Curriculum In Bangladesh Research Articles

Smart Education for Smart Bangladesh: Perspective of New Curriculum 2021 to Complete Smart Bangladesh Vision 2041.

This study investigates what smart education is in the new education curriculum in Bangladesh and shows a relationship between Smart Education and Smart Bangladesh Vision 2041. This study consists of secondary data. Our analysis reveals strong consumption of the new curriculum 2021 and Smart Bangladesh Vision. We conclude that Smart Education means being smart in every way and the mentioned advantages will complete Smart Bangladesh Vision 2041.

Cultural influence in curriculum remodeling of early childhood education in Bangladesh: an empirical study

Children from three years to the age of five are considered pre-primary students when their emotional, social, cognitive, linguistic, and other skills are built and developed, which helped determine the future behaviors of a child. Children are heavily impacted by their surroundings and the people around them throughout this critical stage. In the 21st century, Bangladesh’s pre-primary education system has been heavily shaped and developed, following Western pedagogy. Parental aspiration remains a crucial path in developing the ECE curriculum in Bangladesh. The ECE curriculum is being remodeled under the influence of the national culture, considering the parental aspiration for the betterment of their children. Cultural components, such as customs, beliefs, social norms, regulations, and religions, have signifi-cantly influenced education. This study aims to investigate the pre-primary education system and identify the changing patterns influenced by culture globally and nationally. In this study, a mixed-methods approach has been employed for the data collected. This exploratory study used inductive reasoning to weave latest information into innovative ideas. Since the parental perspective varies in division wise needs and progress enhancement aspirations, the participants were selected from four divisional headquarters of Bangladesh: Dhaka, Chittagong, Khulna, and Rangpur. For the comprehensive development of cognitive and behavioral patterns, children must be exposed to the history and culture of the community by making the curriculum more engaging. Thus, a refined early learning through ECE has been vital to building a dynamic, economic, and strong nation for the future of Bangladesh.

An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh

Introduction. This paper describes a novel pedagogical practice and reports its effectiveness in improving library and information science students' information literacy knowledge. In addition, it addresses the association of students’ information and communication technology (ICT) self-efficacy with their information literacy learning. Method. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Analysis. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Results. Students who attended the novel guided-inquiry based information literacy instructions scored higher in the post-test than those who participated in regular class lectures. In addition, the students in the intervention group learned course subject contents as well as the controls. Students’ ICT self-efficacy did not influence their overall learning of information literacy knowledge. Conclusion. Considering the short duration of the intervention, the learning outcomes in information literacy were satisfactory. We gathered some experiences implementing a novel student-centred pedagogical practice in a developing country to help educators and researchers take such initiatives.

An Evaluation of English Textbook of Grade VII in the Light of Competency Based Curriculum in Bangladesh

In Bangladesh, English textbook is the only material used widely for teaching English language. The textbook of class seven is designed based on the new curriculum following the experiential learning cycle, a theory of Kolb. The aims of this study are to justify the purposes of English textbook, to evaluate how the competencies are presented in the textbook and to check whether the experiential learning cycle is followed. Therefore, the study evaluates the strengths and weaknesses of this book regarding the presentation of four competencies as well as the presentation of four skills. Moreover, the research examines whether or not the units complete experiential learning cycle sequentially. The textbook provides enough opportunity for learners’ engagement. As the curriculum believes in learners’ autonomy and democratic practices, the book emphasizes group and pair work. However, there is very little scope for individual task. Based on the textbook analysis it is found that among 16 units, 7 units do not complete experiential learning cycle. During the evaluation the study also finds some other syntactic and semantic issues in the book. Beside these, the new curriculum is excellently organized. As it is designed following the new curriculum, it will have great impact on the teaching-learning system. Some recommendations are also made for improving the textbook for class seven.

