Scarcity of teachers impedes education

It’s unsettling to learn that in Kalihati Upazilla, schools are facing acute teacher shortage. Reportedly, 243 posts of teachers plus 57 of headmasters have been vacant for some time. Another disturbing discovery is that in one school, only two teachers are present to tackle the academic and other needs of 450 students. This is a huge pressure on the teachers while the academic quality of the institutions suffers severely.

However, such dismal picture at the grass root level education is not a new find. There have been countless reports in the past which have shown irregular presence plus lack of dedication on the part of teachers, leading to gradual decline in interest among students. It would not be right to blame the teachers alone because unless there is adequate incentive for them to rise in social status as a primary school teacher, it’s understandable that after a certain point, their interest level will plummet.

Prior to 2009, senior teachers at rural schools had the option of getting promoted to headmasters, a system which was scrapped in 2009, including the provision for direct appointment to this post. It’s possible that the loss of the chance to be promoted has fueled disenchantment among teachers. After 2014, direct appointment has also been suspended, reportedly due to a legal procedure.

The overall situation seems to be caught in an impasse, with children becoming the victims. It is relevant to mention that in Bangladesh, irregularities at the grass root level education in the villages lead to early dropouts. So we see that while on one side there are disgruntled teachers, on the other side there is a ramshackle system which fails to sustain the interest of students.

It’s common sense that unless teachers can look forward to promotion with elevated status, supported by raised financial packages, the career of teachers at primary schools will not be an attractive option.  The government has to take the issues of the teachers in mind, providing training and other facilities to ensure a smooth rural level learning.

We also feel that development bodies, both local and international, have a role to play in providing technical assistance to the government initiative in making upazilla level schools more competitive. One practical step can be to get rid of unnecessary bureaucracy, allowing development funds to directly reach the schools under the close scrutiny of officers appointed by the respective development organization providing the funds.

In addition, rural teachers must be given career advancement prospects; otherwise, rural education will always be imparted perfunctorily.

 

Scarcity of teachers impedes education

Its unsettling to learn that in Kalihati Upazilla, schools are facing acute teacher shortage. Reportedly, 243 posts of teachers plus 57 of headmasters have been vacant for some time. Another disturbing discovery is that in one school, only two teachers are present to tackle the academic and other needs of 450 students. This is a huge pressure on the teachers while the academic quality of the institutions suffers severely. However, such dismal picture at the grass root level education is not a new find. There have been countless reports in the past which have shown irregular presence plus lack of dedication on the part of teachers, leading to gradual decline in interest among students. It would not be right to blame the teachers alone because unless there is adequate incentive for them to rise in social status as a primary school teacher, its understandable that after a certain point, their interest level will plummet. Prior to 2009, senior teachers at rural schools had the option of getting promoted to headmasters, a system which was scrapped in 2009, including the provision for direct appointment to this post. Its possible that the loss of the chance to be promoted has fueled disenchantment among teachers. After 2014, direct appointment has also been suspended, reportedly due to a legal procedure. The overall situation seems to be caught in an impasse, with children becoming the victims. It is relevant to mention that in Bangladesh, irregularities at the grass root level education in the villages lead to early dropouts. So we see that while on one side there are disgruntled teachers, on the other side there is a ramshackle system which fails to sustain the interest of students. Its common sense that unless teachers can look forward to promotion with elevated status, supported by raised financial packages, the career of teachers at primary schools will not be an attractive option. The government has to take the issues of the teachers in mind, providing training and other facilities to ensure a smooth rural level learning. We also feel that development bodies, both local and international, have a role to play in providing technical assistance to the government initiative in making upazilla level schools more competitive. One practical step can be to get rid of unnecessary bureaucracy, allowing development funds to directly reach the schools under the close scrutiny of officers appointed by the respective development organization providing the funds. In addition, rural teachers must be given career advancement prospects; otherwise, rural education will always be imparted perfunctorily.