This study was carried out to identify Contemporary Social Problems and Issues in the Social Science Curriculum of Secondary Level in Bangladesh.
The objectives of the study are:
i. To analyze the present Social Science Curriculum of Secondary Level - in Bangladesh.
ii. To identify major social problems those are included in the present Social Science Curriculum of Secondary Level.
iii. To identify important social issues those are included in the present Social Science Curriculum Secondary Level.
iv. To furnish suggestions for incorporating or including contemporary social problems and issues for the future Social Science Curriculum of Secondary Level.
Hypothesis
Contemporary social problems and issues are included in the present Social Science Curriculum of Secondary Level in Bangladesh.
Methodology of the study
The data for the study are collected mainly through questionnaire, interview schedule and document analysis. One kind of questionnaire was developed for the classroom teachers and an interview schedule was developed for the curriculum specialist and subject specialist. Twenty four classroom teachers were selected from two government and ten non-government schools of Dhaka city. Five curriculum specialists and five subject specialists were selected from Teachers Training College Dhaka, National Curriculum and Textbook Board (NCTB) and Institute of Education and Research (IER), University of Dhaka.
Secondary Social Science Curriculum reports developed by NCTB have been analyzed.
Findings
A. Findings identified on the basis of document analysis. These are as follows:
1. This curriculum has been being used since 1995 without any modification.
2. The Social Science Curriculum of tester Secondary Level of Bangladesh is not updated.
3. Maximum contemporary social problems are not included in the Social Science Curriculum of Secondary Level.
4. 'Population problem' is partly included in the Social Science Curriculum of Secondary Level.
5. Maximum contemporary social issues are completely not included in the Social Science Curriculum of Secondary Level.
6. The content of Social Science Curriculum of Secondary Level is not well timed.
7. The reflection of our socio-economic life in this curriculum is not sufficient.
8. The content of this curriculum in not well organized.
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The objectives of the study are:
i. To analyze the present Social Science Curriculum of Secondary Level - in Bangladesh.
ii. To identify major social problems those are included in the present Social Science Curriculum of Secondary Level.
iii. To identify important social issues those are included in the present Social Science Curriculum Secondary Level.
iv. To furnish suggestions for incorporating or including contemporary social problems and issues for the future Social Science Curriculum of Secondary Level.
Hypothesis
Contemporary social problems and issues are included in the present Social Science Curriculum of Secondary Level in Bangladesh.
Methodology of the study
The data for the study are collected mainly through questionnaire, interview schedule and document analysis. One kind of questionnaire was developed for the classroom teachers and an interview schedule was developed for the curriculum specialist and subject specialist. Twenty four classroom teachers were selected from two government and ten non-government schools of Dhaka city. Five curriculum specialists and five subject specialists were selected from Teachers Training College Dhaka, National Curriculum and Textbook Board (NCTB) and Institute of Education and Research (IER), University of Dhaka.
Secondary Social Science Curriculum reports developed by NCTB have been analyzed.
Findings
A. Findings identified on the basis of document analysis. These are as follows:
1. This curriculum has been being used since 1995 without any modification.
2. The Social Science Curriculum of tester Secondary Level of Bangladesh is not updated.
3. Maximum contemporary social problems are not included in the Social Science Curriculum of Secondary Level.
4. 'Population problem' is partly included in the Social Science Curriculum of Secondary Level.
5. Maximum contemporary social issues are completely not included in the Social Science Curriculum of Secondary Level.
6. The content of Social Science Curriculum of Secondary Level is not well timed.
7. The reflection of our socio-economic life in this curriculum is not sufficient.
8. The content of this curriculum in not well organized.
DOWNLOAD FULL
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