University of Chittagong

Department of Public Administration

Quality of Higher Education in Public & Private

Universities of Bangladesh: A Case Study of University of
Chittagong & Premier University

Submitted To

Nasir Uddin
Lecturer
Department of Public Administration
University of Chittagong

Submitted By

Group: Unity
34th Batch
Department of Public Administration
University of Chittagong

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 University of Chittagong
Department of Public Administration

Quality of Higher Education in Public & Private Universities of

Bangladesh: A Case Study of University of Chittagong & Premier
University

©Group: Unity
Name ID No.
1. Naim Uddin 14404023
2. Upama Das Shyama 14404068
3. Sabrina Chowdhury 14404174
4. Shuva Dey 14404179
5. Sabrina Nizam Rinthi 14404190
6. Abdul Quader Muhammad Faisal 14404102
7. Niaj Morshed 14404112
8. Dipa Sarkar 14404136
9. Showmit Gupta 14404185
10. Nafisa Nawar 14404202

This report is submitted, as a partial requirement of the research, to the Course

teacher of the Course no. ‗PA-203‘ (Research Methodology) of Public
Administration Department, University of Chittagong
04 September, 2016.

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 Acknowledgment

We would like to express our humble gratitude to our course teacher, Nasir
Uddin, Lecturer, Department of Public Administration, University of
Chittagong, for providing us such an opportunity to be part of such an effective
study based on ―Quality of higher education in Bangladesh‖ and also for his
valuable guidance. Without his assistance, this work wouldn‘t have been
completed.

Thanks to all the group members of ―Unity‖ for their cordial dedication and
contribution to prepare this research report.

In this limited space, it‘s simply impossible to give the names of large number
of friends and well-wishers who provided invaluable cooperation whose direct
and indirect help assisted us to carry out this research. We are personally
obliged and highly all those who guided us properly.

Thank you
Group- Unity.

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 Abstract

The study addresses the quality of higher education in public universities of

Bangladesh considering teaching aids, library facilities, availability of books
and journals, research facilities, and medium of instruction as independent
variables and quality of higher education as dependent variable. Data has been
collected through structured questionnaire from two main stakeholders of
higher education- teachers and students. The study demonstrates that
insufficiency of key elements is the main challenge of quality higher education
in public universities of Bangladesh. Budgetary provision and utilization of the
same are two major limiting factors to enhance those facilities.

Keywords: Higher Education, Public University, Private University Budgetary

Provision, Likert-type scale.

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 Table of contents

Abstract

Chapter 1: Introduction

1.1 Background

1.2 Statement of the Problem

1.3: Review of Existing Literature

1.4 Objectives of the study

1.5 Rationale of the study

1.6 Methodology

1.8 Limitations of the study

Chapter 2: Education System in Bangladesh

2.1 Structure of the Present Education System

2.2 General Education

2.3 Madrasah Education

2.4 Technical – Vocational

2.5 Professional Education

2.6 Other Types of Education

2.7 Management of Education sector

2.8 Higher Education

2.9 Growth of Higher Education in Bangladesh

2.10 The faculty in Universities and Colleges

2.11 Pressure for Expansion

2.12 Private University

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 2.13 University Grants Commission (UGC)

2.14 Admission in Universities

2.15 Session Jam

2.16 Two Examiners System and Delay in Publishing Results

2.17 Governance

2.18 Teaching learning Process, Assessment and Accreditation

2.19 Faculty Development

2.20 Inequalities and Disparities

2.21 Regional Inequality

2.22 Financing Higher Education

2.23 Excellence in University Education

Chapter 3: Present Status and Prospects of Quality Higher Education in

Bangladesh

3.1: Structure of Higher Education in Bangladesh

3.2: Geographic Distribution of Universities in Bangladesh

3.3: Financing of Higher Education

3.4: Number of Students in Higher Education Institutions

3.4.1: Growth of Public University Students in Each Year

3.4.2: Growth of Public University Students in Each Year

3.4.3: Number of female Students in Higher Education Institutions

3.4.4: Number of Female students in CU and PUC

3.5: Choice Fields of the students

3.6: Average Tuition Fees per Student

3.7: Curriculum Reform

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 3.8: University Academic Staff Development Programs:

3.9: Number of Public University Teachers by Qualification:

3.9.1: Number of Public & Private University Teachers by Post

3.9.2: Number of CU & PUC Teachers by Post

3.9.3: Number of Public & Private University Teachers by Gender

3.9.4: Number of Female Teachers in CU & PUC

3.10: Research Activities of Public and Private Universities

Chapter 4: Results and Discussion:

Table-4.1: Classes held according to credit hour

Table-4.2: Classes taken using Multimedia/ Overhead Projector

Table-4.3: Teaching Quality of the Teachers

Table-4.4: Opinion about Students‘ Learning

Table-4.5: Library Facilities

Table-4.6: Availability of Books and Journals in the Library

Table-4.7: Research Facilities

Table-4.8: Subject matter/ Existing courses curricula

Table-4.9: Syllabus completed within time

Table-4.10: Regular Attendance of Students

Table-4.11: Publishing result in time

Table-4.12: Time taken in publishing result

Table-4.13: Impact of delay result on study

Table-4.14: Class Room facilities

Table-4.15: Class size for interactive & supportive teaching-learning

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 Table-4.16: Medium of instruction

Table-4.17: Entry of quality students

Table-4.18: Impact of student politics

Table-4.19: Comparative key information of CU and PUC

Chapter-5: Finding and Recommendation

5.1 Recommendations 78

5.2 Conclusion 81

References 82

APPENDIX 83

Questionnaire

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Chapter 1 Introduction

1.1 Background
Education is foremost basic human need among the fives. Any country can
reach the peak of development if they can educate the people of their country. In
the global knowledge economy, higher education has a crucial role in nurturing
human capital. Higher education has enormous potential to promote prosperity
in the developing nations. It ensures economic growth, leads social
transformation, and finds solutions to national development challenges. Higher
education endorses social mobility and a high standard of living. The
strengthening of higher education is required for enhancing the overall
development of Bangladesh.
Education for all and assurance of quality education are the prime objectives of
the Government of the People‘s Republic of Bangladesh. In the era of
globalization, when intellectual capital is more and more valued both by
individuals and nations then higher education has become significantly
important. Higher education can produce critical thinkers and innovators, as
well as healthy, informed and enthusiastic citizens. Standard of intellectual
capital depends on the quality of teaching-learning, research facilities,
laboratory facilities, library facilities, modernization of course curriculum, etc.
Higher education will not succeed in achieving its goal to bring out enlightened,
highly skilled, trained, motivated and morally committed individuals if it fails
ensure quality comparable to the developed world. Consequently, the country
will fail to achieve its development objectives. It is generally agreed by
academicians, education thinkers, education researchers, education policy
planners and other stakeholders that the quality of higher education in
Bangladesh has been deteriorating steadily, in some areas quite alarmingly, over
the last two decades (Salahuddin M. Aminuzzaman, 2011)i. As such the reasons
for declining the quality of higher education need to be evaluated and addressed
properly. The cost of higher education in a developing country like Bangladesh
is cheaper compared to developed nations. But quality is more important than
cost. Adequate budgetary provision and proper utilization of the same are
essential to ensure the excellence in higher education.
There are 117 universities in Bangladesh, out of which, 35 are public, 2 are
international and the rest 80 are private. Out of 35 public Universities, 33 are
teaching universities having classroom, residential accommodation and other

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physical facilities in their own campus. Two universities are of special type- one
is the National University (NU) and other is Bangladesh Open University
(BOU). The former is an affiliating university, which affiliates all degree
colleges in Bangladesh, conducts examination and award certificates or
diplomas depending on the nature of academic programs. The university offers
subject-wise special programs of training for the teachers of the affiliated
colleges. It has also made provision for conducting M. Phil and Ph.D. research
works for the teachers of the affiliated colleges in Bangladesh. Open University
provides education in distance mode. Number of universities, both public and
private, is increasing day by day, but the quality of higher education is not
increasing compare to neighbor countries. In the ranking web of world
universities July 2016-position of Bangladesh University of Engineering and
Technology (BUET) is 1877 and BUET is the 1st position Bangladeshi
University in the ranking, 41th in South-Asia and 497th in Asiaii. CU is 2810 in
global ranking (894th in Asia) while PUC is 16800 in rank. iii
Instead of being an unstable country a half dozen of Pakistani Universities are
ahead of us in ranking. So, this is the time to identify different obstacles and
challenges that hold back the quality of higher education especially in public
universities.

1.2 Statement of the Research Topic

The number of universities in Bangladesh is steadily on the rise, as more and
more students are pursuing tertiary education every year. With higher numbers
of students passing their secondary exams (i.e. SSC and HSC exams) and more
rigorous job demands which require higher degrees, pursuing tertiary education
has become a generally accepted trend among most students of Bangladesh.
University of Dhaka, established in 1921, is the oldest university of the country.
Bangladeshi universities are affiliated with the University Grants Commission
(UGC), a commission created according to the Presidential Order (P.O. No 10
of 1973) of the Government of the People‘s Republic of Bangladesh.
Universities in Bangladesh are mainly categorized into three different types —
Public (government owned and subsidized), Private (private sector owned
universities), and International (operated and funded by international
organizations such as the Organization of the Islamic Conference and Common
Wealth).
Generally, the accepted norm back in the days was to get enrolled into public
universities such as University of Dhaka (DU) or Bangladesh University of

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Engineering and Technology (BUET) in order to complete one‘s tertiary
education as well as enhance prestige. However, over the span of time, the
acceptance quotas for these universities have hardly increased in response to the
skyrocketing number of university applicants. Therefore, pursuing tertiary
education in private universities has become a popular choice due to limited
seats in public universities, and a large number of private universities have
sprung over the last decade to cater to the academic needs of the growing
student population.
Today there are a large number of private, public and international universities
in Bangladesh – approximately 115. However, not all universities are equally
successful – some are known in all corners of the country, while some struggle
to make their impact in the market. There are a variety of factors and reasons
boosting the success rates of the individual universities.
This research aims to investigate the underlying factors propelling the success
of the 2 different private and public universities, and why some of the
universities are more successful than others. The problems they face in their
day-to-day operations are also investigated. In addition, the possibility of
sustaining this success through a long-term model is explored in the context of
Bangladesh.

1.3 Review of Existing Literature

There are a large number of research studies, reports and theoretical works
based on the quality of higher education and its determinant factors, causes of
the establishment of private universities, movement of growth rate of higher
education in private universities and history and reason for the establishment of
private universities in Bangladesh.
 Alam et., al., (2007)iv has argued that private universities are creating
quality students, and they have significant positive impacts on
employment sector which is increasing very sharply compared to the
impact that public universities have in Bangladesh. In addition, public
universities have more political influences, secession delays, and
political violence compared to private universities in Bangladesh.

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  Masum (2008)v and Aminuzzaman (2007)vi have also conducted similar
types of research activities on quality of education in private and public
universities in Bangladesh. They have discussed the method of teaching
and learning, assessment methods and examination quality, direct
facilities, indirect facilities, political climate, updating and upgrading of
professional knowledge and skills and improvement of broader
educational knowledge, administrative and resource environments and
they have found ambiguous results. However, comparative

 In the opinion of Mobassern and Muhammed, (2010)vii Government

funding for higher education and research is not at all adequate and UGC
fails to provide fund according to the need of the public universities.

They said, In Bangladesh, different Education Commissions have

theoretically emphasized on unlocking potential at all levels of the
society and creating a pool of highly trained individuals, who could
contribute to the nation building. But in practice the academic standard
of Bangladeshi universities are very weak and as such they have
measurably failed to bring any positive change.
Better understanding among teachers and students, introduction of
modern teaching methods and dedication of teachers and students can
improve the quality of higher education in Bangladesh

 According to the opinion of Rony and Rashid, (2009)viii There is great

controversy about the quality of education that private universities
provide. Most of the private universities are running their academic
activities in rented buildings without enough research facilities. The
quality of education depends on quality classroom teaching.
In their opinion Standard of quality teaching depends on:
(1) Clear tasks/ aims;
(2) Competence of the teacher;
(3) Use of suitable teaching methods;
(4) Meaningful outcome of teaching;
(5) Effective presentation of scientific knowledge;
(6) Teacher‘s self-assessment.

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  Rahman, (2010)ix opined that teaching profession must be made
attractive through offering separate salary structure so that talented and
bright persons with high academic and research background come into
this profession. Teachers should be evaluated on the basis of his teaching
quality, research and publication. Politicization and favoritism of
employment, posting, and promotion must be stopped. Quality and
quality be the only criterion.

From the review of available related literature it is clear that none of the
previous research had strived to find out the hidden reasons for deteriorating the
quality of higher education in Bangladesh. Thus there is a research gap and as
such this study has been planned.

1.4 Objectives of the study

The main objective of this study is to review the status & elements contributing
to the quality of higher education in public & private universities of
Bangladesh. If we can scan the problems for which most of our universities are
not functioning towards the desired goals, then we can find out the remedies
also. If our Universities work accordingly, we can have more and more skilled
manpower. This paper may also be helpful for further studies in this field. The
study has also some other specific objectives are-
 To assess whether Public and private universities can ensure quality
education.
 To evaluate the teaching- learning system in both public & private
universities.
 To identify the challenges of quality education in Universities of
Bangladesh.
 To determine the facility of research in case of higher education
 To estimate the government contribution for higher education of
Bangladesh
 To find out some recommendations.

