Curriculum planning, development and reform for primary and secondary education

The Government of Bangladesh recognizes that education is an important prerequisite for ensuring sustainable development. The country’s constitution obligates the State to provide basic education to citizens and eradicate illiteracy within a given time frame. As a signatory to the World Conference on Education For All (Jomtien, Thailand, 1990); World Conference on Children’s Rights (New York, 1990); and the EFA Summit Conference of Nine High-Population Countries (New Delhi, 1993), Bangladesh is committed to the eradication of illiteracy by the year 2006. As a result of both government and private efforts over the last two decades, some important improvements have occurred in the primary education sector. More than 95% of children aged 6 to 10 years are admitted to primary schools and the drop-out rate is now only 38%. The literacy rate for the population over 15 currently stands at 56%, in comparison to 1971 post-liberation figures reflecting a rate of only 22% for that same group. During the past twenty-five years, considerable improvements have also taken place in secondary education. However, although Bangladesh has experienced quantitative educational improvement, the qualitative aspects of education have become a cause of government concern. Steps have been taken to address educational quality and it is in this larger context that curriculum has come to play a crucial role. In order to place in proper perspective some of the key issues and actions taken to improve educational quality, a brief overview of primary and secondary education structures and of curriculum development is provided below.