Disruptive Factors in Implementing Outcome-Based Education Curriculum at Tertiary Business Education: A Focus on Institutional Readiness

Higher education in Bangladesh has undergone a rigorous transformation from traditional teacher-centred education into a student-centred outcome-based educational system. Implementing an outcome-based education curriculum at the tertiary level is a great challenge in Bangladesh. This study aims to determine the impact of key disruptive factors on institutional readiness to adopt the OBE curriculum at the tertiary level of business education in Bangladesh with reference to the OBE curriculum policies of the Bangladesh accreditation council. A quantitative study was conducted to investigate the research objective. Quantitative data were collected by distributing questionnaires to the sampled faculty members from different private universities in Bangladesh. A closed-ended questionnaire was used to obtain respondents’ views on the impact of the OBE curriculum structure and design, institutional factors, and faculty members’ personal factors on the university’s readiness to adopt the OBE curriculum. Pearson’s correlation and multiple regression analyses were performed to evaluate the impact of disruptive factors in implementing the OBE curriculum on institutional readiness. The OBE curriculum structure, design factors, and faculty members’ personal factors were significantly related to institutional readiness to adopt the OBE curriculum. However, institutional factors have opposite signs. Although the authors identified key challenges in implementing the OBE curriculum in Bangladesh, institutional factors need to be investigated in the future. This study was conducted on a limited sample of 120 business faculty teachers; hence, the results may not be equally significant in other faculties/disciplines. The findings of this study have demonstrated that institutional readiness to adopt the OBE curriculum successfully requires continued development in the field of OBE curriculum structure and design, as well as faculty members’ personal factors.

A Re-design Proposal for the ‘Occupational’ & ‘Environmental’ Medicine syllabus under ‘Community Medicine’ subject of the third-year MBBS curriculum in Bangladesh: Suggesting to apply ‘PBLs’, ‘Blended-learning (or, flipped classroom)’ and ‘Guest-lectures’

The reported illnesses and injuries attributed to environmental and occupational factors is a major health challenge being experienced globally over the years.1 In current decade, Bangladesh has experienced a number of environmental and occupational health-related hazards that not only have cost huge government involvement, medically and financially but also caused international bodies to intervene into local affairs (see Table 1). These unprecedented events often question how prepared are young Bangladeshi doctors if they are to receive and manage disaster-victims at real time.2 Globally, ‘Occupational and Environmental Medicine (OEM)’ subject is lectured at third-year of the MBBS course during ‘Population Health’ or ‘Community Medicine’ rotation. Efficient, effective and enjoyable learning on OEM-topics can equip future doctors with important basic knowledge and required practical skills that are necessary to manage cases/victims from pandemic, work-hazards or disasters. Students’ positive engagement with OEM may raise their interest with specialist careers in Community Medicine (Com-Med). Some developed-country studies3-7 reported that students who went through problem-based-learning (PBL) tutored classes made better academic performance on Preventive Medicine, Public Health and Community Health topics than those who had experienced traditionally lecture-tutored curriculum. An Indian study done by Joseph et al.8 documented similar findings. The purpose of this review paper is to appraise current OEM-syllabus under the Com-Med curriculum in Bangladesh and scope, whether the PBLs or case-based-learning (CBLs) model could be appropriate if applied through ‘blended-learning’ or, ‘flipped-classroom (backed by audio-video supports)’ format. This literature-evidenced, student-centred teaching model expectedly would improve students’ practically-oriented learning via their in-class working over real-life cases/problems. Ideally, these cases would be constructed by content-experts and delivered initially by guest-lecturers.
 Bangladesh Journal of Medical Education Vol.12(1) 2021: 50-67

Environment and disaster education in the secondary school curriculum in Bangladesh

Environment and disaster are two important concepts that have wide implications in our daily lives. This kind of education is more important to the children for ensuring their protection. This education helps them participate in decision-making processes in different stages of their lives that will ultimately impact their future. We identify the numbers and sizes of the titles, elements, and learning outcomes related to the environment and disaster curricula used in the Secondary School (grades VI to X) in Bangladesh, and find the cross-cutting issues, gaps of the curricula, and finally, provide some suggestions. We use content analysis, focus group discussions, and interviews with key informants’ interviews for data collection. Our results show that there are a total of 115 titles on the environment and disasters in the secondary school curricula. Disaster-related titles are numerous than those related to the environment. We record 210 items of contents focus on the environment and 145 disasters. However, some overlap is noted. The highest number of contents (133) focuses on the natural environment followed by 46 on social issues and 31 on physical themes. According to the grade-wise distribution, the highest numbers of contents are found in grade IX–X followed by 62 in grade VII, then 47 in grade VI with the lowest 19 in grade VIII. The subject-wise data analysis showed that the highest 95 contents were found on Agricultural Studies followed by 65 in English For Today, 54 in Science, and 36 each in Geography and Environment and Bangladesh and Global Studies in all classes. The study found some gaps and limitations in terms of its sequence regarding the learning outcomes of the curricula. We propose that an urgent review is needed to assess the whole curricula to reconsider and rearrange as needed for fetching the sequence across the subjects and grades. Our findings are of relevance to policymakers, education specialists, education practitioners, and school teachers.

