Private University
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EDUCATION SYSTEM OF PRIVATE UNIVERSITY
Since that performance of the Private Universities Act of 1992, Bangladesh has seen a tremendous growth in the number of private educational platforms over the recent years, mainly through the emergence of a large number of universities in the private sector. Yet, this growth also has a downside to it, as rapid expansion entails a risk of compromise on quality and expenses. However, the combined effect is a vibrant education sector with a healthy rivalry among the competing institutions. Private education in Bangladesh is getting more competitive with the remarkable increase in the number of academic institutions in the country. The ineluctable forces of globalization in this new millennium make this growth path more complex and challenging. Despite the relentless and continuous effort of private educational institutions, quality has not yet achieved at the desired level. The cost of private education is another dimension to consider, as it is unaffordable in Bangladesh, and more effort needs to be made if costs are to be lowered. However, the system is proceeding gradually towards greater improvement. Nevertheless, all the problems considered here should be addressed more rigorously to ensure the quality of education in Bangladesh reaches the desired level. This study has shed the light on the dimensions perceived by students as associated with the quality of education. These dimensions are faculty credentials, the academic calendar, campus facilities, research facilities and the cost of education. The study also concludes that, in general, the cost of education in private universities in Bangladesh is somewhat expensive due to the imbalance between increasing tuition fees and an increasing amount of financial aid and scholarships.
List of the Private University in Bangladesh
1. North South University 2. University of Science and Technology Chittagong 3. Independent University of Bangladesh 4. Darul Ihsan University 5. International University of Business Agriculture and technology, 6. International Islamic University Chittagong, 7. Ahsanullah University of Science and Technology 8. American International University Bangladesh 9. Asian University of Bangladesh 10.East-West University 11. University of Asia Pacific 12. Gano University 13. The People's University of Bangladesh 14. Dhaka International University 15. BRAC University 16.Manarat International University 17. Bangladesh University 18. Leading University 19. BGC Trust University 20.Sylhet International University 21.University of Development Alternative 22. South-East University 23. Stamford University 24.Daffodil International University 25. State University of Bangladesh 26. IBAIS University 27. City University 28. Prime University 29.Northern University of Bangladesh 30.Southern University of Bangladesh 31. Green University of Bangladesh 32.World University of Bangladesh 33.Santa Maria University of Creative Technology 34. The Millennium University, 35. Eastern University 36. Bangladesh University of Business and Technology 37. Metropolitan University 38. Uttara University 39. United International University
40. 41. 42. 43. 44. 45. 46. 47. 48.
Victoria University of Bangladesh, University of South Asia Presidency University University of Information Technology and Sciences, Prime Asia University Royal University University of Liberal Arts Atish Dipankar University of Science and Technology, World University of Bangladesh
Published in Bangladesh Gazette Extraordinary Dated 9th August, 1992
Act No.34 of 1992 An Act made to provide for the establishment of private universities Whereas it is necessary to establish private universities in order to meet the increasing demand of, and to extend pervasively, higher education in the country, to facilitate the access of the general public to higher education and to create in this way a class of skilled persons; and whereas several well-wishing persons, associations, charitable funds and institutions of the country are eager to establish and manage private universities; and whereas it is expedient to provide for the establishment of private universities; Now, therefore, it is enacted as follows:1. Short title. - This Act may be called the Private University Act, 1992. 2. Definitions.- Unless there is anything repugnant in the subject or context, in this Act- a) "Faculty" means a Faculty of a private university; b) "Academic Council" means the Academic Council of a private university; c) "Authority" means any Authority referred to in, or constituted under, this Act; d) "Trustee Board" means the Trustee Board referred to in sub-section (1) of section 14; e) "Managing Board" means the Managing Board referred to in sub-section (1) of section 14; f) "Founder" means any person, association, charitable fund or any other institution which establishes a private university; g) "private university" means any private university established under this Act; h) "association" means any association or group of two or more persons intenting to establish a private university; i) "Grants Commission" means the University Grants Commission of Bangladesh Constituted by the University Grants Commission Order, 1973 (PO No.10 of 1973); j) "Regency Council" means the Regency Council referred to in sub-section (1) of section 14; k) "Sanad" means a Sanad granted under section 6 for the establishment of a private university; l) "Syndicate" means the Syndicate referred to in sub-section (1) of section 14. 3. Private universities. - (1) There may be established one or more private universities in accordance with the provisions of this Act. (2) Every private university shall, subject to the provisions of this Act, have power to acquire, hold and transfer property, both movable and immovable, and suits may be filed by or against it.
4. Location of private universities.- Private universities may, after prior consent of the Government and subject to the provisions of this Act, be located at any place in Bangladesh: Provided that a private university may initially, after prior consent of the Government, be established anywhere in a provisional manner, but it shall, within five years after the date of the provisional establishment, be established permanently on its own ground, no less than five acres and approved by the Government, and with an adequate infrastructure. 5. University to be open to anybody irrespective of caste, religion. - Private universities shall be open to men and women of any caste, religion, race and class. 6. Sanad for the establishment of private universities. - (1) No private university shall be established or managed without the acquisition of the required Sanad from the Government under this section. (2) Every person, association, charitable fund or other institution intending to establish or manage a private university shall, for the purpose of acquiring a Sanad under sub-section (1), make an application in the prescribed form to the Government. (3) The Government may, after the receipt of an application under sub-section (2), demand from the applicant such further informations as may be required for the consideration of the subject, and it shall, if it is, after consideration of the application, satisfied that the applicant has fulfilled the conditions for the establishment of a private university under section 7, grant in the prescribed form a Sanad for the establishment of a private university under sub-section (1) in favour of the applicant. (4) The Government may, if it is satisfied that the applicant has failed to fulfill the conditions for the establishment of a private university under section 7, reject by order the application submitted by the applicant under sub-section (2): Provided that no application shall be rejected without giving to the applicant a reasonable opportunity for a hearing. (5) Every person, association, charitable fund or institution afflicted by an order of rejection under sub-section (4) may make an appeal against such order to the Chancellor, and the decision of the Chancellor on the appeal shall be deemed to be final. 7. Conditions for the acquisition of a Sanad.- Every private university has, for the acquisition of a Sanad under section 6, to fulfill, among others, the following conditions, namely:- a) the Grants Commission shall give its prior approval of a plan concerning its teaching programme; b) it shall in the initial stages have no less than two Faculties; c) every Faculty shall have such number of pedagogically competent specialist subject teachers as the Grants Commission may approve of; d) it shall have a reserved fund of no less than ten million Takas, which shall be deposited at a nationalized bank; e) it shall have a balanced and dense syllabus, approved by the Grants Commission; f) it shall reserve five per cent of the total number of seats fixed for the admission
of students for the admission of indigent or gifted students, and all such students shall have opportunity to study without paying fees; g) the scale of pay of the teachers and the rate of the pay to be payed by the students shall be clearly stated. 8. Officers of private universities. - (1) Every private university shall have the following officers, namely:a) a Chancellor; b) a Vice-Chancellor, Rector or Principal; c) a Treasurer; d) a Registrar; e) Deans; f) Heads of Department; g) an Examination Controller. 9. Chancellor.- (1) The President of the People's Republic of Bangladesh shall be the Chancellor of every private university, and he or a person to be nominated by him shall preside the convocations for award of academic and honorary degrees. (2) Every proposal for the conferment of an honorary degree shall be subject to the confirmation of the Chancellor. (3) Every year or at such interval of time as the Chancellor may determine, there shall, after the prior approval of the Chancellor, be performed a convocation for award of academic degrees. 10. Vice-Chancellor.- (1) The Vice-Chancellor, Rector or Principal of a private university shall, after consultation with the Founder, be appointed by the Chancellor for a period of four years on such terms and conditions as may be determined by the Chancellor, and he shall be the Chief Executive Officer of such university. (2) If for absence, illness or any other reason the Vice-Chancellor, Rector or Principal is unable to discharge his functions, the Treasurer shall discharge the functions of a Vice-Chancellor, Rector or Principal for the period of such inability. 11. Treasurer.- (1) The Treasurer shall, after consultation with the Founder, be appointed by the Chancellor for a period of four years on such terms and conditions as may be determined by the Chancellor. (2) The Treasurer shall be responsible for the accounts of a private university. 12. Appointment of Registrar, Deans, etc.- (1) The Registrar, Heads of Department and Examination Controller of a private university shall be appointed by the Syndicate, Managing Board, Regency Council or, as the case may be, Trustee Board for a period of four years on such terms and conditions as may be determined by the Chancellor. (2) The Dean of any Faculty shall, after consultation with the Founder, be elected by the Heads of the Departments concerned for such period as may be determined by the Chancellor. 13. Appointment of other officers.- If it is necessary to appoint any other officer in addition to those referred to in section 8, the Founder shall be obliged to obtain the prior consent of the Government for the appointment of such other officer, and
