PhD Research Student (1st Year) University College London Sustainable Policy Development challenges for the Primary Science Education & reformed Curriculum Implementation Dilemma in Developing countries : A Bangladesh Case Study. Sahabuddin Molla PhD Research Student (1st Year) Department of Curriculum, Pedagogy & Assessment UCL Institute of Education University College London

A N y T H O U G ? ? Imprudent education policy/ Misfit Curriculum: a potential risk

Introduction Aims and objectives of primary Education in Bangladesh: Like Many developing countries, Bangladesh has undertaken science & technology focused primary education system as a means to develop their socio-economic condition through the “building up a skilled citizenry”1; but facing Huge Challenges which remain largely unidentified so far. Asia- Pacific region has the world’s largest share of the youth population at approximately 60%.2 19 million students currently enrolled in primary educations in Bangladesh3 Aims and objectives of primary Education in Bangladesh: “Provide Quality Education for all children in primary education”4 “Primary Education possesses utmost importance in our national life”5 Acquisition of knowledge (scientific) through raising questions, experimentation & observation6 Mobilizing scientific knowledge and policy for sustainable development7 1 National Education Policy 2010 –Bangladesh 2 World Youth Report (United Nations, 2014) 3 Ministry of primary & mass education- Bangladesh 4 Goal of PEDP 3 Bangladesh (2011-2016) 5 National Education Policy 2010 –Bangladesh 6 National curriculum 2012-Bangladesh 7 UNESCO (2012-2016) Country programming document for Bangladesh

Introduction PEDP-I (1997-2003), aims to Ensure Quality Primary Education1 PEDP-II (2004-2009) aims to ensure the quality of primary education for ALL children2. PEDP-III (July 2011-July 2015, Extended to December 2017) aims to Ensure Quality Primary Education3 Major improvements are still needed in order for all children to receive the benefit of quality education. (UNESCO, 2009) Major challenges are access, equity and the quality of education. (UNESCO, 2009) Quality Education yet to be achieved through the PEDP III * PEDP (Primary Education Development Programme) 1 UNESCO (2009) 2 Ministry of Primary and Mass Education 3 Directorate of Primary Education

Main Objective/s of this Study To Investigate the Challenges in Science Education Policy Making in the Developing Countries & their effects on Reformed Curriculum Implementation for primary science education. Sub-objectives of this study are to investigate: How problems and issues surrounding primary science education are defined and addressed? How they are placed on political and policy agenda? What level of communications between the policy makers and the teachers are there? How are they having negative impact on the primary science teachers?

Policy Definition Political scientists Hogwood and Gunn (1984) describe policy as any or all of the following: a field of activity (e.g. foreign or health policy) a general intent (e.g. a drive to make the world a healthier place) a specific proposal (usually target driven) implementing a programme of action. It is important to recognise policy as a process.

Funding For Primary science & innovative Education To Increase pupil numbers in the primary Education To train Official staffs To do Field Level investigation/Research To develop Infrastructure To train Teachers PRIMARY SCIENCE EDUCATION 1 2 3 4 5 5. To do field level Investigation/Research

Methods: This study is going to employ “Exploratory Case study” research method. My data collections tools are divided into 2 different categories: Category1: Empirical aspect & Category2: Theoretical aspect Category 2: Policy documents analysis Critical analysis of National Education Policy documents Critical analysis of New and Old Curriculum Looking into the relevance of science teachers’ training curriculum and the primary science curriculum Category1: Field work Demographic Questionnaire (primary science teachers) Interview (primary Education policy makers and the science teachers) Direct observation (primary science classroom)

Science Education Policy Cycle in Developing Countries Knowledge Analysis & feasibility study Extensive & focused Research Gov./Internal Funders External Funder Policy Production Policy Execution/Implementation Science Education Policy Cycle in Developing Countries Close co-operation Close interaction Source:sahabuddin

Policy Dilemma for Primary Science Education? Evidence Based Evidence Informed OR Evidence-based policy’ suggests giving research evidence greater weight than other considerations in shaping policy Evidence-informed policy’ draws on three crucial elements: relevant evidence from research, experience and expertise, and context * Bangladesh has undertaken Evidence Based Policy approach

‘Government’ to ‘Governance’ Paradigm Paradox in Developing Countries

Balancing Required Government Governance School head/teachers Governing body Parents School head/teachers Central command Local Representative

Modernising policy making In support of such a focus, official documents set out the key characteristics of ‘modernised’ policy making.* • Outward looking: takes account of factors in the national and international situation and communicates policy effectively; • Innovative and creative: questions established ways of dealing with things and encourages new ideas; open to comments and the suggestions of others; • Using evidence: uses best available evidence from a wide range of sources and involves key stakeholders at an early stage; • Inclusive: takes account of the impact on the needs of all those directly or indirectly affected by the policy; • Evaluates: builds systemic evaluation of early outcomes into the policy process; • Reviews: keeps established policy under review to ensure it continues to deal with the problems it was designed to tackle, taking account of associated effects elsewhere; and • Learns lessons: learns from experience of what works and what does not. * Cabinet Office (1999) Professional policy making for the twenty first century. London: HMSO.

Subject (Science) Specific and Content Oriented Teacher-Training Teachers first need to understand the changes made in the reformed curriculum properly Need to understand the expectations behind the reform to the appropriate level Need to incorporate those changes and expectations into their instruction.

Some more recommendations Conceptualisation of the context and culture in reference to needs assessments for policy formation. Linking research to policy making Successive progression of the policy rather than scraping altogether (after Gov. change): inclusion/exclusion of contents. International development partners & local civil societies should engage more in policy reform process.

Conclusion Possible empirical findings: Further study Required science specific teachers training curriculum (as there is none currently—findings from policy documents) Specific funding and attention need to be given on science teachers'’ skills development (findings from policy document analysis) Possible empirical findings: I believe that the this study will be able to find out the actual challenges which have been hindering the implementation of a reformed curriculum. Also the findings will be helpful for the policy makers to address the problems through appropriate and effective means in policy making. Further study Further focused research required to explore further in this hugely important area, and require more attention, assistance and encouragement from the relevant Gov. in doing so.

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