What we can learn from British schools

Before coming to the United Kingdom and started teaching here, I had been a teacher at a secondary school in a remote village in the 1980's. It was the same school where I studied in the latter half of 1970s. Here, I am taking the privilege to compare what I see how secondary education system works here with what I had seen in Bangladesh both as a teacher and pupil of the same secondary school. 

What comes first to my mind is: it is not a complete overhaul of curriculums, textbooks, examination process and school hours as experienced several times using school children as guinea pigs over the decades that we need to improve the quality of secondary education in Bangladesh. It is a bit fine-turning of what has already been in practice for ages, a bit rearrangement of the things being taught. It is more of change in attitude and approach than investing a lot in infrastructures.

Bangladesh has seen tremendous success in secondary school enrolment, girls in particular, over the years. Secondary school infrastructures have also been improved a lot, with schools even in villages have science and computer labs. Teachers, though rewarded decently yet, are better paid today than the time when I was a teacher. Now it is time to improve quality of secondary education to prepare children for a brighter future. The length of existing school hours is enough, what students do and learn there matter the most.  

To my knowledge, Bangladesh's interim government, though formed a number of reform commissions for various sectors, does not have one for education so far. Yet, I have some thoughts which education policymakers in Bangladesh may find relevant in their efforts to reform secondary school education.   

These recommendations are largely inspired by the British secondary and higher secondary education system, commonly known as GCSE (General Certificate of Secondary Education, equivalent to SSC) and A-Level (equivalent to HSC).

Don't write off time-tested curriculum, methods

Having spent the last 18 years directly or indirectly involved in the British education system, I have observed a striking similarity between the British curriculum and Bangladesh's education system from the 1970s to the 1990s. These similarities include lesson delivery, examination processes, and textbooks. However, practical lessons in Bangladesh remain underdeveloped compared to their British counterparts.

It is surprising that while Britain continues to follow its traditional education system (albeit with updates), Bangladesh has significantly deviated from its older, effective curriculum due to numerous experiments. Past reforms often relied on foreign consultants who imposed changes that were not tailored to Bangladesh's specific needs, potentially weakening the foundation of the nation's education system.

Based on my experience, I believe that reforming the current education curriculum using the structure from the 1970s to the 1990s can restore and enhance its effectiveness. 

Below are my recommendations:

Include art, Arabic in subjects to Teach

The core subjects from the 1970s to 1990s curriculum should remain, with minor adjustments to topics.

For Classes 6 to 8: Introduce Art and Arabic as compulsory subjects, alongside Bangla, English, Mathematics, and Science.

Art (Drawing): Research in the UK shows that drawing and music improve concentration, which is critical for success in Math and Science. British schools include Art and Music as mandatory subjects from Years 7 to 9. In Bangladesh, music may be challenging to introduce due to limited expertise, but Art is feasible. Teachers can give simple assignments, such as drawing the national flag or a bird, without requiring additional resources.

Arabic (as an International Language): Given that thousands of unskilled workers migrate annually to Arabic-speaking countries, learning Arabic would reduce language barriers and enhance employability abroad. Arabic could become an optional subject after Class 9.

Update old textbooks

Bangladesh's schools need to get back topic-based textbooks from the 1970s–1990s, with updates and approval by a specialized textbook board.

There should be standardized notebooks approved by the board to assist students in critical analysis. Integrate mathematical problem-solving into science textbooks can strengthen analytical skills of students.

Allocate appropriate group

Group allocation in Class 9 should be based on Class 8 results. Students scoring 70%+ can choose Science Group, while Commerce can be open to those scoring 60%+ and Arts for students scoring below 60%. Students scoring 70%+ can choose any group.

General Science should be made compulsory for all groups except Science (which already covers Biology, Chemistry, and Physics).

Students from any group can select optional subjects (e.g., a Science student choosing History).

Add more technical subjects

Technical subjects such as Food Technology, Design Technology, Drama, and Music are standard in UK schools. Bangladesh could introduce these in specialized institutions like vocational or polytechnic schools.