he may, in case that no consent has been received within thirty days after the date of the application for such consent, make, within thirty days after non-receipt of the approval, an appeal to the Chancellor, and such appeal shall, if the Chancellor has not decided on it within sixty days after its receipt, be considered to have been admitted. 14. Authorities of private universities. - (1) Every private university shall have the following authorities, namely:a) a Syndicate, Managing Board, Regency Council or Trustee Board consisting of no less than nine members; b) an Academic Council consisting of no less than nine members; c) Faculties or Schools of Studies; d) a Syllabus Committee; e) a Finance Committee consisting of no less than five members; f) an Election Committee consisting of no less than five members. (2) The Founder may, after prior consent of the Chancellor, constitute, in addition to those referred to in sub-section (1), any other authority which may be required for the proper and perfect discharge of the functions of a private university. (3) The Syndicate, Managing Board, Regency Council or Trustee Board shall consist of such persons as have gained over many years experience in the fields of education, culture, industry, science, technology and administration. 15. Teaching programme, etc. - (1) Plans, teaching methods, syllabuses and teaching standards relating to teaching programmes of private universities are to be approved by the Grants Commission. (2) An application for an approval under sub-section (1) shall be made to the Grants Commission; and the Grants Commission shall, within sixty days after the date of receipt of the application, decide on the application. (3) If the Grants Commission notifies its refusal to approve of a plan, teaching method, syllabus or teaching standard relating to the teaching programme of a private university, an appeal may, within thirty days after the date of such notice of rejection, be made against it to the Chancellor, and the decision of the Chancellor on such appeal shall be deemed final. (4) If the Chancellor fails to decide on an appeal under sub-section (3) within sixty days after the date of receipt, the appeal shall be considered to have been admitted. 16. Cancellation of a Sanad.- (1) If there is lodged any complaint to the effect that a forgery or fraud has been committed on the occasion of awarding a certificate, diploma or degree of a private university, or that the teaching standard of such university as approved under section 15 has not been maintained, the Chancellor may have any such person as is or has been holding the office of the President of the High Court make an investigation of that complaint, and the Government may, if, on such investigation, the complaint proves correct, cancel the Sanad for such university. (2) Any person, association, charitable trust or institution afflicted by an order to
cancel a Sanad under sub-section (1) may, within thirty days after the date of such order, make an appeal to the Chancellor against such order and the decision of the Chancellor on such appeal shall be deemed to be final. (3) An appeal under sub-section (2) shall be decided upon within sixty days after the date of its receipt and an appeal which has not been decided upon within such period shall be considered to have been admitted. 17. Statutes. - (1) The Syndicate, Managing Board, Regency Council or Trustee Board may, after prior consent of the Chancellor, make statutes containing syllabuses, teaching methods, book-lists and provisions relating to the discharge of administrative and other necessary functions of a private university. (2) Statutes made under sub-section (1) shall come into effect on the date of notification in the official Gazette. 18. Certificates, diplomas etc. of private universities.- All certificates, diplomas and degrees awarded by a private university shall be signed the ViceChancellor, Rector or, as the case may be, Principal, and shall be stamped with the seal of such university. 19. Fund. - (1) A private university shall have a fund. (2) This fund shall, after the approval of the Syndicate, Managing Board, Regency Council or, as the case may be, Trustee Board, be deposited in the name of the university at a nationalized bank and money may be withdrawn from the fund in the prescribed manner. (3) No private university may, nor may any person or institution in its behalf, raise any fund within, or outside of, the country without the knowledge or prior approval of the Chancellor. 20. Maintenance of account and audit. - The account of the income and expenditure of a private university shall be maintained by the Grants Commission, and a chartered accountant to be appointed after approval of the Chancellor shall audit that account every financial year. 21. Power to make rules. - The Government may, by notification in the official Gazette, make rules for the purpose of this Act.
University Grants Commission (UGC)
Background The University Grants Commission (UGC) of Bangladesh is the statutory apex body in the field of higher education in Bangladesh. The primary objectives of the UGC are to supervise, maintain, promote and coordinate university education. It is also responsible for maintaining standard and quality in all the public and private universities in Bangladesh. The UGC assesses the needs of the public universities in terms of funding and advice Government in various issues related to higher education in Bangladesh. The University Grants Commission (UGC) of Bangladesh was established under the President’s Order (P.O.) No. 10 of 1973 which was deemed to have come into force with effect from 16 December 1972. Vision/Mission: As the statutory apex body in the field of University Education in Bangladesh, the vision of the UGC is to enhance and strengthen the quality of Higher Education. The standards of teaching and research in public and private universities in the country are the main concern. It also aims to bringing in qualitative improvement in the governance and management of the universities by establishing academic discipline, financial accountability and transparency. To ensure high quality education in the public and private universities, keeping in view the needs and aspirations of the people and the society.
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To develop the universities as centers of excellence which in turn will produce trained and skilled manpower capable of resolving socio-economic problems and contribute in economic progress and prosperity of the country. To organize and motivate the universities to act as change agent so that they can create new frontiers of knowledge through demand-driven and innovative research to cope with the rapidly changing globalized society. To assess the financial needs of the universities and formulate and implement plans and programs for proper and appropriate development of the universities. To foster national, regional and international linkages and collaboration in the field of teaching, learning and to ensure exchange of knowledge, and research. To help the universities in staff development, student mobility etc.
Function and Activities: The University Grants Commission of Bangladesh publishes UGC BULLETIN quarterly. This bulletin depicts all the major activities of the Commission and the Universities of Bangladesh. This bulletin will be available regularly in this site from now on.
The functions of UGC encompass the following, among others:
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To determine the needs of the universities; To receive funds from the government and allocate and disburse these funds to the universities for their maintenance and development; To examine and critically appraise the developments plans of the universities; To oversee the implementation of various development projects of the universities; To formulate plants for new universities; To collect, analyze, and interpret statistical data on university matters.
Standing Committees Different terms of UGC are carried out by some standing committees like: • Selection Committee • Evaluation Committee • UGC Professorship Nomination Committee • Rokeya Chair Nomination Committee • Budget Management Nomination Committee • Audit Committee • Library Management Committee • Project Evaluation Committee • Equivalence Committee
Ministry of Education
Ministry of Education is the apex policy making institution of the Government regarding administration and development of post-primary education sector. Ministry of Education formulates policies and programs for the development of postprimary to higher education including Madrasah, Technical and Vocational education. It also formulates laws, rules and regulations for the management and administration of post-primary education sector and its institutions of the country. There are several attached bodies for supervision and management of formal education in post-primary and secondary schools, colleges, madrasahs, technical schools and colleges, polytechnic institutes, engineering colleges and universities. There are about 31401 post primary secondary schools/colleges/madrasahs and 31 public and 51 private universities. History of MoE at a glance March 1972 Ministry December 1974 Ministry March 1984 Ministry August 1993 Ministry of of of of Education, Religion, Sports & Cultural Affairs Education and Cultural Affairs Education and Science & Technology Education
Focus & Objectives Focus of the Government on Education The focus of the government on education as enunciated in different Policies and Five Year Plan Documents are: • • • • • • • • Provide value based education Emphasize on job-oriented and need-based education Modernization of curriculum Ensure efficient management at all levels Strengthen the Information and Communication Technology Ensure teacher effectiveness at all levels Revitalize technical and vocational education Ensure gender parity at all levels of education
General objectives of Education • To inspire and create enthusiasm among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, religious, cultural and social values in personal as well as in national life. • To develop awareness in the learners to protect the independence, sovereignty and integrity of Bangladesh. • To make education pragmatic, productive and creative with a view to bringing about changes in the socio-economic conditions of the country and making the students into a dutiful and responsible manpower with scientific outlook and help them develop the qualities of leadership. • To give special emphasis on primary and secondary education with a view to expanding education, to instill respect and eagerness for physical labour and
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enable the learners acquire vocational education for self-employment in all stages of education. To promote fraternity, moral values, generosity and fellow-feeling in people and make them respectful of human rights. To promote democratic values through fostering tolerance of one another's views and help develop life-oriented, realistic and positive attitude for blossoming democratic awareness. To ensure proper quality at every level of education; to strengthen and widen the knowledge, skills and attitude acquired in the previous stage (in accordance with various aims and objectives of education): to enable acquisition of new knowledge and skills and to encourage people to contribute in the system of education, especially in the field of primary, secondary and vocational education. To emancipate the country from the curse of illiteracy. To create equal opportunities for education in accordance with merit and aptitude for the purpose of building a society free from disparity. To ensure gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education. To ensure constitutional guarantee at all levels of education. To create awareness about protection of environment.
