Challenges of Implementing Life Skills-based Education at Secondary Level in Bangladesh

Abstract

The purpose of this qualitative research study was to explore the challenges and prospects of implementing Life Skills-based Education (LSBE) at the secondary schools in Bangladesh, the study also explored the present mind sets and understanding of the teachers, students, head teachers, teacher educators, education administrators and guardians about LSBE. Data were collected through one to one interviews with five head teachers of five different secondary schools; five teacher educators of five Government Teachers’ Training Colleges; two academic supervisors as local level education administrators. Besides, focus group discussions was conducted with five groups of students of class ten, five groups of classroom teachers in five different secondary schools; one group of trainee teachers of Teachers’ Training College, Dhaka and two groups of guardians. Furthermore, reflection, observation and field notes were write down from ten classes to perceive how LSBE is being practicing in the classroom and out of the classrooms. Besides, documents such as National Education Policy 2010, the national secondary curriculum 2012; the text books classes six to ten, secondary teacher education curriculum B.Ed. 2016 and M.Ed. 2018 were reviewed. The collected data were transcribed, coded, categorized and constructed on the themes of the research questions. During transcribing, coding, and categorizing of the data, findings and outcome of the study developed. Data collected from difference sources were triangulated in order to validate the findings. Findings of the study revealed that all the participating teachers, students, teacher educators, academic supervisors and guardians had different but positive understanding and mind sets on LSBE and its far-reaching objectives. They all also agreed that LSBE contents are considerably included in new secondary curriculum 2012 and secondary books of NCTB-2020, though in the compulsory subjects there were no contents of LSBE. The study also specified that although all stakeholders were highly positive to LSBE and its importance, practice of LSBE materials are in teaching-learning activities are mostly lecture based. Most of the contents and LSBE are in those subjects which are set in second half of daily class routine. Major challenges of implementing LSBE are excess number of students in the class and teachers can not apply participatory approaches of teaching-learning; lack of adequate training; Class load of every teacher; Negative attitude of head teacher about LSBE; Lack of intellectual and psychological responsibility of the practicing teachers. Both teachers and students were found disinterested in LSBE classes because at present these contents are not included in public examination; and lack of monitoring and mentoring of class. The findings of the study also recommended the possible ways to overcome the stated challenges. These are: Life skills teaching-learning needs to be made more effective through learner-centred participatory approaches; All teachers should be brought under training; Class-wise number of learners would be kept under 40 in a section so that participatory approaches and techniques on LSBE can apply easily; vii Life skills issues should be included in the compulsory Bangla, English, Bangladesh and Global Studies and Religion; Class routine should be rearranged and subjects like Home science and Physical Education should be included in the first half of the daily routine; Teachers should be permitted to conduct those classes where they have academic and pedagogical experiences and training from pre-service and in-service training; Some classes and sessions should be offered with specialist doctors and psychologists for some vital and sensitive contents including drug addiction, reproductive health and adolescence; and in-house training on LSBE should compulsory for every schools with SMC and guardians for overall school effectiveness and quality education. The study suggested that there should be an observable modification in government policy in the near future to give a new look and dignity to the teaching and learning of LSBE to secondary level students in Bangladesh. To address issues like LSBE, the government may set up a research branch to investigate issues and challenge related to the introduction of new learning and innovation in the field of secondary education. Beside this, motivation to implement of LSBE in the classroom should be ensured of a great portion of class room teachers who have already got training on LSBE through monitoring and mentoring. The policy makers should ensure that each institution has an adequate supply of instructional and teaching learning materials.