The overall quality of education in Bangladesh is on the decline. Experts believe that the lack of continuous reforms in the education system, insufficient teacher training, and the existing curriculum together are severely undermining educational standards. Due to the exam-focused education system, students have become accustomed to rote learning, which does not support the acquisition of practical knowledge for real-life applications. Additionally, many schools face a shortage of teachers, irregular classroom instruction, and a lack of technology-based learning, all of which are seen as major factors in the decline of quality.
The standard of teaching in schools is also in question. Many teachers lack adequate understanding of modern pedagogical methods, weakening the learning environment in classrooms. Infrastructural deficiencies, teacher shortages, and limited use of technology are further affecting educational quality. Both teachers and students have fewer opportunities for engagement and creative thinking.
A recent report by the Bangladesh Bureau of Educational Information and Statistics (BANBEIS) shows that nearly 40 percent of teachers in public and private schools lack sufficient knowledge of modern teaching methods. These problems are particularly acute in rural areas.
Experts and stakeholders have warned that without restructuring the education system, it will become difficult to raise the knowledge and skills of future generations to international standards. They have called for greater transparency in teacher recruitment, enhanced social status and benefits for teachers, stronger training programs, and modernization of the curriculum.
According to various education-related organizations, there are currently 1,354,859 teachers across primary, secondary, madrasa, technical, college, and university levels in the country. Among these, most teachers in both public and private institutions report growing disparities in pay, promotions, and benefits. As a result, a significant portion of teachers are dissatisfied, leading many to participate in various movements throughout much of the year, while others are changing professions. Additionally, there are allegations that some teachers are involved in various irregularities and corruption.
Currently, the largest number of teachers are employed at the primary level. According to the Annual Primary School Census (APSC) 2024, there are a total of 707,216 teachers in primary schools. Of these, 383,624 work in government primary schools and 323,592 in private institutions.
“I became a teacher with the dream of building the nation, but now it feels like I can’t even build my own household,” said Sarowar Alam, a schoolteacher from Netrokona. He did not hide his frustration over the salary structure. Many teachers like him are now expressing disinterest in the profession.
A newly appointed Assistant Teacher in a government primary school joins at Grade 13. In this grade, the basic salary is BDT 11,000. Including housing and other allowances, the total salary for an Assistant Teacher ranges from BDT 17,950 to BDT 19,500 depending on location. Based on the current exchange rate, it is equivalent to $147.46 to $160.20 per month. This is at least $75 less than the country’s average per capita monthly income of $235. Compared with other Asian countries, Bangladesh ranks 45th out of 49 in terms of primary school teachers’ salaries. The four countries below Bangladesh are all war-torn.
Among Asian countries, Singapore is the most advanced. According to various government and private reports, the average salary of primary school teachers in Singapore is $4,203.25. Data from the National Center on Education and the Economy (NCEE) shows that Singaporean teachers have five salary grades, with a minimum monthly salary of $2,353.
There has been long-standing dissatisfaction among teachers over the salary structure in Bangladesh. Assistant Teachers have staged several protests demanding placement in the 11th salary grade. Most recently, on August 30, the Primary Assistant Teachers’ Organization Unity Council held a rally at the Central Shaheed Minar demanding three items, including placement in the 11th grade. The rally also announced a full-scale movement if their demands are not met.
Md Mostafizur Rahman Shahin, General Secretary of the Central Committee of the Bangladesh Primary Teachers’ Association, told Bonik Barta, “In developed countries, teaching offers the greatest opportunities, benefits, and respect. But the situation in our country is the opposite. Talented individuals enter teaching, but due to lack of opportunities and benefits, they switch to other professions. If we want to achieve the desired progress in education, teachers’ salaries, benefits, and social respect must be ensured.”
Meanwhile, education experts say weak transparency and standards in teacher recruitment allow many unqualified individuals to enter the education sector. In addition, limitations in training programs and inadequate oversight further complicate the situation. Many teachers also view the profession merely as a means of livelihood. As a result, both dedication to students and the quality of teaching in classrooms are declining, particularly at the primary and secondary levels.
To assess students’ skill levels, national student assessment reports are produced every two years, based on the Bangla and mathematical skills of third- and fifth-grade students. These reports are prepared by the Monitoring and Evaluation Division of the Directorate of Primary Education. According to the most recent 2022 report, 51 percent of third-grade students achieved the desired competency in Bangla and 39 percent in mathematics. For fifth-grade students, the rates were 50 percent in Bangla and 30 percent in mathematics.
By contrast, the 2011 report showed that 67 percent of third-grade students had achieved the expected competency in Bangla and 50 percent in mathematics, while for fifth-grade students, the rates were 25 percent in Bangla and 33 percent in mathematics. Over roughly a decade, the achievement of expected competency in third-grade Bangla declined by 16 percentage points, and in mathematics by 11 percentage points. For fifth-grade students, performance in Bangla improved slightly, but mathematics declined by six percentage points.
Education sector insiders say that while infrastructure development and preventing student dropouts are prioritized in primary education, insufficient attention is given to how much students are actually learning. This, they note, is why student performance has not shown significant improvement.
Rasheda K Choudhury, former Adviser to the Caretaker Government, said, “While emphasis has been placed on infrastructure development and digitalizing classrooms, little attention has been given to improving the quality of teaching and learning. Funds meant for teacher training are often misappropriated. For these reasons, we are gradually falling behind compared with international standards.”
