Climate change discourse in national curriculum of primary education in Bangladesh

Abstract

Bangladesh is one of the most climate-vulnerable countries in the universe based on its location. For minimizing the loss and damages of the negative effect of Climate change could be reduced by involving different stakeholders and educational institutes. Bangladesh adopted the first educational policy in 2010 where Environmental education including climate change is one of the objectives. To attain the objective of promoting awareness and knowledge, climate change education is the most demanding for the educational landscape in Bangladesh. National Curriculum of Primary Education has been setting some terminal competencies which are focused on climate change and environmental education or knowledge through textbooks. The aim of this research is to investigate the climate change discourses in the national curriculum, textbooks, and teacher views on climate change. The major findings of the research are, climate change content is very limited in the curriculum and textbooks, presentation is not logically well-organized, the same class with overlapped discourses, the teacher expressed the Content need to be regionalized, graphical presentation are not well-format or designed. This research also reflected the current scenario of climate change discourse in the national curriculum of Primary education.