Struggles of MPO teachers

In Bangladesh, MPO (Monthly Pay Order) teachers work in non-government schools, madrasas, and colleges, receiving partial financial support from the government. The system was introduced to ensure stability and fairness, but in practice, it has failed to protect teachers from hardship. Their financial struggles, combined with weak benefits, difficult working conditions, and poor social recognition, are undermining the quality of education for millions of students.

Take salaries as the first example. An MPO teacher in Bangladesh earns on average only about $119, or roughly  Tk 14,500 per month, while a government primary school teacher makes around $170, or  Tk 20,700. This difference may appear modest on paper, but for families living hand to mouth, it is the gap between dignity and despair. In comparison, teachers in nearby countries are far better off: in India they earn about $285 (Tk 34,600), in Bhutan around $359 (Tk 43,600), in Nepal about $330 (Tk 40,100), in Pakistan roughly $206 (Tk 25,050), and in Sri Lanka about $250 (Tk 30,400). Even in conflict-affected Afghanistan, teachers make about $125 (Tk 15,200), which is more than what Bangladeshi MPO teachers earn. At the other end of the scale, Singapore pays its teachers about $4,200 (Tk 511,000) per month, and in the Maldives the average is between $920 and $953 (Tk 112,000-115,900). Against this backdrop, Bangladesh's teachers are left with little more than survival wages.

The problem, however, is not only about salaries. Government-employed teachers receive pensions, healthcare, housing, and transport allowances. MPO teachers receive none of these benefits, unlike government teachers. Yet they follow the same curriculum, teaching methods, and national examinations, including scholarship tests in grades 5 and 8, as well as the SSC examinations. Without financial security or pensions, many teachers are often forced to rely on their children for basic survival. Medical emergencies quickly become disasters, as teachers must cover expenses from their meagre monthly pay. Without housing or transport allowances, many commutes long distances or live in conditions that add further stress to an already difficult profession.

Take salaries as the first example. An MPO teacher in Bangladesh earns on average only about $119, or roughly  Tk 14,500 per month, while a government primary school teacher makes around $170, or  Tk 20,700. This difference may appear modest on paper, but for families living hand to mouth, it is the gap between dignity and despair.

The undervaluation of teachers has deep historical roots. The British colonial policy of 1854, known as the Wood's Despatch, envisioned schools as factories for producing clerks and administrators rather than nurturing intellectuals or respected educators. Low salaries and poor conditions became the norm, a legacy that unfortunately carried into post-independence Bangladesh. Writer Syed Mujtaba Ali once remarked that during colonial times, a school inspector's dog cost more to maintain than a teacher's salary-a bitterly humorous observation that still resonates today.

This neglect continued after independence. Education reforms moved slowly, political promises of better pay and benefits were rarely fulfilled, and the teaching profession remained undervalued. Many MPO teachers, unable to survive on their official salaries, turned to coaching centres for additional income. While society often blames teachers for promoting a "coaching culture," the truth is that most coaching centres are owned by commercial or political groups with teachers working there merely as underpaid employees, often out of financial necessity rather than choice. In rural areas, where private tuition is less accessible, teachers suffer even more acutely.

The consequences of this financial neglect are profound. Teachers under constant stress cannot devote their full energy to teaching. Many are forced to divide their time between school duties and side jobs. The result is predictable: classrooms that lack inspiration, students who are short-changed in their education, and a system that struggles to produce the skilled workforce needed in today's world.

There are clear solutions. Bangladesh must establish a separate pay scale for MPO teachers, one that reflects their contribution to society and narrows the gap with government teachers. Salary disbursement should be digitalised and guaranteed on time, eliminating the months-long delays that currently plague the system. Teachers deserve pensions, healthcare, and professional allowances. School infrastructure must be upgraded so that teachers no longer carry the burden of supplying books or teaching materials. Most importantly, teachers need stronger representation in policy-making platforms, ensuring their voices and concerns are heard when education policy is drafted.

The stakes could not be higher. Bangladesh is preparing for the challenges of the Fourth Industrial Revolution, where skilled labour and advanced education will determine national success. Yet it is impossible to imagine such progress without first investing in teachers-the very foundation of the education system. Neglecting their welfare is not only unfair but also self-defeating.

If we want strong students, we must ensure strong teachers. MPO teachers are not second-class educators; they are frontline builders of the nation's future. Their financial and professional stability is not a luxury but a necessity. Investing in them is the surest way to secure the progress of Bangladesh.