques beyond traditional tests, such as assignments, presentations, communication, and hands-on activities.

For classes IV to VIII, assessment will comprise 60 percent learning time evaluation and 40 percent summative evaluation. Classes IX to X will have a balanced 50% learning time assessment and 50% summative assessment, while classes XI to XII will have 30 percent learning time assessment and 70 percent cumulative evaluation.

A business-oriented mindset dominates educational institutions, creating an unfavorable atmosphere at both classroom and field levels. Students seem disengaged, merely going to and from school without actively participating in learning activities.

Amidst this situation, the restructuring of the entire education system places a greater emphasis on practical aspects. The effectiveness of this approach remains uncertain, and its reasonableness cannot be definitively determined until its implementation. While acknowledging the government’s efforts to standardise education, it is important to ensure proper and efficient implementation, striking a balance between avoiding undue pressure on young students and maintaining a disciplined educational approach.

Messenger/Fameema

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