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All public schools and many private schools in Bangladesh follow the curriculum of NCTB. Starting in 2010, every year free books are distributed to students between Grade-1 to Grade-10 to eliminate illiteracy. [6] These books comprise most of the curricula of the majority of Bangladeshi schools. There are two versions of the curriculum.
Primary level (class 3–8) [18] Secondary level (class 9–12) [19] Tertiary level [20] At all levels of schooling, students can choose to receive their education either in English or Bengali. [21] Bangladesh has allocated 60 percent of primary school teaching positions specifically for women. [22] There is no middle school in Bangladesh. [23]
JTL Point, Holding I/2, Block D, Road 1A, Shagufta New road, Mirpur 12 , Mirpur, Bangladesh Cambridge Curriculum 2024 Nursery to A Level (3 yrs to 18 yrs) June to July and December to January LORDS-An English Medium School, Dhaka [1] House-45/A, Road-116, Gulshan 1, Dhaka, Bangladesh Edexcel curriculum 2016 Playgroup to A'level July–June
Child care centres, on the other hand, are registered with the Social Welfare Department and include nurseries, catering for children aged two to three, and creches, looking after infants from birth to two. At present, most of the kindergartens operate on a half-day basis offering upper and lower kindergarten and nursery classes.
Uttara Branch: House #3, Road # 7, Sector # 7, Uttara, Dhaka Edexcel curriculum 2015 Playgroup to A Level June–July Bacha English Medium School [11] 105/4, Monipuripara, Tejgaon, Dhaka-1215 Cambridge curriculum 2001 Nursery to A Level BAF Shaheen English Medium College [12] Jahangir Gate, Dhaka Cantonment, Dhaka-1206 Cambridge curriculum 1992
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Bangladesh Shishu Academy (Bengali: বাংলাদেশ শিশু একাডেমি) is the national academy for children in Bangladesh. It was established in 1976 by Ziaur Rahman for promoting cultural development of children, and nurturing their talents.
By law, children between the ages of six and ten must attend school. However, the quality of education in Bangladesh is generally regarded as poor. According to UNICEF, access to education remains a challenge for working children, disabled children, indigenous children, those in remote areas, and those living in extreme poverty.