The share of trained teachers at the secondary level in Bangladesh has increased compared with the past two years. According to the Bangladesh Bureau of Educational Information and Statistics (BANBEIS), there are currently 278,518 teachers at this level, of whom 71.86 percent are trained, marking an increase of 5.86 percentage points compared with 2019. However, various research reports and education experts note that while the proportion of trained teachers has risen, questions remain regarding the quality of training and teacher competency.
BANBEIS considers holders of B.Ed–M.Ed degrees as trained teachers. Currently, there are 14 government teachers’ training colleges (TTCs) and 90 private TTCs offering these professional degrees. In addition, Bangladesh Open University (BOU) also provides B.Ed–M.Ed programs for teachers.
A 2023 survey on secondary education conducted by the Japan International Cooperation Agency (JICA) identified inadequate and low-quality teacher training as a key challenge in the country’s secondary education system. The report notes that many teachers prefer BOU rather than attending TTCs as it offers B.Ed degrees through one online class per week. Trainee teachers often prioritize obtaining the degree certificate over developing practical teaching skills.
The report further highlights that while the government’s National Academy for Educational Management (NAEM) and the Higher Secondary Teacher Training Institute provide training for higher secondary teachers, the programs focus mainly on education administration, management, and teaching methodology, offering limited subject-specific content. Moreover, these institutions train only around 6,000 teachers annually, which is a small fraction of the total teacher population and poses a significant challenge to developing a sufficiently skilled teaching workforce.
According to BANBEIS, there are currently 12,395 students enrolled in teachers’ training colleges (TTCs). Of these, 1,463 are in the 14 government TTCs, which have a total capacity of nearly 7,000 seats. The remaining private TTCs accommodate 9,419 students. Government TTCs claim that private institutions tend to award degrees more easily, which explains why many teachers prefer obtaining degrees from private colleges.
However, dissatisfaction over degrees from these institutions exists among teachers and school administrators. Education experts in the country also consider the shortage of skilled and trained teachers a major challenge.
Dr. Md Abdus Salam, professor at the Institute of Education & Research (IER) at the University of Dhaka (DU), said, “Over the past decade and a half, our education system has been essentially destroyed. On one hand, partisan recruitment and irregularities deprived meritorious candidates of positions, and on the other, the entire system was reduced to numbers. That is, instead of improving the quality of education, the government sought to highlight its achievements through higher pass rates, enrollment rates, and percentages of trained teachers. We are now seeing the consequences of that approach.”
He added, “To develop the education system, teachers must receive proper training, talented students should be attracted to the teaching profession, and their necessary facilities and support must be ensured.”
Meanwhile, the 2025 secondary and equivalent as well as higher secondary and equivalent examinations showed significant failures. Nearly 1.23 million students took the HSC and equivalent exams, with a pass rate of 58.83 percent, meaning 41.17 percent, or more than 500,000 students, failed. In the SSC and equivalent exams this year, the average pass rate was 68.45 percent, leaving nearly one-third of students failing at that level as well.
Educators and parents say the shortage of qualified teachers and the lack of proper instruction in institutions are responsible for poor exam results. This year, Tanisha Islam from a private college in Patuakhali failed in two subjects on the HSC exam. Her father, Md Jamal, said, “My daughter attended classes regularly. Outside of that, she took private lessons in all subjects except Bangla. Yet she didn’t even score 33 marks. She is not the only one. Many of her classmates faced the same situation. The college’s pass rate is barely 30 percent. My question is, if most students in a college fail, what are the teachers actually teaching? Are they really qualified?”
Teachers, however, argue that students’ lack of attention and parents’ failure to emphasize education also contribute to poor results. Masud Rana, an assistant teacher at Kushtia Muslim High School, said, “Teachers have almost no authority to discipline students. While at school, students stay close to their books. But at home, they refuse to study. Many parents admit this openly. This is one reason for poor results. In many places, there is also a shortage of skilled teachers, which is true. Not all training programs are fully effective. In many cases, even some trainers lack adequate skills. However, those who genuinely want to improve education do undergo proper training.”
Professor Mohammad Mozahidul Islam Chowdhury, principal of Chattogram College, told Bonik Barta, “This year’s HSC results reflect the real picture of students’ learning. In previous years, assessors were encouraged to be lenient when grading. That leniency was removed this time, which caused a sharp drop in the pass rate. Student attendance in classrooms is very low. They only study when exams approach. With such a large syllabus studied just to pass, many students failed, and many did not achieve the results they expected.”
He added, “Good colleges produced good results because their students actually study. In provincial colleges, lack of attention and teacher shortages are major problems that need to be addressed. Teachers’ attendance and monitoring in classrooms must improve. College authorities should regularly conduct evaluation tests. Focus on difficult subjects, teacher training, motivational classes, and raising awareness among students and parents are essential.”
Shahed Alam, lecturer in the English Department at Master Nazir Ahmed Degree College in Banshkhali, Chattogram, told Bonik Barta, “The main reason for poor SSC and HSC results this year is students’ fundamental weaknesses and rote-based learning. Of the four skills required to learn English — listening, speaking, reading, and writing — our exams only assess two. As a result, students cannot develop full proficiency. Rural students primarily rely on memorization. If the type of question changes even slightly, they cannot adapt. Many colleges do not conduct regular or weekly assessments, which weakens students’ preparation. Even when teachers are trained, the training often does not translate effectively into real classroom environments due to infrastructural limitations. Teachers receive B.Ed training. But the environment in which they earn the degree differs from the environment they encounter in subsequent institutions. Many teachers face challenges with the SSC and HSC syllabi. The government needs to address this through training and various projects. Training must equip teachers to apply it effectively in their professional practice.”
Kantilal Acharya, senior teacher and former acting headteacher of Bhatiyari Haji Tobarak Ali Chowdhury High School, said, “Almost all teachers now hold B.Ed degrees. Among newly recruited teachers from NTRCA, very few may initially lack a B.Ed, but they acquire the training later. Therefore, poor results are not closely linked to the quality of the B.Ed degree or the training system. I don’t know if someone obtains a B.Ed privately without proper accreditation. If an institution grants degrees privately, the ministry should take action. A teacher’s B.Ed degree does not directly influence students’ academic outcomes. What matters is that students study to pass and to learn.”
Professor Md Shahidul Alam, principal of Faridpur Government Teachers’ Training College, added, “In government TTCs, classes and examinations are conducted properly. In private institutions, classes are not always held as scheduled, and examinations are poorly monitored. Exams are often administered haphazardly, allowing students to pass without proper preparation. This may explain why teachers prefer private TTCs over government ones. Government institutions strictly follow all rules. There is no opportunity to pass or obtain certification through cheating or irregularities. That is why teachers are reluctant to enroll in these institutions.”
Professor Md Zulfeqar Haider, director general of the National Academy for Educational Management (NAEM), told Bonik Barta, “Professional training doesn’t produce immediate results. It is a long-term process. Teachers must practice what they learn during training, gradually becoming more competent. Our training programs are very short, so it is impossible to produce highly skilled teachers in such a brief period. We offer 28 different types of training. Teachers gain skills in the context in which they receive training, but they may have gaps elsewhere. We address the problems of participants and are planning additional courses to further enhance their competencies.”