Background and Rationale

Promoting Science Education is crucial for ensuring a skilled workforce in Bangladesh. However, scientific literacy and interest in STEM (Science, Technology, Engineering, and Mathematics) subjects have declined over the years. Between 2001 and 2006, the number of students taking the Secondary School Certificate (SSC) science examination dropped from 264,000 to 200,000, highlighting a concerning decline in engagement. This issue is further aggravated by poor teaching methodologies, weak curricula, inadequate textbooks, a lack of trained teachers, and insufficient laboratory facilities.

Approximately 80% of rural schools lack laboratory facilities, limiting students’ access to hands-on scientific learning. The lack of engaging science education and limited motivation for both students and teachers have contributed to a growing STEM education challenge in Bangladesh. Moreover, national labor market concerns indicate that fewer students are pursuing science-oriented careers, reducing the country’s potential for technological innovation and economic growth.

Recognizing this urgent need, Friends Association for Integrated Revolution (FAIR), in partnership with the Bangladesh Freedom Foundation (BFF), launched the “Promoting Science Education in Secondary Schools (PSE)” project to revitalize science learning. The project focuses on forming student-led science clubs, facilitating interactive experiments, enhancing teacher engagement, and advocating with policymakers to strengthen science education at the secondary level.

Existing Situation

Despite improvements in primary and secondary school enrollment in Bangladesh, education quality has deteriorated significantly. The falling number of science students is mirrored by an increase in business studies enrollments, indicating a shifting preference towards non-STEM subjects. From 2001 to 2008, the number of SSC candidates in the Science Group dropped from 264,100 to 176,880, while Business Group enrollments nearly doubled.

A study by the Bangladesh Freedom Foundation found that 66% of schools lack proper laboratories, while 80% of rural students have no access to science experiment facilities. Many schools that do have labs restrict access to students, fearing equipment damage or replacement costs. Additionally, practical science classes, which are supposed to begin in Class IX, are often delayed until Class X, reducing students’ preparedness for national examinations.

The lack of focus on science and technology education threatens Bangladesh’s future workforce, as the country increasingly requires skilled professionals in agriculture, medicine, engineering, and industrial sectors. Without targeted intervention, science education will continue to decline, limiting Bangladesh’s ability to compete in a global knowledge-based economy.

Overall Goal

The project aims to popularize science among rural secondary school students by facilitating student-led, out-of-school science activities that spark curiosity and critical thinking. Through hands-on learning and experimentation, students are encouraged to explore core STEM (Science, Technology, Engineering, and Mathematics) concepts, laying the foundation for future engagement in STEM education and careers.

Project Objectives

Promoting Science Education in Bangladesh is essential to developing a skilled and scientifically aware generation. The project seeks to:

1. Establish & Strengthen Science Clubs – Create student-led Science Clubs as platforms for discussion, experimentation, and peer learning.
2. Enhance Science Learning & Engagement – Improve students’ understanding, interaction, and practical experiences in science subjects.
3. Encourage Student Leadership – Empower students to manage and organize club activities with guidance from teachers and support from partner organizations.
4. Promote Extracurricular Science Activities – Organize science fairs, quizzes, debates, and other competitions to make learning interactive and engaging.
5. Advocate for Science Education – Engage policymakers, media, and civil society to promote Promoting Science Education and improve science learning infrastructure.

Location & Area Selection Rationale

• 30 educational institutions (high schools and madrasas) under Kushtia Sadar Upazila were selected based on high dropout rates in science education and limited lab facilities.