Activities of MOE The Legal Framework on Education The Constitution of the People's Republic of Bangladesh enjoins upon the Government of Bangladesh the obligation to ensure literacy of all the citizens of the country within the shortest possible time. The Constitution mandates the state to adopt effective measures for: • • • establishing a uniform, mass-oriented and universal system of education and extending free and compulsory education to all children to such stage as may be determined by law (Article 17) relating education to the needs of society and producing properly trained and motivated citizens to serve those needs (Article 17) removing illiteracy within such time as may be determined by law (Article 17)
Activities of Ministry of Education according to the Rules of Business • • • • • • • • Formulation of sectorial plan on Secondary, Higher Secondary and University education sector. Preparation, monitoring and evaluation of educational projects of Secondary, Higher Secondary and University education sector. University education including University Grants Commission. Technical education. Secondary and Higher Secondary (College) education. Madrasha education. Distance education including educational media and technology. Educational research and training.
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Bangladesh National Commission for UNESCO. National students council. Educational Policy and Reforms (Secondary, Higher Secondary and University Education). Curriculum development (Secondary, Higher Secondary and University Education). Preparation, printing and distribution of text books (above primary education level). Introduction of population in schools. Processing of educational projects/schemes in Secondary, Higher Secondary and University sector with PEC/NEC ECNEC and implementation or the decisions of the Cabinet. Policy directives or holding the public examination above primary education level conducted by the Boards under Ministry of Education. Learned Bodies in the field of education, research, etc. above primary education level and financial aid to these organizations. Aid from foreign and international bodies in the field of education above primary education level. International Organization and other international programs in the field of education and science above primary education level. Pride or performance, merit awards in the filed of arts, science and education. Education and welfare of Bangladesh students overseas, education development in Bangladesh Missions abroad, financial assistance to educational institutions and Bangladeshi Students Associations abroad. External examination, equivalence of degrees, diplomas, certificates and exchanges of degrees, diplomas and certificates with foreign countries. Recognition of professional and technical qualification for the purpose of recruitment to posts under the Government of Bangladesh. Educational exchange programs, exchange or teachers, professors, educationists, technologists, etc. Overseas studies and scholarship, foreign teachers and students in Bangladesh . Rehabilitation and other problems relating to displaced teachers and students. Recruitment of teachers for appointment in foreign countries. Admission of foreign students in National Institutions. Publication of scientific and professional books. Charities and charitable institution pertaining to subjects belonging to this Division. Matters relating to the recommendations of Education Commission above primary education level. National Research Fellows. Bangladesh Scouts and Girl Guides. First appointment and administration of the officers of B.S.S (General Education).
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First appointment and administration of the officers of B.C.S (Technical Education). Secretarial administration including financial matters. Administration and control of subordinate offices and organizations under this Division. Liaison with International Organizations and matters relating to treaties and agreements with other countries and world bodies relating to subjects allotted to this Division. All laws on subjects allotted to this Division. Inquires and statistics on any of the subjects allocated to this Division. Fees in respect of any of the subjects allocated to this Ministry except fees taken in courts.
Education System Guidelines for Education Human resource development is at the core of Bangladesh's development efforts and access to quality education is critical to poverty reduction and economic development. The Government is committed to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladesh's commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in the public sector investments. Education sector allocations are currently about 2.3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs). Education Management Education System in Bangladesh is being managed and administered by two Ministries, Ministry of Education (MoE) and Ministry of Primary and Mass Education Division in association with the attached Departments and Directorates as well as a number of autonomous bodies. Education Structure Education in Bangladesh has three major stages-primary, secondary and higher educations. Primary education is a 5-year cycle while secondary education is a 7year one with three sub-stages: 3 years of junior secondary, 2 years of secondary and 2 years of higher secondary. The entry age for primary is 6 years. The junior, secondary and higher stages are designed for age groups 11-13, 14-15 and 16-17 years. Higher secondary is followed by graduate level education in general, technical, engineering, agriculture, business studies, and medical streams requiring 5-6 years to obtain a Masters degree.
Private University Act: Implementation
In spite of the fact that the government promulgated the new Private University Act-2010 on July 18, 2010, there has been the occasional and unnecessary sabrerattling by some quarters and a section of the media with its version of incomplete information or facts based on either half or no truth. Such actions create unnecessary confusion amongst the founders, students, guardians and faculty members of private universities. The last such sabre-rattling was done on August 18, exactly one month after the promulgation of the Act. In a meeting at the Education Ministry, presided over by the Education Minister Nurul Islam Nahid M.P., himself, and attended by the Chairman of the University Grants Commission (UGC) and a few representatives of the private universities, quoting the UGC Chairman, it was reported in a section of the local media that all private universities located in Dhanmnodi will have to be shifted soon or they will face closure. However, in the official minutes of the meeting, nowhere had it been mentioned that any such decision was ever taken. It was only decided that the government could restrict the establishment of any private university in particular areas or places in the interests of the environment and security and public interest. This sounds more logical and rational. It would be more rational if this decision is made enforceable only to those universities that will be established after the new Act comes into force. On the subject of Dhanmondi, many residents of this area (I am one of them) will perhaps express a sigh of relief if Dhanmondi regains its original residential character through removal of, first, all the shopping centres, shops, hospitals, diagnostic clinics from the area; and then the educational institutions, beginning with about two dozen schools and innumerable private coaching centres. Many of these were established long before the private universities came. However, one will acknowledge that this is neither practical nor feasible. Wherever you have a hundred families living, you will need schools and other educational institutions, along with windows providing the basic utilities like health care. Dhanmondi area has about a dozen private universities, some on their own premises, of which at least three have custom made state of the art buildings with built-in high quality facilities (UIU, SUB and ULAB). The new Act makes it compulsory for a private university in Dhaka to have at least one acre of one-piece land (I still wonder why the measurement is not in square metre per student) to function, but in reality it will be practically impossible to have one acre for each of 47 odd universities operating in Dhaka. The government should think of coming out to facilitate the private universities by creating a zone for setting up private universities like it often does for certain types of industries. The government has, in the meantime, created such zones for the IT
and tannery industry and there are even proposals for creating such zones for the growing readymade garments industries. All these are very important steps for a healthy growth in these sectors, but nothing could be more helpful for national development than creating an education zone. Before going further, let me share some insights into what is happening to our big neighbour, India, in the university education sector. According to the participants at a conference held last June in Washington DC, it was appreciated that India's socalled "demographic dividend" of a younger population compared to developed countries is as much an opportunity as it is a challenge. A Wharton Business School feature on the issue says "the task of meeting global talent needs with an educated and trained workforce is too huge for any one nation to take on." Business leaders and government officials from US and India at the conference attempted to size up the challenge and find ways to deal with it. The conference was organised by the US-India Business Council (USIBC). Recognising that 35 percent of the world's illiterate live in India (almost half of the world's illiterate are in South Asia of which 97 percent live in India, Pakistan and Bangladesh), the speakers at the conference drew a roadmap to get 30 percent of India's 240 million school children into higher education over the next decade, up from the current 12.4 percent. For this, India is planning to build new colleges and universities, both in the public and private sectors. India at present has 480 universities and 22,000 colleges. In the next 10 years, it will need 700 new universities and 35,000 new colleges. India has announced infrastructure build-outs worth more than US$ 1.5 trillion over the next five years. All this information comes from no less than Kapil Sibal, India's minister for human resource development, speaking as a key resource person at the conference. As India has become the back office for many US multinationals and domestic corporations, US has extended its hand of collaboration to India to build up its higher education. Last fall, US government provided a US$ 300,000 grant to its Institute of International Education to create a two-year academic partnership programme between American universities and their counterparts in India and China. Last October, US officials hosted 50 university leaders from India to discuss collaborations in education. While all these are taking place in our neighbour's house, how foolish is it of us to talk of closing down universities? No wonder, previously the Bangladeshi media carried ads of many third grade colleges and schools of other countries, excepting India. Now India has been added to the list. The more we shut down the more they open. As it has happened with our Adamjee Jute Mills, we closed one, India opened six new jute mills in the same year. The new Private University Act-2010 took about seven years to formulate and though it is not totally foolproof, it is much more balanced than the one that was talked about. Any law will always have room for improvement. Implementing the law is much more challenging than framing it. Shooting the target with a gun needs competence rather than assembling the armament!
