World Teachers’ Day: A Call for Educational Reform in Bangladesh
October 5 marks a significant day on the global calendar: World Teachers’ Day. Celebrated every year, this day serves to honor educators and emphasize the vital role they play in shaping society. The observance, organized by UNESCO, carries different themes each year, inspiring various messages. In Bangladesh, World Teachers’ Day has been celebrated through both government and private initiatives. However, this year, the context in which the day is observed presents a unique challenge.
As the global theme this year encourages valuing teachers’ perspectives in education, Bangladeshi educators find themselves in a state of unrest. With educational institutions suffering from moral decay, declining values, and a chaotic atmosphere, the situation reflects a system battered like fields ravaged by a storm. Teachers, once revered figures, now appear to be standing at the precipice, struggling to maintain their ideals and guiding philosophies amid societal and institutional upheaval.
Recent Developments and Challenges
The recent discourse surrounding teachers and their roles has been overshadowed by political turmoil. Just 12 or 13 days after the formation of a coordination committee aimed at revising and correcting textbooks, the government was compelled to dissolve this committee due to pressure from certain factions. The justification provided for this dissolution has raised eyebrows and sparked further discontent.
In a related incident, a tenth-grade student from Mohonpur High School in Cumilla District sparked controversy by posting a picture on social media demanding the resignation of the school’s headmaster. This incident underscores the growing tensions and discontent in the educational sector.
Additionally, on September 24, Dr. Nakib Mohammad Nasrullah took office as the Vice-Chancellor of Islamic University. During his inauguration, he was given a guard of honor, which stirred controversy, particularly because students from the university’s equality movement were also present. This incident has fueled dissatisfaction among students and sparked debates about privilege and equity on campus.
Amid these incidents, teachers across the country find themselves facing diminishing respect and increasing challenges. The very students who once aspired to build a discrimination-free Bangladesh are now caught in a cycle of division and conflict.
The State of Education in Bangladesh
World Teachers’ Day this year arrives at a time of turmoil and uncertainty in Bangladesh. The country is grappling with a troubling landscape marked by violence, political upheaval, and widespread anxiety. Against this backdrop, the hope that this day could inspire reform and rejuvenation in the education sector seems overshadowed by the prevailing issues.
Since the coups of July and August, discussions about educational reforms have intensified; however, tangible progress remains elusive. Attempts to amend the curriculum have faced significant setbacks, leading to a resurgence of fears and concerns that the old system may return. In many educational institutions, particularly universities, the atmosphere is increasingly charged, as old grievances resurface.
This World Teachers’ Day highlights the urgent need for a thorough overhaul of the educational system in Bangladesh. Various forums have already begun discussing the necessary reforms, providing important recommendations that include curriculum reforms, improved salary structures for teachers, changes in recruitment processes, and increased budget allocations for education. However, all these initiatives must be underpinned by a comprehensive educational philosophy.
The Need for a Clear Educational Vision
A pressing question arises: What kind of education do we truly desire? What type of citizens does the state wish to cultivate? Bangladesh’s education system is an eclectic mix of various streams, including Bengali medium, English medium, madrasas, MPO (monthly payment order), and non-MPO institutions, both public and private. Yet, there remains a lack of clarity about the desired structure of primary, secondary, and tertiary education.
The confusion extends to career paths for the next generation. Parents and students often find themselves lost in the pursuit of grades and qualifications, devoid of a deeper understanding of personal development and character building. The educational journey has become mechanical—students rush to coaching centers, seeking top grades and good job placements, rather than fostering a love for learning and self-discovery.
The deep-seated issues within the educational landscape—inequities, corruption, lack of accountability, and authoritarian practices—have persisted since the days of Pakistan. Despite numerous commissions over the years, a definitive vision for education in Bangladesh has remained elusive.
Teachers’ Struggles and Society’s Perception
While the world moves toward enhancing the quality of education and the respect for teachers, educators in Bangladesh struggle to secure even their basic needs. The profession is losing its appeal for talented individuals who might otherwise contribute to nation-building. For many teachers, meeting the most fundamental living expenses has become a daunting challenge, undermining the dream of establishing an ideal society.
The perception of teachers in society is one of pity and condescension, as reflected in the phrase “Ahare Master,” indicating a need for change in societal attitudes toward educators.
A Call for Educational Reform
On this World Teachers’ Day, it is crucial to advocate for reforms in education that go beyond superficial changes. The current government must take decisive action to establish a sustainable educational framework. This initiative should not only focus on textbooks, syllabi, and assessment methods but also encompass broader reforms that ensure teachers, students, and parents no longer have to endure frustrations related to education.
It is imperative that any reforms implemented are anchored in a clear and coherent educational philosophy. The sustainability of these initiatives will depend on establishing a robust educational framework that prioritizes the holistic development of students and teachers alike.
Conclusion: A Vision for the Future
As teachers enter their classrooms, they see not just books and pens but the dreams and aspirations of their students, the hopes of parents, and the struggles they embody. When an education system strays from its intended path, it can hinder the progress of an entire nation. National progress is not solely measured by infrastructure; it is deeply rooted in the intellectual and moral development of its people.
The educational system in Bangladesh must be viewed as more than just an organizational structure; it is a critical developmental process. Without ensuring its dynamism and effectiveness, true progress will remain out of reach.
As we reflect on World Teachers’ Day, there is hope for the establishment of a far-reaching educational commission that will address inequalities and lay down the groundwork for building a sustainable, equitable, and humane society. The future of education in Bangladesh hinges on our collective commitment to fostering an environment that values and empowers teachers, ultimately shaping a brighter future for all.