• Implementing Organization: Friends Association for Integrated Revolution (FAIR)
• Funding & Partnership: Bangladesh Freedom Foundation
• Implementation Area: Kushtia Sadar Upazila, Bangladesh
• Project Duration: February 2019 – Ongoing
• Target Beneficiaries: 30 Secondary schools, students, teachers, and educational institutions

Major Activities

Science education plays a pivotal role in shaping a nation’s technological advancement and economic resilience. In Bangladesh, promoting science education through well-structured extracurricular activities has significantly enhanced student engagement and inspired increased interest in STEM (Science, Technology, Engineering, and Mathematics) disciplines. The Promoting Science Education (PSE) Project is dedicated to fostering hands-on learning opportunities, encouraging inter-school collaboration, and driving community-based science initiatives. These initiatives are designed to develop students’ critical thinking, creative abilities, and problem-solving skills needed to thrive in today’s fast-evolving, knowledge-driven world.

Formation of Science Clubs in Schools

• Established student-led science clubs in participating schools to promote interest in science beyond the classroom.
• Conducted baseline surveys in project schools to assess needs and gaps.

Science Club Activities

• Promoted student interest in science by conducting engaging discussions and hands-on projects.
• Organized school-level science fairs and quiz competitions to encourage participation and innovation.
• Hosted inter-school science fairs at the upazila level to foster collaboration and learning exchange.
• Organized debate competitions to enhance students’ critical thinking and communication abilities.
• Assisted science clubs in creating science-themed wall magazines to enhance creative learning.
• Encouraged peer-to-peer learning through science club activities.

Teacher Capacity Building & School Authority Mobilization

• Conducted training programs for school teachers to improve science teaching methodologies.
• Organized meetings with school authorities to strengthen institutional support for science education.
• Mobilized schools to conduct low-cost, hands-on experiments aligned with the curriculum.

Community & Guardian Mobilization

• Hosted guardian meetings to encourage parental involvement in students’ science learning.
• Conducted discussion meetings and workshops with local civil society and journalists to promote awareness and advocacy.

Social and Environmental Awareness Programs

• Conducted tree plantation drives to promote environmental responsibility.
• Led cleanliness campaigns to prevent dengue by maintaining hygienic school and community surroundings.
• Observed World No Tobacco Day, raising awareness about the harmful effects of smoking and tobacco use.
• Observed International Children’s Day and Women’s Day to raise awareness on rights, inclusion, and empowerment.
• Organized climate awareness programs, educating students about global warming, pollution control, and environmental sustainability.

Impact & Achievements

• Over 30 student-driven science clubs were formed to encourage experiential, curiosity-driven science learning at the secondary level.
• Noticeable increase in student interest in STEM subjects, resulting in higher enrollment in science streams at the secondary level. 
• Enhanced teaching practices through teacher orientation and support, leading to more engaging and interactive classroom experiences.
• Significant rise in participation in science fairs and competitions, fostering creativity, innovation, and scientific expression among students.
• Improved retention in science education, with students demonstrating long-term aspirations in STEM-related higher education and careers.
• Strengthened collaboration between schools and local policymakers, initiating dialogue on improving science and STEM infrastructure in rural areas.
• Increased environmental awareness among students, encouraging participation in sustainability campaigns and community-driven science initiatives.

Challenges

• Limited Funding & Resources – Insufficient funding restricts expansion to more schools and advanced scientific learning materials.
• Lack of Laboratory Facilities – The absence of science labs in rural schools hampers practical learning experiences.
• Teacher Training Gaps – Many science teachers lack hands-on teaching skills and require ongoing professional development.
• Low Student Interest in STEM Careers – Many students opt for business studies due to a lack of career guidance in STEM fields.

Conclusion: Promoting Science Education

The Promoting Science Education in Secondary Schools (PSE) Project has played a transformative role in revitalizing STEM education across rural Bangladesh. By actively engaging students, equipping teachers, and fostering hands-on science experiences, the project has significantly increased interest in science and technology. Through student-led science clubs, improved laboratory access, and interactive experiments, young learners are now more inspired to pursue STEM pathways.

To ensure long-term impact, continued efforts are essential—particularly in expanding access to digital STEM resources, strengthening teacher training, advocating for science-friendly education policies, and embedding environmental sustainability within student-led initiatives.

Support the journey towards inclusive and impactful science education. Visit FAIR’s website to learn more and be part of the movement.