The New York summit on teaching profession

Education is a widely discussed subject the world over, despite manifold divergent views, controversies and debates taking place these days over its various aspects. In Bangladesh there is unanimity on issues such as attainment of mass literacy, adoption of appropriate measures to end drop outs, stress on technical and vocational education, recruitment of meritorious persons in teaching, and the imperative to ensure quality education. Still certain quarters make it convenient to highlight orthodox partisan ideas to create impediments in the development of education. A section of politicos also seek to take benefit out of it unethically, without agreeing to such ideas. Attempts are made to create confusion as to the place of religion in the education policy and curricula, which ultimately serves the purpose of those who are engaged in driving the wheel of national and social progress towards backwardness. It may be mentioned here that in the long absence of overdue reforms, lack of transparency and unnecessary polemics, accountability in both the content and management of the faith-based traditional education, the learners are deprived of proper education which could contribute to overall human development. This continues to pose serious hindrances to the transformation of a large number of the younger generation into human resources. But the fact remains: they constitute the bulk of the population and direly need employment as elsewhere in the world. In the face of such as a situation, National Education Policy 2010 has been passed in the Bangladesh Jatiya Sangsad (Parliament). I am fortunate to be in a position to play a small role in the process as a member of the National Education Policy Formulation Committee. I have further reasons to be happy for being inducted in the Education Policy Implementation and Monitoring Committee as well. For this I express sincere gratitude to Prime Minister Sheikh Hasina who has really made an unprecedented decision by involving the policy makers in the implementation mechanism. Before formal adoption of the policy, the draft was placed in the website at her instruction, for open discussion and eliciting public opinion for quite a long time. This resulted in a positive outcome and the Education Policy this time could get wider acceptability. Education Minister Nurul Islam Nahid also deserves praise for his proactive role and initiatives. The Education Policy has already drawn appreciation nationally and from international bodies for its stress on human development, teaching common core subjects like mathematics, science, Bangladesh studies, environment and climate change in all streams of the primary and secondary levels which include general education, English medium and technical schools along with the faith-based educational institutions like madrasas. Mention may also be made of the decision of a Permanent Education Commission to review the policy from time to time and incorporate required changes. It is true that every country has its particular characteristics which need to be taken into cognizance. At the same time it is imperative to share the common challenges in education with a view to bringing required changes through concerted efforts. In conformity with such an exercise from the academicians and policy makers, Global Campaign for Education ( G C E ) convened its 4th General Assembly in Paris last month with the theme: "Financing Quality Public Education : A Right for All ." It was held from February 21 to 27, 2011 in the backdrop of worldwide acute shortage of teachers, lack of employment opportunities for the young men and women, contradictory views on public-private partnership (PPP) and financing in public education. I participated in the GCE assembly as an observer. The inaugural session of the Assembly was chaired by Kailash Satyarthi, the reputed Indian leader of "March against Child Labour" and graced by Gordon Brown, the former Prime Minister of the United Kingdom as chief guest. Education International (EI) General Secretary Fred Van Leeuwen, and Assistant Director General of UNESCO Tang Qian were special guests in the opening session. Gordon Brown began his speech uttering 'I am angry, very much angry'! Expressing the reasons of anger, he mentioned of absence of recruitment of teachers which numbers two million every year, and massive unemployment of the educated youth throughout the world. He said both the urge and dream for change is irresistible. Gordon Brown spoke about his several meetings with Nelson Mandela and maintained that the more the people of the world will unite for the cause of education, the greater will be their achievements. The former British Prime Minister demanded waging movement for building infrastructure fund and less charge for the internet. He concluded with a call to the education managers to continue lobbying for fund. Education International (EI) General Secretary Fred Van Leeuwen admitted that there have been some achievements in basic and girls' education though a decade has already passed. `Mobilization of resources is required globally, not nationally, since the world is a global village. The question of corporate social tax is also there.' He brought to the notice of the participants to the fact that the World Bank has a narrow concept as regards to investment in education. He, however, appreciated the World Bank's approach on : 'Investment for quality teachers means investment for quality education'. The EI General Secretary concluded saying, 'Resources for education are there. What is required is political will.' He referred to the ensuing summit of teacher's organisations, education leaders, EI, OECD, in New York City on March 18 next. UNESCO Assistant Director General Tang Qian said: 'Education is a long term investment. More money is spent on the military than primary education. Next five years is crucial. Strong partnership and collaboration in education is required. Real turning point for EFA and GCE has come'. The Bangladesh delegation tried its best to play a befitting role in the GCE Assembly from the beginning to the end. The leader of the team, Rasheda K. Chowdhury, former Education Adviser to the caretaker government was elected member of the prestigious GCE Board from amongst the members of Asia and the Pacific region through ballot. Addressing the Assembly, she dwelt on the progress in female child's education and increased empowerment of women in Bangladesh, side by side with the various obstacles in the desired development of women. She could draw attention and admiration from the participants who came from more than hundred countries, when she narrated that now the girls and women have earned the right to eat the cooked head of the fish, a delicacy which was mostly reserved for the male members of the family in the past. It may be mentioned here that both the elected board members of GCE from Asia and the Pacific region this time are two women---Rasheda K. Chowdhury of Bangladesh and Maria Lourdes Almazan Khan from India. I am convinced that the deliberations of the GCE assembly and its recommendations will have far reaching impact on the movement for equity based education throughout the world. The inspiring speech by Fred Van Leeuwen, Education International (EI) General Secretary kindled optimism in me and many others regarding the proposed summit in New York in the 3rd week of March. In the meantime I have come to know about the positive outcome of that high profile meeting, after my return home. I am of the opinion that my participation in the Paris GCE assembly and visits to two other European capitals-- Brussels and London to discuss about the role of the teachers' organisations and explore possibility of co-operation between London University and National University of Bangladesh, will be helpful in preparing my next course of action. On the other hand, I can foresee that the implication of the just concluded summit in New York will not only be global in nature and contents, it will surpass all previous records in decision making in education, particularly the teaching profession. The US Department of Education completed its two-day International Summit on the Teaching Profession in New York on March 18. The summit is the first step in building an ongoing international dialogue on improving education. For the first time education ministers, teachers and union leaders from around the world convened in the United States to discuss best practices in building a world-class teaching force. The US Department of Education, together with the Organisation for Economic Cooperation and Development (OECD), Education International (EI) and US-based - National Education Association (NEA), the American Federation of Teachers (AFT), Council of Chief State School Officers (CCSSO), Asia Society and WNET, hosted the summit to help spread effective policies and practices to strengthen and elevate the teaching profession in ways that improve educational outcomes for children in all societies. Throughout the summit, common themes emerged around successful practices. Participants voiced shared interest in elevating the professional status of teachers, partnering with teachers in education reform to produce successful outcomes and building collaboration between unions and education leaders to ensure overall progress. "To achieve a high quality education system, education and union leaders must join together to debate the different roads and draw a consensus around how we achieve our shared goals," said EI General Secretary Fred van Leeuwen. This major headway in the New York summit, first of its kind in the USA, will pave the way not only for sharing but facing as well, the challenges in education through concerted efforts. (The writer is a member of National Education Policy Implementation Committee and Chief Co-ordinator, National Front of Teachers & Employees (NFTE), Bangladesh. The writer can be reached at e-mail: principalqfahmed@yahoo.com