Competency based curriculum in Bangladesh

This study investigates teachers' perceptions and adaptations to implementing the Competency-Based Curriculum (CBC) within Bangladesh's secondary education context. It follows a qualitative approach to get in-depth perceptions. The research comprised comprehensive interviews with 32 teachers from government and non-government secondary schools across eight divisions in Bangladesh. A purposive sampling technique was employed to select teachers from varied socioeconomic and geographical backgrounds, ensuring a diverse participant cohort. The data were subjected to thematic analysis, identifying six principal themes: perceptions of the CBC, perspectives on curriculum assessment, teachers' adaptation to the curriculum, views on curriculum implementation, preparedness for the curriculum, and associated challenges. The results indicate that, although teachers express optimism regarding the CBC's capacity to enhance student engagement and practical skills, substantial apprehensions exist concerning the readiness of the education system, training system, teacher preparedness, and the assessment process. The study underscores the need for comprehensive support, targeted training, and improved infrastructure to facilitate effective CBC implementation and its successful integration into the Bangladeshi education system.