Bangladesh’s education system rests on one of its most vital pillars: the teaching community. Yet, many teachers across the country are still deprived of their rightful benefits and are forced to live in extremely difficult conditions. In particular, thousands of non-MPO, contractual, and part-time teachers have been serving in various schools and colleges for years on a temporary basis, without receiving permanent appointments or access to government facilities. In many cases, they do not even receive regular salaries, let alone bonuses or festival allowances.
In many cases, these teachers do not receive regular salaries, and they are often deprived of bonuses or festival allowances. The MPO system is a crucial mechanism through which the government provides a substantial portion of salaries to teachers in non-government educational institutions. Yet, many teachers remain excluded from this system even after years of service, forcing them to survive on meager incomes that are insufficient in today’s economic conditions.
Investigations reveal that many teachers, despite obtaining certification from the Non-Government Teachers’ Registration and Certification Authority (NTRCA), are employed on a temporary basis. Due to administrative complexities, lack of interest from institutional authorities, or political considerations, they are often denied permanent appointments. This not only creates professional insecurity but also undermines their social dignity.
There are also allegations that political affiliations influenced recruitment processes under previous governments. Teachers perceived to be aligned with opposition ideologies were reportedly deprived of MPO inclusion or permanent positions. As a result, many qualified and experienced educators have been denied their legitimate rights, raising serious concerns about the integrity of the education sector.
Interviews with several teachers indicate that many have been teaching for 5 to 15 years. Despite holding valid NTRCA certifications and performing regular teaching duties, they are unable to access government opportunities due to exceeding age limits. One teacher expressed frustration, saying, “We have dedicated ourselves to shaping students’ futures, yet we remain neglected ourselves.”
The financial condition of non-MPO teachers is extremely fragile. Many live below the poverty line, struggling to cover basic expenses such as their children’s education, healthcare, and housing. To cope, they often engage in private tutoring or other professions, which ultimately affects their focus on teaching.
Beyond financial hardship, these teachers also face social neglect. Compared to their MPO-listed colleagues within the same institutions, they receive less respect and are often excluded from important decision-making processes, leading to increased mental stress.
The current government has repeatedly emphasized the importance of improving teachers’ status and the overall education system. This has sparked hope among non-MPO teachers, who believe that sincere government initiatives could finally alleviate their long-standing suffering.
A senior teacher, who wished to remain anonymous, alleged that during the previous administration, around 60,000 appointments were made using fraudulent NTRCA certificates. Despite media reports highlighting the issue, effective action was not taken. Teachers are now urging the current government to investigate these allegations and take necessary measures against those with fake credentials, ensuring fair opportunities for legitimately qualified candidates.
Experts suggest that resolving this issue requires transparent and accountable policies. Recruitment, regularization, and MPO inclusion must be free from political or personal influence. Additionally, special consideration should be given to long-serving and certified teachers.
It is also essential for the Ministry of Education to develop a comprehensive database of non-MPO teachers. Such a system would help identify the scope of the problem and facilitate timely solutions. Ensuring accountability among institutional heads is equally important.
In conclusion, teachers play an indispensable role in shaping a nation’s future. If a large segment of this community remains neglected and deprived, it poses a serious threat to national development. Therefore, it is imperative that the government takes swift and effective measures to address the challenges faced by non-MPO teachers.