Adopting a Contextualized Pedagogical Framework in Training Programmes for Entry-Level Officers of the Bangladesh Civil Service (Administration) Cadre: Enhancing Efficiency and Effectiveness

Abstract

The effectiveness of public service delivery is contingent upon a workforce that is competent, adaptable, and contextually aware. This study examines the potential of a contextualised training framework to improve the efficiency and responsiveness of entry-level officers (ELOs) in the Bangladesh Civil Service (Administration) Cadre. Focusing on the Law and Administration Course (LAC) at the Bangladesh Civil Service Administration Academy (BCSAA), the paper critiques the traditional theory-based constructivist model for its limited practical relevance. Drawing upon a review of contextual learning literature, policy documents such as Secretariat Instructions 2024 (MOPA, 2024); Rules of Business 1996 (updated up to 2024) (Cabinet Division, 2024); Administrative Training and Higher Education Policy 2023 (MOPA, 2023); Charter of Duties of Officers of different tiers in the administrative service; and job-specific competency requirements, the study proposes a redesign of the LAC. It advocates for the integration of real-world tasks, institutional objectives, and adult learning principles to bridge the gap between training and workplace demands, thereby fostering a more functional and performance-oriented public administration.