A teachers’ leader becoming a proctor can’t be good news

In a concerning development that raises questions about the integrity of educational institutions in Bangladesh, the president of a prominent public university teachers' association has assumed an additional role as the proctor – which is an office of profit. Such consolidation of power, wherein the bargaining authority and administration are intertwined, has ignited fears that the rights and welfare of teachers are at stake. The educational community now faces the daunting prospect of compromised representation, potential conflicts of interest, and a severe erosion of academic freedom.

The role of a teachers' association is critical in ensuring fair treatment, representing the rights and interests of educators, and fostering a conducive academic environment. By providing a platform for collective bargaining, these associations act as crucial mediators between the faculty and the administration, safeguarding the welfare of teachers and promoting an atmosphere conducive to quality education.

This move poses a fundamental conflict of interest that undermines the very purpose and autonomy of the association. The bargaining authority, traditionally entrusted with advocating for the rights of teachers, must maintain independence from administrative positions to serve the interests of its members effectively.

A compromised teachers' association could reduce job satisfaction among educators, adversely impacting the overall quality of teaching and students' learning experiences. Furthermore, if the association's bargaining power diminishes due to its leader also being proctor, it may struggle to advocate for improved infrastructure, resources, and other vital components of an effective learning environment.

Without a clear separation of powers, there is a significant risk that the bargaining authority, now embedded within the administration, may prioritise administrative objectives over the welfare of educators. This could result in reduced bargaining power, inadequate representation, and erosion of long-established safeguards that protect teachers' rights and working conditions.

Academic freedom, a cornerstone of any thriving educational institution, is also at stake. The ability of teachers to express their opinions, engage in critical discourse, and challenge existing paradigms are essential for the pursuit of knowledge and intellectual growth. However, when the bargaining authority merges with the administration, concerns about reprisals or self-censorship may arise. Faculty members could be hesitant to voice dissenting views or engage in meaningful dialogue, thus stifling intellectual diversity and hindering the pursuit of excellence.

Moreover, the intertwining of roles raises ethical concerns surrounding potential conflicts of interest. The president of the teachers' association, occupying both the bargaining and administrative positions, may face conflicting loyalties and obligations. Balancing the interests of teachers while simultaneously fulfilling administrative responsibilities can create a perceived bias, undermining the credibility of the bargaining process and eroding trust among faculty members.

The implications of this consolidation of power extend beyond the immediate concerns of teachers. As the primary beneficiaries of quality education, students are also likely to suffer the consequences. A compromised teachers' association could reduce job satisfaction among educators, adversely impacting the overall quality of teaching and students' learning experiences. Furthermore, if the association's bargaining power diminishes due to its leader also being proctor, it may struggle to advocate for improved infrastructure, resources, and other vital components of an effective learning environment.

To ensure the protection of teachers' rights and maintain the integrity of educational institutions, immediate action is needed. The individual who has taken the administrative position despite being the association's president should have stepped down from their latter position to avoid potential conflict of interest. The teachers should also be more aware while voting for association bodies.

The vice-chancellor should not have offered the proctor position to someone heading a bargaining body such as the teachers' association. And all stakeholders must recognise the urgent need for a clear distinction between the bargaining authority and administrative positions within public universities. It is imperative to revisit existing regulations and establish safeguards that prevent conflicts of interest and preserve the autonomy of teachers' associations.

Additionally, transparency and accountability should be central tenets of any system designed to protect the interests of teachers. The process of selecting officeholders in the bargaining authority and administrative roles should be open, fair, and merit-based. Ensuring the election of individuals with a proven track record of advocating for teachers' rights and upholding the principles of academic integrity are crucial in maintaining the credibility of these positions.

Furthermore, fostering a culture of dialogue and inclusivity is essential. Regular consultations and open forums should be organised to facilitate communication between the administration, faculty members, and the teachers' association. This will help address concerns, identify common goals, and strengthen collaboration for the betterment of the educational institution.

A university authority also plays a pivotal role in safeguarding teachers' rights and upholding educational institutions' integrity. It should take immediate steps to review and revise existing policies and regulations to explicitly prohibit individuals from holding both bargaining authority and administrative positions simultaneously. These guidelines should be enforced strictly to prevent future conflicts of interest and ensure the independence and effectiveness of teachers' associations.

Promoting a culture of professional development and capacity building among teachers is crucial. Continuous learning, research, and collaboration opportunities can enhance education quality and empower educators to advocate for their rights effectively. By investing in the professional growth of teachers, the government can cultivate a highly skilled and motivated teaching community that contributes to the advancement of the nation's education sector.

Lastly, it is imperative for the wider community, including civil society organisations and the media, to remain vigilant and actively engage in discussions surrounding the issue. By highlighting the potential consequences of the consolidation of power within public universities, these stakeholders can raise awareness, advocate for change, and pressurise relevant authorities to take prompt action.

A clear distinction between bargaining authorities and administrative bodies, transparency in the selection process, and establishment of independent oversight bodies are crucial steps towards ensuring teachers' rights and welfare and maintaining educational institutions' integrity. By prioritising these measures, Bangladesh can foster an environment where educators can thrive, students can excel, and the pursuit of knowledge can flourish.

Dr Pranab Kumar Panday is a professor of the Department of Public Administration at the University of Rajshahi.