Highlighting the need to recruit talented and skilled teachers to raise the standard of education in the country, the educationist said, “To retain capable teachers, the profession’s social status and benefits, including salary, must be enhanced. For example, primary teachers in our country are not part of the cadre service and have no opportunity to advance to directorate-level positions. That should not be the case. Looking at the Maldives, teachers occupy all education-related posts up to ministerial level. Our country should offer similar opportunities. We have also long advocated for a separate pay scale for teachers. But it has yet to be implemented. A distinct pay structure must be established quickly to ensure teachers receive timely and appropriate salaries and allowances.”
The situation in secondary education mirrors that of the primary level. Among South Asian countries, secondary teachers in Bangladesh currently receive the lowest salaries. According to BANBEIS, there are 481,167 teachers across general, technical, and madrasa institutions in the country. Of these, only 28,405 work in government institutions, accounting for just 5.90 percent of all teachers. However, a large portion of teachers in private institutions are MPO-registered, and their salaries are paid from the government treasury. Teachers in MPO-registered institutions join at the 11th grade. Their minimum probationary salary is BDT 14,000 (equivalent to $115.01 at October 4 exchange rate). After a 10 percent deduction of BDT 1,250 for pension, the net salary is BDT 12,750. In contrast, government school teachers join at the 10th grade, with a total salary of BDT 27,100. There are complaints that a significant portion of teachers at this level are involved in the coaching business, which is contributing to the decline in the quality of education in schools.
Abdullah Al Nahian, an Assistant Teacher at Dhaka Collegiate School and president of the 35th BCS Non-Cadre Government Secondary Teachers’ Association, said, “There is virtually no effective initiative to ensure teachers’ social status, financial stability, or security. No new appointments have been made in government secondary schools for three to four years. Meanwhile, the working hours of the same teachers continue to increase day by day, affecting both teaching and the quality of education. Teachers’ status is not only tied to financial matters; many other factors are involved. For example, among the 21 members of the new pay scale commission, there is not a single representative for the 19,000 members of government secondary schools. In many cases, teachers are effectively overlooked. Without ensuring teachers’ desired salaries, regular promotions, and necessary opportunities for higher education, how much can teachers truly contribute to nation-building?”
In government colleges across the country, teacher recruitment occurs through Bangladesh’s Civil Service (BCS) examinations. Successful candidates join as lecturers in the ninth grade. However, due to complications in promotions, social status, benefits, and other factors, a trend of career changes is emerging even among these teachers. According to a notification issued on August 21 by the Ministry of Education’s Secondary and Higher Education Division, six education cadre officers left their posts to join the tax, police, food and administrative cadres, or university teaching positions. Earlier, in just four months of 2024, 15 education cadre officers resigned to take up other jobs.
Dhaka College Principal Professor AKM Elius said, “To attract young people to teaching, guaranteeing social status is the most urgent priority. Those leaving the education cadre for other professions often have the same salary, but in those roles they gain higher social recognition. But a lack of promotions can leave people stuck in teaching for years, a complication that does not exist elsewhere. The government should give serious attention to these issues. Additionally, when recruiting teachers, it is essential to consider whether the candidate truly wants to be a teacher, whether they embrace the profession, and whether they have a passion for teaching. Only those who meet these criteria will become genuine teachers, and increasing the number of such teachers will drive the improvement of the country’s education system.”
University teachers have also raised complaints regarding limited benefits compared with other countries. According to the University Grants Commission (UGC), there are currently 34,521 teachers across 163 public and private universities. These teachers allege that they receive lower salaries, allowances, and research opportunities compared with their counterparts worldwide.
Meanwhile, there have been many allegations of misconduct and corruption against teachers in Bangladesh. This is particularly notable over the one-and-a-half decades from 2009 to 2024 under the Awami League government, involving members of the education cadre and university faculty. Currently, former Vice-Chancellors Professor Dr. Abdus Sattar of Jashore University of Science and Technology (JUST) and Professor Nazmul Ahsan Kalimullah of Begum Rokeya University (BRU) are in prison under Anti-Corruption Commission cases. Additionally, Professor Sheikh Hafizur Rahman of the University of Dhaka’s Law Department is in jail under anti-terrorism laws.
During this decade and a half period, the banking and financial sectors suffered most from various irregularities and corruption. Many key positions in these institutions were held by university faculty members. Among them are former Bangladesh Bank Governor Dr. Atiur Rahman; former Janata Bank Chairman Dr. Abul Barkat; former Bangladesh Securities and Exchange Commission chairmen Shibli Rubaiyat Ul Islam and Dr. M Khairul Hossain; former Agrani Bank Chairman Dr. Khondoker Bazlul Hoque; former chairman of Islami Bank Bangladesh PLC Dr. Mohammad Nazmul Hassan; former Investment Corporation of Bangladesh chairman Dr. Mojib Uddin Ahmed; former director of Global Islami Bank Dr. Md Nizamul Hoque Bhuiyan; former director of First Security Islami Bank Dr. Momtaz Uddin Ahmed; former director of Social Islami Bank Mohammad Mizanur Rahman; former Islami Bank director Dr. Md Kamal Uddin; and former United Commercial Bank director Dr. Salim Mahmud, among others.
On this matter, UGC Chairman Professor Dr. SMA Faiz told Bonik Barta, “To ensure skilled and talented teachers, we must establish a transparent recruitment process and provide necessary benefits. Over the past one-and-a-half decades, extensive irregularities and corruption in teacher recruitment have severely harmed this sector. Such incidents must not be allowed to recur.”
He added, “One major reason teachers spent excessive time on political activities and became involved in corruption was recruitment based on party affiliation. If the recruitment process is transparent and vice-chancellors maintain strong ethical standards, such incidents will stop.”