Background and Rationale

Promoting Science Education is crucial for ensuring a skilled workforce in Bangladesh. However, scientific literacy and interest in STEM 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 absence of quality science education and a lack of incentives for students and teachers have resulted in a STEM education crisis 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, FAIR, in partnership with Bangladesh Freedom Foundation (BFF), launched the Promoting Science Education in Secondary Schools (PSE) Project to revitalize science education by forming student-led science clubs, conducting interactive experiments, engaging teachers, and mobilizing policymakers to promote STEM education.

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, enabling students to explore and engage with STEM subjects through hands-on learning and experimentation.

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 STEM 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 country’s technological and economic future. Promoting Science Education in Bangladesh through structured extracurricular activities has been proven to increase student engagement and interest in STEM fields. The PSE Project is committed to fostering hands-on learning experiences, inter-school collaboration, and community-driven science initiatives, ensuring that students develop essential critical thinking and problem-solving skills.

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.
• Arranged debate competitions to develop students’ analytical and public speaking skills.
• 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.
• Celebrated International Children’s Day and Women’s Day, promoting equality, rights, and empowerment.
• Organized climate awareness programs, educating students about global warming, pollution control, and environmental sustainability.

Impact & Achievements

• 30+ science clubs established, enhancing hands-on science learning.
• Increased student interest in STEM subjects, leading to higher enrollment in science streams.
• Improved teaching methodologies, ensuring engaging and interactive science classes.
• Greater participation in science fairs and competitions, fostering creativity and innovation.
• Higher retention rates in science education, with students developing long-term STEM aspirations.
• Collaboration between schools and policymakers, leading to discussions on improving STEM infrastructure.
• Heightened awareness of environmental issues, encouraging students to participate in sustainability efforts.

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

The Promoting Science Education in Secondary Schools (PSE) Project has played a pivotal role in revitalizing STEM education by engaging students, training teachers, and fostering hands-on science experiences. The project has successfully increased student interest in science and technology through interactive science clubs, laboratory improvements, and engaging experiments.

To ensure long-term success, ongoing efforts must focus on expanding digital STEM learning, strengthening teacher training, advocating for policy reforms, and integrating environmental sustainability into student initiatives.

Join us in transforming science education! Visit FAIR’s website to learn more about this initiative.