An opinion piece by Dr. Mohammad Abdul Halim Chowdhury, published on April 13, 2026, highlights the gap between teacher training programs in Bangladesh and their actual impact on classroom teaching. Despite the existence of PTI, B.Ed, M.Ed, and HSTTI courses from primary to higher secondary levels, the article argues that these programs often fail to produce meaningful changes in teaching quality. The author notes that teachers obtain certificates but show limited improvement in classroom performance.

The article identifies several structural issues, including outdated syllabuses, lack of practical application, and questionable evaluation practices. It points out that training content is often centrally designed without reflecting ground realities, and practical components are reduced to formalities. Problems such as favoritism in grading, ethical lapses, and a focus on financial benefits rather than professional growth further weaken the system. International organizations like UNESCO and the World Bank are cited as emphasizing the importance of effective teacher training.

To address these challenges, the author recommends revising syllabuses with grassroots input, strengthening research-based training, ensuring transparency in evaluation, monitoring post-training teaching, and linking incentives to performance.