The study identifies the practice of co-curricular activities in school and how this can be strengthened. The main purpose of this study was to find out what type of co-curricular activities were being practiced in the school and what roles were being played by the school’s Head teacher, Assistant teachers, URC Instructor and Supervisor for conducting the co-curricular activities. Bangladesh has pursed different types of policy and intervention to provide access to quality primary education. Co-curricular activities are one of the important interventions to achieve quality education but it is less emphasized. A qualitative research approach was chosen to conduct the study as it is a precise procedure for data collection methods, analysis, and reporting. Key findings from the analysis are that the scenario of practicing co-curricular activities in government primary schools in rural Bangladesh is not satisfactory. There are some indications of practicing such activities in the curriculum but the time allocation for implementing the process is not enough. Only Thursday is allocated for practicing the co-curricular activities in a week for one hour. The number of teachers is also limited and they have no training about how to practice the co-curricular activities in school. The role of Head teacher, Assistant teacher, Supervisor, and URC Instructor is limited. The class size is large so that in-class practice of co-curricular activities is difficult. Playgrounds of the studied schools are small that is why all students cannot take part in co-curricular activities at the same time which creates discrimination among them. Community and SMC are very helpful to organize co-curricular activities in school at large scale.
Keywords: co-curricular activities, curriculum, joyful learning, quality education, learning environment, Curriculum Framework, Multiple Intelligence