Bangladesh: National Consultant (National Curriculum and Material Development Expert); Dhaka, Only for Bangladeshi

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Background:

Bangladesh has made significant progress in primary education for both girls and boys by increasing enrolment, closing the gender parity gap and reducing the dropout rate. Despite these significant improvements in access and participation, enhancing learning outcomes represents the greatest challenge of primary education in Bangladesh. There is thus a need to continue to invest in the quality of curriculum and teaching-learning in classrooms with an emphasis on improving learning contents, teaching-learning and assessment methods to ensure all children have quality learning experience and achieve expected learning competencies.

One of the most important and vital interventions planned under PEDP4 is the revision of the national pre-primary and primary education curriculum. The effective delivery of education in systems that are generally weak in terms of teaching and learning practices and centralized, depends on a strong curriculum. Strengthening the curriculum thus provides an opportunity to update content taught in schools as well as influence other components of the system including pedagogical practices, teacher training, student assessment, learning materials and many other aspects of the system. Done in a participatory way that allows for engagement of parents and other key stakeholders, the process can serve to energize the country to reimagine and recommit to the education that is desired. Since the planned review covers both the pre-primary and primary curriculum, it will allow for alignment between the two levels as well as with the secondary system which will revise its curriculum during the same period. As per the revised curriculum, textbooks, teachers’ edition/guide and other teaching-learning materials of grades pre-primary to 5 will be introduced during the period of 2021 – 2023.

Curriculum development and revision should be a continuous process which allows for undergoing periodic review and upgradation to ensure it offers the most relevant learning tools, knowledge and skills. A competency-based approach towards curriculum development was first introduced in Bangladesh primary education in 1988, following introduction of textbooks of grades 1 to 5 according to the curriculum in schools during the 1992 – 1996 period. Since then the curriculum has undergone two revisions: first in 2002 followed by introduction of revised textbooks of grades 1 to 5 during 2003 – 2006 period; the second revision in 2011, following development and introduction of textbooks of grades 1 to 5 during 2012 – 2013. The teachers’ edition in major subjects were tried out in selected schools across the country, critically reviewed, refined and introduced in 2015 – 2016. The national pre-primary curriculum was developed for the first time in 2011, and the teaching-learning materials (workbook, teachers guide, flip charts, flash cards, story books, exercise copies) were developed, and introduced in 2014 followed by refinement in the subsequent years. Besides, considering assessment as an integral part of the curriculum, the school/classroom-based assessment methods and tools for twelve subjects were developed providing more emphasis on continuous and formative assessment. These assessment methods and tools are to be reviewed and finalized for introduction to schools. For proper and effective transaction of the curriculum the dissemination training for teachers and other stakeholders is also very important.

However, curriculum planning and design in Bangladesh usually is a highly centralized and expert-driven process. The design exercise often does not sufficiently take into consideration the operational conditions of schools and subnational systems that help translate the curriculum intentions into achievable learning outcomes for children. Also, a comprehensive plan for implementing the curriculum through a well-executed dissemination plan often remains missing. This leads to a situation that sees the classroom teaching and assessment practices in disharmony with the curricular expectations. That is why even after thirty years of introduction of the competency-based curriculum, the classroom pedagogy and assessment practices are still largely content-focused, obscuring the achievement of competencies. Unless the curricular design and practice is strong enough with a focus on child-centred, activity-based pedagogy and competency-based assessment, the learning inequality will continue to persist and possibly widen. The revision of the curriculum hence is a timely intervention.

Purpose of Activity/Assignment:

The overall objective of the consultancy is to guide the curriculum revision process with high quality technical leadership, professional guidance and operational/coordination support to ensure timely completion of the revision work as stipulated in the MoPME approved NCTB plan for curriculum revision.

Considering the technical depth and rigor, as well as the volume of the tasks involved in the curriculum revision process, there is need for a veteran national curriculum expert to support the NCTB with the revision process by providing technical supervision and coordination support to the revision of curriculum framework; developing textbooks, instructional materials and methods; assessment approaches, methods and tools; and development of curriculum dissemination training materials and methods.

