ABSTRACT
Like most Asian countries, secondary education in Bangladesh is planned and managed by the education ministry. This chapter analyzes secondary English education in public and private sectors and the complexities within the delivery system. It is organized into two sections, the first being a report from a general curriculum perspective. The second section attempts a critical review of the secondary English education delivery system in terms of the language education policy and the mismatches between declared objectives and national directives. Currently, English has become the universally accepted international language with most developing countries seeing it as necessary to their economic development. The Bangladesh National Education Policy 2010 advocates modern, quality, suitable education for all. For instance, the National Curriculum and Textbook Board (NCTB) curriculum clearly states that the curricular objective for secondary school English is the development of a skills-based language to be used in the modern world today.