Impact of COVID on Online Teaching Platform: Study on IB Curriculum in Bangladesh

The sudden upsurge of Covid 19 pandemic has caused an immense effect in all the sectors throughout the world. Likewise, the education sector is no exception. Many countries around the world have decided to keep the educational institutions closed as an attempt to stop the pandemic from spreading. As a result of the outbreak of this pandemic the government of Bangladesh has declared a general holiday since March 23, 2020. In this scenario, most of the educational institutions have called off their on-campus activities and chose online platforms to continue their academic activities. Although the virtual classes initially began at only a few private institutions, the number started to rise gradually. There is an increase in the number of learners and institutions using the internet to continue the learning journey as the days are passing by. This paper aims to discuss the problems and prospects of online teaching in Bangladesh presenting a comparative picture between the mainstream education and International Baccalaureate curriculum applying during pandemic lockdown. This paper uses Abdul Kadir Molla International School to present a partial picture of the online teaching scenario in Bangladesh. The paper discusses some challenges such as unavailability of digital devices, unstable internet connection, lack of teachers training etc. Some queries, concerns and thoughts along with some recommendations are put before your discussion.

Implementation of Active Learning for ICT Education in Schools

This research was aimed to explore the implementation of Information and Communication Technology (ICT) education at Primary and Secondary levels in Bangladesh. The education ministry has added ICT with the national curriculum in Bangladesh. So, goal of the research is i) How to ensure the best implementation of ICT in the education; ii) How to ensure the best use of ICT tools in the class rooms; iii) How to help teachers, students, parents and also all the relevant bodies to cope with the system. To face the challenges in the 21st century if a nation can not adapt the new technology the country can not move forward. Students are the future of a nation if the student stay blind from the new technology the country will lags behind. So, the modern ICT information-based population can play a great role in Bangladesh

Implementation of Grade 8 Science Curriculum in Bangladesh: Teachers Class Performances

A mixed method research design was employed to assess the science teachers’ class performance in contrast to the requirements of Science Curriculum 2012 at Grade 8. The population of this study was the Grade 8 Science teachers. Survey questionnaire, semi-structure interview schedule and observation checklist were used. Descriptive statistics and inferential statistics were used. Thematic categories for commonalities were used and coding was used. Teachers have serious limitations in understanding Grade 8 Science curriculum and in applying its instructions in the learning process. Lecture being the principal method used in delivering lesson. Teaching practice indicated that teachers entered into the classrooms without adequate preparation. Most of teachers were readout the textbooks. Teachers’ readiness and school’s preparation should be made before the implementation of new education program. There should be policy guideline to develop professionalism among teachers. Training should be designed and conducted on the basis of teacher’s needs.

Civic Engagement of Students

This article aims to figure out the impact of civic engagement of students in Bangladesh. Developed countries are well aware about the importance of civic engagement of the student community nowadays. Their educational system is already structured in a manner which encourages civic engagement in educational life. There are a lot of studies in developed countries regarding student participation in civic engagement. It is seen that the educational system and curriculum in Bangladesh does not incorporate civic engagement. However, there is some skill sharing institutions that has started engaging students in civic activities. Students are learning leadership skills, gaining practical knowledge besides academic, experiencing innovation and becoming responsible citizens of the country. This article focuses on some practical scenarios through which students were engaged with civic activities, which, in turn, positively affect the academic and non-academic achievements of the students in Bangladesh.

