LACK of training among the teachers of English and Mathematics in secondary schools is largely responsible for students’ fondness for guidebooks and poor results in the subjects. Education Watch Report 2018-19 brought by Campaign for Popular Education stated that about 55 percent teachers of the two subjects have no specific training. Moreover, about 75 percent of Physics teachers, 78 percent Chemistry teachers and 64 percent General Science teachers do not have the necessary training. Since training makes an individual capable to cope with new knowledge and technique, the government in the years overtly changes the textbooks, question patterns, mark distribution process and curriculum.
The report further showed that less than half the teachers of the subjects, such as — Religion, Accounting, Bangla, Bangladesh and Global Studies, Biology, ICT, higher Mathematics, Geography, and History have subject-wise training. Many of these teachers find no other ways but to using unauthorised guidebooks to overcome their shortcomings. The survey found that English and Mathematics teachers use guidebooks in all grades of secondary level, while Physics, Chemistry and Higher Mathematics teachers use such books in grade IX and X classrooms. The rampant use of guidebooks, instead of the government textbooks, and private tutoring are major impediments to improving the quality of education. It is not miracle that some of the guidebooks contain questions that are likely to appear in exams. The men responsible for preparing questions also seek help from the guidebooks, resulting in making guidebooks an unavoidable part of our education system.
Despite banning, overall 22.4 percent teachers acknowledged that they are involved in private tutoring, while about 50 percent of Math teachers are involved in private tuition followed by 37.5 percent English teachers. As the salary and benefits of teachers are not enough to well maintaining of their families, teachers are often seen involved in private tuition to get some extra money.
Anyone can observe the loopholes and causes why the secondary education fails to produce quality students in general. We think enough relevant training is a must to improve the quality of teachers which would ultimately upgrade the quality of education too.