Amongst the 53 private universities operating in Bangladesh, the perpetrators are many. Some offer courses for which they are least qualified, having no qualified faculties, no labs and no libraries. Some have a student size three times larger than they can hold, turning classes into sweatshops. A particular "university" has three Vice-Chancellors, all claiming to be authentic! There is an allegation that at least one has outsourced a couple of its departments to a "conman" who runs it as his private grocery shop. One has taken such a grocery shop to the northern part of the country. The class loads of teachers in quite a few private universities are extraordinarily high. I was amazed to learn that in some of these "universities", junior teachers are expected to teach five to six different courses, the pay is poor and the morale of faculty members is very low. They have to punch cards upon entering into the building and do not have any service rules, and the authorities forbid the use of university facilities for research. If the students do not turn up for a particular class, the teachers lose their payment. This is not how a university should be run. The enacted law has enough ammo to clamp down on all these and other perpetrators. The UGC just needs to use them pragmatically and judiciously without threatening to close down any one of them, excepting the ones that have more than one person as a vice-chancellor or the ones that grossly violate the Act. The oldest private university in the country is 18 years old and the youngest just five. All should not be weighed on the same scale for their compliances and normal activities like opening new departments or new admissions, and should not be affected on grounds such as not having a permanent campus. I still believe a permanent campus should not be one of the prime requisites for any seat of learning. Even the London School of Economics and Political Science (LSE) and many such institutions of repute in Europe and US have some of their academic programmes run from rented premises. The emphasis should be on whether learning and teaching is taking place properly. Even if one particular university is lacking on this count, the UGC should right away announce its name to the public so the guardians are careful while selecting institutions for their children's higher education. A few perpetrators should not be allowed to blemish the image of the entire sector. Though late, one commendable decision taken in the last meeting was on setting up an independent Accreditation Council. However, this Council should do the job of accreditation (quality assurance) for all the universities together, both public and private. This will surely enhance competition for excellence in the higher education sector. The history of private universities in this country is hardly a decade and a half old. Presently, about 47 percent of all university students go to private universities. With a 24 percent growth rate within the next five years, they are expected to overtake the public universities in student enrolment. In this short period of time,
some have performed quite well, while others are trying their best to catch up. For a country like Bangladesh, it will not be possible to put all the responsibility of providing higher education entirely on the government. Higher education anywhere is expensive, and for any meaningful progress to be made, private initiative in this sector must be encouraged. Bangladesh has been ranked 88th among the "best" 100 countries in the world recently by the international news magazine Newsweek. The ranking is based on such indicators as education, health, quality of life, economic competitiveness and political environment. Two other countries in the region have done better than us, Sri Lanka (66th) and India (78th). This may not be a very big achievement for Bangladesh, but it is not mean either, considering the size and population of the country, its multifaceted problems, and the fact that it has been ruled by military and pseudo military rulers for half the period of its existence as a free nation. To improve its performance, we must collectively take care of our education, both in the public and private sectors; the other indicators will take care of themselves. The world is shifting. We cannot live with archaic ideas and outdated thinking. With 160 million people living in Bangladesh, there is an opportunity for "demographic dividend." We just need to be a bit realistic and make appropriate roadmaps to bridge the talent gap by making our higher education system and its administration more useful. To begin with, we should stop unnecessary sabre-rattling and start implementing the Act with rationality and logic and without prejudice of any sort. Let the good and promising ones thrive and gross perpetrators be punished.
How the performance of private university can improve
Ten years back students in Bangladesh merely depended on few public universities for their higher education, as private universities could not come to the scene so quickly. Very few private universities were operating at that time, but there was a sudden turnaround of that situation as a number of private universities started operation in a very short period oftime. Over fifty private universities are now operating along with some public universities in Bangladesh. The number fifty clearly depicts the scenario that a major portion of students of this country depend on these institutions to receive higher education to get better prepared for the challenging life. It might seem bizarre to think that these huge numbers of private universities are operating in such a small country like Bangladesh. But for the large number of people in this country it is rather necessary to have more higher education institutions. What should be realized is that all these universities must follow proper guidelines, because they supposedly have to play a huge role to make our nation far stronger, which at the end of the day our nation demands? demands? As number of seats for students is limited in the public universities in Bangladesh, and the lack of necessary steps taken by our government to open up new public universities for the growing number of students, a number of private universities came forward to offer higher education to this large number of students. As we all know there were some serious controversies for a number of universities to operate legally, but the bottom line is all these universities have students on board, who they need to educate in a proper way. It is not a big deal that a number of private universities operate in Bangladesh; we should try to ensure that these institutions operate in a proper way maintaining all rules and regulations for an education institution. There is no doubt that among these universities some of them try to manipulate students by offering education which ultimately they could not maintain. When we open up a university, we need to realize that we have a big task in our hand which is to educate our students. These universities take a good amount of money from these students, which do not seem to be a problem as long as these students receive better education in return. To get better prepared for the challenging life, students in Bangladesh must receive education which these universities are capable of providing them to a greater extent. As the whole world is progressing too fast, these universities need to make sure that they provide their students with adequate education with access to internet and modern books and journals. It is obvious that many of these universities do not have these resources for their students, which contradict the ethical issues as these universities initially promise to get their students these
resources. It is conceivable that many of these universities offer false promises to the students. Some of the universities even claim that they are affiliated with some of the notable universities around the globe, which is baseless and phony. These attractions proved to be effective as they bring quite a few students under their banner, but down the road these students become ultimate sufferers. Apart from this fake affiliation, some of the universities do not even have good teachers to take classes but they have been doing their operation with no measure of control by the government. These types of actions should be stopped in no time and these universities should be banned in no time time time time time time time time time time time time time time time time time When these universities are in operation, they need to be careful about the three categories of management morality: the moral manager, the immoral manager and the amoral manager. We all know that immoral managers of companies have no regards for ethical standards and do not watch out for the interest for others. Many times these companies manipulate others and do also distort legal rules and regulation. Some of our private universities tend to follow this principles as they manipulate students to look out for their own self interest, but they do not know that they ultimately destroy our nation as their students would have nothing to offer to our nation after receiving a so called 'degree'.All these universities should follow high standards of ethical behavior. This is obvious that these universities would be ambitious and would look for the ways of powerful urge to succeed, but they must pursue success in business within the confines ofthe spirit of what is ethical and legel. legal. There seems to be a profit making attitude all around the corner with these private universities. Many public university teachers try to get into renowned private universities merely for the desire of making more money. First of all these private universities sell them through these renowned public university teachers and in other way public university students also are deprived of getting knowledge from these teachers. It looks like we are playing game with the education of our country and no one is there to tackle it. A comprehensive rules and regulations are indispensible for these private universities to stop this cruel business that would ultimately destroy our nation. Private universities, without a shadow of doubt, can play a major role to make our students educated to ultimately make our country stronger. But the owners and management of these institutions should remember that they are not only doing business, they are directly responsible for providing suitable higher education and developing human resources. Our government should have comprehensive rules
and regulations and most importantly they need to make these institutions abide by these rules.