Learning Nursing Ethics - Experience of Students of Dhaka Nursing College, Bangladesh

Nursing ethics is taught in the subject 'Fundamentals of Nursing' in BSc Nursing curriculum in Bangladesh. The present study aims to examine nurse students' opinion regarding their learning nursing ethics. A total of 183 nursing students of Dhaka Nursing College, Bangladesh, from 1st year and 2nd year of BSc in Nursing course participated in this study, which was done between July and September, 2011. A semi-structured questionnaire was given to them. Besides mentioning their age, sex, socio-economic status, the students were asked to provide information about their acquisition and application of knowledge on codes of ethics and an evaluation on faculties (23 items). Most of the students were from low socio-economic condition (n=157, 85.79%). Nursing students perceived that their educators' teaching of the statements of the codes was fairly extensive (ranged from 3.32±0.365 to 3.59±0.923). The highest scores dealt with the nurse-patient relationship, and the mission of nurses. Single items with highest scores highlighted confidentiality, alleviation of suffering, impartiality, support to patients and patients' family members, personal responsibility of her/his work and the quality of care as well as respect to human dignity and autonomy. The least taught statements concerned nurses and society and nursing as a profession. Single items with lowest scores dealt with nurses' professional competence, nurses' participation in discussion and decision-making. Students regarded their own knowledge of the code of ethics (3.45±0.585) and their skills to apply in practice (3.51±0.573) as average. Two-thirds of students (n=122; 66.67%) assessed their educators' knowledge as fully or almost adequate to teach, 15.85% (n=29) of the students assessed the knowledge as less adequate, and 17.48% (n=32) could not assess it. Studying nursing students' opinions on learning nursing ethics would be a useful guide for the formation of their professional role as well as their education and training.
 CBMJ 2019 January: vol. 08 no. 01 P: 30-34

Capacity building of midwifery faculty to implement a 3-years midwifery diploma curriculum in Bangladesh: A process evaluation of a mentorship programme.

When a midwifery diploma-level programme was introduced in 2010 in Bangladesh, only a few nursing faculty staff members had received midwifery diploma-level. The consequences were an inconsistency in interpretation and implementation of the midwifery curriculum in the midwifery programme. To ensure that midwifery faculty staff members were adequately prepared to deliver the national midwifery curriculum, a mentorship programme was developed. The aim of this study was to examine feasibility and adherence to a mentorship programme among 19 midwifery faculty staff members who were lecturing the three years midwifery diploma-level programme at ten institutes/colleges in Bangladesh. The mentorship programme was evaluated using a process evaluation framework: (implementation, context, mechanisms of impact and outcomes). An online and face-to-face blended mentorship programme delivered by Swedish midwifery faculty staff members was found to be feasible, and it motivated the faculty staff members in Bangladesh both to deliver the national midwifery diploma curriculum as well as to carry out supportive supervision for midwifery students in clinical placement. First, the Swedish midwifery faculty staff members visited Bangladesh and provided a two-days on-site visit prior to the initiation of the online part of the mentorship programme. The second on-site visit was five-days long and took place at the end of the programme, that being six to eight months from the first visit. Building on the faculty staff members' response to feasibility and adherence to the mentorship programme, the findings indicate opportunities for future scale-up to all institutes/collages providing midwifery education in Bangladesh. It has been proposed that a blended online and face-to-face mentorship programme may be a means to improving national midwifery programmes in countries where midwifery has only recently been introduced.

FUTURE UNDERGRADUATE ENGLISH LANGUAGE CURRICULUM FRAMEWORK FOR SUSTAINABLE DEVELOPMENT IN BANGLADESH

Present Government of Bangladesh has taken a vow to transform underdeveloped Bangladesh to a developed one and it is moving forward with the slogan of ‘Digital Bangladesh’. Government of Bangladesh is determined to reshape the existing teaching-learning pattern in world-class mode by applying technology and curriculum renovation formula and it is quite clear from the National Education Policy 2010 published by the Ministry of Education. Bangladesh Government has put much emphasis on English language skill development at all the sectors of education. Our English curriculum is not learner-centered and nor does it take into account the market demand and stakeholders’ requirements. Now-a-days English graduates are opting for various professions in Bangladesh, but, to tell frankly, their curriculum is not preparing them to enter diverse professions. General objective of this research is to figure out a future career- oriented undergraduate English curriculum for sustainable development. To meet the goals of SDG (SDG-4) an updated curriculum plays a significant role and Bangladesh is working to materialize the SDG goals. This study follows qualitative approach and it is based on document analysis. This study looks into the existing undergraduate English curriculum in Bangladesh, makes an in-depth analysis, points out its shortcomings and finally proposes a technology-based, career-oriented, learner-friendly, skill-based curriculum. Curriculum theories and foundations of education have been taken into consideration. Moreover, English curricula of two universities of Nepal have been consulted. The policy makers and curriculum developers will find the findings of the study relevant.

