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Oct 17, 2025
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Nov 6, 2025
Published
Nov 16, 2025
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Abstract

The introduction of Bangladesh’s New Curriculum 2021 a progressive shift from rote learning to competency-based education has faced significant resistance from teachers, students, and parents, undermining its potential to transform the nation’s education system. This study identifies the structural, cultural, and logistical barriers driving this resistance, including implementation gaps, urban-rural disparities, inadequate stakeholder involvement, and misaligned assessment practices. Through qualitative analysis of field-level challenges, the research reveals a critical disconnect between policy design and grassroots realities, particularly in resource-constrained rural areas. Teachers struggle with insufficient training and excessive workloads, students grapple with ambiguous evaluation criteria, and parents distrust reforms due to poor communication and financial burdens. The urban-rural divide exacerbates inequities, with rural schools lacking digital infrastructure, trained educators, and basic materials. The study underscores the urgency of collaborative reforms, emphasizing stakeholder engagement, equitable resource distribution, and alignment of assessments with higher education. By addressing these challenges, Bangladesh can bridge the gap between policy aspirations and practical execution, ensuring the curriculum fosters inclusive, future-ready learning.

Keywords

Assessment reforms Bangladesh education policy Competency-based education Curriculum reform resistance Educational equit

Article Details

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author Biography

Sayed Mahbub Hasan Amiri, Dhaka Residential Model College

Amiri, Sayed Mahbub Hasan is a dedicated and visionary professional committed to advancing education through innovation, technology, and collaborative leadership. With a passion for lifelong learning and a track record of excellence, he has established himself as a pivotal figure in curriculum development, digital content creation, and educational reform, both nationally and internationally. As a Master Trainer under the Directorate of Secondary and Higher Education in Bangladeshs Ministry of Education, Amiri has spearheaded curriculum design, digital content development, and Advanced ICT training programs, empowering educators to thrive in evolving technological landscapes. His expertise extends to authoring training manuals for Advanced ICT under the TQI-II project and crafting model secondary-level educational content, ensuring alignment with modern pedagogical standards. In recognition of his exceptional contributions, he earned the Best Content Developer Award on the Teachers Portal and were honored as a National Competition Winner by a2i (Access to Interface) under the Prime Ministers Office for pioneering educational solutions. A creative force in educational media, Amiri has authored content for Bangladeshs historical national newspaper, The Daily Ittefaq, and produced engaging video scripts and e-Learning tutorials for platforms like Muktopaath and a2i. His leadership in education was further celebrated with the Education Leadership Award 2018 from DSHE. Globally, he is acknowledged as a Microsoft Innovative Educator Expert (2018present), driving tech-integrated teaching practices, and holding credentials as a Google Registered App Developer, blending technical acumen with educational insight. Committed to fostering inclusive, future-ready learning environments, Amiri continues to bridge technology and education, inspiring educators and learners alike to embrace innovation. His work emblematizes a steadfast dedication to elevating educational quality, accessibility, and impact locally and beyond.

How to Cite
Amiri, S. M. H. (2025). Reasons For the Lack of Acceptance of the New Curriculum 2021 in Bangladesh Among Teachers, Students, and Parents at The Field Level. PENSOS : Jurnal Penelitian Dan Pengabdian Pendidikan Sosiologi, 3(2), 117-138. https://doi.org/10.59098/pensos.v3i2.2730

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