29/07/2025
Teaching without commitment causes learning poverty
Md Bayazid Khan
In Bangladesh, the primary and secondary education sectors receive significant investments, yet the learning outcomes among students remain unsatisfactory. The government, in collaboration with development partners, has made remarkable efforts to improve the quality of primary education under the Fourth Primary Education Development Programme (PEDP-4). In addition to the initiatives under PEDP-4, initiatives have also been taken by the JICA, USAID, Room to Read, and other domestic and international non-government organisations in regards to improving learning outcomes at primary level of education. To ensure inclusive, competency-based learning by grade, teachers and education officers have received multifaceted training, schools have been funded for recurrent expenditures, and physical infrastructure along with digital facilities has been developed. Despite these substantial investments, the desired learning outcomes are not being achieved.
Similar to the primary education sector, the secondary tier has seen significant investments, including teacher training and the construction or renovation of multi-storied buildings with adequate classroom facilities. However, students’ academic performance remains disheartening. Alarmingly, many students in both primary and secondary education lack foundational skills in literacy and numeracy, making the issue not only a crisis but also a form of educational disparity.
Student achievement across the three tiers of education is interconnected—like a relay race—where each level must perform its part to support the next. Unfortunately, this continuity is lacking. Achieving competency-based learning or minimum proficiency levels depends largely on three key elements: the quality of teaching, student motivation and effort, and parental engagement. Given the socio-economic conditions, low literacy levels among parents, and lack of home learning support, it is difficult to expect active parental involvement or consistent learner engagement. Therefore, teachers become the most critical factor in achieving grade-level learning standards.
The government's efforts to enhance teaching performance are commendable. However, these efforts alone cannot ensure sincere and committed teaching in the classroom. Commitment and sincerity cannot be taught through training alone. Teaching without a sense of dedication and responsibility cannot produce the desired learning outcomes. This lack of commitment is a serious issue and must be addressed urgently.
To develop a skilled workforce capable of meeting the demands of the 21st-century economy, there can be no compromise in achieving student learning outcomes at the primary and secondary levels. Innovation and technology-driven progress in industries like agriculture and services require a workforce that is not only skilled but also committed to lifelong learning. This journey begins with strong foundational skills in literacy, numeracy, and digital literacy at the primary level. These skills are essential for preparing students to enter and thrive in the labor market.
Training is a vital tool for developing teachers’ knowledge, skills, and attitudes. However, only committed teachers can effectively apply these skills in the classroom. Although teachers are receiving various forms of training, the lack of sincere application of this training often results in poor student learning outcomes.
The government must investigate and address the root causes behind this lack of commitments. Some of the causes may be like this: lack of professional status and dignity, insufficient benefits and logistical support, limited opportunities for promotion, and an overall lack of motivation among talented individuals to join the teaching profession.
It is the government's fundamental responsibility to remove these barriers and create an environment where teachers can work with dedication. Teaching, particularly at the primary and secondary levels, is one of the most challenging professions. Teachers need to invest time and thought in preparing lessons and must constantly innovate to engage their students effectively. This requires a stress-free and supportive work environment.
Ultimately, teaching with commitment and sincerity is the foundation for overcoming faded and ineffective learning. Without it, we risk producing a generation that is inadequately skilled, superficially educated, and increasingly unemployed.
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The writer works for primary education.