Reference
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www.ugc.ac.in www.sai.uni-heidelberg.de www.e-laws.gov.on.ca www.e-laws.gov.on.ca www.moedu.gov.bd en.wikipedia.org gurumia.com/tag/private-university-act-bangladesh
Since that performance of the Private Universities Act of 1992, Bangladesh has seen a tremendous growth in the number of private educational platforms over the recent years, mainly through the emergence of a large number of universities in the private sector. Yet, this growth also has a downside to it, as rapid expansion entails a risk of compromise on quality and expenses. However, the combined effect is a vibrant education sector with a healthy rivalry among the competing institutions. Private education in Bangladesh is getting more competitive with the remarkable increase in the number of academic institutions in the country. The ineluctable forces of globalization in this new millennium make this growth path more complex and challenging. Despite the relentless and continuous effort of private educational institutions, quality has not yet achieved at the desired level. The cost of private education is another dimension to consider, as it is unaffordable in Bangladesh, and more effort needs to be made if costs are to be lowered. However, the system is proceeding gradually towards greater improvement. Nevertheless, all the problems considered here should be addressed more rigorously to ensure the quality of education in Bangladesh reaches the desired level. This study has shed the light on the dimensions perceived by students as associated with the quality of education. These dimensions are faculty credentials, the academic calendar, campus facilities, research facilities and the cost of education. The study also concludes that, in general, the cost of education in private universities in Bangladesh is somewhat expensive due to the imbalance between increasing tuition fees and an increasing amount of financial aid and scholarships.
List of the Private University in Bangladesh
1. North South University 2. University of Science and Technology Chittagong 3. Independent University of Bangladesh 4. Darul Ihsan University 5. International University of Business Agriculture and technology, 6. International Islamic University Chittagong, 7. Ahsanullah University of Science and Technology 8. American International University Bangladesh 9. Asian University of Bangladesh 10.East-West University 11. University of Asia Pacific 12. Gano University 13. The People's University of Bangladesh 14. Dhaka International University 15. BRAC University 16.Manarat International University 17. Bangladesh University 18. Leading University 19. BGC Trust University 20.Sylhet International University 21.University of Development Alternative 22. South-East University 23. Stamford University 24.Daffodil International University 25. State University of Bangladesh 26. IBAIS University 27. City University 28. Prime University 29.Northern University of Bangladesh 30.Southern University of Bangladesh 31. Green University of Bangladesh 32.World University of Bangladesh 33.Santa Maria University of Creative Technology 34. The Millennium University, 35. Eastern University 36. Bangladesh University of Business and Technology 37. Metropolitan University 38. Uttara University 39. United International University
40. 41. 42. 43. 44. 45. 46. 47. 48.
Victoria University of Bangladesh, University of South Asia Presidency University University of Information Technology and Sciences, Prime Asia University Royal University University of Liberal Arts Atish Dipankar University of Science and Technology, World University of Bangladesh
Published in Bangladesh Gazette Extraordinary Dated 9th August, 1992
Act No.34 of 1992 An Act made to provide for the establishment of private universities Whereas it is necessary to establish private universities in order to meet the increasing demand of, and to extend pervasively, higher education in the country, to facilitate the access of the general public to higher education and to create in this way a class of skilled persons; and whereas several well-wishing persons, associations, charitable funds and institutions of the country are eager to establish and manage private universities; and whereas it is expedient to provide for the establishment of private universities; Now, therefore, it is enacted as follows:1. Short title. - This Act may be called the Private University Act, 1992. 2. Definitions.- Unless there is anything repugnant in the subject or context, in this Act- a) "Faculty" means a Faculty of a private university; b) "Academic Council" means the Academic Council of a private university; c) "Authority" means any Authority referred to in, or constituted under, this Act; d) "Trustee Board" means the Trustee Board referred to in sub-section (1) of section 14; e) "Managing Board" means the Managing Board referred to in sub-section (1) of section 14; f) "Founder" means any person, association, charitable fund or any other institution which establishes a private university; g) "private university" means any private university established under this Act; h) "association" means any association or group of two or more persons intenting to establish a private university; i) "Grants Commission" means the University Grants Commission of Bangladesh Constituted by the University Grants Commission Order, 1973 (PO No.10 of 1973); j) "Regency Council" means the Regency Council referred to in sub-section (1) of section 14; k) "Sanad" means a Sanad granted under section 6 for the establishment of a private university; l) "Syndicate" means the Syndicate referred to in sub-section (1) of section 14. 3. Private universities. - (1) There may be established one or more private universities in accordance with the provisions of this Act. (2) Every private university shall, subject to the provisions of this Act, have power to acquire, hold and transfer property, both movable and immovable, and suits may be filed by or against it.
4. Location of private universities.- Private universities may, after prior consent of the Government and subject to the provisions of this Act, be located at any place in Bangladesh: Provided that a private university may initially, after prior consent of the Government, be established anywhere in a provisional manner, but it shall, within five years after the date of the provisional establishment, be established permanently on its own ground, no less than five acres and approved by the Government, and with an adequate infrastructure. 5. University to be open to anybody irrespective of caste, religion. - Private universities shall be open to men and women of any caste, religion, race and class. 6. Sanad for the establishment of private universities. - (1) No private university shall be established or managed without the acquisition of the required Sanad from the Government under this section. (2) Every person, association, charitable fund or other institution intending to establish or manage a private university shall, for the purpose of acquiring a Sanad under sub-section (1), make an application in the prescribed form to the Government. (3) The Government may, after the receipt of an application under sub-section (2), demand from the applicant such further informations as may be required for the consideration of the subject, and it shall, if it is, after consideration of the application, satisfied that the applicant has fulfilled the conditions for the establishment of a private university under section 7, grant in the prescribed form a Sanad for the establishment of a private university under sub-section (1) in favour of the applicant. (4) The Government may, if it is satisfied that the applicant has failed to fulfill the conditions for the establishment of a private university under section 7, reject by order the application submitted by the applicant under sub-section (2): Provided that no application shall be rejected without giving to the applicant a reasonable opportunity for a hearing. (5) Every person, association, charitable fund or institution afflicted by an order of rejection under sub-section (4) may make an appeal against such order to the Chancellor, and the decision of the Chancellor on the appeal shall be deemed to be final. 7. Conditions for the acquisition of a Sanad.- Every private university has, for the acquisition of a Sanad under section 6, to fulfill, among others, the following conditions, namely:- a) the Grants Commission shall give its prior approval of a plan concerning its teaching programme; b) it shall in the initial stages have no less than two Faculties; c) every Faculty shall have such number of pedagogically competent specialist subject teachers as the Grants Commission may approve of; d) it shall have a reserved fund of no less than ten million Takas, which shall be deposited at a nationalized bank; e) it shall have a balanced and dense syllabus, approved by the Grants Commission; f) it shall reserve five per cent of the total number of seats fixed for the admission
of students for the admission of indigent or gifted students, and all such students shall have opportunity to study without paying fees; g) the scale of pay of the teachers and the rate of the pay to be payed by the students shall be clearly stated. 8. Officers of private universities. - (1) Every private university shall have the following officers, namely:a) a Chancellor; b) a Vice-Chancellor, Rector or Principal; c) a Treasurer; d) a Registrar; e) Deans; f) Heads of Department; g) an Examination Controller. 9. Chancellor.- (1) The President of the People's Republic of Bangladesh shall be the Chancellor of every private university, and he or a person to be nominated by him shall preside the convocations for award of academic and honorary degrees. (2) Every proposal for the conferment of an honorary degree shall be subject to the confirmation of the Chancellor. (3) Every year or at such interval of time as the Chancellor may determine, there shall, after the prior approval of the Chancellor, be performed a convocation for award of academic degrees. 10. Vice-Chancellor.- (1) The Vice-Chancellor, Rector or Principal of a private university shall, after consultation with the Founder, be appointed by the Chancellor for a period of four years on such terms and conditions as may be determined by the Chancellor, and he shall be the Chief Executive Officer of such university. (2) If for absence, illness or any other reason the Vice-Chancellor, Rector or Principal is unable to discharge his functions, the Treasurer shall discharge the functions of a Vice-Chancellor, Rector or Principal for the period of such inability. 11. Treasurer.- (1) The Treasurer shall, after consultation with the Founder, be appointed by the Chancellor for a period of four years on such terms and conditions as may be determined by the Chancellor. (2) The Treasurer shall be responsible for the accounts of a private university. 12. Appointment of Registrar, Deans, etc.- (1) The Registrar, Heads of Department and Examination Controller of a private university shall be appointed by the Syndicate, Managing Board, Regency Council or, as the case may be, Trustee Board for a period of four years on such terms and conditions as may be determined by the Chancellor. (2) The Dean of any Faculty shall, after consultation with the Founder, be elected by the Heads of the Departments concerned for such period as may be determined by the Chancellor. 13. Appointment of other officers.- If it is necessary to appoint any other officer in addition to those referred to in section 8, the Founder shall be obliged to obtain the prior consent of the Government for the appointment of such other officer, and
