Teacher Politics: Meeting Educational Quality Challenges with Teachers
Published - Mar 1, 2022Report prepared for the Education Commission
This report provides a snapshot view of the landscape of teacher reforms and their political presence in Bangladesh, India and Pakistan. This study has indicated that teachers are not only a critical input into a child’s educational experience, but also a powerful force in many parts of these countries. This study highlights some key instances where teachers are
a force for good and even those situations where they have been perceived to be a destructive force, in actuality it can be argued that this could be a stance of last resort.
This report argues that the changing nature of the global educational environment, with a critical shift towards quality focused reforms cannot be achieved without taking teachers on board. Governments have to recognise that it is not enough to consider teachers as the most important inputs but also to ensure that their strength and influence is channelled for
the benefit of students rather than for their own personal gain. Whilst governments operate at extremes of the spectrum, either giving in completely to teacher demands or totally ignoring their voice, striking a balance between these two is necessary for the constructive involvement of teachers into the reform process.
Authors
Cite this publication
Aslam, M., Rawal, S., Asadullah, N., Bari, F., Kingdon, G., Malik, R., & Rose, P. (2016). Teacher politics: meeting educational quality challenges with teachers. Report prepared for the Education Commission.