The twin struggles of students and teachers

In the sweltering heat of the summer, the hallowed campuses of our universities are anything but serene. Protests have become the order of the day, transforming these venues into battlegrounds for two separate, but equally passionate, causes. On one front, students are fervently rallying against the long-standing quota system, demanding an education and employment landscape based solely on merit. On the other, university teachers have called for a boycott of classes, examinations, and administrative work, demanding their exclusion from the “discriminatory” pension scheme dubbed “Prattay.”

The cacophony of voices clamouring for justice, reform, and respect echoes throughout the country, reflecting society at a critical juncture. These protests are not merely about quotas or pensions but about the broader struggle for equity and recognition.
The quota system in Bangladesh, introduced in 1972 to ensure representation for marginalized communities in public sector jobs and educational institutions, has long been contentious. Originally designed to uplift the historically disadvantaged, it allocated significant portions of government jobs to specific groups -- 30% for the children and grandchildren of noble freedom fighters, 10% for women, 10% for districts, 5% for small ethnic groups, and 1% for people with disabilities, reports DT.
While the intentions behind the quota system were noble, its implementation has sparked debates about fairness and efficiency. It undermines meritocracy, allowing less qualified candidates to occupy positions that should be earned through merit, talent, and hard work. Yet, the system is essential for levelling the playing field and fostering inclusivity in a nation still grappling with social and economic disparities.
The recent resurgence of student pushback against the quota system is not an isolated incident. It is the culmination of years of frustration among students who believe their hard-earned achievements are being overshadowed by an outdated policy. The movement gained momentum in April 2018, when students across the country took to the streets, demanding reforms. Despite government assurances to address their concerns, little progress has been made, leaving students disillusioned and determined to reignite their campaign.
“Why should students’ futures be determined by factors beyond their control?” is the question of thousands who feel that the quota system is an obstacle to their aspirations. Students are not against the upliftment of marginalized communities, but it should not come at the cost of meritocracy.
They want a fair chance to compete and prove themselves. The quota system, as it stands, is a barrier to that. It’s time for the court to listen to them.
The students’ demands are straightforward: They oppose the reintroduction of quotas in the recruitment process for first and second-class government jobs. They advocate for the reinstatement of the 2018 law that eliminated the freedom fighter quota in government jobs, and they call for establishing a committee to reform the quota system. Their objective is to have positions filled based on merit rather than quota, especially where the quota system does not yield enough qualified candidates.
Parallel to the student protests, another group is making its voice heard -- the university faculty who have dedicated their lives to educating future generations. Their cause, while different, is equally pressing. The crux of their protest lies in the government’s decision to include them in the pension scheme Prattay, a move they claim jeopardizes their financial security and undermines the respect they deserve.
For years, the pension system has been a cornerstone of financial stability for retired university teachers, providing a sense of security in their twilight years. However, the recent policy prompted a wave of discontent among the academic community. The government’s decision is not just an economic blow but an affront to their dignity.
The teachers argue that the pension scheme is unjust and shortsighted. By undermining the financial stability of university teachers, they warn, the government risks demoralising educators and administrative personnel, which could detrimentally impact the quality of education.
The simultaneous eruption of these protests highlights a broader crisis within the higher education system and the public sector. At its core, the unrest is about more than just quotas and pensions; it reflects growing discontent with systemic inefficiencies, a lack of transparency, and an unwillingness to adapt to changing times.
The government’s response to these protests has been mixed. While officials have expressed a willingness to engage in dialogue, concrete actions have been slow to materialize, leaving many sceptical of the government’s intentions.
Addressing these issues requires a multi-faceted approach. The government must recognize that the demands of students and university teachers are not mutually exclusive but part of a larger narrative about justice, equity, and progress. The government needs to take concrete steps to reform the quota system. This could involve reducing the proportion of jobs allocated through quotas while ensuring marginalized communities continue to receive support through targeted initiatives. By balancing merit and inclusivity, we can create a more equitable and efficient public sector.
Simultaneously, the concerns of university teachers regarding the pension scheme must be addressed urgently. Valuing their voices is a mark of respect for those who have dedicated their lives to education. The government should engage in meaningful dialogue with representatives from the academic community to devise a solution that safeguards their financial future.
The protests at universities are symptomatic of deeper structural issues that extend beyond the immediate demands of the protesters. To build a more just and prosperous society, the government must commit to broader reforms that enhance transparency, accountability, and inclusivity.
One potential avenue for reform is the establishment of an independent commission to oversee public sector recruitment and pension schemes. This could ensure that policies are implemented fairly and transparently, free from political interference. Additionally, investing in education and training programs for marginalised communities can help bridge the gap between equity and meritocracy.
By actively engaging with students, educators, and other stakeholders, policy-makers can better understand the challenges and aspirations of the population they serve. This approach builds trust and paves the way for more effective and sustainable solutions.
The voices of students and university teachers cannot be ignored. Their demands for a fairer quota system and teachers’ voices on pension schemes call for immediate relief and a cry for a more just and equitable society. The government has an opportunity to demonstrate leadership and vision by addressing these issues with the seriousness and urgency they deserve. By doing so, it can pave the way for a brighter future, where merit and justice go hand in hand and where the contributions of educators and public servants are duly recognized and rewarded.
In the end, the turmoil at our public universities is a reminder that progress often comes through struggle and that the path to a better future is paved with the voices of those who dare to dream of a fairer world. It is now up to the government and judiciary to heed these voices and steer the country towards a more equitable and prosperous tomorrow.
Abrar Ibne Golam Mowla is an honours graduate from Dhaka University.