Quality pry education needs quality teachers

The quality of education in Bangladesh has long been a topic of concern. Despite the oft-repeated phrase that "education is the backbone of the nation," successive governments have failed to implement policies ensuring a robust and quality education system. Among the myriad challenges facing the sector, the state of primary education remains one of the most critical.
Primary education is the foundation upon which a child's intellectual, social, and emotional development is built. However, in Bangladesh, this foundation is alarmingly fragile. Many children leave primary school ill-prepared to face the academic and professional challenges ahead, and the principal reason for this failure lies in the quality of teaching. A lack of competent and motivated teachers in government primary schools remains at the heart of the problem.
Currently, there are around 360,000 primary school teachers in Bangladesh. Shockingly, nearly 30 per cent of them possess only a Higher Secondary Certificate (HSC). Such minimal qualifications are insufficient for teaching young, impressionable minds at such a formative stage of their development. Even among those teachers who hold graduate degrees, a significant proportion comes from academic backgrounds marked by poor performance. The critical question arises: Why does the teaching profession fail to attract capable and academically outstanding individuals?
The answer lies in the unattractive compensation packages offered to primary school teachers. A government primary school teacher earns a gross salary of Tk 19,000-a figure comparable to the income of a mid-level garment factory worker. Given this reality, it is hardly surprising that the teaching profession fails to attract bright, talented, and motivated individuals. Instead, it often becomes a fallback option for those with limited career prospects. The resulting lack of skilled and passionate teachers directly impacts the quality of education delivered to our nation's children.
Quality education requires quality teachers. To attract talented individuals to the teaching profession, the government must first address the issue of compensation. Offering competitive salaries and benefits is not merely an act of fairness but a strategic investment in the nation's development. Educators play a critical role in shaping the country's future; their remuneration should reflect the importance of their contributions.
Currently, Bangladesh allocates only 1.76 per cent of its GDP to education-far below the global benchmark of 6 per cent. This inadequate funding underscores the government's lack of prioritisation of the education sector, particularly primary education. For a country aspiring to achieve sustainable development goals and middle-income status, underinvestment in education is counterproductive and short-sighted.
To improve the quality of primary education in Bangladesh, a multifaceted approach is essential. This begins with substantially increasing the education budget, with a focus on teacher salaries, professional development, and infrastructural improvements. Increased salaries will not only attract better-qualified candidates but also enhance the morale and motivation of the existing teaching workforce.
The recruitment process for primary school teachers must also be overhauled. A rigorous selection process is essential to ensure that only the most competent and dedicated individuals enter the profession. Beyond academic qualifications, candidates should be assessed on their teaching aptitude, commitment, and passion for education.
Continuous professional development should become a cornerstone of the teaching profession. Regular training workshops, seminars, and certification programs can help teachers stay abreast of modern pedagogical techniques and methodologies. Such initiatives would also enable teachers to adapt to the rapidly changing demands of the global education landscape.
Teachers are not mere employees-they are the architects of a nation's future. However, in Bangladesh, the teaching profession is often undervalued, leading to low morale and limited job satisfaction among educators. It is imperative for the government and society at large to acknowledge the vital role of teachers in nation-building. Providing them with adequate resources, respect, and financial security will not only improve their performance but also elevate the status of the profession as a whole.
Bangladesh cannot hope to achieve its long-term developmental aspirations without addressing the crisis in its primary education system. Quality education is the cornerstone of economic progress, social equity, and national development. Without competent and motivated teachers, the dream of a robust primary education system will remain unattainable.
The consequences of neglecting primary education are far-reaching. A poorly educated population limits the country's economic potential, exacerbates social inequalities, and perpetuates cycles of poverty. Conversely, investing in education-particularly in teachers-can yield immense returns. Studies have shown that a well-educated population contributes significantly to a nation's GDP growth, innovation capacity, and social cohesion.
The time for action is now. Policymakers must recognise that the path to national progress begins in the classroom. Increasing the education budget, offering competitive salaries to teachers, improving recruitment standards, and mandating continuous professional development are essential steps toward building a strong, capable teaching workforce.
We must remember that an investment in teachers is an investment in the future of the country. By prioritising the welfare of primary school teachers, the government can lay the groundwork for a brighter, more prosperous Bangladesh. It is time to move beyond rhetoric and take decisive action to transform the education system into one that truly serves as the backbone of the nation.
In the words of Nelson Mandela, "Education is the most powerful weapon which you can use to change the world." For Bangladesh, this change begins with its teachers. Let us ensure that they have the resources, respect, and support they need to fulfil their critical role in shaping the leaders, thinkers, and innovators of tomorrow.

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