Are Teachers Trained or Just Appointed?
Untrained Hands, Uncertain Futures
Who Then Cares?
By Abdul Basit Sarohi
There is a painful question that arises in the silent corridors of many public schools in Sindh: are our teachers truly trained, or are they simply appointed? This is not a question raised to disrespect the teaching community, but one that emerges from the lived reality of our classrooms.
When a system begins to produce students who can pass exams but cannot think, write, or express, the issue is no longer individual. It becomes systemic.
The purpose of a teacher is not just to deliver content, but to shape minds, awaken curiosity, and build character. Teaching is not a routine job. It is a responsibility that demands preparation, understanding, and continuous growth.
However, in many cases across Sindh, appointments are made without ensuring that the person entering the classroom is fully equipped for this role. Political influence, lack of merit based recruitment, and absence of proper training have weakened the very foundation of education.
I have personally witnessed classrooms where the teacher struggles more than the students. Not because they lack intention, but because they lack training. They rely on outdated methods, focus on rote learning, and often fail to engage students in meaningful ways.
The result is a classroom where learning becomes a burden rather than a process of discovery. Students memorize without understanding, pass without learning, and move forward without direction.
The explanation lies in how we treat teacher preparation. Training is often seen as a formality rather than a necessity. Workshops are conducted, certificates are distributed, but real capacity building rarely takes place. There is little follow up, no continuous support, and almost no accountability.
A teacher is expected to perform without ever being properly developed.
The effect of this neglect is visible everywhere. When teachers are not trained, students suffer. Their confidence declines, their thinking ability weakens, and their interest in education fades. A poorly trained teacher does not just fail in delivering a lesson. They unintentionally shape a generation that lacks critical thinking and self belief. This is not just an educational issue. It is a social crisis.
However, blaming teachers alone would be unfair. The system that appoints without preparing must take responsibility. If we place individuals in classrooms without giving them the tools to succeed, we are setting them up for failure. And when teachers fail, the entire society pays the price.
The solution begins with accepting the problem honestly. Teacher recruitment must be strictly merit based, free from political interference.
Training should not be a one time activity. It must be continuous, practical, and directly connected to classroom realities. Teachers should be mentored, observed, and supported regularly. There must be a culture where learning for teachers never stops.
At the same time, accountability must be introduced with fairness. Evaluation should not be about punishment, but about improvement. Teachers who perform well should be recognized and rewarded, while those who struggle should be guided and trained, not ignored.
Technology can also play a role, but only if it is used wisely. Digital tools, online training platforms, and access to updated teaching resources can help bridge the gap, especially in remote areas. But technology cannot replace the human element of teaching. It can only support it.
Most importantly, we need to restore respect for the teaching profession. When teaching becomes a last option rather than a chosen passion, the system suffers. We must create an environment where capable individuals are motivated to become teachers, not forced into it.
The truth is simple yet uncomfortable. We cannot build a strong education system with weak foundations. And teachers are that foundation. If they are merely appointed, the system will continue to collapse quietly. But if they are properly trained, supported, and valued, they can transform not just classrooms, but the future of Sindh.
In the end, this is not just about teachers. It is about the kind of society we want to build. Because every student sitting in a classroom today carries the weight of tomorrow. And that tomorrow depends on whether their teacher was trained or merely appointed. |