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1.5 Rationale of the study
The study is very essential for several reasons.
Firstly, this study has contributed to the existing stock of knowledge through
providing new literature on education especially quality component of higher
education and budgetary provision for higher education. To survive in the
global village, quality higher education is a must. And it is alleged that
financing has an impact on the quality of higher education. In this context, we
have tried to find out the relationship between quality of higher education and
budgetary provision. This study discloses all the primary factors that are capable
of influencing the quality of higher education in Bangladesh.
Secondly, the findings of the study would help the education policy planners to
make suitable policy measures for higher education in Bangladesh.
Finally, this study would facilitate proper implementation of policies to improve
the quality of higher education in Bangladesh.

1.6 Methodology
The study is based on both primary and secondary data. This study is both
qualitative and quantitative in nature. Two public and private universities have
been purposively selected considering the location, establishment period, and
nature of education. One is University of Chittagong (CU) and another is
Bangladesh Premier University which is the nearest university from CU. In
order to make the study more meaningful and presentable, data have been
collected from both primary and secondary sources. Primary data have been
collected from 100 respondents through face to face interview with the teachers
and students of the selected universities using structured questionnaire.
Secondary data have been collected from the Annual Reports of Bangladesh
University Grant Commission (UGC) and other published reports, Internet,
different articles published in journals, magazines and literature from different
sources.
This study has selectively covered major faculties and departments of both the
universities as a sample of the whole.
There are eight faculties in CU and six faculties in PUC. Sample size was 100
which included 10 teachers and 40 students of each in CU & PUC. The
respondents have been selected randomly, but their willingness to provide
information will be taken into consideration. Qualitative data has been
converted into quantitative data by using 5 points Likert-type scale from highly

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satisfactory/ highly appropriate/ 90 percent or above to highly dissatisfactory/
others/ less than 60 percent. Highest satisfaction level got 5 points and lowest
satisfaction level got 1 point. Collected data has been analyzed by using
weighted average and percentage.

1.8 Limitations of the study:

In this study we have tried to focus objectives and to prove hypothesis. For
conducting this study we have faced some problems. Some of them have given
below:

 Limitation of time
 No other University has taken as the research area for the study. So, this
research may not be representative.

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Chapter 2
Education System in Bangladesh

2.1 Structure of the Present Education System

Figure below shows the Structure of the Present Education System in
Bangladesh.

Bangladesh education system in brief

Source: BANBEISx

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In essential the present education system follows the pattern established under
the British colonial rule. The educational system in Bangladesh is characterized
by three-tiered and highly subsidized.

Bangladesh conforms fully to the Education For All (EFA) objectives, the
Millennium Development Goals (MDG) and international declarations. Article
17 of the Bangladesh Constitution provides that all children between the ages of
six and eighteen years receive secondary education free of charge.

The three main educational systems in Bangladesh, ordered by student numbers,

are:

 General Education System

 Madrasah Education System
 Technical - Vocational Education System

Other systems include a Professional Education System.

The system has some common elements. Up to HSC level, all of them follow
NCTB approved curricula and there are scopes for reintegration of graduates of
one with the other at different levels. Each of these three main systems is
divided into three levels:

 Primary Level (Class I-VIII)

 Secondary Level (Class IX-XII)
 Tertiary Level

2.2 General Education

a) Primary education

The first level of education is comprised of 5 years of formal schooling (class /

grades I-V). Education, at this stage, normally begins at 6+ years of age up to 11
years. Primary education is generally imparted in primary schools.
Nevertheless, other types of institutions like kindergartens and junior sections
attached to English medium schools are also imparting it.

b) Secondary education

The second level of education is comprised of 7 (3+2+2) years of formal

schooling. The first 3 years (grades VI-VIII) is referred to as junior secondary;

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the next 2 years (grades IX -X) is secondary (SSC) while the last 2 years
(grades XI - XII) is called higher secondary (HSC).

There is diversification of courses after three years of schooling in junior

secondary level. Vocational and technical courses are offered in vocational and
trade institute/schools. Moreover, there are high schools where SSC
(vocational) courses have been introduced.

In secondary education, there are three streams of courses such as, Humanities,
Science and Business Education, which start at class IX, where the students are
free to choose their course(s) of studies.

High schools are managed either by government or private individuals or

organizations. Most of the privately managed secondary schools provide co-
education. However, there are many single sex institutions in secondary level
education.

The academic programme terminates at the end of class X when students are to
appear at the public examination called S.S.C. (Secondary School Certificate).
The Boards of Intermediate and Secondary Educations (BISE) conduct the
S.S.C. examination. There are eight such Boards at different places in
Bangladesh namely: Dhaka, Rajshahi, Jessore, Comilla, Chittagong, Sylhet,
Dinajpur and Barisal.

The secondary education is designed to prepare the students to enter into the
higher secondary stage. In higher secondary stage, the course is of two-year
duration (XI - XII) which is being offered by Intermediate Colleges or by
intermediate section of degree or master colleges.

c) Tertiary Education

i) College

The third stage of education is comprised of 2-6 years of formal schooling. The
minimum requirement for admission to higher education is the higher secondary
certificate (H.S.C). HSC holders are qualified to enroll in 3-year degree pass
courses while for honours, they may enroll in 4-year bachelors' degree honours
courses in degree level colleges or in the universities. After successful
completion of a pass/honours bachelors' degree course, one can enroll in the
master's degree course. Master degree courses are of one year for honours
bachelor degree holders and 2 years for pass bachelor degree holders. For those
aspiring to take up M. Phil and Ph. D courses in selected disciplines or areas of
specialization, the duration is of 2 years for M. Phil and 3-4 years for PhDs after
completion of master's degree. Higher education is being offered in the

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universities and post HSC level colleges and institutes of diversified studies in
professional, technical, technological and other special types of education.

ii) University

There are 117 universities in Bangladesh. Out of these, 35 universities are in the
public sector, while the other 80 are in the private sector and 2 internationals.
Out of 35 public sector universities, 32 universities provide regular classroom
instruction facilities and services. Bangladesh Open University (BOU) conducts
non-campus distance education programmes especially in the field of teacher
education and offers Bachelor of Education (B.Ed.) and Master of Education
(M. Ed) degrees. BOU conducts 18 formal courses and 19 non-formal courses.
Bangladesh National University mainly functions as an affiliating university for
degree and post-graduate degree level education at different colleges and
institutions in different field of studies. But in case of fine arts this university
also offers Pre-Degree BFA Course (which is equivalent to HSC).After
successful completion of the specified courses, it conducts final examinations
and awards degree, diplomas and certificates to the successful candidates. The
degrees are B.A., B.S.S., B.Sc., B.Com. (Pass & Honours) BFA (Pass), M.A.,
M.Sc., M.S.S, M.Com. and MFA. Moreover, this university also offers LL.B.,
and other degrees. Bangladesh National University offers part-time training to
university teachers.

There is only one medical university namely, "Bangabandhu Sheikh Mujib

Medical University", like other public universities, offers courses on a different
system where FCPS Degree is offered in the disciplines of medical education;
diploma courses are offered in 12 disciplines. MD degree in 15 subjects and MS
courses on 8 subjects are also offered.

2.3 Madrasah Education

The old scheme of madrasah education was introduced in 1780 with the
establishment of Calcutta Madrasah. Madrasah education system is just like
general education, only difference is they teach Arabic as additional to the
general education. The madrasah education system has been continuing with
some modifications according to the demand of the time, and many madrasahs
grew up in this sub-continent. The government has been providing government
grants to the teachers and employees of the non-government madrasahs like
other non-government education institutions (schools and colleges). There are
five levels in the madrasah education system, namely:

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a. Primary level or Ebtedayee education:

This is equivalent to primary level of general education. The first level of

madrasah education is comprised of 5 years of schooling (grades I-V).
Normally, the children of 6 years of age begin in class 1 and finish class V at
the age of 11 years. Ebtedayee education is imparted in independent Ebtedayee
madrasahs and ebtedayee sections of Dakhil, Alim, Fazil and Kamil madrasahs.
It is also imparted in some of the private quami - madrasahs.

b. Secondary level:

The secondary level of madrasah education is comprised of 7 (5+2) years

of formal schooling. It takes five years in Dakhil stage (S.S.C. level) from grade
VI - X while the last 2 years in alim (higher secondary) stage. Dakhil level
education is imparted in Dakhil madrasahs and in Dakhil level of Alim, Fazil
and Kamil madrasahs. Alim is equivalent to higher secondary certificate
education imparted to alim madrasahs and in alim level of fazil and kamil
madrasahs.

There are diversification of courses after three years of schooling in secondary

level of education from grade IX of Dakhil stage and grade XI of Alim stage.
There are streams of courses such as humanities, science and business
education, where students are free to choose their courses of studies. Private
individuals or private bodies manage all madrasahs of this level. Most of these
madrasahs provide co-education. However, there are some single gender
madrasahs in this level of madrasah education. There are two public
examinations namely; Dakhil and Alim after the completion of 10 years of
schooling and twelve years of education, respectively. The Bangladesh
Madrasah Education Board (BMEB) provides these two certificates.

c. Tertiary level of madrasah education:

This level is comprised of 5 (3+2) years of formal education. The minimum

requirement for admission to higher level of madrasah education is the alim
(equivalent to HSC) certificates. Alim pass students are qualified to enroll in for
3 years long study, for obtaining a 'Fazil' level (14th Grade) as well as they can
go for further general education like earning all over the universities degree,
And after passing successfully they can further enroll into another 2 years long
study system to obtain a 'Kamil' level (16th Grade) degree. There are four
streams of courses in kamil level education; streams are Hadith, Tafsir, Fiqh and
Adab.

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At present Islamic University Khustia conducts these two Fazil and Kamil
examinations and award certificates. After successful completion of the
specified courses one can appear these examinations.

Out of the total kamil the government manages madrasahs only three madrasahs
and others are managed by either individual or by private bodies. However,
there are few girls' madrasah for girl students.

The Bangladesh Madrasah Education Board has the following functions as

regard to madrasah education: grants affiliations to different levels of madrasahs
from ebtedayee to alim; prescribes syllabi and curricula; conducts public
examinations (Ebtedayee to Alim) and scholarship examinations.

2.4 Technical - Vocational

For the students whose interest is not strictly academic may find technical-
vocational programmes more interesting and more valuable for their future.
Government tries to ensure that the course curriculum should be relevant to
students' interest and aspirations while at the same time it should address the
needs of the job market.

a. Primary level:

There is no technical-vocational institution in primary level of education.

Ebtedayee in the first level (Primary level) of madrasah education has no scope
for technical-vocational education. Accordingly, technical - vocational
education in Bangladesh is designed in three phases under two major levels of
secondary and tertiary level of education.

b. Secondary level:

Vocational courses starts from secondary level. The certificate courses prepare
skilled workers in different vocations starting from ninth grade after completion
of three years of schooling in secondary school. At this level the courses are
diversified in different vocations spread over 1 to 2 years duration. Recently, 2
years duration vocational courses have been introduced at the higher secondary
level in government managed vocational training institute (renamed as
Technical School & College). Diploma courses prepare the diploma engineers at
the polytechnic institutes. This course spread over 4 years duration after passing
the secondary school certification examination. There is a technical education
board called Bangladesh Technical Education Board (BTEB), which grants
affiliation to the technical institutes. It conducts examinations of the students
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completing different courses in different vocational and technical education, and
awards certificates to the successful candidates.

2.5 Professional Education

The College of Textile Technology and College of Leather Technology offer
four -year degree courses in Textile Engineering and Leather Technology
respectively after completing Higher Secondary Education. The minimum
requirement to be admitted to teachers training colleges (TTCs) for Bachelor of
Education, Bachelor of Physical Education in Physical Education College is
graduation degree. Generally, in-service teachers undertake this professional
training course along with some unemployed graduates. Professional education
also imparted in Medical Colleges, Dental Colleges, Nursing College,
Homeopathic Colleges, Law Colleges etc.

2.6 Other Types of Education

i) English Medium education in Bangladesh

A vast number of schools in Bangladesh are English Medium schools. English

Medium schools are mainly private schools where all the courses are taught in
English except one Bengali Language subject at ordinary level (O Level). These
schools in Bangladesh follow the General Certificate of Education (GCE)
syllabus where students are prepared for taking their Ordinary Level (O Level)
and Advanced Level (A Level) examinations. The General Certificate of
Education system is one of the most internationally recognized qualifications,
based from the United Kingdom.

The Ordinary and Advanced Level examinations are English equivalent to the
Secondary School Certificate (SSC) and Higher Secondary School Certificate
(HSC) examinations respectively. Most students sit for these exams from the
registered schools in Bangladesh who follow the GCE syllabus. Those who do
not attend a school that follows the GCE syllabus may also sit for their Ordinary
and Advanced Level examinations from British Council. These examinations
are conducted under the supervision of British Council in Bangladesh. The GCE
examination conducted by the British Council takes place twice a year.
Currently there are two boards operating from Bangladesh for Ordinary and
Advanced Level Examinations, which are Edexcel and University of Cambridge
International Examinations.

