UNESCO Dhaka's support to secondary education has been limited to only capacity building in introducing innovative approaches to education. A limited number of teachers from selected schools and teacher training institutes have been trained on use of ICTs in classroom. A study on role of teachers in ensuring learning outcome and review of teachers training system of primary and secondary education, a review study on teacher selection process for nongovernment secondary schools of Bangladesh were conducted and contributed to the formulation of National Education Policy 2010. Accordingly, teacher training for quality education, identified by the study, was incorporated in this policy. 

To meet the vision of making digital Bangladesh by 2021, ICT based classroom teaching need to be emphasized.  With the support of UNESCO Dhaka and close collaboration with MOE and other relevant ministries ICT Master plan in Education has been developed. This ICT Master Plan identified, huge training support will be required to strengthen teachers’ capacity to use effectively ICT in the classroom situation. In addition status of teachers and the recruitment of quality teachers for all institutions of learning, including private ones, remains a concern. The training system of teachers is a theory-based one and need of more support for practical implementation. 

The country need to formulate a policy regarding the development of quality teachers for the secondary schools including recruitment of teachers and continuous professional development (CPD). UNESCO is providing support to Ministry of Education for preparation of the draft Education Act. Therefore, a Teacher Development Policy should be prepared in the light of Education Act.

The new National Education Policy 2010 addressed the need to revisit teacher training for ensuring the training programmes more realistic and effective. It also addresses teacher status, rights and responsibilities of teachers for improving educational standards and environment. Ministry of Education has established a National Teacher Education Council (NTEC) which is working for setting up standards for teachers’ status and development where capacity building support is needed and UNESCO can provide further capacity building support to the government.