he may, in case that no consent has been received within thirty days after the date of the application for such consent, make, within thirty days after non-receipt of the approval, an appeal to the Chancellor, and such appeal shall, if the Chancellor has not decided on it within sixty days after its receipt, be considered to have been admitted. 14. Authorities of private universities. - (1) Every private university shall have the following authorities, namely:a) a Syndicate, Managing Board, Regency Council or Trustee Board consisting of no less than nine members; b) an Academic Council consisting of no less than nine members; c) Faculties or Schools of Studies; d) a Syllabus Committee; e) a Finance Committee consisting of no less than five members; f) an Election Committee consisting of no less than five members. (2) The Founder may, after prior consent of the Chancellor, constitute, in addition to those referred to in sub-section (1), any other authority which may be required for the proper and perfect discharge of the functions of a private university. (3) The Syndicate, Managing Board, Regency Council or Trustee Board shall consist of such persons as have gained over many years experience in the fields of education, culture, industry, science, technology and administration. 15. Teaching programme, etc. - (1) Plans, teaching methods, syllabuses and teaching standards relating to teaching programmes of private universities are to be approved by the Grants Commission. (2) An application for an approval under sub-section (1) shall be made to the Grants Commission; and the Grants Commission shall, within sixty days after the date of receipt of the application, decide on the application. (3) If the Grants Commission notifies its refusal to approve of a plan, teaching method, syllabus or teaching standard relating to the teaching programme of a private university, an appeal may, within thirty days after the date of such notice of rejection, be made against it to the Chancellor, and the decision of the Chancellor on such appeal shall be deemed final. (4) If the Chancellor fails to decide on an appeal under sub-section (3) within sixty days after the date of receipt, the appeal shall be considered to have been admitted. 16. Cancellation of a Sanad.- (1) If there is lodged any complaint to the effect that a forgery or fraud has been committed on the occasion of awarding a certificate, diploma or degree of a private university, or that the teaching standard of such university as approved under section 15 has not been maintained, the Chancellor may have any such person as is or has been holding the office of the President of the High Court make an investigation of that complaint, and the Government may, if, on such investigation, the complaint proves correct, cancel the Sanad for such university. (2) Any person, association, charitable trust or institution afflicted by an order to
cancel a Sanad under sub-section (1) may, within thirty days after the date of such order, make an appeal to the Chancellor against such order and the decision of the Chancellor on such appeal shall be deemed to be final. (3) An appeal under sub-section (2) shall be decided upon within sixty days after the date of its receipt and an appeal which has not been decided upon within such period shall be considered to have been admitted. 17. Statutes. - (1) The Syndicate, Managing Board, Regency Council or Trustee Board may, after prior consent of the Chancellor, make statutes containing syllabuses, teaching methods, book-lists and provisions relating to the discharge of administrative and other necessary functions of a private university. (2) Statutes made under sub-section (1) shall come into effect on the date of notification in the official Gazette. 18. Certificates, diplomas etc. of private universities.- All certificates, diplomas and degrees awarded by a private university shall be signed the ViceChancellor, Rector or, as the case may be, Principal, and shall be stamped with the seal of such university. 19. Fund. - (1) A private university shall have a fund. (2) This fund shall, after the approval of the Syndicate, Managing Board, Regency Council or, as the case may be, Trustee Board, be deposited in the name of the university at a nationalized bank and money may be withdrawn from the fund in the prescribed manner. (3) No private university may, nor may any person or institution in its behalf, raise any fund within, or outside of, the country without the knowledge or prior approval of the Chancellor. 20. Maintenance of account and audit. - The account of the income and expenditure of a private university shall be maintained by the Grants Commission, and a chartered accountant to be appointed after approval of the Chancellor shall audit that account every financial year. 21. Power to make rules. - The Government may, by notification in the official Gazette, make rules for the purpose of this Act.
University Grants Commission (UGC)
Background The University Grants Commission (UGC) of Bangladesh is the statutory apex body in the field of higher education in Bangladesh. The primary objectives of the UGC are to supervise, maintain, promote and coordinate university education. It is also responsible for maintaining standard and quality in all the public and private universities in Bangladesh. The UGC assesses the needs of the public universities in terms of funding and advice Government in various issues related to higher education in Bangladesh. The University Grants Commission (UGC) of Bangladesh was established under the President’s Order (P.O.) No. 10 of 1973 which was deemed to have come into force with effect from 16 December 1972. Vision/Mission: As the statutory apex body in the field of University Education in Bangladesh, the vision of the UGC is to enhance and strengthen the quality of Higher Education. The standards of teaching and research in public and private universities in the country are the main concern. It also aims to bringing in qualitative improvement in the governance and management of the universities by establishing academic discipline, financial accountability and transparency. To ensure high quality education in the public and private universities, keeping in view the needs and aspirations of the people and the society.
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To develop the universities as centers of excellence which in turn will produce trained and skilled manpower capable of resolving socio-economic problems and contribute in economic progress and prosperity of the country. To organize and motivate the universities to act as change agent so that they can create new frontiers of knowledge through demand-driven and innovative research to cope with the rapidly changing globalized society. To assess the financial needs of the universities and formulate and implement plans and programs for proper and appropriate development of the universities. To foster national, regional and international linkages and collaboration in the field of teaching, learning and to ensure exchange of knowledge, and research. To help the universities in staff development, student mobility etc.
Function and Activities: The University Grants Commission of Bangladesh publishes UGC BULLETIN quarterly. This bulletin depicts all the major activities of the Commission and the Universities of Bangladesh. This bulletin will be available regularly in this site from now on.
The functions of UGC encompass the following, among others:
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To determine the needs of the universities; To receive funds from the government and allocate and disburse these funds to the universities for their maintenance and development; To examine and critically appraise the developments plans of the universities; To oversee the implementation of various development projects of the universities; To formulate plants for new universities; To collect, analyze, and interpret statistical data on university matters.
Standing Committees Different terms of UGC are carried out by some standing committees like: • Selection Committee • Evaluation Committee • UGC Professorship Nomination Committee • Rokeya Chair Nomination Committee • Budget Management Nomination Committee • Audit Committee • Library Management Committee • Project Evaluation Committee • Equivalence Committee
Ministry of Education
Ministry of Education is the apex policy making institution of the Government regarding administration and development of post-primary education sector. Ministry of Education formulates policies and programs for the development of postprimary to higher education including Madrasah, Technical and Vocational education. It also formulates laws, rules and regulations for the management and administration of post-primary education sector and its institutions of the country. There are several attached bodies for supervision and management of formal education in post-primary and secondary schools, colleges, madrasahs, technical schools and colleges, polytechnic institutes, engineering colleges and universities. There are about 31401 post primary secondary schools/colleges/madrasahs and 31 public and 51 private universities. History of MoE at a glance March 1972 Ministry December 1974 Ministry March 1984 Ministry August 1993 Ministry of of of of Education, Religion, Sports & Cultural Affairs Education and Cultural Affairs Education and Science & Technology Education
Focus & Objectives Focus of the Government on Education The focus of the government on education as enunciated in different Policies and Five Year Plan Documents are: • • • • • • • • Provide value based education Emphasize on job-oriented and need-based education Modernization of curriculum Ensure efficient management at all levels Strengthen the Information and Communication Technology Ensure teacher effectiveness at all levels Revitalize technical and vocational education Ensure gender parity at all levels of education
General objectives of Education • To inspire and create enthusiasm among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, religious, cultural and social values in personal as well as in national life. • To develop awareness in the learners to protect the independence, sovereignty and integrity of Bangladesh. • To make education pragmatic, productive and creative with a view to bringing about changes in the socio-economic conditions of the country and making the students into a dutiful and responsible manpower with scientific outlook and help them develop the qualities of leadership. • To give special emphasis on primary and secondary education with a view to expanding education, to instill respect and eagerness for physical labour and
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enable the learners acquire vocational education for self-employment in all stages of education. To promote fraternity, moral values, generosity and fellow-feeling in people and make them respectful of human rights. To promote democratic values through fostering tolerance of one another's views and help develop life-oriented, realistic and positive attitude for blossoming democratic awareness. To ensure proper quality at every level of education; to strengthen and widen the knowledge, skills and attitude acquired in the previous stage (in accordance with various aims and objectives of education): to enable acquisition of new knowledge and skills and to encourage people to contribute in the system of education, especially in the field of primary, secondary and vocational education. To emancipate the country from the curse of illiteracy. To create equal opportunities for education in accordance with merit and aptitude for the purpose of building a society free from disparity. To ensure gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education. To ensure constitutional guarantee at all levels of education. To create awareness about protection of environment.