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ii) Islamic - Religious Studies

Besides the public system of madrasah education there are a good number of
private madrasahs for the Muslim students, namely: Hafizia, Qiratia, Quami and
Nizamiah. Most of these madrasahs are residential. These type of madrasah are
sometimes called kharizia as these are beyond the purview of the general system
of education. Recently, these quami madrasahs have been organized under the
umbrella of a private board known as 'Befaqul Madaris or Quami Madrasah
Board which constitutes curricula and syllabi of quami madrasahs, conducts
examinations and awards certificates and degrees.

iii) Hindu - Religious Studies

Bangladesh Sanskrit and Pali Board conducts 3- year course on Sanskrit and
religious subjects. These subjects are Adhya in the first year, Madhya in the
second year and Upadhi in the third year. Sanskrit language, Prourahitta, Smriti
(Hindu law) etc. subjects are included in the courses.

Bangladesh Sanskrit and Pali Board is not an independent or autonomous

organization. The Director General of the Directorate of Secondary and Higher
Education by virtue of the post is the Chairman of Sanskrit and Pali Board and
Management Parishad. Authorized by the Ministry of Education the Chairman
conducts all activities of the Board. An honorary member of the Management
Parishad plays the role of Secretary. There are tols (schools for teaching
Sanskrit), choupathies and colleges under the control of Bangladesh Sanskrit
and Pali Board. The minimum requirement to be admitted in these courses is
SSC. After completion of 3-year course, one can get the title "Teertha". For
each subject, the 3-year course Adhya, Madhya and Upadhi is to be completed
separately.

iv) Buddhist Religious Studies

The system of Buddhist religious studies and the Buddhist religious language
Pali are almost similar to that of Hindu religious studies. There is 3-year title
course in Pali and 'Bisharad' is offered in Pali instead of Teertha. Bangladesh
Sanskrit and Pali Board conduct traditional system of Pali education. There are
about a hundred of Pali Tolls in the country.

v) Christian Religious Education

To meet the religious education needs of Christians in Bangladesh, there are

Bible schools and intermediate seminaries which enroll students in the SSC;
there are also major seminaries and theological colleges where students with
HSC are admitted. The successful students are awarded degrees both in

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Bachelor and Masters in Theology and Divinity. These are all run and managed
by the Church bodies which cater to the needs of different denominations of
Christianity.

2.7 Management of Education sector

Education Systems in Bangladesh is being managed and administered by two
Ministries Ministry of Education (MOE) and Ministry of Primary and Mass
Education (MOPME) in association with the attached Departments and
Directorates as well as a number of autonomous bodies.

Primary and secondary level management

The primary level of education is managed by the Directorate of Primary
Education (DPE) while the secondary level of education is controlled by the
eight General Education Boards, each covering a region. The boards'
headquarters are located in Barisal, Comilla, Chittagong, Dhaka, Dinajpur
Jessore, Rajshahi and Sylhet . In addition, the Madrasah Education Board
covers religious education in government-registered Madrasahs, and the
Technical Education Board controls technical and vocational training in the
secondary level.

Eight region-based Boards of Intermediate and Secondary Education (BISE) are

responsible for conducting the four public examinations:

 Primary School Certificate (PSC),

 Junior School Certificate (JSC),
 Secondary School Certificate (SSC) and
 Higher Secondary School Certificate (HSC),

Tertiary education management

At the tertiary level, universities are regulated by the University Grants
Commission. The colleges providing tertiary education are under the National
University. Each of the medical colleges is affiliated with a public university.
Universities in Bangladesh are autonomous bodies administered by statutory
bodies such as Syndicate, Senate, Academic Council, etc. in accordance with
provisions laid down in their respective acts.

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Technical and Vocational education management

The Directorate of Technical Education (DTE) is responsible for the planning,

development, and implementation of technical and vocational education in the
country. Curriculum is implemented by BTEB.

Non-formal primary education management

There exist a substantial number of NGO-run non-formal schools, catering
mainly to the drop-outs of the government and non-government primary
schools. Very few NGOs, however, impart education for the full five-year
primary education cycle. Because of this, on completion of their two-to three-
year non-formal primary education in NGO-run schools, students normally re-
enter into government/non-government primary schools at higher classes.

There are Non-Governmental Schools (NGO) and Non-Formal Education

Centers (NFE) and many of these are funded by the government. The largest
NFE program is the much reputed BRAC program. However, all NFE graduates
do not continue on to secondary school.

NGO-run schools differ from other non-government private schools. While the
private schools operate like private enterprises often guided by commercial
interests, NGO schools operate mainly in areas not served either by the
government or private schools, essentially to meet the educational needs of
vulnerable groups in the society. They usually follow an informal approach to
suit the special needs of children from these vulnerable groups. But nowadays,
some NGO schools are operating into places where there are both private and
government schools.

Ministry of Education (MOE):

This Ministry is concerned with policy formulation, planning, monitoring,

evaluation and execution of plans and programmes related to secondary and
higher education including technical & madrasah education. The line
directorates, viz. Directorate of Secondary and Higher Education and
Directorate of Technical Education are responsible for management and
supervision of institutions under their respective control.

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Directorate of Secondary and Higher Education (DSHE):

This Directorate is headed by the Director-General who is responsible for

administration, management and control of secondary and higher education
including madrasah and other special types of education. It is assisted by sub-
ordinate Offices located at the divisional, district and thana levels.

The Directorate of Technical Education (DTE):

This Directorate is headed by the Director-General and is responsible for the

management and administration of technical & vocational institutions like
polytechnics, monotechnics and other similar types of institutes. It has
Inspectorate Offices at the Divisional Headquarters.

Bangladesh National Commission for UNESCO (BNCU):

This organisation functions as a corporate body within the MOE. This is headed
by the Minister of Education as Chairman and the Education Secretary as the
Secretary-General. The Commission consists of 69 members constituted by
eminent educationists and intellectuals interested in educational, scientific and
cultural matters in the country. A senior official designated as Secretary
normally heads the Secretariat of the Commission.

Chief Accounts Office (CAO):

In pursuance of the Government a separate accounts office under a Chief

Accounts Officer (C.A.O) does policy of decentralization the accounting
function of the MOE.

i) National Curriculum and Textbook Board (NCTB): This Board is an

autonomous organisation under the Ministry of Education (MOE). It
performs the responsibility of renewal/modification and development of
curriculum, production and distribution of textbooks at primary, secondary
and higher secondary levels.

ii) Bangladesh Bureau of Educational Information and Statistics

(BANBEIS): This organization is responsible for collection, compilation
and dissemination of educational information and statistics at various levels
and types of education. This organization is the Apex Body of the
Educational management Information System (EMIS) of the country. It is
also the National Coordinator of RINSACA (Regional Informatics for
South & Central Asia). Recently, it has been assigned with the important

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 task of selection, processing and computerization of data necessary for
awarding government subvention to all the private education institutions.

iii) Directorate of Inspection and Audit (DIA): This Directorate is headed by

the Director and is responsible for inspection and audit aimed at improving
the standard of education of the institutions at the secondary level.

Furthermore, a number of autonomous bodies have a share in the

administration of education. These are :

i) University Grants Commission (UGC): The University Grants

Commission is responsible for co-ordinating activities of the universities
and distributing government grants of them.

ii) National University: This is an Affiliating University responsible for

academic control of all the affiliated colleges offering courses in Degree
Pass, Honours and Masters and for conducting Bachelor Degree and
Master's examinations.

iii) Education Boards: Seven Boards of Intermediate and Secondary

Education are responsible for conducting the SSC and HSC level public
examinations.

iv) Madrasah Education Board: This Board is responsible for conducting

public examinations from Ebtedayee to Alim levels.

v) Technical Education Board: This Board is entrusted with the task of

conducting certificate and diploma examinations in technical education.

Ministry of Primary & Mass Education (MOPME)

Recognizing the importance of primary and non-formal education in ensuring

education for all and eradicating illiteracy, the Government created a new
Division called Primary and Mass Education Division (PMED) in August 1992.
This Division is now operating as a Ministry. The overall responsibility of
management of primary education lies with the Ministry of Primary and Mass
Education (MOPME). While MOPME is involved in formulation of policies,
the responsibility of implementation rests with the Directorate of Primary
Education (DPE) headed by a Director General.

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Directorate of Primary Education (DPE):

This Directorate controls, coordinates and regulates the field administration of

the primary education. The Directorate of Primary Education was created in
1981 with a view to giving full attention to primary education as an independent
organization. The Director-General heads it. Under this Directorate there are 6
Divisional (regional) Officers, 64 District Offices and 481 Thana Offices.

National Academy for Primary Education (NAPE):

This is an apex institution for training and research in the field of primary
education, which is headed by a Director and governed by a Board of Governors
headed by the Secretary, PMED. There are 53 government and 1 private
Primary Training Institute. They offer 1-year Certificate-in-Education course to
teachers of primary schools.

Bureau of Non-formal Education (BNFE):

A Directorate was created in 1995 with the responsibility of execution of policy

decisions and plans relating to non-formal education. The Non-formal
Education Programmes were then implemented through

(a) NGO run centre-based literacy programme.

(b) total literacy movement by the District/Thana administration.

This Directorate has been abolished and started functioning as Bureau of Non-
formal Education.

Compulsory Primary Education Implementation Monitoring Unit:

After the enactment of Primary Education (Compulsory) Act of 1990, the

Government created the Compulsory Primary Education Implementation
Monitoring Unit in 1991, headed by the Director-General with the responsibility
to monitor the compulsory primary education programme at the field level and
conduct child-survey to collect information on the numbers of primary school-
age population and children attending schools.

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2.8 Higher Education
Tertiary education begins after the higher secondary (HSC) level of education
and known as higher education. It includes two types institutions: Colleges
including Madrashas and universities. Educational structure of Bangladesh
shows the types of education that are included in tertiary education. Regular
colleges (madrashas) offer bachelor‘s and master‘s level courses, colleges and
institutes offer diplomas and degrees of diversified studies in professional,
technical, technological and special types of education. Universities offer degree
for bachelor level to PhD and postdoctoral studies and also conduct researchers
to promote spread of knowledge and invent new knowledge. The goal of tertiary
education is to spread and consolidate knowledge and develop educated, skilled
and knowledgeable man power. Quality university education is fundamental for
quality and sustainable education in all levels of education, quality mid-to top
level executives in all sectors of national economy. The objectives of tertiary
education are to:
 Create necessary high level trained man power to meet the country‘s
development needs;
 Create capable citizens who can provide leadership in all fields of
national life and endeavor;
 Open new horizon of knowledge through research;
 Open the door of university education to all regardless of age, sex, caste,
professions, to up-date their knowledge through continuing education;
 Promote international cooperation and understanding

The institutes of higher education include a variety of educational enterprises.

At present there are 35 public and 75 private universities in operation (UGC
Annual Report 2014). Universities are governed by acts, Statutes, orders and
ordinances.
Dhaka, Rajshahi, Chittagong, Jahangirnagar are run by 1973 order. The 1973
order revived the concept of autonomy of Universities, restored the senate.
Syndicate is the highest executive body and the Vice-Chancellor is the Chief
Academic and Administrative Executive. In 1992, higher education witnessed
major shift in three vital areas: establishment of private University Act, Open
University and National University (to control degree education). The
government is contemplating setting up of more new universities of science and
professional. The University Grants Commission (UGC), set up in 1973, serves
as an intermediary between the government and universities in respect of
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financial allocation. The UGC also approves and monitors academic
programmes of all universities including the private ones. However, the past
experience shows that the UGC has very little control over the universities.

2.9 Growth of Higher Education in Bangladesh

In the cultural context of Bangladesh education has always been placed in a
position of high esteem. But till the advent of British rule (Before 1757)
education was taken primarily as a source of social prestige. During British rule
(1757-1947), a system of education was designed to produce an elite class from
within the local people so as to serve the economic and political interest of the
rulers. Educational institutions were set up in selected urban centers and English
was the medium of instruction. During the first hundred years of British rule,
very little was done for the growth of higher education. In 1857, three
universities were established, one each in Calcutta, Madras (Chennai) and
Bombay (Mombai) as replicates of London University. The other universities
established were: Punjab in 1982; Allahabad in 1987, and few more were set up
after 1910 Dhaka university was established in 1921. Although the universities
in UK were autonomous, for Indian Universities autonomy was considered
dangerous from political considerations. During Pakistan period (1947-71) five
new universities: Rajshahi (1953), Bangladesh Agricultural University (1961),
Bangladesh University of Engineering and Technology (1962), Chittagong
university 1965 and Jahangirnagar University (1970) were established.
Presently there are 115 (35 public and 80 private) universities.
The system of higher education Bangladesh inherited was an integral part of
colonial set up, having little relevance to the objectives of higher education
needed for the new sovereign nation. It was not only quantitatively small but
was also qualitatively anemic and dysfunctional in terms of producing man
power capable of giving leadership in building a self reliant country. It was
desired that the post independent government would make necessary reforms to
meet the expectations of the country. Instead, the governments emphasized
quantitative expansion with no regard to quality. The problems have been
compounded by the existence of three almost completely separate systems of
higher education centered around the universities, the degree colleges and
degree level madrashas.
There are 3785 colleges and madrasha offering Pass. Honours and masters
degree. The total students in non-university tertiary education than comprise
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more 90 percent of all students having access to tertiary education. Less than 10
percent students (Public 5.5 Private 4.5) are studying in universities. The quality
of non university education is not up to the mark. But 90 percent students have
no option but to get enrolled in colleges and get education which has virtually
no market demand: The annual intake capacities of universities in 2010 was
1957639 of them 1736887 in public universities and 228739 (11.3%) in private
universities. Enrollment in private universities growing annually at about 30%
while that in public by 34 percent. The National University is the affiliating and
degree granting university for the college education. Bangladesh Open
University (BOU) provides distance education for all types of education from
secondary upward. The NU and BOU were not teaching universities, but NU
runs a part time training program for the university teaching. Currently BOU
offers also similar courses.

