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With the faster growth of the economy in the world, Bangladesh has become an example of economic, social, and infrastructure development in recent years, aiming to become a high-income country within 2041. To emphasize sustainable development, meet global challenges, and strive for the twenty-first century, the Bangladesh government focuses on science-and-technology-based education in all stages. The National Education Policy was introduced in 2010, the first educational policy after different commissions. Curriculum development, information technology subjects taught in secondary schools, and lab set-ups in rural secondary schools have all been part of academic growth in Bangladesh in the last decades. Unfortunately, the lack of proper guidance, limited resources, large class sizes, inadequate monitoring, coordination with different stakeholders, and limited teachers’ knowledge, attitudes, and practice in rural schools are noticeable. Science classes in rural secondary schools in Bangladesh are typically not taught by topic experts. In most cases, no assigned subject expert teachers have conducted science classes limited in rural secondary schools in Bangladesh. Teacher-centric classroom approaches are utilized during the course, emphasizing the theoretical part, but not the practical part of science subject classes. However, inequality has begun more in primary school science education than in urban area’s schools. Secondary school graduates are highly differentiated between rural and urban schools in Bangladesh in terms of their achievement. Urban students are joining different extra-curricular activities focused on science education or project-based education. On the other hand, rural students are not familiar with that. This discrimination is a barrier to Bangladesh’s national human resources and social development. Therefore, this chapter argues that inquiry-based learning processes or approaches in rural secondary schools should replace teacher-centric science education to easily concur with Bangladesh’s high-income country vision.

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Teacher-Centric Science Education Creating Inequality among Rural and Urban Secondary Schools in Bangladesh

  • 动态工具书词条

  • 发表日期：

    2025年

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  • Ananda Kumar Biswas,
  • Farah Naj Jahan,
  • Abdullah Al Mas-ud

摘要

With the faster growth of the economy in the world, Bangladesh has become an example of economic, social, and infrastructure development in recent years, aiming to become a high-income country within 2041. To emphasize sustainable development, meet global challenges, and strive for the twenty-first century, the Bangladesh government focuses on science-and-technology-based education in all stages. The National Education Policy was introduced in 2010, the first educational policy after different commissions. Curriculum development, information technology subjects taught in secondary schools, and lab set-ups in rural secondary schools have all been part of academic growth in Bangladesh in the last decades. Unfortunately, the lack of proper guidance, limited resources, large class sizes, inadequate monitoring, coordination with different stakeholders, and limited teachers’ knowledge, attitudes, and practice in rural schools are noticeable. Science classes in rural secondary schools in Bangladesh are typically not taught by topic experts. In most cases, no assigned subject expert teachers have conducted science classes limited in rural secondary schools in Bangladesh. Teacher-centric classroom approaches are utilized during the course, emphasizing the theoretical part, but not the practical part of science subject classes. However, inequality has begun more in primary school science education than in urban area’s schools. Secondary school graduates are highly differentiated between rural and urban schools in Bangladesh in terms of their achievement. Urban students are joining different extra-curricular activities focused on science education or project-based education. On the other hand, rural students are not familiar with that. This discrimination is a barrier to Bangladesh’s national human resources and social development. Therefore, this chapter argues that inquiry-based learning processes or approaches in rural secondary schools should replace teacher-centric science education to easily concur with Bangladesh’s high-income country vision.