Discrete Primary Education Curriculum in Bangladesh: Implications of Gamification for Quality Education

Discrete Primary Education Curriculum in Bangladesh: Implications of Gamification for Quality Education

Md Jahangir Alam, Sheikh Rashid Bin Islam, Keiichi Ogawa
Copyright: © 2022 |Pages: 15
DOI: 10.4018/978-1-7998-7271-9.ch036
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Abstract

The curriculum is an essential and integral part of the education system for lifelong learning and better children's outcomes. The sum of experience throughout their schooling journey can be defined as an educational curriculum expressed in a much broader sense. The school's type of school, study materials used, teaching methods, available school facilities, and the qualifications of schoolteachers provided at the end of primary schooling often diverge with different educational curricula due to the government policy dilemma. There is no unified primary education curriculum in Bangladesh's case. More than three mainstream educational curricula can be founded, each with its own unique set of traits, benefits, and shortcomings. This chapter explores what factors affect a school's choice, which is linked with the educational curriculum being offered, and how it affects the student's quality of education. This chapter also explores gamification theory's implementation to ensure quality primary education in Bangladesh.
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Background And Contemporary State Of The Primary Education Curriculum In Bangladesh

In 1974, the first Education Commission in Bangladesh was formed and constituted by Dr. Qudrat-e-Khuda. After that, in 1978, a new Advisory Committee was formed to take a fresh look at education’s difficulties and concerns. During the mid-1990s, the education system and curriculum were overhauled once more (MoE, 2004). Bangladesh’s education system and curriculum endured final reform in 2009, laying down the foundation for the current primary educational curriculum through the final draft of the National Education Policy 2009 (MoE, 2010).

Table 1.
School types and mechanism of primary education in bangladesh
Mainstream (Formal)Outside Mainstream (Non-Formal)
     1. State-owned Schools     1. Non-formal Primary Schools-NGOs or Centers
     2. Non-State Schools-Registered non-Governmental Primary Schools (RNGPS)     2. Madrassa (Mainly Ebtedayee known as Ebtedayee Madrassas, Quomi Madrassa and attached with High Madrassas)
     3. Community Schools and Others, i.e., High School attached, satellite.
     4. Experimental Schools (each district at Primary Training Institute)		     3. Kindergartens (KG)-generally the Private Fee Charging Schools

Source: Created by the Authors based on DPE (2019)

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