2.10 The faculty in Universities and Colleges

Quality Teachers are undoubtedly the most important input for quality
education. Public Universities have been able to maintain a strong faculty
composition. In Public Universities the percentage of teachers with PhD was
41.9 in 1997, 36.4 in 2004 and 32 in 2010 and 24 in 2014. This trend is not
desirable. The situation is alarming in colleges offering higher education. Only
6.4 percent degree college teachers have first division while 6.9 percent teachers
have third division in the masters examination (IUB, 4005, page 90). Poor
salary, lack of training and research facility are attributed for poor faculty.
According to the UGC seminar report the present recruitment and promotion
rules are also responsible for the existing stock of poor quality. Universities
have their own rules with many relaxation clauses to help weak candidates
having connections with the ruling authority. Some Universities deliberately
recruit lecturers from their own university graduates despite exceptionally good
graduates from other university are available. Another reason for falling quality
is the large scale up-gradating of teachers. The up-gradation system has made
promotion easier. Teachers are not very interested to improve their academic
qualification through research, and consequently adversely affecting quality
faculty in the Universities. This has also resulted in rather skewed faculty
proportions among the four ranks of teachers.
In a standard set up the proportion should be 1 professor: 2 Associate Professor:
4 Assistant Professor and 8 lecturers. But in reality in 2001 the share of

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professor, Associate Professor, Assistant Professor, Lecturers was 34:16:28:22
in 2001 and 31:16:30:23 respectively in 2010 and 28:17:31:24 in 2014. Apart
from easy movement to the higher post this kind of inflation of ranks has
several implications in Bangladesh. Professor Huq (Huq 2002) pointed out
some implications. For a given budget, this allocation reduces the number of
teachers, leading to higher students teacher ratio, reduces the contact hours, and
reduces the opportunity for brilliant students joining the university: Since
research and quality publications are not given top most priority in promotion
and up gradation and continuation in the job, many professors use free time (a
professors class load is about half that of a lecturer) to pursue outside
assignment including teaching in private universities.

2.11 Pressure for Expansion

Enrollment in tertiary education has been rapidly increasing. Higher growth is
largely the outcome of the interplay of the following factors:
a) demand for educated manpower to meet the development needs;
b) vertical push from below exerted by rapid expansion of primary and
secondary sub sectors;
c) higher rate of return for investment in higher education over higher
secondary education;
d) graduates and master‘s degree graduates have better employment
prospects compared to graduates with SSC and HSC graduates.
The above factors do not operate in isolation but are intertwined in diverse ways
in different situations. In Bangladesh the impact of these factors, particularly the
push factor has been so strong and overwhelming that necessary follow up
arrangements for maintaining the quality have been washed away. The
unplanned growth is responsible for the following.
 a growing mismatch between education and employment;
 declining standard of teaching, evaluation and research;
 Prolongation of session jams;
 pressure on the existing teaching aids and physical facilities, which are
inadequate in all consideration;
 emergence of new institutions without having minimum required faculty.
The above issues remain overlooked and the nation has been paying a high price
in terms of low quality and higher wastage in higher education sector.
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2.12 Private University
Increasingly rapid growth of enrolment at primary, secondary and higher
secondary level has been creating in ordinate pressure on tertiary education,
particularly on university education because of higher return compared to
investment in college education. Public universities, although growing rapidly,
have been unable to accommodate this pressure primarily because of fund
constraints. The following factors are attributed to the creation of high demand
for private universities:
 public universities, fail to meet the growing demand for university
education;
 session jams, uncertainty of obtaining the degree;
 deterioration of quality in public universities;
 politicization in public universities resulting in operational and academic
interruptions, in security, un scheduled closure for indefinite period;
 most courses offered by the public universities have no relevance to the
employment market.
On 9 August 1992 (revised 5 April 1998) promulgated the private university act
1992 (article 34) at the National Parliament to allow establishment of one or
more private universities. North South University was established in 1992, thus
becoming the first functional private university in Bangladesh. At present 80
private universities have more than 3 lakh students, the annual growth rate being
16.4 percent: The proceedings of UGC seminar and other publications have
identified many problems of private universities, the following are worth
mentioning:
 Except for a few reputed private universities, most were established
hurriedly with solely business motives;
 Most universities are functioning without having adequate class room
facilities, computer and library facility and qualified faculty;
 33% percent of total teachers of private universities are part time teachers
(UGC 2014).
It is clear that private universities are dependent on public university teachers.
With this arrangement (using part time teachers) educational standard cannot
certainly be maintained. As regards courses offered, private universities tend to
be selective. They offered only those courses having high market demand. The
courses offered include: BBA, Computer Science, pharmacy MBA, English,
Economics. Pure Science and Biological Science subjects are usually not
offered.

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2.13 University Grants Commission (UGC)
The UGC, following the recommendation of the National Education Policy
1969, was established in 1973, as the apex body of the universities in
Bangladesh. It was also expected to play the role of specialized coordinating
body between universities and liaise with the Ministry of Education. In
consistence with the policy framework of the Government, the UGC is expected
to deal promotion and development of higher education and conduct in-depth
research in the critical areas of education. It is almost 43 years since
establishment UGC could move very little to mobilize resources as well as carry
out researchers for the overall development of higher education. We observe
that the UGC has no control over the universities and that its only work is to
recommend allocation of funds to the government.

2.14 Admission in Universities

Admission in Universities is not straight forward. Admission test is conducted
to screen out as number of students aspiring for admission exceeds the number
of seats available. As long as HSC examination fail to serve as reliable test
instruments and the results remain doubtful, admission to universities should
continue through admission tests.
Different universities use different procedures for selection of students. The
present practice is wasteful cumbersome and serves as a source of income for
many including teachers. The universities and the UGC failed to develop a
system to minimize the harassment of students and minimize the cost a student
is now required to spend only to get one seat in any department.

2.15 Session Jam

Session backlog, popularly known as session Jam, is now a major challenge to
all the public universities. As a result of this courses are prolonged and on an
average students stay 2-3 years more in the university. Session Jam is absent in
private universities and now many students of well to do families prefer to study
in private universities or abroad.

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Session Jam is now a cancer and causing a colossal loss for the nation. This is
adversely affecting quality education.

2.16 Two Examiners System and Delay in Publishing

Results
Two examiners system was introduced to protect the examinees from biases or
negligence of examiners. When class size was small, it worked well and the
results were published in time. With increase in the number, the system results
in inordinate delays in the publication of results, and working as one the main
reasons for session Jam. Two examiners system is not working well and it is
time to introduce one examiner system with inbuilt control system.

2.17 Governance
Public universities are not functioning well. No one seems to be accountable to
anyone. The present system of governance is based on the principle of
―autonomy‖. The chief executives, the Vice Chancellor, and the Pro-Vice
Chancellors and the Treasurer are appointed on political and not on academic
and administrative considerations. Too many elections and political interference
has made the system ineffective. Grouping among teachers, officers and
students and counter grouping are active to realize the vested interest. A chain
of accountability must be devised and election should be avoided to restore
academic environment in the campus. It seems that it is high time to make
necessary amendments of the university act. The government should
immediately move forward to improve the governance through amendments.

2.18 Teaching learning Process, Assessment and

Accreditation
Contact hour between teachers and students has been precariously low at all
level in all types of institutions. In public universities the contact hour is low by
any standard. The teaching learning method is pre-dominantly lecture oriented.
In this method interaction between teacher and students, and among students is
minimum and most student simply pass time passively listening to the lecture.
In developed countries this lecture method has become obsolete and out dated.

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This method needs to be immediately replaced by problem solving approaches
giving more emphasis on developing thinking ability, self confidence, power of
comprehension and oral and written communication. Ideally the contract hours
should be as follows. 33 percent for teachers, 33 percent for students, 20 percent
for discussions in the class room and 14 percent for internal assessment. The
existing assessment through examination has been proved to be ineffective and
under serious criticism. It is not clear what we want through examination.
Generally the system should aim to assess the following factors:
comprehension, creativity, expressiveness, communication, self reliance and
problem solving capabilities. Unfortunately our system wants only to assess
whether students are capable of reproducing what is written in the text books.
This forces students to opt for rote learning. For measuring learning
achievement different approaches should be used. Test instruments should be
such that they provide reliable and valid results. Currently no effective
mechanism exists for independent and thorough assessment/evaluation of
faculty performance, students‘ satisfaction and institution performance that are
conducive for quality learning. The UGC does not have proper accreditation
instrument. Accreditation in higher education is a collegial process of self
review and peer review for improvement of academic quality and public
accountability of institutions and programs. Two types of accreditation,
commonly used every where may be introduced:
a) Institutional accreditation and
b) Professional accreditation.
Institutional accreditation should be awarded if the college or university meets
the prescribed standards of the accrediting agency.
Professional accreditation on the other hand is found to be extremely useful
when institutions often seek specialized accreditation for any specific
department/institutions within the college/university.
Internationally, accreditation is viewed as a voluntary process based on the
principles of academic self governance. It is high time that the UGC in close
cooperation of universities devised proper accreditation system to monitor the
quality of tertiary education both in terms of internal as well as external
assessments.

2.19 Faculty Development

Faculty development is a continuous process and is required to meet
professional standard and demonstrate capabilities to create an education
friendly environment: currently only about 32 percent teachers in universities
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have Ph. D degrees. The situation is alarmingly precarious in degree colleges.
The following suggestions may be reviewed and included in the agenda of
faculty development.
 Improved facilities for research at the university level;
 Teachers must obtain Ph. D. within 5 years of their appointment in the
university;
 At least one quality research paper annually, published in reputed journal;
 Research and seminar on teaching methods, on a continuous basis.

2.20 Inequalities and Disparities

Bangladesh made commendable progress in increasing access to higher
education. But expansion took with little regard to horizontal and vertical
equity. This leads to many social disorders including violence and terrorism in
the educational campus. The unplanned urban center biased expansion of higher
education has not been able to take care of reducing gap between social groups,
although all development plans reiterated that the country is committed to
reducing the gaps. There are miles to go and many promises to keep.

2.21 Regional Inequality

Regional representation does not receive any consideration at the time of
establishing new universities. Most private as well as public universities are
concentrated in Dhaka. Some universities were established in Rajshahi and
Chittagong. In case of degree colleges, regional representation was in line with
the percent of population.

2.22 Financing Higher Education

Bangladesh higher education system faces sharp criticism for its failure to build
a sound financial base for the universities and colleges. The issue of quantitative
expansion has received priority while investment in quality has been ignored.
Countries that addressed the twin issues simultaneously have reaped higher
return.
Major sources of financing education in Bangladesh are: Government and
students. Private institutions depend largely on students fees and partly on
37 | P a g e
government subvention. Public institutions‘ depend largely on Government
grant.
Private household bear 49% of the total cost while 51% comes from the public
fund. The share of university education in the total revenue expenditure in
education has been between 6 to 9 percent during 1991-2014. In the
development budget for education the share of university education was 10.1%
in 1991 and 5.9% in 2014. The relative share has been decreasing.
Most universities started offering courses without creating basic teaching
facilities. In case of public universities, the shortage of fund is the main
constraint for creating facilities. According to UGC annual report, the
universities spend less than 1.5 percent on research related activities. This is the
general situation, some universities even do not spend any amount for research.
It is evident that of the total available fund 65 to 95% is spent on salaries
leaving hardly any amount for quality improvement.
For government colleges and public universities major source of income is
government grant. Students‘ fee is the second source of income. Before 1947,
students‘ fee was about 45-51 percent (IUB 2005) of the total Dhaka university
income. This share has now come to less than 10 percent. The reason is that
there has been virtually no increase in the tuition fees, a very small increase in
other types of fees, although about 80 percent of all students are from well to do
families. Private universities on the other hand charge on average Taka 100,000
per year for a four year program. University to university variation is quite large
The major weaknesses of the government financing are that financing is not
linked with performances, not with need of the institution and also to subsidize
the cost of poor students. Financing is responsive to political pressure.
Consequently wastage has been increasing. Unless a proper financing policy is
evolved to locate wastage, cost efficiency, dividend from investment, and
source of additional revenue and protection of access of poor meritorious
students, higher education in public sector is likely to face declining quality
problems. UGC should move forward to evolve quality effective and cost
effective financing system linked to performance and protection of poor
meritorious students.

