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.本研究聚焦孟加拉国中等教育场景，探究教师对基于能力的课程（Competency-Based Curriculum, CBC）的认知与实施适配情况。研究采用质性研究方法以获取深入的认知洞察，对孟加拉国八个行政区的公办与民办中等学校共32名教师开展了深度访谈。研究采用目的性抽样策略，从不同社会经济与地理背景中遴选教师，以确保受访群体的多样性。随后对采集数据开展主题分析，共提炼出六大核心主题：基于能力的课程认知、课程评价视角、教师对课程的适配情况、课程实施观点、课程落地筹备情况以及相关实施挑战。研究结果显示，尽管教师对CBC提升学生课堂参与度与实践技能的潜力持乐观态度，但他们对教育体系、培训体系、教师自身筹备情况以及评价流程的适配性仍存在诸多显著担忧。本研究强调，亟需为CBC的有效实施及其在孟加拉国教育体系中的成功融入提供全方位支持、针对性培训以及完善的基础设施保障。