Md. Bazlur Rashid

World Teachers’ Day, celebrated annually on October 5th, honours and recognises the contributions of teachers worldwide. Since its inception in 1994, this day has served as a global reminder of teachers' critical role in shaping the future of societies through education. The event commemorates the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, which set forth essential benchmarks regarding the rights and responsibilities of teachers, their recruitment, employment, and teaching conditions.

It also highlights the significance of professional development and creating conducive environments for learning. In 2024, the theme, "Valuing Teacher Voices: Towards a New Social Contract for Education," resonates with the need to empower teachers by giving them a more active role in shaping the future of education, particularly in Bangladesh, where teachers face unique challenges and opportunities.

The focus on teacher voices in 2024 emerges from an understanding that teachers are at the frontline of education systems. They interact directly with students and experience firsthand the evolving needs of learners, making their insights invaluable to educational reform efforts.

However, teachers often face systemic obstacles, such as low wages, poor working conditions, and limited professional development opportunities, which prevent them from fully contributing to decision-making processes. These issues are particularly evident in Bangladesh, where teachers are grappling with a transition in the education system, marked by achievements and shortcomings.

Bangladesh has made significant strides in improving access to education, with impressive progress in enrollment rates and gender parity in schools. However, the quality of education remains a concern, and teachers are often caught in the crossfire between outdated pedagogical methods and the need for innovative approaches. In this context, valuing teacher voices is not just a moral imperative but a practical necessity.

Teachers, as the main actors in the classroom, hold the key to understanding what works and what does not, yet their voices are frequently left out of policy discussions. The 2024 theme seeks to bring hope by calling for a new social contract that respects and incorporates teachers’ insights into the broader educational agenda, paving the way for a brighter future for education in Bangladesh.

In Bangladesh, teachers work in varied and often challenging conditions, particularly in rural areas where resources are scarce and infrastructure is underdeveloped. Despite these challenges, teachers remain committed to their students, usually going above and beyond their duties.

However, this dedication is rarely reflected in their compensation or professional development opportunities. To truly value teacher voices, there must be a systemic effort to elevate their status within society, ensuring that they have a say in decisions that affect their working conditions and the future of education.

One of the most pressing challenges teachers face in Bangladesh is inadequate professional development. While many teachers enthusiastically enter the profession, their skills and knowledge can quickly become outdated without ongoing training and support. This is particularly relevant in the rapidly changing global landscape, where digital literacy, critical thinking, and problem-solving skills are becoming increasingly important.

Teachers need continuous professional development opportunities to stay current with new teaching methodologies and technologies. In many cases, however, teachers in Bangladesh are left to navigate these changes independently, without the institutional support necessary to integrate new knowledge into their classrooms effectively.

Valuing teacher voices also means addressing the working conditions that teachers face. In Bangladesh, overcrowded classrooms, lack of teaching materials, and insufficient salaries are common challenges. These conditions affect the quality of education and contribute to teacher burnout and attrition.

For a new social contract to be effective, it must address these fundamental issues, ensuring that teachers have the necessary resources to succeed in their roles. Moreover, it is essential to create mechanisms that allow teachers to share their experiences and contribute to developing policies that directly impact their professional lives.

The 2024 theme also underscores the importance of listening to teachers regarding curriculum reform. In Bangladesh, where education reforms are ongoing, teachers' input is crucial in designing relevant, inclusive, and practical curricula. Too often, curriculum changes are made without consulting the people responsible for implementing them.

As a result, teachers are left to figure out how to adapt to new policies that may not align with their classroom realities. Valuing teacher voices means involving them in the process and ensuring that reforms are practical, meaningful, and conducive to better learning outcomes.

At the global level, the call for a new social contract for education resonates with the findings of UNESCO and other international organisations. They highlight the growing teacher shortage and the need for improved working conditions. This is a particularly acute issue in Bangladesh, as the demand for teachers continues to rise alongside increasing enrollment rates.

The challenge is not just about recruiting more teachers but about ensuring they are adequately trained, supported, and valued throughout their careers. A new social contract would address these issues by ensuring teachers are considered partners in education rather than passive recipients of top-down policies.

One critical component of the 2024 World Teachers’ Day celebrations will be the recognition of teachers' contributions to education through awards and public acknowledgements. This symbolic act will remind people that teachers are not just employees but mentors, role models, and change-makers.

In Bangladesh, where teachers often work in challenging environments, such recognition can go a long way in boosting morale and reaffirming their importance in society. However, beyond these symbolic gestures, there must be tangible improvements in how teachers are treated and involved in decision-making processes.

In Bangladesh, the focus on teacher voices also intersects with the broader issue of equity in education. Teachers in marginalised or underserved communities face additional challenges, including a lack of access to resources and training.

Valuing their voices means ensuring they have the support they need to overcome these challenges and that their unique perspectives are considered in policy discussions. For example, rural teachers may have different insights into the needs of their students compared to their urban counterparts, and these insights are essential for creating a more equitable education system.

As Bangladesh continues to evolve and develop, the role of teachers will become even more critical. The country’s ambitious education goals, including achieving universal quality education and improving literacy rates, cannot be met without the active involvement of teachers.

Valuing teacher voices means listening to their concerns and empowering them to take on leadership roles within the education system. This could involve creating more opportunities for teachers to participate in policy discussions, developing peer mentoring programs, and establishing platforms to share their ideas and innovations with policymakers.

World Teachers’ Day 2024, with its theme "Valuing Teacher Voices: Towards a New Social Contract for Education," offers an opportunity to reflect on teachers' essential role in society. This theme resonates deeply in Bangladesh, where the education system is both a source of pride and challenge. Teachers are the heart of the education system, and their voices must be heard if meaningful and lasting reform is to be achieved.

By involving teachers in decision-making processes, addressing their working conditions, and investing in their professional development, Bangladesh can create an education system that not only meets the needs of its students but also respects and values the contributions of its teachers. This new social contract for education is not just about improving policies but about building a future where teachers are empowered to lead, innovate, and inspire.

The writer is an Associate Professor and the head of the Department of Sociology at Tejgaon College, Dhaka.