ABSTRACT
This chapter discusses civic and citizenship education in Bangladesh, with particular focus on its inclusion and coverage in education policy, curriculum and textbooks from primary through higher secondary levels and actual classroom practices. The International Civic and Citizenship Study (ICCS) 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016) has informed our investigation. Employing a qualitative research approach, using document analysis and interviews with teachers, we sought to identify what prominence is given to civic and citizenship education and if any mismatch exists between the intended and implemented curriculum. The implications of the findings are discussed at the levels of curriculum policy, classroom practices and teacher education.