Activities of MOE The Legal Framework on Education The Constitution of the People's Republic of Bangladesh enjoins upon the Government of Bangladesh the obligation to ensure literacy of all the citizens of the country within the shortest possible time. The Constitution mandates the state to adopt effective measures for: • • • establishing a uniform, mass-oriented and universal system of education and extending free and compulsory education to all children to such stage as may be determined by law (Article 17) relating education to the needs of society and producing properly trained and motivated citizens to serve those needs (Article 17) removing illiteracy within such time as may be determined by law (Article 17)
Activities of Ministry of Education according to the Rules of Business • • • • • • • • Formulation of sectorial plan on Secondary, Higher Secondary and University education sector. Preparation, monitoring and evaluation of educational projects of Secondary, Higher Secondary and University education sector. University education including University Grants Commission. Technical education. Secondary and Higher Secondary (College) education. Madrasha education. Distance education including educational media and technology. Educational research and training.
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Bangladesh National Commission for UNESCO. National students council. Educational Policy and Reforms (Secondary, Higher Secondary and University Education). Curriculum development (Secondary, Higher Secondary and University Education). Preparation, printing and distribution of text books (above primary education level). Introduction of population in schools. Processing of educational projects/schemes in Secondary, Higher Secondary and University sector with PEC/NEC ECNEC and implementation or the decisions of the Cabinet. Policy directives or holding the public examination above primary education level conducted by the Boards under Ministry of Education. Learned Bodies in the field of education, research, etc. above primary education level and financial aid to these organizations. Aid from foreign and international bodies in the field of education above primary education level. International Organization and other international programs in the field of education and science above primary education level. Pride or performance, merit awards in the filed of arts, science and education. Education and welfare of Bangladesh students overseas, education development in Bangladesh Missions abroad, financial assistance to educational institutions and Bangladeshi Students Associations abroad. External examination, equivalence of degrees, diplomas, certificates and exchanges of degrees, diplomas and certificates with foreign countries. Recognition of professional and technical qualification for the purpose of recruitment to posts under the Government of Bangladesh. Educational exchange programs, exchange or teachers, professors, educationists, technologists, etc. Overseas studies and scholarship, foreign teachers and students in Bangladesh . Rehabilitation and other problems relating to displaced teachers and students. Recruitment of teachers for appointment in foreign countries. Admission of foreign students in National Institutions. Publication of scientific and professional books. Charities and charitable institution pertaining to subjects belonging to this Division. Matters relating to the recommendations of Education Commission above primary education level. National Research Fellows. Bangladesh Scouts and Girl Guides. First appointment and administration of the officers of B.S.S (General Education).
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First appointment and administration of the officers of B.C.S (Technical Education). Secretarial administration including financial matters. Administration and control of subordinate offices and organizations under this Division. Liaison with International Organizations and matters relating to treaties and agreements with other countries and world bodies relating to subjects allotted to this Division. All laws on subjects allotted to this Division. Inquires and statistics on any of the subjects allocated to this Division. Fees in respect of any of the subjects allocated to this Ministry except fees taken in courts.
Education System Guidelines for Education Human resource development is at the core of Bangladesh's development efforts and access to quality education is critical to poverty reduction and economic development. The Government is committed to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladesh's commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in the public sector investments. Education sector allocations are currently about 2.3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs). Education Management Education System in Bangladesh is being managed and administered by two Ministries, Ministry of Education (MoE) and Ministry of Primary and Mass Education Division in association with the attached Departments and Directorates as well as a number of autonomous bodies. Education Structure Education in Bangladesh has three major stages-primary, secondary and higher educations. Primary education is a 5-year cycle while secondary education is a 7year one with three sub-stages: 3 years of junior secondary, 2 years of secondary and 2 years of higher secondary. The entry age for primary is 6 years. The junior, secondary and higher stages are designed for age groups 11-13, 14-15 and 16-17 years. Higher secondary is followed by graduate level education in general, technical, engineering, agriculture, business studies, and medical streams requiring 5-6 years to obtain a Masters degree.
Private University Act: Implementation
In spite of the fact that the government promulgated the new Private University Act-2010 on July 18, 2010, there has been the occasional and unnecessary sabrerattling by some quarters and a section of the media with its version of incomplete information or facts based on either half or no truth. Such actions create unnecessary confusion amongst the founders, students, guardians and faculty members of private universities. The last such sabre-rattling was done on August 18, exactly one month after the promulgation of the Act. In a meeting at the Education Ministry, presided over by the Education Minister Nurul Islam Nahid M.P., himself, and attended by the Chairman of the University Grants Commission (UGC) and a few representatives of the private universities, quoting the UGC Chairman, it was reported in a section of the local media that all private universities located in Dhanmnodi will have to be shifted soon or they will face closure. However, in the official minutes of the meeting, nowhere had it been mentioned that any such decision was ever taken. It was only decided that the government could restrict the establishment of any private university in particular areas or places in the interests of the environment and security and public interest. This sounds more logical and rational. It would be more rational if this decision is made enforceable only to those universities that will be established after the new Act comes into force. On the subject of Dhanmondi, many residents of this area (I am one of them) will perhaps express a sigh of relief if Dhanmondi regains its original residential character through removal of, first, all the shopping centres, shops, hospitals, diagnostic clinics from the area; and then the educational institutions, beginning with about two dozen schools and innumerable private coaching centres. Many of these were established long before the private universities came. However, one will acknowledge that this is neither practical nor feasible. Wherever you have a hundred families living, you will need schools and other educational institutions, along with windows providing the basic utilities like health care. Dhanmondi area has about a dozen private universities, some on their own premises, of which at least three have custom made state of the art buildings with built-in high quality facilities (UIU, SUB and ULAB). The new Act makes it compulsory for a private university in Dhaka to have at least one acre of one-piece land (I still wonder why the measurement is not in square metre per student) to function, but in reality it will be practically impossible to have one acre for each of 47 odd universities operating in Dhaka. The government should think of coming out to facilitate the private universities by creating a zone for setting up private universities like it often does for certain types of industries. The government has, in the meantime, created such zones for the IT
and tannery industry and there are even proposals for creating such zones for the growing readymade garments industries. All these are very important steps for a healthy growth in these sectors, but nothing could be more helpful for national development than creating an education zone. Before going further, let me share some insights into what is happening to our big neighbour, India, in the university education sector. According to the participants at a conference held last June in Washington DC, it was appreciated that India's socalled "demographic dividend" of a younger population compared to developed countries is as much an opportunity as it is a challenge. A Wharton Business School feature on the issue says "the task of meeting global talent needs with an educated and trained workforce is too huge for any one nation to take on." Business leaders and government officials from US and India at the conference attempted to size up the challenge and find ways to deal with it. The conference was organised by the US-India Business Council (USIBC). Recognising that 35 percent of the world's illiterate live in India (almost half of the world's illiterate are in South Asia of which 97 percent live in India, Pakistan and Bangladesh), the speakers at the conference drew a roadmap to get 30 percent of India's 240 million school children into higher education over the next decade, up from the current 12.4 percent. For this, India is planning to build new colleges and universities, both in the public and private sectors. India at present has 480 universities and 22,000 colleges. In the next 10 years, it will need 700 new universities and 35,000 new colleges. India has announced infrastructure build-outs worth more than US$ 1.5 trillion over the next five years. All this information comes from no less than Kapil Sibal, India's minister for human resource development, speaking as a key resource person at the conference. As India has become the back office for many US multinationals and domestic corporations, US has extended its hand of collaboration to India to build up its higher education. Last fall, US government provided a US$ 300,000 grant to its Institute of International Education to create a two-year academic partnership programme between American universities and their counterparts in India and China. Last October, US officials hosted 50 university leaders from India to discuss collaborations in education. While all these are taking place in our neighbour's house, how foolish is it of us to talk of closing down universities? No wonder, previously the Bangladeshi media carried ads of many third grade colleges and schools of other countries, excepting India. Now India has been added to the list. The more we shut down the more they open. As it has happened with our Adamjee Jute Mills, we closed one, India opened six new jute mills in the same year. The new Private University Act-2010 took about seven years to formulate and though it is not totally foolproof, it is much more balanced than the one that was talked about. Any law will always have room for improvement. Implementing the law is much more challenging than framing it. Shooting the target with a gun needs competence rather than assembling the armament!