The Consultant will lead a team of national and international experts and NCTB, NAPE and DPE specialists in carrying out the below-mentioned activities:

Preparatory phase:

• supervise and guide two preparatory studies for curriculum revision: Curriculum Effectiveness study to examine how far the intended curriculum has been implemented in schools, and the Needs Assessment & Situation Analysis study to identify emerging learning needs of pre-primary and primary school age children;

• Development of guidelines for curriculum developers for grade and subject wise curriculum (learning areas, teaching-learning strategies; assessment);

Curriculum revision phase:

• provide coordination, supervision and technical assistance in revising the pre-primary and primary curriculum. The revision includes re-identification of aims, objectives and terminal competencies, subject-wise (12 subjects) terminal competencies, development of class-wise attainable competencies (Essential Learning Continua), class-wise and subject-wise detailed curricula;

• Provide support in conducting rational evaluation of the curriculum, and;

• Submit curriculum documentation for approval from government (NCCC and MoPME).

Textbook and materials development/revision phase:

• assist in revising/developing textbooks, teachers’ guide/edition of Grades 1 – 3 Bangla, English and Social Studies;

• guide and support in developing the evaluation criteria of textbooks;

• assist in micro-trailing of textbooks during development;

• assist in the rational evaluation and finalization of textbooks, teachers’ edition, guide and other teaching-learning materials in pre-primary and primary level based on agreed evaluation criteria;

• assist the try-out process for pre-primary and primary textbooks and teaching-learning materials in selected primary schools;

• assist in developing the selection criteria and selecting the Supplementary Reading Materials (SRM) as per selection criteria, and;

• undertake any other tasks related to the curriculum reform process assigned by the Chairman, NCTB.

In carrying out the work, the consultant will make sure that a stand-alone, one-shot, isolated approach will not be taken; but an office-wide participatory, developmental, interactive approach will be employed, so that in addition to the earmarked capacity building activities, the consultancy itself serves as a capacity development process for NCTB officials. This means a shadow system of accompanying NCTB officials closely working with the consultant throughout the process.

The consultancy will initially be for 11.5 months with the possibility of extension. The Consultant will be based at NCTB Primary Curriculum Wing and will work under the supervision of Chairman, NCTB and in close collaboration of DPE and NAPE.

Deliverables/Outputs

Output: The two preparatory studies (Curriculum Effectiveness study, Need Assessment & Situation Analysis study) are completed, disseminated and have informed the curriculum revision process.

Deliverables:

1. Final study reports

2. National study dissemination workshop report

Output: Guidelines for curriculum developers for grade and subject wise curriculum development/revision (learning areas, teaching-learning strategies; assessment) is available.

Deliverables:

3. Guideline for curriculum revision

Output: Revision of pre-primary and primary curriculum is completed with coordination, supervision and technical assistance.

Deliverables:

4. Revised aims, objectives and terminal competencies and essential learning continua of pre-primary and primary curriculum

Output: Rational evaluation of revised pre-primary and primary curriculum conducted.

Deliverables:

5. Rational evaluation report

Output: Final Draft the curriculum submitted to NCCC and MoPME

Deliverables:

6. Final pre-primary and primary curriculum submitted for approval

Output: Textbooks, teachers’ guide/edition of Grades 1 – 3 Bangla, English and Social Studies are revised and made user-friendly (children and teachers), inclusive, disaster informative, gender-sensitive and offer interactive learning experiences.

Deliverables:

7. Draft textbooks

8. Teachers’ guide and editions

Output: Micro-trialling of textbooks is done

Deliverables:

9. Revised materials after trialling

Output: The evaluation criteria of textbooks are reviewed, updated and agreed.

Deliverables:

10. Agreed set of evaluation criteria of textbooks

Output: Rational evaluation of textbooks, teachers’ edition, guide and other teaching-learning conducted

Deliverables:

11. Finalized materials after rational evaluation

Output: The pre-primary materials package is revised based on implementation experience.

Deliverables:

12. Revised PPE materials package

Output: Selection criteria of Supplementary Reading Materials (SRM) reviewed and agreed; and SRMs are selected based on the criteria.

Deliverables:

13. Revised SRM selection criteria

14. Agreed package of SRM

15. Final Report on progress and next steps

Knowledge/Expertise/Skills required:

Education: An advanced University degree, preferably in Education or any other social science subject relevant to education from a recognized university.

Experiences:

LANGUAGE PROFICIENCY:

Remarks:

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Duration: 11.5 months

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