Making teachers more effective

To make teachers creatively effective in the learning process of the young learners-boys and girls has turned as a formidable challenge in recent years not only locally but also regionally, with impact on the national agenda of different countries and international craving for quality education. Researchers, therefore are engaged in tracing the reasons behind it and finding remedial steps. The seminar arranged by UNESCO, Bangkok and KEDI on teachers effectiveness, as a part of their continuous engagement is an important initiative in that direction. The two background papers prepared by the two organisations are not only rich in content, both are eye-openers and suggestive of remedial actions. The problems are more or less common in the Asia-Pacific Region although each country has its own features and limitations. Still preparation of a common thinking/consensus to face the challenges is felt by the educationists and policy makers of the region. The two-day seminar on teachers effectiveness in Bangkok in the first week of August has already drawn attention of all concerned, particularly the educationists, ministries of education, education policy makers, administration in charge of education, education NGOs and members of the civil society. It aims to highlight the shifting of the focus of post-2015 education agenda from equitable access to quality learning. A number of countries, including Asia-Pacific region, have been trying to define teacher quality not only in terms of inputs of teacher-related "ingredients" but more increasingly in terms of teacher effectiveness. i.e. the capacity, motivation and professionalism of the teaching force having decisive effect on student learning and learning outcomes. "The more developed economics have made efforts to attract the best teachers into the profession, improve teacher's status and learning, strengthen teaching of 21st century competencies, address school leadership, and support teacher accountability through monitoring and evaluation. The majority of countries in the region are, however, still lagging behind in terms of qualifications and training of teachers. According to the 2012 EFA report on Asia-Pacific, the proportion of trained teachers in the region remains largely insufficient in most countries, and in some, its is even declining, with a greater gap at secondary level" ( UNESCO- KEDI Regional Policy Seminar Guideline).                  
With my background as a teachers representative with leading position in teachers' organisations for long, involvement in National Education Policy (2010), proposed Education Law, teachers' benevolent fund, conducting survey and research on teaching profession, participation in the national and international forums on teachers' development, my preference necessarily will be on the rights, obligations and development of teachers. The Global Monitoring Report 2013/14, UNESCO-ILO Recommendations, 1966 and 1997 focus on the status of teachers, problems and prospects of teaching profession within our country and in the regional and international arena. In this connection it must be noted that Bangladesh in recent years has achieved tangible progress in a number of areas which include access to education, gender parity in admission at the school level, free distribution of text books numbering several crores, stipend for the girls, digitalisation process in education, inclusion of teachers representatives in policy making. Formulation of a widely accepted Education Policy, Skill Development Policy, Technical and Vocational Education  TVET, Extension of social safety network, engagement  of women in multifarious jobs and professions add to it. But much more progressive, time-bound steps need to be taken on priority basis. Otherwise the pace of progress will be slowed and if the absence of proper and timely action programmes continues for long, the wheel of moving forward will be obstructed. Our common experience in the region is that much good is said, but less good is done/ seen in practice. On the other hand this observation is also relevant that due to non recognition or inappropriate cognizance of the impediments faced by the teachers also contribute to their passive role in becoming effective, helpful and creative. As a consequence a, subdued mentality develops among them. UNESCO Director General Irina Bokova has rightly said: "Evidence shows that education quality improves when teachers are supported -it, deteriorates if they are not, contributing to the shocking levels of youth literacy......." (Foreword: Global Monitoring Report 2013/14).                 
Present scenario
1. "At the end of the first decade of the 21st century, many countries around the world are facing what has been described as a recruitment and retention crisis"
"Teaching is no longer a career for life and no longer for first career entrants prepared for the job in traditional ways"  
 "While teachers who experience more autonomy feel more satisfied in their work and are more motivated and feel more competent" (Future of Teaching Profession John MacBeath, University of Cambridge, Faculty of Education 2012)
Bangladesh context
i. "Qualified teachers are essential for proper and quality education. To ensure the quality of teachers, it is essential to recruit qualified teachers through scientific and transparent recruitment process on one hand, and on the other, quality teachers' education and repetitive demand-driven training is imperative to develop the professional excellence of the teachers."
ii. "The existing teachers' training system of our country is very traditional, insufficient, certificate based, loaded with theoretical knowledge, incomplete in practical learning, based on rote learning and conventional testing system."
iii. "The proper dignity of teachers everywhere from the primary to the highest level is a very important factor. The status of teachers of all levels requires to be re-evaluated through in-depth examination since they are supposed to inspire the meritorious students to be interested in the teaching profession by discharging their proper duties." "A separate pay scale will be introduced for teachers of all levels to enhance their financial benefits" (Bangladesh National Education Policy 2010).
iv. Gender issue in teaching need to be addressed properly. Ensuring congenial atmosphere for the female teachers in the educational institution as well as in the teaching profession itself deserve due attention.
Teachers' effectiveness: Who is responsible
This question needs elaboration. A learner in the class listens to/ interacts with the teacher. He/she better knows who is what as a teacher. But when the question of evaluation of learning in the institution comes by the authorities even by the parents, credit goes to the head teacher. Again the teacher is least consulted in the change of the syllabus but he/she is made liable for the outcome of the learners. On the other hand, in the learning evaluation system also the teacher is not the key player. But he/she is made liable for it. Politicisation of education is another factor and interference is also rampant in many places. True, a few teachers get involved in partisan politics. But most of the teachers are away from it. Still teachers are blamed en masse.
Limitations of teachers
i. Adherence to the old ideas and reluctance to accept new ideas, new vision, new technology
ii. No serious effort is applied to expand own knowledge base. A good number of teachers are unwilling to get updated. Reading habit outside the text books is also not always the practice.
iii. Not only students, teachers' co-curricular activities also need to be patronised.
iv. Unwillingness to accept the onward march of society is found among a good number of teachers who are either reluctant or opposed to teaching reproductive health/sex education among the learners in the class room.
v. A good number of teachers lack adoptability in inclusive education and teaching in a multicultural environment.
vi. A section of teachers also fail to accommodate the special needs of the learners, who include the disabled and autistic.
How teachers can be made truly effective        
i. Self assessment programme of teachers on their performances
ii. Deficiency make-up provision for those who need it
iii. Strong motivational campaign to morally boost up the passive teachers through concerted efforts. Low levels of teacher motivation are strongly related with poor teaching and low education quality
iv. Teacher student appropriate ratio in class room   
v. Active involvement of teachers organisations in the campaign
vi. Teacher-parent school management greater collaboration
vii. Autonomy, adequate time and provision in the preparation of the teacher
viii. Incentive, recognition and inspiration
ix. Effectively addressing gender issue in case of both the learners and the teachers
x. Pre service and in service training
xi. Proper allocation of fund for education
The change factors which need to be considered
i. Transformation of the image of the teacher from GURU to a professional
ii. The gap in the generation of new and old teachers
iii. Replacement of the retired teachers by new ones
iv. Recognition of change of values in the societies of all the regions of the world   
Conclusion
The world is changing fast. To keep pace with it is not an easy task. The globalised world disseminates information quickly, but does not provide resources. Education, specifically appropriate education is the mainstay of creating resources, where quality assurance is the prerequisite. But for years together quality education has been addressed practically without involving the teachers, the change bearers. It is proper time all concerned and stakeholders accept change for a better future.
Professor Quazi Faruque Ahmed is a  member of National Education Policy Committee and also Chairman of Initiative for Human Development.