Amongst the 53 private universities operating in Bangladesh, the perpetrators are many. Some offer courses for which they are least qualified, having no qualified faculties, no labs and no libraries. Some have a student size three times larger than they can hold, turning classes into sweatshops. A particular "university" has three Vice-Chancellors, all claiming to be authentic! There is an allegation that at least one has outsourced a couple of its departments to a "conman" who runs it as his private grocery shop. One has taken such a grocery shop to the northern part of the country. The class loads of teachers in quite a few private universities are extraordinarily high. I was amazed to learn that in some of these "universities", junior teachers are expected to teach five to six different courses, the pay is poor and the morale of faculty members is very low. They have to punch cards upon entering into the building and do not have any service rules, and the authorities forbid the use of university facilities for research. If the students do not turn up for a particular class, the teachers lose their payment. This is not how a university should be run. The enacted law has enough ammo to clamp down on all these and other perpetrators. The UGC just needs to use them pragmatically and judiciously without threatening to close down any one of them, excepting the ones that have more than one person as a vice-chancellor or the ones that grossly violate the Act. The oldest private university in the country is 18 years old and the youngest just five. All should not be weighed on the same scale for their compliances and normal activities like opening new departments or new admissions, and should not be affected on grounds such as not having a permanent campus. I still believe a permanent campus should not be one of the prime requisites for any seat of learning. Even the London School of Economics and Political Science (LSE) and many such institutions of repute in Europe and US have some of their academic programmes run from rented premises. The emphasis should be on whether learning and teaching is taking place properly. Even if one particular university is lacking on this count, the UGC should right away announce its name to the public so the guardians are careful while selecting institutions for their children's higher education. A few perpetrators should not be allowed to blemish the image of the entire sector. Though late, one commendable decision taken in the last meeting was on setting up an independent Accreditation Council. However, this Council should do the job of accreditation (quality assurance) for all the universities together, both public and private. This will surely enhance competition for excellence in the higher education sector. The history of private universities in this country is hardly a decade and a half old. Presently, about 47 percent of all university students go to private universities. With a 24 percent growth rate within the next five years, they are expected to overtake the public universities in student enrolment. In this short period of time,
some have performed quite well, while others are trying their best to catch up. For a country like Bangladesh, it will not be possible to put all the responsibility of providing higher education entirely on the government. Higher education anywhere is expensive, and for any meaningful progress to be made, private initiative in this sector must be encouraged. Bangladesh has been ranked 88th among the "best" 100 countries in the world recently by the international news magazine Newsweek. The ranking is based on such indicators as education, health, quality of life, economic competitiveness and political environment. Two other countries in the region have done better than us, Sri Lanka (66th) and India (78th). This may not be a very big achievement for Bangladesh, but it is not mean either, considering the size and population of the country, its multifaceted problems, and the fact that it has been ruled by military and pseudo military rulers for half the period of its existence as a free nation. To improve its performance, we must collectively take care of our education, both in the public and private sectors; the other indicators will take care of themselves. The world is shifting. We cannot live with archaic ideas and outdated thinking. With 160 million people living in Bangladesh, there is an opportunity for "demographic dividend." We just need to be a bit realistic and make appropriate roadmaps to bridge the talent gap by making our higher education system and its administration more useful. To begin with, we should stop unnecessary sabre-rattling and start implementing the Act with rationality and logic and without prejudice of any sort. Let the good and promising ones thrive and gross perpetrators be punished.
How the performance of private university can improve
Ten years back students in Bangladesh merely depended on few public universities for their higher education, as private universities could not come to the scene so quickly. Very few private universities were operating at that time, but there was a sudden turnaround of that situation as a number of private universities started operation in a very short period oftime. Over fifty private universities are now operating along with some public universities in Bangladesh. The number fifty clearly depicts the scenario that a major portion of students of this country depend on these institutions to receive higher education to get better prepared for the challenging life. It might seem bizarre to think that these huge numbers of private universities are operating in such a small country like Bangladesh. But for the large number of people in this country it is rather necessary to have more higher education institutions. What should be realized is that all these universities must follow proper guidelines, because they supposedly have to play a huge role to make our nation far stronger, which at the end of the day our nation demands? demands? As number of seats for students is limited in the public universities in Bangladesh, and the lack of necessary steps taken by our government to open up new public universities for the growing number of students, a number of private universities came forward to offer higher education to this large number of students. As we all know there were some serious controversies for a number of universities to operate legally, but the bottom line is all these universities have students on board, who they need to educate in a proper way. It is not a big deal that a number of private universities operate in Bangladesh; we should try to ensure that these institutions operate in a proper way maintaining all rules and regulations for an education institution. There is no doubt that among these universities some of them try to manipulate students by offering education which ultimately they could not maintain. When we open up a university, we need to realize that we have a big task in our hand which is to educate our students. These universities take a good amount of money from these students, which do not seem to be a problem as long as these students receive better education in return. To get better prepared for the challenging life, students in Bangladesh must receive education which these universities are capable of providing them to a greater extent. As the whole world is progressing too fast, these universities need to make sure that they provide their students with adequate education with access to internet and modern books and journals. It is obvious that many of these universities do not have these resources for their students, which contradict the ethical issues as these universities initially promise to get their students these
resources. It is conceivable that many of these universities offer false promises to the students. Some of the universities even claim that they are affiliated with some of the notable universities around the globe, which is baseless and phony. These attractions proved to be effective as they bring quite a few students under their banner, but down the road these students become ultimate sufferers. Apart from this fake affiliation, some of the universities do not even have good teachers to take classes but they have been doing their operation with no measure of control by the government. These types of actions should be stopped in no time and these universities should be banned in no time time time time time time time time time time time time time time time time time When these universities are in operation, they need to be careful about the three categories of management morality: the moral manager, the immoral manager and the amoral manager. We all know that immoral managers of companies have no regards for ethical standards and do not watch out for the interest for others. Many times these companies manipulate others and do also distort legal rules and regulation. Some of our private universities tend to follow this principles as they manipulate students to look out for their own self interest, but they do not know that they ultimately destroy our nation as their students would have nothing to offer to our nation after receiving a so called 'degree'.All these universities should follow high standards of ethical behavior. This is obvious that these universities would be ambitious and would look for the ways of powerful urge to succeed, but they must pursue success in business within the confines ofthe spirit of what is ethical and legel. legal. There seems to be a profit making attitude all around the corner with these private universities. Many public university teachers try to get into renowned private universities merely for the desire of making more money. First of all these private universities sell them through these renowned public university teachers and in other way public university students also are deprived of getting knowledge from these teachers. It looks like we are playing game with the education of our country and no one is there to tackle it. A comprehensive rules and regulations are indispensible for these private universities to stop this cruel business that would ultimately destroy our nation. Private universities, without a shadow of doubt, can play a major role to make our students educated to ultimately make our country stronger. But the owners and management of these institutions should remember that they are not only doing business, they are directly responsible for providing suitable higher education and developing human resources. Our government should have comprehensive rules
and regulations and most importantly they need to make these institutions abide by these rules.
Reference
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www.ugc.ac.in www.sai.uni-heidelberg.de www.e-laws.gov.on.ca www.e-laws.gov.on.ca www.moedu.gov.bd en.wikipedia.org gurumia.com/tag/private-university-act-bangladesh