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2.23 Excellence in University Education
Dhaka University was the center of excellence in higher education. Before
independence in 1971, the universities in Bangladesh produced outstanding
scholars, social thinkers, scientists, and leaders. After independence, because of
unplanned expansion together with strikes, political violence, unscheduled
closure, political interference the academic standard started diminishing.
Session Jam has been aggravating the already existing disappointment among
the students and teachers. The word excellency is non-existent in case of any
university.
It is difficult to measure excellence of a university, particularly when a
university is beset with academic and non-academic problems. Everyone asks
what are the essential pre requisite of excellence? Excellence must be viewed
from a holistic perspective taking all prevailing factors into consideration.
According to Raza (Moonish Raja 1991)xi the pursuit of excellence can best be
achieved through deep commitment to this cause and adopting appropriate
strategies with respect to :
(i) Updating of curricula on a continuous basis,
(ii) Strengthening university college linkage;
(iii) Manpower planning
(iv) Institutional development,
(v) University and labor market interaction;
(vi) Linkage between education and society
(vii) Information system and awareness;
(viii) Educational and research programs;
(ix) Faculty and quality of faculty;
(x) Governance;
(xi) Relevance of education to development;
(xii) Empowering the students;
(xiii) Skill development, so that students learn not only solving problems on
performing a particular job, they are also fit to make presentations and offer
leadership. Essentially center of excellence must have components each having
qualitative programs. The basic components are shown in figure 5.
39 | P a g e
Chapter 3
Present Status and Prospects of Quality Higher
Education in Bangladesh

The development of a modern society depends to a large extent on the nature

and standard of higher education. Higher education has enormous potential to
promote prosperity in the developing nations like Bangladesh.
The present view of higher education of Bangladesh can be presented by the
following flow chart.

Figure: Flow Chart of Present Status, Issues and Prospects of Quality Higher
Education in Bangladesh

40 | P a g e
3.1 Structure of Higher Education in Bangladesh:

Basically, there are different types of higher education available in the country.
These are:

Figure: Higher Education System in Bangladesh.

In Bangladesh higher education consists of a 3 year pass-course or a 4 year

honours course for the bachelor‘s degree, followed by a two year Master‘s
course for pass graduates and a one-year Master‘s course for honours graduates.

3.2 Geographic Distribution of Universities in Bangladesh:

The higher education system in Bangladesh has expanded significantly during

the decades since 1990. The government committed and planned to establish at
least one public university in the headquarters of each greater district. The
government also allows establishment of private universities anywhere in the
country in response to the increasing demands for access to higher education.
Bangladesh has 35 public universities, 80 private universities, over 2254 degree
colleges and institutes affiliated to National University, 2 international
universities, and many other technical and professional higher educational
institutions.

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Source: University Grants Commission Report 2014

Source: University Grants Commission Report 2014

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Source: University Grants Commission Report 2014

3.3. Financing of Higher Education:

For a developing country like Bangladesh, one of the most difficult tasks is
arranging sufficient financing for promoting expansion and quality
improvement of higher education. In other Asian countries, the government
finances the major share of higher education costs. Public expenditure per
student in higher education, as percent of GDP per capita, was 28.2% in 2009
and it went down to 20.0% in 2011 [Report of World Bank., 2011] .The
allocation for this sector in the national budget is so insignificant as to be nearly
useless for enhancing quality.

Table: Share of University in Education Budget and in National Budget in last

10 years.
Fiscal Year Funds Allocated for Universities
Percent of Education Budget Percent of National Budget
2004 – 2005 8.63% 0.86%
2004 – 2006 7.87% 0.88%
2006 – 2007 6.98% 0.92%
2007 – 2008 7.54% 0.75%

43 | P a g e
2008 - 2009 7.35% 0.79%
2009 - 2010 7.44% 0.78%
2010 - 2011 8.22% 0.84%
2011 - 2012 6.48% 0.73%
2012 – 2013 5.94% 0.65%
2013 – 2014 5.92% 0.72%
Source: University Grants Commission Report 2014, page 26

Figure: Share of Education Budget in comparison of last 10 years.

3.4. Number of Students in Higher Education Institutions:

The number of applicants in higher secondary institutions in Bangladesh is
rapidly increasing. In 2009 the number of passed student in higher secondary
certificate (HSC) is 3,44,485 and in 2014 it has increased and become 8,85,070.
On average, 20% of HSC graduates are enrolled in public and private
universities. Others are enrolled in affiliated colleges of National University,
Bangladesh Open University, and vocational and technical courses; and some
are dropouts.

44 | P a g e
Table: Number of Students Enrolled in First Year of Public and Private
Universities
Year No. Students Passed % of HSC Passed Students Enrolled in First
HSC Exam Year of University
2009 344,485 23.7
2010 416,987 22.6
2011 450,254 24.5
2012 567,940 20.6
2014 885070 14.9

3.4.1 Growth of Public University Students in Each Year

According to the table 3.4.1 & figure 3.4.2 it is assumed that the number of
Public University students increasing each year. In 2014 the total 8,29,316
students increased than 2013. According to University type Dhaka, Rajshahi,
Chittagong, Jahangirnagar, Islami, Khulna, Jogonnath, Nazrul Islam, Cumilla,
Begum Rokeya, Barisal in these 11 general universities the number of students
is 1,60,013. On the other hand 21 technical & specialized universities have
71,677 students. So out of 32 Public Universities about 69% students study in
11 general universities and rest 31% in 21 specialized universities.

Table 3.4.1: Growth of Public University Students in last 10 years.

Year Number of Total Growth than Growth
Universities Students recent year rate
2005 19 116397 +4070 +3.62%
2006 23 153249 +36852 +31.66%
2007 27 1399843 +1246594 +813.44%
2008 29 1176969 -222874 -15.92%
2009 31 1382216 +205247 +17.44%
2010 31 1736887 +354671 +25.65%
2011 34 2170472 +433585 +24.96%
2012 34 1890543 -279929 -12.90%
2013 34 2020549 +130006 +6.87
2014 35 2849865 +829316 +41.04

45 | P a g e
Figure 3.4.1: Comparative growth of Public University students in last 10
years.

3.4.2 Growth of Public University Students in Each Year

In 2014 the number of Private University students was 3,30,730 in 75 out of 80
Private Universities (rest 5 Private Universities are not in operation till 2015).
Statistics says NSU has highest 13,990 number of students and the lowers 29
number students in Ranada Prasad Saha University in Narayangonj.
Table 4.2: Growth of Private University Students in last 8 years
Year Number of Total Growth than Growth
Universities Students recent year rate
2007 51 1,70,505 +46238 +37
2008 51 1,82,641 +12136 +07
2009 51 2,00,939 +18,298 +10
2010 51 2,20,752 +19813 +9.86%
2011 52 2,80,822 +60070 +27.21%
2012 60 3,14,640 +33818 +12.04%
2013 *78 3,28,736 +14096 +4.48%
2014 *80 3,30,730 +1994 +0.61%
(* 5 Out of total 80 Private Universities didn‘t start academic activities till
2014)

46 | P a g e
Figure 3.4.2: Comparative growth of Private University students in last 10
years.

3.4.3 Number of female Students in Higher Education

Institutions:
Statistics shows 32% female students study in 32 public universities where the
percentage in 35 universities is 43% including NU and BOU.
The rate of female students is very in technical universities. Only 20% female
students study in engineering universities which appears that girls prefer more
study in general subjects to technical.
The rate of female students in Private Universities is a bit low than public
universities which is 26%.

47 | P a g e
 Source: UGC Report 2014, page 133
Note: Figures exclude National University and Bangladesh Open University
and affiliated Madrasa(s) of Islamic University.

Source: UGC Report 2014, page 234

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 Source: UGC Report 2014, Page 95-129

3.4.4 Number of Female students in CU and PUC

Source: UGC Report 2014, page 99

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 Source: UGC Report 2014, page 161

The number of female students in both CU & PUC is not beyond expectation. In
CU the number is 8820 with a percentage of 35% in PUC it is 32% with 3072 of
total.

3.5 Choice Fields of the students

Students choose those subjects that offer good employment opportunities in the
job market.
Business administration is the most popular subject at private universities.
Science, health care, engineering, and agriculture are the next most-chosen
subjects of both private and public university students, followed by arts and
social sciences, which include languages, economics, history, political science,
geography, etc. Science is the most favored subject in public universities.

50 | P a g e
Table: Number of Students by Field of Study (2014)
Major Field of Total Students % of Total
Study Public Private Aggregate Public Private Aggregate
Arts 39757 36942 76699 17.15 11.17 13.64
Social science 35238 9202 44440 15.21 2.78 7.9
Education 900 944 1844 0.39 2.6 0.33
Law 3951 30437 34388 1.7 9.2 6.11
Pharmacy 2558 8583 11141 1.1 2.6 1.98
Agriculture 18129 551 18680 7.82 0.17 3.32
Science 47517 20638 68155 20.5 6.24 11.12
Medical 1928 1928 0.83 0.34
Engineering & 39179 92106 131285 16.91 27.84 23.34
Technology
Business 33821 128847 162668 14.6 38.96 28.92
administration
MPhil, PhD, 8712 2480 11192 3.76 0.75 1.99
PGD, diploma,
certificate
Total 231690 330730 562420 100 100 100
Note: Figures exclude National University and Bangladesh Open University.
Source: University Grants Commission, Annual Report 2014.

3.6. Average Tuition Fees per Student:

Public universities are mostly run by government funds and the students need to
bear a nominal tuition fee. On the other hand the average tuition fee per student
in private universities is nearly five times higher than in public universities till
2012. This huge gap highly reduced in 2013 & 2014.
Based on annual expenditure of universities per student cost is determined
based. As often per student cost is very high in specialized public universities
than general type. The highest annual cost per student is 231795 Taka in
Bangladesh Agricultural University. With 223571 taka cost per head
Bangabandhu Agricultural University is the second highest.
51 | P a g e
In general type of universities Khulna is the top with 106283 taka which is
twice more than Chittagong University is 55582.

Note: Figures exclude National University, Bangladesh Open University and

affiliated Madrasa(s) of Islamic University.
Source: University Grants Commission, Annual Report 2014, page 149 & 241

In 2014 per student cost of Private Universities is 10743017 Taka. Exim Bank
Agricultural University is the top in cost with 949950. Second, third & fourth
are Ranada Prasad University (806032 Taka), Cox‘s Bazar International
University (736500 Taka), Chittagong Independent University (512421 Taka)
and the lowest cost was in Darul Ihsan University (7179 Taka).
It appears that per student cost is very high in private universities because some
universities run their education activities at rented house some apply frees on
students for their infrastructure development. So universities run operation in
own campus are lower in cost than others. So the actual amount of cost per
student doesn‘t appears properly. For example Ranada Prasad University is
second top in cost but the number of students of it is just 29.
Per student cost in Premier University Chittagong is 17569.

52 | P a g e
3.7. Curriculum Reform:
Modernization of curricula and syllabus to reflect new knowledge is one of the
essential tasks of any education system. In the past, curricula reforms were
initiated in Bangladesh but these were not radical. The composition of
university bodies, their mode of functioning, the present system of examination,
and the organizational structure of departments in universities and colleges
make rational consideration of any reform difficult.

3.8. University Academic Staff Development Programs:

Public and private universities and affiliated colleges under the universities have
different types of staff development programs, outlined below:
(i) UGC PhD fellowship program;
(ii) UGC M. Phil fellowship program;
(iii) National and international seminars, workshops, and symposium
programs;
(iv) UGC talent scholarship program;
(v) Janata Bank talent scholarship program;
(vi) Scholarship program for gifted blind students;
(vii) UGC professorship program;
(viii) Creation of Rokeya Chair Program.
(ix) Commonwealth Academic Staff Fellowship;
(x) Commonwealth Academic Staff Scholarship;
(xi) Commonwealth Staff Split-Sight Scholarship;
(xii) New Zealand Commonwealth Scholarship;
(xiii) Award of Gold Medal by Prime Ministry;
(xiv) SAARC Chair, Fellowship, and Scholarship Program;
(xv) UGC Award; and
(xvi) Post-Doctoral Fellowship Program.

3.9. Number of Public University Teachers by

Qualification:
The following figure shows the number of teachers in public universities by
qualification.
With 2,583 female teachers about 12,047 teachers are working in 32 public
universities, 4,178 have a PhD and 1,013 teachers have other higher
qualifications and 6,856 teachers are without any higher degree. In private
universities, there are 14,219 teachers including 4,001 female teachers as of

53 | P a g e
2014; 2,719 have a PhD (1,642 of them are part time teachers), no more data on
qualifications of teacher are available.

Source: University Grants Commission. Annual Reports, 2007–2013 and 143 –

145 Pages of Report 2014.

3.9.1 Number of Public & Private University Teachers by

Post:
The following figure shows the number of teachers in both public & private
universities by post.
With 2,583 female teachers about 12,047 teachers are working in 32 public
universities, of them 3395 are professors and 1,998 are associate professor,
3668 are assistant professor and 2830 are lecturer and 156 others.
In private universities, there are 14,219 teachers including 4,001 female teachers
as of 2014; of them 2015 are professors and 1213 are associate professor, 2767
are assistant professor and 7596 are lecturer and 628 others

54 | P a g e
.

