This study aims to evaluate how effectively the government of Bangladesh has implemented the recently introduced secondary skill-based education curriculum. It also investigates how curriculum-integrated practical skills are assessed and how they influence students’ interest and performance. The findings were analyzed using a mixed-methods approach, including interviews and data collection on students’ academic performance, to understand how skills-based education is delivered in Bangladeshi secondary schools. This study discusses curriculum development, teacher training, and policy implementation, providing valuable insights into the effects of skill-based learning. Finally, this research might contribute to educational reform through skills-based curriculum in Bangladesh and offer relevant information for international efforts to promote effective and innovative teaching and learning practices in the country.
