Title Page
ABSTRACT
Contents
LIST OF ACRONYMS 16
CHAPTER Ⅰ. INTRODUCTION 20
1.1. Background 21
1.2. Statement of the Problem 23
1.3. Purpose of the Study and Research Questions 27
1.4. Significance of the Study 28
1.5. Scope of the Study 30
1.6. Overview of Each Chapter 32
CHAPTER Ⅱ. EDUCATIONAL POLICY BORROWING AND GLOBAL CITIZENSHIP EDUCATION (GCED) 34
2.1. Educational Policy Borrowing: Concepts and Perspectives 34
2.1.1. Perspectives on Policy Borrowing: World Society Theory VS. Policy Borrowing Theory 34
2.1.2. Educational Policy Borrowing 36
2.2. Previous Research on GCED 49
2.2.1. GCED as a Global Education Agenda 49
2.2.2. Different Approaches to GCED 57
2.2.3. Practicing GCED in Education Policy 67
CHAPTER Ⅲ. METHODOLOGY 71
3.1. Case Study 71
3.2. Research Methods 72
3.2.1. Research Design 72
3.2.2. Data Collection 74
3.2.3. Analysis and Interpretation 78
3.2.4. Analytical Framework: Kingdon's Multiple Streams Framework 81
CHAPTER Ⅳ. THE CASE: INTRODUCTION OF THE GCED-INTEGRATED CURRICULUM IN BANGLADESH 92
4.1. GCED in Bangladesh 92
4.1.1. History and Education in Bangladesh 93
4.1.2. GCED-related Values in Education Policy and Previous Curriculum 103
4.1.3. GCED Programmes/Projects at the National Level 107
4.2. 2021 Revised National Curriculum in Bangladesh: GCED-integrated Curriculum 109
4.3. Analyzing the Process of Introducing the GCED-integrated Curriculum in Bangladesh based on the Multiple Streams Framework 116
4.3.1. Problem Stream 116
4.3.2. Political Stream 125
4.3.3. Policy Stream 132
4.3.4. Economic Stream and International (Educational) Space 142
4.3.5. Policy Entrepreneur 151
4.4. Conclusion 156
CHAPTER Ⅴ. DISCUSSION 165
5.1. Dynamics between Key Stakeholders in the Introduction of the GCED-integrated Curriculum in Bangladesh 166
5.2. Why GCED-integrated Curriculum in Bangladesh? Different Views from the Government of Bangladesh and UNESCO 170
5.2.1. The Government of Bangladesh: Eventually Economic Development for National Development 170
5.2.2. UNESCO: The Expansion of Global Governance 187
5.2.3. Strategic Compromise for Mutual Benefits 208
CHAPTER Ⅵ. CONCLUSION 215
6.1. Summary 215
6.2. Implications for Further Studies 218
6.3. Limitations 225
6.4. The Researcher's Own Reflections on This Study 227
BIBLIOGRAPHY 230
APPENDICES 261
Appendix 1. List of Collected Bangladesh Government Policy and Strategy Documents 261
Appendix 2. 2021 Revised National Curriculum Outline: Pre- primary to Class 12 263
Appendix 3. 10 Core Qualifications in the 2021 Revised National Curriculum 265
Appendix 4. Principles of the 2021 Revised National Primary Curriculum 267
Appendix 5. Topics Covered in the Textbook 'Bangladesh and Global Studies' in Primary and Secondary Education 269
Appendix 6. 29 Terminal Competencies of the 2011 Revised National Primary Curriculum 271
Appendix 7. Detailed Guiding Principles of the 2011 Revised National Curriculum (Grade 6 - 12) 273
국문초록 275
[Table Ⅱ-1] Main Approaches to GCED 66
[Table Ⅲ-1] Data Collection based on the Multiple Streams Framework's Analysis Factors 75
[Table Ⅲ-2] List of Research Participants (Interviewees) 78
[Table Ⅳ-1] Major Changes in the Bangladesh 2021 Revised National Curriculum 111
[Table Ⅳ-2] Learning Areas and Level-wise Selected Subjects in the Bangladesh 2021 Revised National Curriculum 112
[Table Ⅳ-3] Educational Qualifications Established in the Bangladesh 2021 Revised National Curriculum Outline 113
[Table Ⅳ-4] Problem Stream of the Introduction of the GCED-integrated Curriculum 116
[Table Ⅳ-5] Key Findings of the Education Sector Analysis (ESA) 125
[Table Ⅳ-6] Political Stream of the Introduction of the GCED-integrated Curriculum 126
[Table Ⅳ-7] SDGs-aligned National Development Plan in Bangladesh 136
[Table Ⅳ-8] ODA Disbursements in Bangladesh (in millions of USD) 144
[Table Ⅳ-9] Bangladesh's Financing Outlook for the Period FY2017-FY2030 150
[Table Ⅳ-10] Key Functions of the General Economics Division (GED) of the Bangladesh Planning Commission 152
[Table Ⅴ-1] What to Expect from OECD's Global Competence 187
[Table Ⅴ-2] Priority Areas for the UNESCO Office in Dhaka in 2018-2019 188
[Table Ⅴ-3] A Comparison of GCED-integrated Curriculum in Bangladesh with Main Approaches to GCED 211
〈Figure Ⅱ-1〉 The Spectrum of Educational Transfer 45
〈Figure Ⅱ-2〉 The Four Stages of Educational Policy Borrowing 47
〈Figure Ⅲ-1〉 Diagram of Multiple Streams Framework 84
〈Figure Ⅲ-2〉 Modified Multiple Streams Framework for This Study 91
〈Figure Ⅳ-1〉 Bangladesh Before and After the Partition of India 95
〈Figure Ⅳ-2〉 Education Structure of Bangladesh 99
〈Figure Ⅳ-3〉 Summary of the Process of Introducing the GCED-integrated Curriculum in Bangladesh 158
〈Figure Ⅴ-1〉 Dynamics between Key Stakeholders in the Process of Introducing the GCED-integrated Curriculum in Bangladesh 167
〈Figure Ⅴ-2〉 Net Official Development Assistance and Official Aid Received by Bangladesh (in billions of USD) 176
〈Figure Ⅴ-3〉 Structure of the National Primary Curriculum in Bangladesh 179
〈Figure Ⅴ-4〉 Changes in the Number of Publications in Education by International Organizations 193
〈Figure Ⅴ-5〉 UNESCO Staff Allocation by Region (June 2020) 200
〈Figure Ⅴ-6〉 UNESCO Budget Allocation by Region (Approved Programme and Budget for 2022-2025) 200