An Explorative Study on the Null Secondary Science Curriculum in Bangladesh

The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded from their teaching and what the reasons behind the exclusion were. Data were collected from participating teachers' students using a focus group discussion. Data collected from students and teachers were analyzed first. Then purposefully selected curriculum developers, textbook authors and teacher educators were interviewed to understand the impact of the null curriculum on students' learning. Analysis of data revealed that all the participant teachers excluded a chapter in grades IX-X General Science textbook. This chapter included information about reproductive organs, physical and psychological changes during puberty, pregnancy, evolution and related topics. Teachers argued that the topics were uncomfortable for them to teach, contradicted with religion, and students might misinterpret and practice unethical relationships if these topics were taught. However, the curriculum developers and the textbook authors asserted that including these topics would solve problems like adolescent mistakes, child rape, child pregnancy and distorted fantasies. This study concluded that excluding the chapter on adolescence, sexual and reproductive health and evolution obstructs achievement of students' scientific literacy.

Teachers and students perception about the present status of undergraduate dental curriculum in Bangladesh

Background: Bachelor of dental surgery course curricula need to be constantly analyzed and evaluated in order to offer dental courses in accordance with current technical innovations of dentistry as well as the demands of community oral health. Under the assumption that it is important to comprehend some students' perceptions, the present study aims to analyze students' perceptions regarding dental courses, embracing the academic environment, and describe the current scientific published literature about this research object. Specifically, it aims to access and synthesize the scientific knowledge involving students' perceptions regarding dental courses, by means of constructing thematic categories classifying its levels of evidences.Objectives: The present study was undertaken to identify the teachers and students perception about the present status of undergraduate dental curriculum in Bangladesh.Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. The teachers and students of final years from the different dental colleges were the study population; among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Data collection instrument was a semistructured questionnaire with 5-point Likert scale with maximum score 5 and minimum score1for final year students' and in depth interview was used for teachers.Results: 87% teachers mentioned that the total hours for practical/clinical classes in individual subject are inadequate. 63 % teachers mentioned that the total hours for lecture classes in individual subject are inadequate. The overall results regarding the competency acquired by the newly passed dental graduate from the BDS course was satisfactory but some problematic areas were highlighted which interfered in achieving their satisfaction on their competenciesConclusion: In this study, the students reported that they have acquired greater practical and clinical experiences in few areas from the curriculum of BDS course. The majority of the students were not satisfied on their acquired competencies in most of the areas after their graduation. This was due to shortage of course duration in comparison to number of subjects and contents, improper distributions of the subjects, inadequate duration of community placement, less allocation of hours in practical and clinical classes etc. According to their opinion, lack of supervision and feedback in the clinical class, improper method of clinical assessment system of the students in all level are the responsible factors so that the students were not satisfied with the overall undergraduate BDS curriculum.Bangladesh Journal of Medical Education Vol.7(2) 2016: 28-33

Empathy in undergraduate medical students of bangladesh: psychometric analysis and differences by gender, academic year, and specialty preferences.

Empathy is considered to be associated with better patient compliance, satisfaction, and clinical outcomes. The aim of the study is to measure and examine empathy among a sample of undergraduate medical students of Bangladesh. It was a cross-sectional study and all the medical students of first through fifth year enrolled at Chattagram Maa-O-Shishu Hospital Medical College during the study period of 2014 were surveyed. Participants anonymously completed the Jefferson Scale of Empathy Medical Student version translated into Bengali language, a valid and reliable 20-item self-administered questionnaire. Principal component factor analysis with varimax rotation and Cronbach's alpha coefficient were calculated to check validity and reliability of the scale. ANOVA was used to examine the differences in empathy between gender, academic years, and specialty preferences. The mean empathy score was 110.41 ± 13.59. Cronbach's alpha coefficient was 0.88. There were significant associations between gender and empathy scores. The level of empathy in medical students gradually increases after clinical training in medical college. A nonsignificant difference was found between empathy scores and specialty preferences. It is suggested that the medical curriculum in Bangladesh should include more extensive program to promote empathy and other humanistic values among the medical students.

