Exploring ethics And moral education In primary schools In Bangladesh: classroom practices and stakeholder perception

Abstract

This study is conducted to explore morals and ethics education in government primary schools in Bangladesh: classroom practices and stakeholder’s perceptions. Both Primary data through semi-structured interview and secondary data for Document Analysis were collected. The findings were presented through Thematic analysis of the interview collected data from GPS teacher, student and guardian from the same school. Document analysis included the primary curriculum, Religion and Morals Education books and Teachers’ Guides. The study found out that even though the curriculum plans for students to develop certain moral values, build characteristics based on those values and build life-style based on religious belief and inspirations, teachers believed only a very few students can follow them outside the classroom. Additionally, participants shared that there is no reward for reflecting good ethical practices and moral values in school except from verbal praises if noticed. The study analyzed from the experiences and perspectives of the participants that moral and ethical teaching-learning in grade five needs more attention, resources and effective interventions in school for students to be able to achieve the success criteria of learning objectives.