Navigating challenges and opportunities: classroom challenges to implement the new national curriculum of Bangladesh in secondary education

Abstract

This study primarily explores the classroom challenges of implementing the new competency based curriculum in secondary education introduced by the Bangladesh government in 2023. Along with the classroom implementation challenges it also explores the influence of the challenges in the teaching learning experience in the classroom looking at the strategies school administration and teachers are initiating to adapt the new curriculum for successful classroom implementation. The study is qualitative in nature having 21 participants from three government and semi government schools situated in Dhaka city. The data collection tools included two focus group discussions with teachers and students, nine in depth interviews with teachers, and administrative bodies and six classroom observations of grade 6 and 7. Thematic analysis has been done to categorize the key themes of the findings including key challenges, such as; overcrowded classrooms, inadequate resources, infrastructure and logistic constraints, limited stakeholder involvement. A discussion on how understanding these particular challenges can pave the path of understanding educational reformation in a broader context of Bangladesh is also discussed. Adapting strategies have also been highlighted along with the recommendations to tackle the significant challenges faced by all the stakeholders in the process. Implementing these recommendations can help educational stakeholders overcome the challenges identified in this study and advance towards successful educational reform in Bangladesh