Conceptual prevalence in palliative care amongst the physicians of Bangabandhu Sheikh Mujib Medical University: a comparison between the post-graduate trainees and the trainers

Background: Palliative care program has no place either in the national health care service or in undergraduate or post graduate medical curriculum in Bangladesh. Introduction: First Palliative Care Service began in the only medical university of the country in 2007 and still in its early infancy. We hypothesized that medical practitioners mostly have low level of understanding in palliative care Aim of the study: To assess the level of self- perception and understanding in palliative care amongst the post graduate trainees and their trainers in the university and to find out if there is any difference between the two groups. Materials and methods: 127 post graduate trainees and 81 post graduate teachers participated in a survey study during the first one year of the beginning of the service in the university. The data were collected after the survey and the responses were analyzed. Results: The reported level of perception in palliative care appeared to be present in both the groups even without any formal teaching or training. The trainees claimed to have more exposure and understanding than the post graduate teachers who happen to be their trainers. Actual level of understanding was difficult to assess. Conclusion: The result of this survey make a strong case of further evaluating the actual level of understanding and skill determination required in the field of palliative care in different institutions. This will enable to compare and to determine the sharp contrast for palliative care need versus lack of education and training in this field. DOI: http://dx.doi.org/10.3329/jbsa.v22i1.18098 Journal of BSA, 2009; 22(1): 26-31

Evaluation of Implementing Status of Diploma Nursing Curriculum in Bangladesh

This descriptive type of cross-sectional study was conducted to evaluate the implementing status of diploma nursing curriculum in Bangladesh according to teachers' and students’ views along with four specific objectives. The study was conducted at different government diploma nursing institutes of Bangladesh within July 2009 to June 2010. Teachers & students of different diploma nursing institutes were the study population. Out of them as per the inclusion and exclusion criteria data were collected by simple random sampling. Self-administered structured questionnaire was used to collect data. Sample size was 1107 out of which 103 teachers and 1004 students. Study revealed that out of 1107, 626 (56.8%) respondents expressed that the present diploma nursing curriculum averagely will be able to fulfill the demand of the nursing profession. Most of the respondents 1001 (90.4%) expressed their opinion that the present diploma nursing curriculum should be changed. 1088 (98.3%) responded negatively that they do not get books as per need of the curriculum. 1084 (97.9%) respondents replied negatively that they do not have sufficient teaching staff for implementing present diploma nursing curriculum. Around 583 (52.7%) respondents replied negatively that examination are not conducted perfectly as per the present curriculum. 667 (60.6%) respondents expressed about library, 609 (55.3%) expressed about practical classes & 785 (71.3%) viewed about clinical training at hospital for better implementation of diploma nursing curriculum. Study recommended that the ongoing diploma nursing curriculum to be reviewed, updated considering the context of the country as well as need of the country, books to be developed/written as per the demand of present diploma nursing curriculum and should make those available. For better implementation of diploma nursing curriculum it was also recommended that number of the relevant teachers at different nursing institutes to be increased & they should be oriented on revised updated diploma nursing curriculum, teaching methodology and evaluation or assessment of the students. For the improvement of present diploma nursing course admission policy, syllabus /course materials, teaching methods, evaluation/assessment, library, practical class and clinical training at hospitals to be changed and redesigned for the better interest of the country as well as for the nursing profession. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12855 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.25-28

Revisiting English Language Teaching (ELT) Curriculum Design: How Appropriate is Bangladesh Higher Secondary Level National ELT Curriculum as a Learner-Centred One?

ELT curriculum design has seen several transformations overtime, especially with the changing views on the educational ideologies and philosophies in the western world. As far as teaching English in an English as a Second/Foreign language (ESL/EFL) context is concerned, it is often suggested that the ESL or the EFL education should be acculturalized as to be responsive to a particular group of people, and that again refers to the need for a national curriculum for ELT in an EFL country. Thus, in designing an ELT curriculum in an ESOL context, the designers need to examine not only whether the curriculum is responsive to the needs of a group of learners but also if it is ‘culturally appropriate’ in that context or not. Following a qualitative case study research method, this paper examines the extent to which the Higher Secondary ELT national curriculum in Bangladesh is responsive to the socio-cultural needs and the needs of the learners.DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12494 IIUC Studies Vol.7 2011: 283-296