Teachers are often called the builders of a nation. In Bangladesh, this respect for teachers is deeply rooted in our society. Almost everyone has a teacher they remember someone who encouraged them, guided them or helped shape their future.
But behind this respect is a profession that still faces many challenges. For many teachers, access to quality training remains limited. Career growth is not always clear, and opportunities to improve professional skills often depend on where they work or the resources available to them.
When we discuss education reform, our conversations usually focus on students, textbooks, examinations and curriculum changes. These issues are important, but there is another question we must ask: how are we supporting the people who make education possible?
World Teachers’ Day, observed on October 5, gives us a chance to think about this. This year also marks 60 years since the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, which highlighted the importance of teacher preparation, professional development, rights and working conditions.
The message remains relevant today. A good education system is not built only through policies and infrastructure. It depends largely on the teachers who stand in classrooms every day.
Every successful professional begins with a teacher. Doctors, engineers, entrepreneurs, researchers and public servants all carry lessons they learned from their teachers. The quality of education, therefore, depends greatly on whether teachers themselves receive opportunities to learn and grow.
Teaching is a respected profession, but respect alone is not enough to build a sustainable career. Like professionals in other fields, teachers need proper training, recognition and a clear path for advancement.
Many teachers in Bangladesh still struggle to find that path. A young teacher entering the profession may not always know what opportunities are available after gaining classroom experience. Can they become a senior teacher, academic coordinator, school leader or trainer? What qualifications will help them move forward? In many cases, these questions remain unanswered.
Training opportunities also vary widely. Some teachers have access to workshops, courses and mentoring, while others may have limited opportunities because of location, institutional support or financial challenges.
This affects how young graduates view teaching as a career. Many compares teaching with sectors such as technology, banking, multinational companies and development organizations, where career progression and professional learning systems are often more structured.
If we want talented young people to choose teaching and remain in the profession, we need to create stronger opportunities for growth.
This is not only a challenge for Bangladesh. Countries around the world are facing teacher shortages and difficulties in attracting and retaining skilled educators. According to UNESCO, millions of additional teachers will be needed globally by 2030.
This global demand also shows the changing role of teachers. Today’s teachers need more than subject knowledge. Skills in classroom management, lesson planning, assessment, educational technology and child development are becoming increasingly important.
For Bangladeshi teachers, developing these skills can create opportunities both within the country and internationally.
However, teachers who wish to work abroad need to understand that requirements differ from country to country. There is no single qualification that guarantees a teaching position everywhere. Academic background, teaching experience, professional training, language skills and licensing requirements all play a role.
The Gulf countries, including the UAE, Saudi Arabia and Qatar, have become destinations for many international teachers. Their international schools often follow British, American, IB and other curricula. Teachers applying for these positions usually need relevant degrees, teaching experience, professional qualifications and good communication skills.
Europe offers opportunities as well, but the process can be more complicated. In many countries, teaching is a regulated profession. Foreign qualifications may need assessment, additional certification or local language skills.
England also has specific requirements for overseas-trained teachers. While some teachers may work in certain situations without immediately obtaining Qualified Teacher Status (QTS), it remains an important qualification for many long-term teaching careers.
Therefore, teachers should research carefully before choosing professional qualifications or planning an international career.
For English-language teachers, qualifications such as Cambridge’s Teaching Knowledge Test (TKT) can support professional learning by improving understanding of teaching methods, lesson planning and classroom practices. However, it should be seen as a professional development qualification, not a universal teaching license.
Teachers working with young children can also benefit from Early Childhood Development (ECD) training. Understanding child behavior, learning through play, classroom safety and child development is essential for effective early-years education.
Learning should not stop when a teacher enters the classroom. In many ways, teaching itself is a lifelong learning profession.
Bangladesh needs more accessible ways for teachers to continue developing their skills. Training should not be something available only to a few; it should become a regular part of every teacher’s professional journey.
Workshops, mentoring programmes, online courses, teacher networks and recognized certifications can help create more learning opportunities.
Private initiatives can also play a role. Platforms such as Teachers Time provide training opportunities in areas including English-language teaching, Early Childhood Development, classroom management, child development and project-based learning.
Such platforms cannot replace universities or formal teacher-training institutions, but they can support teachers who may not otherwise have easy access to professional learning.
Building a stronger teacher-development system requires cooperation among schools, universities, government agencies, development organisations and education technology companies.
Different teachers need different kinds of support. A mathematics teacher may want to improve assessment techniques. An English teacher may seek international teaching qualifications. An early-years educator may need deeper knowledge of child psychology. A school leader may require training in management and leadership.
Professional development should become a natural part of teaching, not something teachers have to discover on their own.
On World Teachers’ Day, we often remember the teachers who influenced our lives. That appreciation matters, but teachers need more than appreciation.
They need opportunities to grow.
A young teacher starting a career in Dhaka, Chattogram, Rajshahi, Khulna or a rural school should be able to see a future ahead — becoming a senior teacher, curriculum specialist, school leader, teacher trainer or international educator.
Sixty years after the ILO/UNESCO recommendation, Bangladesh has an opportunity to rethink how teachers are supported. The question is not only whether we respect teachers, but whether we provide them with the tools, training and opportunities they need to build meaningful careers.
If we want better education outcomes, investing in teachers must be at the heart of that effort.
Tahmina Rahman is an author, teacher trainer of Teachers Time. She can be reached at [email protected]
