Main Article Content
The structure of Bangladesh Civil Service shows a rigid pattern of ranks which corresponds to occupational types leading to financial benefit, privileges, honors and power. The horizontal classification of civil service is also based on a number of other factors such as educational requirements, level of responsibility and so on. Civil servants in Bangladesh are categorized into four “Classes” among which higher level civil servants are recognized as Class I “gazetted officers”. Below them are three other classes namely Class II, Class III, and Class IV “employees” performing jobs of varied responsibility. But lower privileges, honor, and rewards are attached to these three lower-level “classes”. It is noteworthy to mention that higher skill or occupational expertise, autonomy or self-directing, exclusiveness etc are some essential attributes of members of the professionalized occupation. Most importantly, occupational expertise that justifies privileges and higher status depend on the state and its policies i.e. how a state officially define and classify particular kinds of work in the national labour market (Freidson, 2001:128). This article explores the development of the vocational situation in a historical context of primary school teachers particularly related with their position in the civil service system in Bangladesh. This paper argues that primary school teachers’ position in the country’s civil service system in Bangladesh puts them in an unfavorable situation to achieve the qualities of members of a professionalized occupation.
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