Upgrade teachers' training 

In the UK, secondary teachers are provided with a post-graduate certificate in education (PGCE) training designed with work as a training teacher for a year in secondary schools and attend class once a week at a university. Bangladesh can also upgrade B.Ed. course like British PGCE course facilitating 9-10 months' practical teaching experience as a trainee to raise confidence in classroom teaching.  
Improve English learning  

Though English language is taught, there is room to improve to equip students with better English skills required for job market and higher studies. English novels can be included in the lessons from Class 6 to Class 10. English teachers should encourage students to speak English during the class hour. Audios on speaking and listening can help students improve English proficiency. A 100-mark English language course can be made compulsory at higher secondary level.

Don't undermine school exams

The current daily lesson system is workable in Bangladesh, but exam system deserves serious rethink. The UK follows a rigorous system with frequent assessments: mini assessments every 5–6 weeks, mid-term exams every 12 weeks and comprehensive exams every six months. 

This system ensures consistent revision and learning throughout the year. It highlights the core of the British education system, which is designed to produce highly capable and talented students.

Quite opposite is seen in Bangladesh, where exams have almost been treated as a "child's play," as education authorities act on advice from a section of educational experts, who argue: why do we continue to overload our education system with excessive exams and assessments?

Let's reflect on the exam system in Bangladesh during the 1970s to 1990s. Back then, the approach was more balanced and effective. Bangladesh should consider returning to that model. 

Practical lessons matter

One significant reason Western countries excel in technology and science education is the substantial budget allocated to science departments for teaching and practical lessons. For instance, in the UK, a secondary school allocates roughly £20,000 (about Tk32 lakh) annually to the science department.  Here, students participate in at least one practical lesson per week from Year 7 to Year 13 (A-level). Imagine a Year 7 student in the UK conducting a practical experiment weekly — a practice almost unheard of in schools across Bangladesh, even in Dhaka city.

One can say practical lessons are rare in Bangladesh due to limited resources and teacher training.

Still, there are ways. For example, teachers can encourage students to bring flowers for plant reproduction experiments, use small amounts of salt to demonstrate solubility, or even utilize air fresheners to explain diffusion. 

Practical questions should be included in exams asking students to explain procedures in writing rather than conducting live exams.

Let students have work experience

In the UK, students gain work experience during school (one week for Year 10 and two weeks for Year 12). This helps them develop essential skills and improve employability.

Bangladesh can introduce such work experience for Class 10 (one week), Class 11 and 12 (two weeks), and university students (one month).

The government should mandate cooperation from public and private organizations to facilitate these programs.

Help kids reduce memorization 

To minimize rote learning, reform the exam question-making process. In the UK, exam questions are designed over two years to focus on application rather than direct textbook recall. For example, instead of asking, "Why can't sunlight pass through matter?" students could be given a scenario involving a person under an umbrella and asked to explain.

Redefine access to higher education 

Only students scoring 50%+ should qualify for college (HSC) admission: 70%+ can apply for Science, 60%-70% for Commerce, and 50%-60% for Arts.

Only students scoring 50%+ should qualify for university admission, those 80%+ scores can pursue Science and Technology courses (e.g., Medical, Engineering).

Students scoring below 50% should enroll in vocational or trade courses, reducing the burden on universities and addressing unemployment.

Don't ignore Physical Education (PE)

Physical education (PE) is essential for maintaining sound health which enhances concentration and supports better academic performance. In the UK, every class has one PE session per week. These classes are entirely playground-based, with students divided into groups to play sports such as football, basketball, cricket, etc. There are no exams or assessments for PE.

PE can be incorporated into the Bangladeshi education curriculum as a regular and compulsory subject for students from class six to class ten, without the need for exams or assessments. Most schools in Bangladesh already have a playground and a games teacher, so the availability of skilled instructors is not a challenge. 

Educational tours broaden kids' horizon

In the UK, educational tours are an integral part of the curriculum. Students from class one to class eleven visit national parks, art galleries, museums, parliament, historical sites, and religious places like mosques, churches, and temples. These visits align with their class lessons or topics.

Similarly, schools in Bangladesh can include educational tours in their academic calendar to historical and important sites, instead of taking recreational trips to places like Cox's Bazar,

Bangladesh's education system must adapt to its unique needs and limitations rather than blindly following foreign models. Restoring elements from the 1970s to 1990s curriculum, with appropriate updates, can provide a strong foundation for national development.

This reform is not just an academic adjustment—it is an investment in the future of our nation. Let us take ownership of our education system and drive meaningful change.

[The author is a science teacher at a school in London, UK]