3.9.2Number of CU & PUC Teachers by Post:

The number of teachers in CU and PUC are shown below:

55 | P a g e
3.9.3 Number of Public & Private University Teachers by
Gender:

There is a significant gap between male and female teachers number both in
public & private universities which implies in the figure above.

3.9.4 Number of Female Teachers in CU & PUC

56 | P a g e
The figure below shows a huge gap between male and female teachers in CU,\
while the gap in PUC is not too high.
Source: UGC 2014, page 99 & 161

3.10. Research Activities of Public and Private

Universities:
At present, the UGC provides a small amount of research support. The UGC are
currently implementing a project called the Higher Education Quality
Enhancement Project (BDT 6,810,000,000) for funding research and faculty
development of universities with the support of the World Bank. The UGC has
also mobilized research support through the British Council under the
International Strategic Partnership in Research and Education Project.
But public universities spend less than 5% on research activities. The research
expenditures of public universities are very low. Some private universities have
quite high research expenditures but some have none at all.

Source: University Grants Commission. Annual Reports, 2010–2014. Page 270

& 274

57 | P a g e
Chapter 4
Results and Interpretations

4.1. It is evident from table-4.1 that classes are held according to credit hour is
more than 60% in CU and 80% in PUC. It is also found that the classes held in
PUC are more than CU. About 40% teachers and 42% students of PUC opined
that their classes are held according to credit hour is 90% or above. The mean
score of classes held in BAU is about 4.20 (teachers 4.20 and students 4.23) in
the scale of 5.00.
On the other hand, zero percent teacher and 08% students of CU gave opinion
that their classes are held according to credit hour is 90% or above. The mean
score of classes held in CU is about 2.80 (teachers 3.00 and students 2.63) in the
scale of 5.00.
There are different reasons for classes not held according to credit hour. The
teacher respondents of both the universities mentioned different reasons.
Respondents of both CU and PUC mentioned that the reason for not holding
classes is due to meeting of academic affairs, insufficient teaching staff,
involvement in personal activities, and insufficient accommodation facilities,
over class load, time constraints, unavoidable circumstances etc.
Table-4.1: Classes held according to credit hour
Range of class Teachers’ Opinion Students’ Opinion
CU PUC CU PUC
Respondents

Respondents

Respondents

Respondents
Percent

Percent

Percent

Percent
Score

Score

Score

Score

≥ 90% 00 00 00 04 40 20 03 08 15 16 40 80
80% to ˂ 90% 05 50 20 04 40 16 05 12 20 21 53 84
70% to ˂ 80% 02 20 06 02 20 06 16 40 48 00 00 00
60% to ˂ 70% 01 10 02 00 00 00 06 15 12 02 05 04
˂ 60% 02 20 02 00 00 00 10 25 10 01 02 01
Total 10 100 30 10 100 42 40 100 105 40 100 169
Mean 3.00 4.2 2.63 4.23
Source: Data collected through face to face interview using structured
questionnaire.

58 | P a g e
4.2. It is found in table- 4.2 that 90% of the teachers of CU and all teachers of
PUC use multimedia projector in the class room. On the other hand, 63%
students of CU and 92% students of BAU opined that teachers use multimedia
projector. So, there is a significant difference between the opinion given by the
teachers and the students of both the universities.
In another question, the teachers of CU mentioned the reasons for not using
multimedia projector in the class room. Teachers of CU mentioned that
projector is not available in their department, some mentioned that projector is
not important due to class nature.

Source: Data collected through face to face interview using structured

questionnaire.

4.3. It is observed from table-4.3 that the mean score of teachers of CU about
their teaching quality is 3.55 in the scale of 5.00, while the mean score of
students of CU about the teaching quality of their teachers is 3.13 in the scale of
5.00. Similarly, the mean score of teachers of PUC about their teaching quality
is 3.70 in the scale of 5.00, while the mean score of students of PUC about the
teaching quality of their teachers is 4.18 in the scale 5.00. So, the students of
PUC gave more positive response about the teaching quality of their teachers
than the teacher‘s opinion about their own teaching quality while the students of
CU did not.

59 | P a g e
Table-4.3: Teaching Quality of the Teachers
Satisfaction Teachers’ Opinion Students’ Opinion
Levels
CU PUC CU PUC

Respondents

Respondents

Respondents

Respondents
Percent

Percent

Percent

Percent
Score

Score

Score

Score
Highly 00 00 00 02 20 10 01 03 05 16 40 80
Satisfactory
Satisfactory 05 50 20 03 30 12 12 30 48 16 40 64
Moderate 04 40 12 05 50 15 18 45 54 07 17 21
Dissatisfactory 00 00 00 00 00 00 09 22 18 01 03 02

Highly 00 00 00 00 00 00 00 00 00 00 00 00
Dissatisfactory

No Replay 01 10 00 00 00 00 00 00 00 00 00 00
Total 10 100 32 10 100 37 40 100 125 40 100 167
Mean 3.2 3.7 3.13 4.18

Source: Data collected through face to face interview using structured

questionnaire.

4.4. It is found in table-4.4 that 40% of the teachers of CU and 60% teachers of
PUC are satisfied with their learning. However, just 23% students of CU and
50% students of PUC are satisfied with their learning. In this question the
opinions of teachers‘ and students‘ of both universities are almost same. It is a
good sign and a matter of hope that the students of both public & private
universities more critical than teachers about their own learning and the students
of CU are more conscious about their poor learning trends.

60 | P a g e
Source: Data collected through face to face interview using structured
questionnaire.

4.5. Table-4.5 demonstrates that the mean score of teachers of CU about library
facilities is 4.50 in the scale of 5.00, while the mean score of students of CU
about library facilities is 3.58 in the scale of 5.00. Similarly, the mean score of
teachers of PUC is 4.10 in the scale of 5.00, while the mean score of students of
PUC is 4.00 in the scale 5.00. The students CU are less satisfied than the
teachers. So, there is a significant difference of satisfactory level about library
facilities between the teachers and the students of CU, while the satisfactory
level of both teachers and students of PUC are almost the same.

61 | P a g e
Table-4.5: Library Facilities
Satisfaction Teachers’ Opinion Students’ Opinion
Levels CU PUC CU PUC

Respondent

Respondent

Respondent

Respondent
Percent

Percent

Percent

Percent
Score

Score

Score

Score
s

s
Highly 05 50 25 03 30 15 05 13 25 18 45 90
Satisfactory
Satisfactory 05 50 20 05 50 20 16 40 64 11 28 44
Moderate 00 00 00 02 20 06 16 40 48 07 17 21
Dissatisfactory 00 00 00 00 00 00 03 07 06 01 03 02

Highly 00 00 00 00 00 00 00 00 00 03 07 03
Dissatisfactory

Total 10 100 45 10 100 41 40 100 143 40 100 160

Mean 4.5 4.1 3.58 4.00

Source: Data collected through face to face interview using structured

questionnaire.

4.6. Table-4.6 reveals that the mean score of opinion of teachers and students‘
of CU about the question are 4.2 and 3.38 respectively in scale of 5.00. On the
other hand, the mean score of teachers and students of PUC are 3.9 and 3.65
respectively in the scale of 5.00.
Collection of books, periodicals, journals in the libraries of both the selected
universities are sufficient, especially in CU there is a big library complex with a
vast collection of books and journals.
According to UGC report 2014 the stock of books in library of CU is 289651
and in PUC it is 21,425.

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Table-4.6: Availability of Books and Journals in the Library
Satisfaction Teachers’ Opinion Students’ Opinion
Levels
CU PUC CU PUC

Respondents

Respondents

Respondents

Respondents
Percent

Percent

Percent

Percent
Score

Score

Score

Score
Highly 04 40 20 03 30 15 04 10 20 11 27 55
Satisfactory
Satisfactory 04 40 16 04 40 16 13 33 52 15 37 60
Moderate 02 20 06 02 20 06 17 42 51 07 18 21
Dissatisfactory 00 00 00 01 10 02 06 15 12 03 08 06

Highly 00 00 00 00 00 00 00 00 00 04 10 04
Dissatisfactory

Total 10 100 42 10 100 39 40 100 135 40 100 146

Mean 4.2 3.9 3.38 3.65

Source: Data collected through face to face interview using structured

questionnaire.
However, we investigated and tried to estimate how many of students likely go
to library are as shown below in a chart:

63 | P a g e
4.7. It is found in table-7 that the mean score of opinion of teachers about
research facilities is low in CU than PUC. The mean score of opinion of
teachers of both CU and PUC are 3.20 and 3.50 respectively in the scale of
5.00.
Research facilities in both the universities are below the satisfactory level,
which is one of the main challenges for quality higher education.
According to UGC report 2014 there is just 2 running research project in CU
and one is in PUC. The research expenses in CU are 9 lakh (0.06% to T. E.) and
7.6 lakh (0.23% of T. E.) in PUC. The percentage in research expenses of total
expenditure (T. E.) of CU is very low than PUC, which is quite dissatisfactory
from a renown public university.

Table-4.7: Research Facilities

Satisfaction Levels Teachers’ Opinion
CU PUC
Respondents

Respondents
Percent

Percent
Score

Score
Highly Satisfactory 01 10 05 01 01 05
Satisfactory 03 30 12 03 30 12
Moderate 03 30 09 06 60 18
Dissatisfactory 03 30 06 00 00 00
Highly 00 00 00 00 00 00
Dissatisfactory

Total 10 100 32 10 100 35

Mean 3.2 3.5
Source: Data collected through face to face interview using structured
questionnaire.

64 | P a g e
4.8. It is evident from table-8 that the teachers and students of both the
universities are almost fully satisfied with the existing subject matter/ course
curricula to meet the demand of time. Course curriculum or subject matter is the
guideline and standard of teaching-learning. So, it should be of high standard
and always comparable to the developed world and job market as well.

Source: Data collected through face to face interview using structured

questionnaire.

4.9. It is found in table-9 that the mean score of level of syllabus completed
within time is between 4.35 and 2.55 in the scale of 5.00. The mean score of the
opinion of the teachers and students of CU is less than the mean score of the
teachers and students opinion of PUC. The mean score of teachers and students
of CU are 2.80 and 2.55 respectively in the scale of 5.00. There is a little
difference between the score of teachers‘ and the score of students‘ of CU.
On the other hand, the mean score of the teachers and students of PUC are 4.2
and 4.35 respectively in the scale of 5.00.
The above situations testimony that overall score of the percentage of syllabus
completed within time is satisfactory in PUC, while the score of CU is below
satisfactory level.

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Table-4.9: Syllabus completed within time
Satisfaction Teachers’ Opinion Students’ Opinion
Levels CU PUC CU PUC
Respondent

Respondent

Respondent

Respondent
Percent

Percent

Percent

Percent
Score

Score

Score

Score
s

s
≥ 90% 00 00 00 06 60 30 00 00 00 21 52 105
80% to ˂ 03 30 12 03 30 12 13 32 52 16 40 64
90%
70% to ˂ 03 30 09 01 10 03 08 20 24 00 00 00
80%
60% to ˂ 03 30 06 00 00 00 07 18 14 02 05 04
70%
˂ 60% 01 10 01 00 00 00 12 30 12 01 03 01
Total 10 100 28 10 100 45 40 100 102 40 100 174
Mean 2.8 4.2 2.55 4.35

Source: Data collected through face to face interview using structured

questionnaire.

4.10. It is evident from table-10 that the percentage of attendance of students is

60-70% on average both in CU and PUC. Nearly zero teachers and students of
both universities opined that the percentage of students‘ presence is above 90%
or above, which is satisfactory for achieving quality education. The mean score
of CU is about 2.8 (teachers 3.1 and students 2.58) in the scale of 5.00. On the
other hand the mean score of PUC is about 3.5 (teachers 3.00 and students 3.5)
in the scale of 5.00.
There are different reasons for less presence of students. The respondents
mentioned the reason for less presence of students that classes are not held
according to credit hour, large class which is not satisfactory for mutual and
interactive teaching learning, insufficient accommodation facilities, over class
load, time constraints, unavoidable circumstances etc.

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Table–4.10: Regular Attendance of Students

Range of class Teachers’ Opinion Students’ Opinion

CU PUC CU PUC
Respondents

Respondents

Respondents

Respondents
Percent

Percent

Percent

Percent
Score

Score

Score

Score
≥ 90% 00 00 00 00 00 00 01 02 05 04 10 20
80% to ˂ 90% 04 40 16 04 40 16 09 23 36 18 45 72

70% to ˂ 80% 03 30 09 03 30 09 11 28 33 14 35 42

60% to ˂ 70% 00 00 00 02 20 04 10 25 20 02 05 04

˂ 60% 03 30 06 01 10 01 09 22 09 02 05 02
Total 10 100 31 10 100 30 40 100 103 40 100 140
Mean 3.1 3.00 2.58 3.5
Source: Data collected through face to face interview using structured
questionnaire.

It is very important & influencing factor in quality higher education in

Bangladesh. The both Table- 4.11 & 4.12 present 70% of both teachers &
students of CU say that result don‘t publish in time and the mean score is on
average 3.6 (teachers 3.7 & students 3.55). More than 5 months sometimes it
takes 12 months in publishing result which cause to in completing 4 years
bachelor & 1 year masters upto 7 years. On the other hand the result publishing
procedure is completely satisfactory in PUC.

