MPO (Monthly Pay Order) teachers in Bangladesh are educators in non-government educational institutions who receive their salaries subsidized by the government. The MPO system aims to support the financial stability of teachers working in schools, madrasahs, and colleges that are not fully funded by the government. This article details the deplorable conditions faced by MPO teachers in Bangladesh, focusing on various aspects such as salaries, benefits, job security, working conditions, social status, and policy challenges.
MPO teachers in Bangladesh receive significantly lower salaries compared to government school teachers. While the government sets a national pay scale for government employees, MPO teachers' salaries often fall short of these standards. The base salary is modest, and increments are typically smaller and less frequent. This low pay makes it challenging for teachers to support themselves and their families, especially considering the rising cost of living. A pervasive issue among MPO teachers is the irregularity in receiving their salaries. Delays in payment can range from weeks to several months, causing financial distress. This irregularity is partly due to bureaucratic inefficiencies and inadequate funding allocations. As a result, teachers often struggle to cover their basic needs, pay off debts, or save for emergencies.
Unlike their counterparts in government schools, MPO teachers often lack access to comprehensive benefits. Government teachers usually receive pensions, healthcare, housing allowances, and other social security benefits. In contrast, MPO teachers may not have pension plans, leaving them without a safety net upon retirement. Additionally, healthcare benefits are either minimal or non-existent, compelling teachers to bear medical expenses out of their own pockets. In most cases, teachers do not receive job-related allowances, such as travel or teaching aids allowances, which are sometimes available to government teachers. This lack of support can make it difficult for teachers to manage expenses related to their professional duties.
Teachers often deal with large class sizes, sometimes exceeding 60 students per class. Managing such large groups can be challenging and can impact the quality of education they can provide. The high student-to-teacher ratio often results in increased workloads and less time for individualized attention. Many MPO schools lack essential teaching materials and resources, including textbooks, laboratory equipment, and technological tools, making it difficult for teachers to conduct effective lessons. The lack of resources can hinder the learning experience and put additional pressure on teachers to compensate for these deficiencies.
Despite their essential role in shaping the future of the country, MPO teachers often do not receive the respect and recognition they deserve. They are frequently viewed as less qualified or competent than government teachers, partly due to the lower pay and benefits associated with their positions. This lack of recognition can be demoralizing and impact their motivation and job satisfaction.
The policies surrounding the MPO system have been inconsistent and often lack clarity. While there have been initiatives to improve the conditions for MPO teachers, implementation has been patchy. Changes in government and shifting political priorities can lead to delays or cancellations of promised reforms, leaving teachers in a state of uncertainty. MPO teachers often lack a strong collective voice or representation in policy-making bodies. While there are teacher associations and unions, they sometimes lack the influence needed to bring about meaningful changes. This lack of representation means that the concerns and grievances of MPO teachers are not always addressed adequately.
To understand the background and main causes responsible for these deplorable conditions, we need to flash back to British colonial rule. If we review the Wood (Sir Charles Wood) Education Dispatch of 1854, we see that the colonial authorities followed the "Downward Filtration Theory." The main intentions of the Dispatch were: "To confer upon the natives of India those vast and material blessings which flow from the general diffusion of western knowledge; to produce not only a high degree of intellectual fitness but also to raise the moral character of those who partake of it; to supply the East India Company with reliable and capable public servants; and to secure for England a large and more certain supply of many articles necessary for her manufactures and extensively consumed by her population, as well as an almost inexhaustible demand for the produce of British labor." In one word, they wanted to create clerks and laborers who knew English, subdued the common people, and made higher education accessible only to the aristocracy. This is why the salaries and other benefits for teachers were insufficient. We remember the story of Sayed Mujtaba Ali, where we see the conditions of our teachers under British rule. The gist of the story is that the monthly payment of a teacher was 25 Tk., whereas the school inspector's expenses for his three-legged dog were 75 Tk. per month.
After the independence of the subcontinent and our victory over Pakistani rule, the traditions and salary structures of the education sector remained the same or tended to deteriorate. This financial scarcity and insufficiency lead our teachers to engage in many unavoidable side jobs. Teachers are often blamed for participating in the coaching business, but the reality is that coaching centers are mainly run by business and political people. Most teachers are merely employees and are poorly compensated. Moreover, in rural areas, teachers are not able to offer private tuition. It is true that some specific subject teachers, such as those in Math and English, do have private tuition opportunities, but it is very difficult for teachers to concentrate in class and overcome their financial challenges.
We want to compare our country's situation with that of our neighboring countries regarding the opportunities available to teachers, where we find significant gaps. In South Asia, teachers' salaries in Maldives, India, Bhutan, Nepal, Pakistan, Sri Lanka, and Afghanistan are 1277.88, 510.62, 358.82, 330, 176.37, 139.37, and 125 dollars, respectively. On the other hand, in Bangladesh, teachers have only 119.32 dollars. In Singapore, salaries are as high as 5300 dollars. (Source: Education and Finance Ministry of respective countries)
The deplorable conditions faced by MPO teachers in Bangladesh are a complex issue involving inadequate pay, lack of benefits, job insecurity, challenging work conditions, and limited recognition. These factors combine to create a difficult working environment, which can impact the quality of education provided to students. Addressing these issues requires comprehensive policy reforms, better funding allocations, and a societal shift in the perception of MPO teachers. To confront the challenges of the Fourth Industrial Revolution, it is urgent to eradicate the financial insufficiency and establish the financial stability of teachers. Therefore, we advocate for an individual pay scale specifically for MPO teachers.
The writer is a contributor
