Competency based primary science education in Bangladesh

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In today's rapidly advancing world, formal education is crucial for scientific and technological development. While developed countries excel in science education, developing nations like Bangladesh face challenges due to inadequate teacher training and resources. Addressing these deficiencies through effective planning can enhance science education, fostering 'scientific literacy' among all students, which is vital for personal growth and economic progress. Despite resource limitations, Bangladesh has made strides in primary education, achieving notable enrolment and gender equity, though quality remains a concern. Since 1992, systemic reforms have aimed to improve primary education, including the introduction of competency-based education and a revised curriculum in 2002. This study evaluates fifth graders’ science knowledge from both local (NCTB curriculum) and international (TIMSS 2003) perspectives to assess competency achievement and performance against global standards. Data were collected from head teachers, science teachers, and 1,018 students across 30 schools in six divisional districts, alongside input from curriculum experts and teacher trainers. Statistical analyses revealed significant achievement disparities based on gender, school location, and category, highlighting key factors influencing student performance, such as curriculum quality and teacher preparation. Recommendations for policy actions aim to enhanc