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Table – 4.11: Publishing result in time
Teachers’ Opinion Students’ Opinion
CU
Respondents PUC CU PUC

Respondents

Respondents

Respondents
Response

Percent

Percent

Percent

Percent
Yes 03 30% 10 100% 10 25% 40 100%
No 07 70% 00 00% 30 75% 00 00%
Total 10 100% 10 100% 40 100% 40 100%
Source: Data collected through face to face interview using structured
questionnaire.

Table – 4.12: Time taken in publishing result:

Range of Teachers’ Opinion Students’ Opinion
class CU PUC CU PUC
Responden

Responden

Responden

Responden
Percent

Percent

Percent

Percent
Score

Score

Score

Score
ts

ts

ts

ts

1 to 3 02 20 10 10 100 50 06 15 30 40 100 200

months
3 to 5 03 30 12 00 00 00 15 37 60 00 00 00
months
5 to 7 05 50 15 00 00 00 15 37 45 00 00 00
months
7 to 9 00 00 00 00 00 00 03 09 06 00 00 00
months
9 to 12 00 00 00 00 00 00 01 02 01 00 00 00
months
Total 10 100 37 10 100 00 40 100 142 40 100 200
Mean 3.7 5 3.55 5
Source: Data collected through face to face interview using structured
questionnaire.

68 | P a g e
Table – 4.13 presents that 70% teacher of CU & all teachers of PUC agree that
delay in publishing result has a bad impact on study. On the other hand 95%
students of CU & 67% of PUC say that they had bad impact on study. The
students say result is like motivation whatsoever it is. It helps students prepare
& plan well for next year or semester.

Table –4.13: Impact of delay result on study

Teachers’ Opinion Students’ Opinion
CU PUC CU PUC
Respondents

Respondents

Respondents

Respondents
Response

Percent

Percent

Percent

Percent
Yes 07 70% 10 100% 38 95% 27 67.5%
No 03 30% 00 00% 02 05% 13 32.5%
Total 10 100% 10 100% 40 100% 40 100%
Source: Data collected through face to face interview using structured
questionnaire.

It is implies from both table 4.14 & 4.15 that class room facilities is nearly in
satisfactory level with a average score 4 (teacher 4.4 & students 3.68) in CU and
3.8 (teachers 3.7 & students 3.95) in PUC. CU is a big university with a large
area and PUC is a well-established university with several own campus.

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Table 4.14: Class Room facilities

Satisfaction Teachers’ Opinion Students’ Opinion

Levels CU PUC CU PUC

Respondents

Respondents

Respondents

Respondents
Percent

Percent

Percent

Percent
Score

Score

Score

Score
Highly 04 40 20 01 10 05 8 20 40 09 22 45
Satisfactory
Satisfactory 06 60 24 05 50 20 17 43 68 22 55 88
Moderate 00 00 00 04 40 12 10 25 30 07 18 21
Dissatisfactory 00 00 00 00 00 00 04 10 08 02 05 04

Highly 00 00 00 00 00 00 01 02 01 00 00 00
Dissatisfactory

Total 10 100 44 10 100 37 40 100 147 40 100 158

Mean 4.4 3.7 3.68 3.95

Source: Data collected through face to face interview using structured

questionnaire.

Class size is an important determinant of quality of education.From the table -

15 class size is not satisfactory as increasing number of getting admitted each
years. So teachers can‘t cope with such large class size to achieve interactive &
supportive teaching-learning which is an important indicator for quality
education.
So the result of the table – 4.15 is not beyond expectation as on average mean
score is 3.3 in both universities.

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Table 4.15: Class size for interactive & supportive teaching-learning

Satisfaction Teachers’ Opinion Students’ Opinion

Levels CU PUC CU PUC
Respondent

Respondent

Respondent

Respondent
Percent

Percent

Percent

Percent
Score

Score

Score

Score
s

s
Highly 00 00 00 01 10 05 07 18 35 04 10 20
Satisfactory
Satisfactory 04 40 16 03 30 12 15 38 60 20 50 80
Moderate 03 30 09 04 40 12 11 27 33 13 32 39
Dissatisfactory 02 20 04 02 20 04 06 15 12 03 08 03

Highly 01 10 01 00 00 00 01 02 01 00 00 00
Dissatisfactory

Total 10 100 30 10 100 33 40 100 141 40 100 142

Mean 3.00 3.3 3.53 3.55

Source: Data collected through face to face interview using structured

questionnaire.

It implies from the table – 4.16 that above almost 80% teachers & student of
both CU & PUC expressed that students can effectively catch instruction in
their mother tongue Bangla than English. English as a Medium of Instruction
(EMI) is more labor some obstacle and pressure creating mean for students
which is a discouraging matter in the field of knowledge. So like China, Japan,
France, Germany and Latin Americans it is an important matter to take in
consideration about the fruitful outcome of knowledge in native language.

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Table 4.16:Medium of instruction

Teachers’ Opinion Students’ Opinion

Respondents CU PUC CU PUC

Respondents

Respondents

Respondents
Response

Response
Percent

Percent

Percent

Percent
Bangla 08 80% 09 90% Bangla 31 72.5% 37 92.5%
English 02 20% 01 10% English 09 27.5% 03 7.5%
Total 10 100% 10 100% Total 40 100% 40 100%

It implies from the table – 4.17 that nearly 50% teachers & student of CU are
not satisfied withquality of students entered through admission process. The
teachers of PUC are also same in response with 53% dissatisfied while 80%
students of PUC say that admission processes ensures entry of quality students.
So there is a significant difference in response of students & teachers of PUC.

Table – 4.17: Entry of quality students

Teachers’ Opinion Students’ Opinion
CU PUC CU PUC
Respondents

Respondents

Respondents

Respondents
Response

Percent

Percent

Percent

Percent

Yes 05 50% 05 50% 19 47% 32 80%

No 04 40% 05 50% 21 53% 08 20%
No 01 10%
reply
Total 10 100% 10 100% 40 100% 40 100%
Source: Data collected through face to face interview using structured
questionnaire.

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From the table – 4.18 with a percentage of 70% & 90% both the teachers &
students of CU say that students politics affecting environment of the education.
On the other hand the teachers and most of the students of PUC avoided this
question. But a few students responded and 76% of them say that it affect
environment of the education.

Public Universities frequently get shut down each year due to terror & violence
of student politics and though PUC as a private university is expected to be free
from student politics but it is not as 1 student killed in 2016 by a mob of
political students.

The terror of student politics disturbs academic study.As a result, the classes &
exam delay and four years bachelor programme ends in 5-7 years.

Table – 4.18: Impact of student politics

Teachers’ Opinion Students’ Opinion

CU PUC CU PUC
Respondents

Respondents

Respondents

Respondents
Response

Response
Percent

Percent

Percent

Percent

Yes 07 70% 00 00% Yes 36 90% 13 76%

No 02 20% 00 00% No 04 10% 04 24%
No reply 01 10% 10 100% No reply 00 00% 23 00
Total 10 100% 10 100% Total 40 100% 40 100%
Source: Data collected through face to face interview using structured
questionnaire.

73 | P a g e
4.19. It is observed from table-19 that there is significantly a lot of gap between
the selected universities. Per student yearly expense in PUC is Tk. 18 thousand
as against Tk. 56 thousand (3.11 times) in CU.
The teacher-student ratio in CU is 1:22 as against 1:31 in PUC. The area of
PUC is only 2.74 acres as against 1753.88 acres (640.1 times) in CU. The
research expense in PUC is 0.23% of the total expenses as against 0.06% in CU
in the fiscal year 2013-2014. The expenses for education contingencies are more
in CU than PUC. On the other hand, CU contributes a huge amount that is,
24.67% of the total expenses, but PUC contributes 13.12% only.

Table-4.19: Comparative key information of CU and PUC

Heads CU PUC
Financial Taka in Taka in
information million million
Total Revised Tk. 1547.78 Tk.
Budget 328.579
Total Expenses Tk. 99.74% of Tk. 99.88% of R.B.
1543.724 R.B. 328.182
Own income Tk. 161.78 10.48% of Tk. 100.12% of
T.E. 328.579 T.E.
Education Tk. 380.779 24.67% of Tk. 43.048 13.12% of T.E.
Contingencies T.E.
Research Tk. 0.9 0.06% % of Tk. 0.762 0.23% of T.E.
Expenditure T.E.
Expenses per Tk. Tk.
Student 0.055582 0.017569
Non-financial
Information
Teacher-Student 1:22 1:31
Ratio
Male – Female 1:0.55 1:0.47
Students‘ Ratio
Year of 1966 2001
Establishment
Nature of General General
University

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Area of University 1753.88 2.7392
Acores Acores
Stock of Books in 289651 21,425
Library
Acquisition of 4421 265
Books in 2014
Running Research 2 1
Project
Source: Annual Report 2014 of the University Grants Commission of
Bangladesh, page 99 & 161.
Note: Financial information concerned with the fiscal year 2013-14.
R.B. = Revised Budget, T.E. = Total Expenses

75 | P a g e
Chapter 5
Recommendations & Conclusion

5.1 Recommendations
From the above discussion it is clear that limited resources and insufficient
facilities are the major challenges for quality higher education in Bangladesh.
There are some key elements which have been influencing the quality of higher
education in Bangladesh. Those elements are modern teaching aids, library
facilities, availability of books and journals in the library, laboratory facilities,
research facilities, quality of course curricula, etc. The satisfaction level of the
respondents about those key elements is not up to the mark in both the sample
universities. More revealing is that the levels of satisfaction are alike in both CU
than PUC.
The government should take necessary steps to ensure quality of higher
education in Bangladesh. Some recommendations are mentioned here in this
regard:

1) Adequate Budget allocation:

In Bangladesh, the allocation of budget for education sector in the national
budget is so insignificant which hindrance to ensure the basic quality of
Education. The major weaknesses of the government financing are that
financing is not linked with performances, not with need of the institution and
also to subsidize the cost of poor students. Financing is responsive to political
pressure. That‘s why a proper financing policy should be evolved to locate
wastage, cost efficiency, dividend from investment and source of additional
revenue and protection of access of poor meritorious students In this regard.
UGC should move forward to evolve quality effective and cost effective
financing system linked to performance and protection of poor meritorious
students. Moreover, Government should put emphasize on enhancing budget for
education sector and determining its expenditure by the recommendation of
policy makers.

2) Introducing “Research based education system”:

Education system should be formulated on the basis of research and practical
knowledge rather than being traditional. Because research based education
system is the one of the vital methods through which creativity of a student is
enlarged and practical knowledge can be gained. Government needs to fix up a

76 | P a g e
strong amount of budget to meet with the demand of introducing ―Research
based Education‖.

3) Ensuring proper environment of education:

Class size, which is an important determinant of quality of education, is not
satisfactory as increasing number of getting admitted each year. So teachers
can‘t cope with such large class size to achieve interactive & supportive
teaching-learning which is an important indicator for quality education.

In this regard, students can be divided into several sections which might be
effective way to ensure accurate environment of education and create
interaction between the teachers and students. Moreover, government can set up
more universities and decentralize those.

4) Establishing good governance and fair recruitment process:

Teachers‘ recruitment is not fair at all. In the perspective of public universities,
a considerable number of teachers are appointed on political and not on
academic and administrative considerations. It happens due to lack of
accountability and good governance. So, a chain of accountability must be
devised in order to establish elegant teachers‘ recruitment process. The
government should immediately move forward to improve the governance
through amendments.

5) Maintaining academic schedule strictly:

In public universities, classes are not held according to credit hour. The reason
for not holding classes is due to meeting of academic affairs, insufficient
teaching staff, involvement in personal activities and insufficient training
facilities. To get remedy from that, teachers must be competent with adequate
education and training. Class schedule needs to be maintained strictly and
teachers have to be accountable to the concerned authority for that.

6) Changing the method of teaching and learning:

Contact hour between teachers and students has been precariously low at all
level in all types of institutions. The teaching learning method is pre-dominantly
lecture oriented which is counted as out-dated system in developed countries.
Generally the system should aim to assess the following factors:
comprehension, creativity, expressiveness, communication, self-reliance and
problem solving capabilities. For measuring learning achievement different

77 | P a g e
approaches should be used. Test instruments should be such that they provide
reliable and valid results. Moreover, some measures can be taken mentioned
below:
 Renewing the curriculum continually.
 Updating and upgrading professional knowledge and skills.
 Improving the broader educational, administrative and resource
environments.

7) Improving course subjects:

Course curriculum or subject matter is the guideline and standard of teaching-
learning. So, it should be of high standard and always comparable to the
developed world and job market as well.

8) Ensuring quality of entrance admission test:

The entrance admission test of both public and private universities is not
qualitative. Public universities conduct admission tests based on selective MCQ
questions which can‘t be considered as determinant of quality of a student.
Moreover, private universities don‘t have any particular system of entrance
admission. So, as a whole, it can be recommended that ensuring quality of
entrance admission test can help out to enhance the quality of higher education
in Bangladesh.

9) Reducing commercialization of education:

Education is being commercialized creating a huge amount of negative impacts.
It is seen mostly in case of private universities. Admission fees and tuition fees
are quite high there. That‘s why, a large number of students from low income
family or middle-class family remain unable to get admitted there as they can‘t
bear that high educational expenses. Thus pressure is rising on public
universities. In this regard, UGC can take specialized projects to be
implemented prioritized on elegant scrutiny of cost management of private
universities and reduce that expense.

10) Improving primary & secondary education system:

Primary & secondary education system in Bangladesh doesn‘t help or support a
student to compete with developed world and meet with the demand of current
job market. Here, a student has to study on unnecessary subjects and read out
unnecessary text books. So, it is clear to us that primary & secondary education

78 | P a g e
system need to be formulated on the basis of technical knowledge and should be
job-oriented.

11) Embargoing political activities:

Public Universities frequently get shut down each year due to terror & violence
of student politics which disturbs academic study. As a result, the classes
&exam delay and four years bachelor programme ends in 5-7 years.
So, national politics shouldn‘t be prevailed and political influence on academic
structure should be banned.

5.2 Conclusion
Quality higher education is a much debated issue in Bangladesh nowadays. The
study has successfully identified the main challenges and key elements of
quality higher education in Bangladesh. It is observed that insufficient
budgetary provision for the key elements has been affecting the quality of
higher education in Bangladesh.
Comparatively, newly established general universities are suffering more due to
low budgetary support than the older technical universities. Bangladesh as a
developing country needs to develop and ensure minimum facilities for quality
higher education in all the public universities without discrimination. Quality
higher education should not be a slogan only. It should be the commitment and
willingness of the government and all concerned. If Bangladesh could
successfully address the existing challenges of quality higher education and
ensure essential facilities for the same through budgetary provision, it could
provide world class higher education at moderate cost and it could be an
example to the whole world.

79 | P a g e
References

1. i Salahuddin & Aminuzzaman, M. (2011). Quality issues of higher

education in Bangladesh. Journal of General Education. 1, 1-15.
2. ii Ranking web of world universities (July 2016). From
https://www.webometrics.info/en/Asia?page=4
iii
3. Ranking web of world universities (July 2016). From
https://www.webometrics.info/en/search/Rankings/chittagong
4. iv Alam, M., Haque, S., and Siddique, S. F. (207). Private Higher
Education in Bangladesh, Paris: International Institute for Educational
Planning (IIEP).
5. v Masum, M. (2008). Higher Education in Bangladesh: Problems and
Policies. Journal of the World Universities Forum, l, 5.
6. vi Aminuzzaman. S. (2007). Quality Issues of Higher Education in
Bangladesh.
URL:http://www.apqn.org/events/past/details/179/presentation/files/quali
ty_issues_of_higher_education_in_bangladesh.pdf
vii
7. Mobasser, M. and Muhammed, B.H. (2010). Higher education in
Bangladesh: Status, issues and prospects. Pakistan Journal of Social
Sciences (PJSS). 30 (2), 293-305.
8. viii Rony, M.E. and Rashid, S.M.A. (2009). Perspective of teaching-
learning practices in private universities of Bangladesh. NAEM Journal, 5
(9), 67-77.
9. ix Rahman, M. A. (2010). Commercialisation of education in Bangladesh:
Problems and solutions. NAEM Journal. 5 (10), 1-11.
10.University Grand Commission (UGC) of Bangladesh (2014). 41th Annual
Report, Dhaka, University Grand Commission of Bangladesh.
University Grand Commission (UGC) of Bangladesh (2013). 40th Annual
Report, Dhaka, University Grand Commission of Bangladesh.
11.BANBEIS, Bangladesh Bureau of Educational Information & Statistics
12. গনবিজ্ঞবি জারী কররই দাবিত্ব শেষ ইউবজবির www.ittefaq.com.bd/print-
edition/last-page/2016/09/02/141465.html

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 APPENDIX – Questionnaire

‘ফাাংরাদেদ঱য বফশ্ববফেযার঳ভূদ঴ উচ্চব঱ক্ষায গুনগত ভান’

বফলয়ক একটি গদফলনা কদভে য প্রশ্ন঩ত্র।

(মাঠকমম শেরক িংগৃহীত তেযািবি শকািম নং – ২০৩, গরিষনা পদ্ধবত এর গ্রুপ বরিারচমর প্ররিাজরন িযিহার করা হরি।
প্রদত্ত তরেযর শগাপনীিতা রক্ষা করা হরি এিং িংগৃহীত তেয গরিষনা িযবতত ঄নয শকারনা উরেরেয িযািহার করা হরি
না।)

তাবরখঃ

ক অাং঱

১। আ঩নায নাভঃ ...........................................................................

২। আ঩নায ফয়঳ঃ ..........................................................................

৩। আ঩বন ককান ধভে াফরম্বঃ ...............................................................

8। আ঩নায বরঙ্গঃ

পুরুষ = 1 নারী = 2

৫। আ঩বন কম বফশ্ববফেযারদয়য ব঱ক্ষকঃ ................................................

৬। আ঩নায বফবাগঃ .......................................................................

৭। আ঩নায ব঱ক্ষাগত কমাগযতাঃ

বপএইচবি = 1 এমবিি = 2 স্নাতরকাত্তর = 3

৭। ককাদনা বফদে঱ব বিগ্রব (মবে থাদক): ................................................

81 | P a g e
 খ অাং঱

১। আ঩নায ভদত ফাাংরাদেদ঱ উচ্চব঱ক্ষায গুনগত ভান ককভন? ( √ বিহ্ন বেন)

Highly Satisfactory 5
Satisfactory 4
Moderate 3
Dissatisfactory 2
Highly Dissatisfactory 1

১.১। ‘ফাাংরাদেদ঱য উচ্চব঱ক্ষা ফযফস্থা িাব঴োনুমায়ব েক্ষ জন঱বি ঳যফযা঴ কযদত ঩াযদে না।‘ - এ
ফিদফযয ঳াদথ আ঩বন বক একভত?
Yes 1
No 2

১.২। ‘ভাতৃ বালায ঩বযফদতে ইাংদযবজ ভাধযদভয ব঱ক্ষাফযফস্থা ফুবিভান, েক্ষ ও কিৌক঳ জন঱বি
উৎ঩ােনদক ফাধাগ্রস্থ কযদে।’ - আ঩বন বক একভত?
Yes 1
No 2

১.৩। িবন, জা঩াদনয ভত উন্নত কেদ঱ ঳ভূদ঴য কপ্রক্ষা঩দে েক্ষ জন঱বি ততবযদত ব঱ক্ষায ভাধযভ ব঴দ঳দফ
ভাতৃ বালাদক অবধক কামে কয ও পরপ্র঳ু ফদর ভদন কদযন বক?
Yes 1
No 2

২। আ঩নায ব঱ক্ষাথীযা ককান ভাধযদভ (medium) বফলয় (study, lecture) পরপ্র঳ুবাদফ হৃেয়ঙ্গভ কযদত
঳ক্ষভ ঴য় ফদর আ঩নায বনকে প্রতবয়ভান ঴য়?
Bangla 1
English 2

3। আ঩নায বফশ্ববফেযারদয়য ব঱ক্ষককেয ঩াঠোদনয গুনগত ভান ঳ম্পদকে আ঩নায অববভত বক?
Highly Satisfactory 5
Satisfactory 4
Moderate 3
Dissatisfactory 2
Highly Dissatisfactory 1

৪। আ঩বন বক ভদন কদযন ব঱ক্ষাথীযা ঳দতালজনক বাদফ ব঱দখ/঩াঠ হৃেয়ঙ্গভ কদয?

Yes 1
No 2

82 | P a g e
৫। আ঩নায বফবাদগয কত ঱তাাং঱ ক্লা঳ রুটিন ভাবপক অনুবিত ঴য়?
90 – 100 % 5

80 – 90 % 4

70 – 80 % 3

60 – 70 % 2

50 – 60 % 1

৬। আনুভাবনক কত ঱তাাং঱ ব঳দরফা঳, কযাদরন্ডায বনবেে ষ্ট ঳ভদয় ক঱ল ঴য়?

90 – 100 % 5

80 – 90 % 4

70 – 80 % 3

60 – 70 % 2

50 – 60 % 1

৭। অনা঳ে ক঱ল ঴দত ঳দফে াচ্চ কত ফেয ঳ভয় রাদগ: ...........................................

৮। আনুভাবনক কত ঱তাাং঱ ব঱ক্ষাথী বনয়বভত ক্লাদ঳ উ঩বস্থত থাদক?

90 – 100 % 5

80 – 90 % 4

70 – 80 % 3

60 – 70 % 2

50 – 60 % 1

৯। বফশ্ববফেযারদয়য বফববন্ন একাদিবভক ব঳ন্ধাত ঳ুষ্টু ও স্বচ্ছবাদফ গ্র঴ন কযা ঴য় বক?

Yes 1
No 2
৯.১। আ঩নায বফবাদগয প্র঱া঳বনক ব঳িাদত বক আ঩নায ভতাভত কনওয়া ঴য়?
Yes 1
No 2

১০। একাদিবভক কযাদরন্ডায বক মথামতবাদফ অনু঳যন কযা ঴য়?

Yes 1
No 2

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১১। বফশ্ববফেযারদয়য ববতে ঩িবত বক ভান ঳ম্পন্ন ব঱ক্ষাথীয প্রদফ঱ বনবিত কযদত ঩াযদে?
Yes 1
No 2

১২। বফশ্ববফেযারদয় প্রদয়াজনবয় ঩াঠয বনদেে ব঱কা ও গাইিরাইন ঳যফযা঴ কযা ঴য় বক?
Yes 1
No 2

১৩। একাদিবভক বনদেে ব঱ত ঳ভদয়য ভদধয ঩যবক্ষায পরাপর প্রকা঱ কযা ঴য় বক?
Yes 1
No 2

১৩.১। ঩যবক্ষায পরাপর প্রকাদ঱ কতবেন ঳ভয় রাদগ?

1 to 3 months 5
3 to 5 months 4
5 to 7 months 3
7 to 9 months 2
9 to 12 months 1

১৩.২। পরাপর প্রকাদ঱ েবঘে ঳বূ ত্রতা ঴দর ঩ড়াদরখায কক্ষদত্র বক ককাদনা কনবতফািক প্রবাফ ঩দড়?
Yes 1
No 2

১৪। বফশ্ববফেযারদয়য ওদয়ফ঳াইে বক মথামত বাদফ বনয়বভত আ঩দিে কযা ঴য়?

Yes 1
No 2
Not Sure 3

১৫। আ঩নায বফবাদগয ককা঳ে কাবযকুরাভ কভে দক্ষদত্রয িাব঴োয ঳াদথ ঳ঙ্গবত঩ূনে ও ঳ু঳াভঞ্জ঳যা঩ূনে বক?
Yes 1
No 2

১৬। বনদনাি বফলয় ঳ভূদ঴ (√) বিহ্ন বেনঃ

Highly Satisfactory = 5; Satisfactory = 4; Moderate = 3; Dissatisfactory = 2;
Highly Dissatisfactory = 1
5 4 3 2 1
১। কামে কয ঩াঠগ্র঴দনয জনয ক্লা঳ রুদভয ঳ুবফধাবে ককভন?
২। ব঱ক্ষাথী ঳াংখযাঃ (For interactive & supportive teaching-learning)
৩। ভাবিবভবিয়া ক্লা঳ঃ

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৪। আ঩নায বফশ্ববফেযারদয় রাইদেযব ঳ুবফধাবেঃ
৫। রাইদেযবদত ঩মে াপ্ত ফই ও জানে াদরয ঳঴জরবযতাঃ
৬। রযাফ/কবম্পউোয রযাফ ঳ুবফধাবেঃ
৭। কভবিদকর ঳ুবফধাবেঃ
৮। কখরাধুরা ঳ুবফধাঃ
৯। ইন্টাযদনে ঳ুবফধাঃ
১০। গদফলনা ঳ুবফধাঃ

১৭। বফশ্ববফেযারদয় োত্রযাজনববতয প্রবাফ আদে বক? (উত্তয ‘না’ ঴দর ১৮ নাং প্রশ্ন এবড়দয় মান)
Yes 1
No 2

১৮। োত্রযাজনববত থাকদর তা ব঱ক্ষায ঩বযদফ঱দক ক্ষবতগ্রস্থ কযদে বকনা?

Yes 1
No 2

১৯। বফশ্ববফেযারয় গুদরায ব঱ক্ষায ভান বনদয় আ঩নায ভতাভত

িা
ব঱ক্ষায ভান ফৃবিয জনয ককান ককান ঳ভ঳যা ঳ভূ঴ দ্রুত ঳ভাধান কযা প্রদয়াজন ফদর আ঩বন ভদন কদযন?
১। ...........................................................................
২। ...........................................................................
৩। ...........................................................................
৪। ...........................................................................
৫। ...........................................................................

঳াক্ষাতকায গ্র঴নকাযবয স্বাক্ষযঃ ঳াক্ষাতকায প্রোনকাযবয স্বাক্ষযঃ

আ঩নায ভূরযফান ঳ভয় প্রোদনয জনয আতবযক ধনযফাে

Study Conducted by:

Students, 2nd year BSS (Hon’s)
Department of Public Administration
University of Chittagong

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 Map of Chittagong University

Map of Premier University Chittagong.

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